Gauteng Education MEC Matome Chiloane said he was devastated by an incident that occurred on Sunday, where a Grade 11 girl learner from Chipa-Tabane Secondary School in Refilwe, Cullinan east of Pretoria, was allegedly raped and murdered.
According to the Gauteng Department of Education (GDE) spokesperson Steve Mabona the learner was attending extra classes on Friday, 22 March 2024, and Saturday, 23 March 2024.
“It is reported that the learner allegedly left the house on Sunday, 24 March 2024, at around 18:00 PM and did not return. Her mother then filed a missing person’s report with the police that same night,” he said.
“Upon receiving information that the learner was last seen with her cousin, her family then went to the cousin’s house on Monday, 25 March 2024 to ascertain further details regarding her whereabouts.
“They then found the learner’s lifeless body in a room inside the cousin’s house. Police were contacted and arrived at the scene to commence with their investigations”.
The learner was allegedly sexually assaulted before being strangled to death.
The suspect handed himself over to police on Monday night and is set to appear in the Bronkhorstspruit Magistrate’s Court on Wednesday, 27 March 2024.
“We are deeply devastated by the passing of our dear learner, especially through such gruesome circumstances. We solemnly sympathise with her beloved family, extending our most sincere condolences to them and the school community at large,” he said .
The Deputy Minister of Higher Education, Science and Innovation, Mr Buti Manamela, hosted the Secretary of State from Germany’s Federal Ministry of Education and Research, Prof. Dr Sabine Döring, during her visit to South Africa last week.
South Africa and Germany’s broad partnership includes a government-to-government agreement on science and technology signed in 1996. The two countries collaborate on several joint initiatives, including renewable energy, radio astronomy, climate change science, space science and human capital development.
Over the past 12 months, the two countries have held several high-level meetings. Döring’s visit was to attend the 20th celebration of the African Institute of Mathematical Sciences in Cape Town.
Speaking on 20 March, the Deputy Minister said the series of engagements showed that both countries were committed to working together, and thanked Germany for its support for the various initiatives being implemented under the partnership.
One of these is a joint research chair for the just energy transition. A letter of intent between Germany and South Africa was signed in March 2023 in Cape Town, and the chair will be established by the National Research Foundation as part of the South African Research Chairs Initiative for the period 2025 to 2030, with a review after five years.
Germany has invested in several centres of excellence throughout Africa that South Africa also supports, like the African–German Centres for Sustainable and Resilient Food Systems and for Applied Agricultural and Food Data Science.
Döring expressed Germany’s appreciation for the partnership, referring to the many recent milestones achieved by the two countries, and South Africa’s 2025 assumption of the G20 presidency. South Africa will be succeeding Brazil, which holds the presidency until 30 November 2024.
South Africa’s G20 presidency will focus on open science and open innovation concepts, support for innovation and commercialisation, industry innovation, the continuation of the chief science advisers round table, energy innovation, the bioeconomy, the circular economy, and inclusion and diversity in science, technology and innovation.
At the meeting, Döring said that digital education was a major concern in Germany, and that the country prioritised providing high school learners with future-ready skills.
South Africa’s education partnership with Germany has been fruitful, particularly with technical and vocational education and training (TVET) colleges and universities of technology, as well as practical work that has involved the German automotive sector.
The Deputy Minister applauded Germany’s commitment to helping establish a TVET lecturer development centre, the process for which was already under way. Ekurhuleni East College will host the centre, which has received funding of €8 million from Germany’s KfW Development Bank.
“We consider this a significant investment and intervention to improve the quality of lecturing and the skills that come out of TVET colleges,” Manamela said.
He went on to say that, over the past 15 years, the Ministry of Higher Education, Science and Innovation had worked tirelessly to shift young people’s perspective that going to university was the best thing to do after high school.
By 2030, the TVET college system is expected to be about twice the size of the university system. Currently, there are about half a million students enrolled in TVET colleges, and over a million at universities. The government sees the expansion of the TVET system as a way to strengthen partnerships with industry and ensure that TVET students have the skills needed for employment.
Germany participates in the Square Kilometre Array (SKA) project through the distinguished Max Planck Society, a research body focused on funding fundamental research in Germany. The society’s investment in the MeerKAT project (approximately €11 million) considerably increases the MeerKAT’s scientific capability, while also indicating that the MeerKAT’s value is internationally recognised.
Germany is negotiating to become a full member of the SKA Observatory, the intergovernmental organisation established through an international treaty to regulate the SKA project. Deputy Minister Manamela indicated that South Africa looked forward to Germany becoming a member of the SKA Organisation.
The two-day Free the Children Conference and civil society engagement whose aim is to design a roadmap to support the repatriation of children forcibly removed to Russia at the start of the Ukraine invasion in February 2022 – was held in South Africa recently.
Among the delegates was former Ukrainian President Viktor Yushchenko,
Ukrainian Ambassador Extraordinary HE Ms Liubov Abravitova, Professor Cheryl Hendricks – former Executive Head of the African Institute of South Africa in the Human Sciences Research Council, Professor William Gumede – Associate Professor, School of Governance at Wits University and Executive Chairperson of Democracy Works Foundation.
Moderator and In Transformation Initiative member Daniel Ngoepe pointed out that South Africa has a history of the struggle for human rights and has a lot in common with Ukraine and its fight for its existence and, more especially, the freedom of the more than 19,000 children abducted from Russian-controlled territories including Ukraine.
Ngoepe said there was no greater crime against humanity than the abduction of Ukrainian children and the children stolen from the Russian-controlled territories.
He urged society not to just speak up but to act because children everywhere were becoming victims of crime. “Children in Nigeria, South Sudan and in many war-torn countries are subjected to violence and crime”.
“South Africa has a role to play in campaigns, engagements, and finding practical ways to solve the problem. South Africa can reclaim its credibility as the voice for those who are being oppressed, as we did with Palestine, and apply the same principle to the children of Ukraine.”
Ukrainian Ambassador HE Liubov Abravitova said the 10 years of Russian occupation of Ukraine and the two years of its invasion have unleashed untold horror and violence on the people of her country, with thousands losing their lives and thousands more losing their homes.
“The suffering of the children is difficult to pronounce. But more than 500 children have been killed and hundreds of thousands displaced and removed from their homes. The children are targeted and taken to Russia in what Moscow says are attempts at rehabilitation and ending gangsterism.
“This is nothing but an attempt at re-education and collective brainwashing of Ukrainian children. There are many similarities with South Africa during apartheid when children were targeted at a young age.
“Estimates are that during apartheid 8 000 children under the age of 18 were held in prisons with little protection. So our pain is understandable to South Africans.
“South Africa believes in the rights of children as enshrined in your wonderful Constitution. South Africa’s cooperation with Ukraine can help us get the children back. Your President Cyril Ramaphosa’s initiative and his peace mission is an example of your support for our plight”.
Professor Cheryl Hendricks in her opening remarks said South Africa will always support those who feel injustices because of its past.
Former Ukrainian President Viktor Yushchenko painted a picture of the horrors of what the Ukranians were being subjected to during what he described as his country’s “12th war” with Russia.
“The first victim is always a child when occupiers come into a country,” he said.
“Thousands of elderly people are raped and murdered. Please don’t look away. Be on the side of the good. Being neutral in the face of evil is to multiply evil. You have lived through what we lived,” he said while appealing to South Africa to support their cause.
Professor William Gumede assured the Ukranians that South Africa’s civil society wants to give support to their cause and that the Democracy Works Foundation needs to build capacity and support those who fight for democracy in Africa and beyond.
Gumede said the economic costs of Russia’s invasion of Ukraine were huge not only for South Africa but for the continent as a whole and that is the reason why it is important for South Africa to help resolve the conflict.
He said Ukraine is waging a colonial war against Russia “the same way South Africans waged a colonial war against apartheid which gave rise to our democracy.
“Our foreign policy,” therefore, Gumede said, “must also reflect our constitutional democracy”. And “As Africans, if we do nothing, we will provoke a global impunity”.
On the issue of children: “Why are children important? Children and women suffer the most during conflict. It is imperative we support children and women in war-torn countries such as Sudan, Nigeria and in Gaza”.
The University of Cape Town (UCT) will honour approximately 4 850 graduates – including 26 PhD degrees – during the ongoing March graduation ceremonies taking place over five days.
UCT will also confer honorary doctorates on four distinguished individuals who have contributed exceptionally to their respective fields: Mr Lionel Basil Davis, Ms Shirley Gunn, Professor Brian John Huntley and Professor Lehlohonolo Burns Banda Jiyane Machobane.
The March 2024 graduation ceremonies began on Saturday, 23 March, and will continue until Thursday, 28 March 2024.
See the full schedule of March graduation ceremonies.
UCT Vice-Chancellor (interim) Emeritus Professor Daya Reddy said: “To all our graduates, I extend my heartfelt congratulations on reaching this significant milestone. Your commitment to academic excellence and personal growth has been exemplary, and your achievements are a testament to your hard work and determination.
“Graduation is a time not only of personal celebration, but also one of reflection on the transformative power of education. Your qualification from UCT is a testament to your intellectual capabilities and will serve as a valuable asset in your professional career. As graduates of a premier university in Africa and the world, you have received a high-quality education that equips you to make meaningful contributions to society.”
The four honorary doctorates will be conferred as follows:
Ms Gunn will be awarded the degree of Doctor of Social Science (DSocSc) (honoris causa) on Monday, 25 March at 14:00.
Professor Huntley will receive the degree of Doctor of Science (honoris causa) on Tuesday, 26 March at 14:00.
Mr Davis will be awarded the degree of Doctor of Social Science (DSocSc) (honoris causa) on Wednesday, 27 March at 10:00.
Professor Machobane will receive the degree of Doctor of Social Science (DSocSc) (honoris causa) on Thursday, 28 March at 10:00.
The ceremonies are live-streamed on the UCT graduation feature page and the university’s social media platforms: Facebook and X. Recordings of the ceremonies will be made available at a later stage on the UCT YouTube channel as well as on the graduation feature page.
The Baby Spar South Africa netball team scored impressive wins over Tanzania and Zambia on Day 1 of the Netball World Youth Cup 2025 Qualifiers Africa, which played at the University of Pretoria’s Rembrandt Hall from 18 – 23 March 2024.
The SA U21 team is eyeing qualification for the Netball Youth World Cup in Gibraltar later this year. The recently announced squad is in the hands of newly-appointed Head Coach Precious Mthembu, together with Phumza Maweni, for the duo’s first assignment on the international stage.
South Africa last played at the Netball World Youth Cup some eight years ago, and this is an opportunity for them to return next September in Gibraltar. The Baby Proteas opened the first match day with an encounter against Tanzania.
The team was playing for the first time together today since they were assembled – the hosts were very quick to send a clear message to their opponents as soon as the whistle went off. The Baby Proteas restricted Tanzania to only scoring seven goals over an entire match while they put 75 past them.
The win for South Africa for the host was a great confidence booster ahead of their second match of the match against Zambia to close off the first day of play, and with many excellent choices on offer, the difficult choice of who would be unveiled as the match’s MVP was decided when Sanmarie Visser was voted Player of the Match.
The second match of the day was a battle between Kenya and Zimbabwe, with both teams seeking to secure their seat at next year’s Netball World Youth Cup. Unlike the first match, this was a bit more competitive, with both teams going at each other, with Zimbabwe coming up tops to win their first match 49 – 39.
Malawi squared off against Namibia in the third match of the day. On the opening day, Malawi was the stronger side, thrashing their Namibian counterparts 43 – 28 for a comfortable win.
After the official opening ceremony of the tournament, attended by government dignitaries at the municipality and provincial levels, the final match of the day saw hosts South Africa take on Zambia in the day’s top-billing fixture.
Coach Precious made a few changes to her starting seven to allow some players who did not play in the earlier fixture a starting run. The hosting team got out of the starting blocks very quickly to convert their chances as early as possible in the match.
Zambia was only allowed to open their scoring after four minutes—such was the home defence and discipline that kept Zambia at bay. At the end of the first quarter, South Africa had a lead of 23 – 4.
There was no letup in the second quarter. They had extended their lead to 35 to Zambia’s 7, and at the end of the match, it was the Baby Proteas that emerged victorious, winning the game 72 – 9.
SA’s Baby Spar Netball team shine
Sports Writer
The Baby Spar South Africa netball team scored impressive wins over Tanzania and Zambia on Day 1 of the Netball World Youth Cup 2025 Qualifiers Africa, which played at the University of Pretoria’s Rembrandt Hall from 18 – 23 March 2024.
The SA U21 team is eyeing qualification for the Netball Youth World Cup in Gibraltar later this year. The recently announced squad is in the hands of newly-appointed Head Coach Precious Mthembu, together with Phumza Maweni, for the duo’s first assignment on the international stage.
South Africa last played at the Netball World Youth Cup some eight years ago, and this is an opportunity for them to return next September in Gibraltar. The Baby Proteas opened the first match day with an encounter against Tanzania.
The team was playing for the first time together today since they were assembled – the hosts were very quick to send a clear message to their opponents as soon as the whistle went off. The Baby Proteas restricted Tanzania to only scoring seven goals over an entire match while they put 75 past them.
The win for South Africa for the host was a great confidence booster ahead of their second match of the match against Zambia to close off the first day of play, and with many excellent choices on offer, the difficult choice of who would be unveiled as the match’s MVP was decided when Sanmarie Visser was voted Player of the Match.
The second match of the day was a battle between Kenya and Zimbabwe, with both teams seeking to secure their seat at next year’s Netball World Youth Cup. Unlike the first match, this was a bit more competitive, with both teams going at each other, with Zimbabwe coming up tops to win their first match 49 – 39.
Malawi squared off against Namibia in the third match of the day. On the opening day, Malawi was the stronger side, thrashing their Namibian counterparts 43 – 28 for a comfortable win.
After the official opening ceremony of the tournament, attended by government dignitaries at the municipality and provincial levels, the final match of the day saw hosts South Africa take on Zambia in the day’s top-billing fixture.
Coach Precious made a few changes to her starting seven to allow some players who did not play in the earlier fixture a starting run. The hosting team got out of the starting blocks very quickly to convert their chances as early as possible in the match.
Zambia was only allowed to open their scoring after four minutes—such was the home defence and discipline that kept Zambia at bay. At the end of the first quarter, South Africa had a lead of 23 – 4.
There was no letup in the second quarter. They had extended their lead to 35 to Zambia’s 7, and at the end of the match, it was the Baby Proteas that emerged victorious, winning the game 72 – 9.
The Department of Higher Education and Training has officially announced its deregistration of several educational institutions owned by Educor, including Damelin College, City Varsity, Lyceum colleges and Icesa City Campus.
The closure of the popular institutions will have a huge impact on thousands of students who have already registered with them and now have to find alternative places to study.
The Department’s DG Nkosinathi Sishi confirmed on Monday that the institutions have been deregistered due to their failure to submit annual financial statements for the years 2021 and 2022, as well as their non-compliance with legal requirements.
The affected institutions are owned by Educor, which claims to be the largest providers of private tertiary instruction in the country, with many of its programs offered through distance learning.
Deregistered institutions are required legally to inform students within 14 days, provide academic transcripts, reimburse students unable to access education, and make arrangements for affected students to complete their programs at alternative institutions.
In 2022 the Department made known its intentions to deregister Educor Colleges for failing to submit their audited annual statement. It also said a year ago it would deregister some programmes at Damelin College.
However, Educor denied the Department’s assertions at the time.
Veli Mbele, the spokesperson for the Minister of Higher Education and Training Blade Nzimande said the department had experienced significant problems with Educor Colleges and had received many complaints from students at Intec College and Damelin Correspondence College.
Lyceum was evicted from the campus in Woodmead late last year after allegedly owing more than R2 million to Adcorp.
Adcorp Group’s general counsel and company secretary Lisa Laporte said that Lyceum had continued to occupy the premises unlawfully until it left at the beginning of November, and Adcorp had requested the Department to investigate the matter.
“As of 10 August 2023, the sublease agreement between Adcorp and Lyceum was canceled pursuant to unremedied breach for non-payment by Lyceum of rental and other direct expenses,” Laporte said.
Mbele said in January this year the Council on Higher Education withdrew the accreditation of nine of Lyceum’s programmes; including diplomas in fleet managements; and higher certificates in credit management, financial management, fleet management, human resource management, marketing and sales management, public relations, small business management and supply chain management.
With regard to Damelin, a certificate issued by the Department on 12 December 2022 stated that the college may not market and have new intakes in a number of programmes pending the ruling of the high court on the withdrawal of accreditation for programmes including higher certificates in PC engineering, bachelor of commerce in information management and diplomas in financial accounting, HR, journalism and media studies.
The impact remains significant considering thousands of students will need to find alternative places to study, as the institutions mentioned will have no choice but to close by the end of the year.
The Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, has paid tribute to Dr Phil Mjwara, the retiring Director-General of the Department of Science and Innovation (DSI).
Mjwara has a long and distinguished career as a senior public servant. With 18 years of service, he is the country’s longest-serving Director General.
“He played a leading role in shaping the policy and institutional architecture of South Africa’s National System of Innovation (NSI) and led the establishment of some of our country’s key science institutions, such as the Technology Innovation Agency (TIA) and the South African National Space Agency (SANSA),” said Nzimande.
Nzimande said the DG also played a leading role in laying the basis for and repositioning National Science Innovation through such policy interventions as South Africa’s first national Science and Technology Foresight Exercise in the 1990s and later the White Paper on Science, Technology, and Innovation and the Decadal Plan for Science, Technology, and Innovation.
“As chairperson of the Forum of South African Directors-General (FOSAD), he was critical in coordinating some of the key government projects and ensuring inter-departmental synergies.”
Dr Mjwara leaves the public service with a solid visionary and ethical leadership reputation.
Daan Du Toit has been appointed acting Director General for the Department of Science and Innovation for 12 months.
Du Toit brings with him a wealth of experience. He started his career in government at the then Department of Foreign Affairs, where he trained as a diplomat. Since 2002, he has been attached to the Department of Science and Innovation and has served as the Department’s representative in Europe.
Du Toit has big shoes to fill in Dr Mjwara’s place.
A three-time graduate of the University of Fort Hare (UFH), Mjwara was lauded by the South African Medical Research Council (SAMRC) for his immense contribution to promoting SA’s science, technology, and innovation when the council bestowed him with the Presidential Award during its 10th Annual Merit Awards held recently.
The award was granted a few days before the Higher Education, Science and Innovation Minister, Nzimande, announced Mjwara’s retirement from being the country’s longest-serving Director-General as the DG of the Department of Science and Innovation (DSI).
Dr Mjwara obtained a Bachelor of Science, Bachelor of Science (Honours) and Master of Science degrees from UFH between 1981 and 1987.
SAMRC President Professor Glenda Gray said: “Dr Mjwara has set the vision for all policy development in the science and technology sector in SA. He saw the need to create sustainable programmes, infrastructure, and human capacity to ensure SA achieves excellence in critical areas of science and technology,”
At Fort Hare, the university said that, as a community, it prides itself on alumni such as Dr Mjwara, who continue to portray Excellence in their roles.
Principal and Vice-Chancellor Puleng LenkaBula gave a welcome address and set the scene for the Unisa 2nd Principal and Vice-Chancellors Lekgotla gathering in Pretoria on Monday, and affirmed the university’s commitment to continuously enhance teaching and learning practice.
In her welcome address at the event, VC LenkaBula said that Unisa was a knowledge institution which needed to rethink the future of science, technology, and innovation.
“We must ensure collaboration across Unisa colleges and produce outputs that we can be proud of,” she said.
The VC said the Lekgotla is therefore reflexive to clearly understand the progress made thus far, identifying challenges faced, and exploring potential solutions to expedite efforts to reach goals.
In addition, she said the conference was a vehicle for presenting solutions, and outlining action plans, which includes identifying the requisite support needed to ensure the success of the core business of Unisa as an academic project.
“The purpose of the 2024 Vice-Chancellor’s Lekgotla is to assess the advancements in the implementation of portfolio plans based on the preceding five pillars of the revised institutional strategy, within the planning cycle(2021-2025), highlighting its achievements and challenges,” LenkaBula said.
The VC said the various university rankings assist the university to increase its visibility and attract international students and researchers,
She said there was a need to engage together to ensure collective inputs created a synergy, symbiotic mosaic of ideas that strengthen the university as an institution.
“Our university operates in global and regional contexts, it requires constant engagement and reflections on issues that matter to humanity, the academy and the entire knowledge arena,” LenkaBula said.
Dr. Pali Lehohla, former Statistician-General, spoke under the theme “Global context, science, and higher education systems”; and said that to place education on a virtuous run, there must be a stable environment to attract investment and drive growth and employment, among others.
“In 2015, approximately 13,8 million South Africans were living below the food poverty line, down from a peak of 16,7 million in 2009,” Lehohla said.
Lehohla highlighted the reality that without proper investment in education, the country would not effectively be able to combat poverty, and said that in a complete knowledge society that is well and better informed, knowledge of the world will be simultaneously and freely accessible to everyone.
Director of Executive Support in the Office of the Principal and VC, David Maimela outlined the impact, viability and sustainability of the university.
“How do we use numbers and statistics to position planning and how do we get the university to perform better and make an impact in transforming education for the development and benefit of society as a whole,” Maimela said.
This comes on the back of reports arising over the weekend which indicated that Unisa’s online platform has identified more than 15 000 instances of potential plagiarism during tests, which has prompted the institution to take action in order to address the issue.
However, students have retaliated and said the system was outdated and riddled with glitches, with problems from last year still not having been resolved.
Unisa SRC President, Nkosinathi Mabilane said that the high number of flags resulted from the examination period of last year and that while some were first time offenders, thus entitled to a new opportunity for a rewrite, others are repeat offenders who the university had to deal with through a disciplinary process.
Basic Education Director-General, Mathanzima Mweli, has continued with the monitoring and support programme of the Sanitation Appropriate for Education (SAFE) construction sites as part of the Batch 4 Projects in the Eastern Cape Province.
Mweli monitored 102 schools in three Education Districts to ensure that deadlines are met and Implementing Agents complete projects timeously. The focus last week has been on projects allocated to the National Education Collaboration Trust (NECT) Implementing Agent.
The DG led a team of various experts in Education planning development and implementation; Finance and Accounting; Engineers; Quantity Surveyors; Architects and Project Managers to accomplish this huge task to ensure that the DBE fulfills its role of monitoring and support.
Weather conditions were fair, and the team navigated bad terrains on days one and two to monitor 26 and 24 schools respectively. On day three, the team managed to monitor 23 projects and on Thursday and Friday, 24 and 5 were monitored respectively.
Most projects have reached practical completion but have errors, omissions and poor workmanship which need urgent attention, Mweli said.
However, innovation will be key to salvage some of the challenges that are affecting the quality of some of the projects. The report will be shared with NECT officials for a remedial plan to urgently address the aforementioned.
The Director-General of the Department of Science and Innovation, Dr Phil Mjwara, has been honoured for his visionary leadership in promoting science in South Africa and abroad.
Dr Mjwara received the Presidential Award during the annual South African Medical Research Council (SAMRC) Merit Awards in Cape Town, on Thursday 7 March. With 18 years of service as Director-General, Dr Mjwara was lauded for having significantly contributed to the South African national system of innovation (NSI).
Through these awards, the SAMRC acknowledges outstanding contributions to health research and recognises individuals who have demonstrated exceptional scientific acumen or made innovative strides in addressing public health challenges, potentially influencing policy to enhance the well-being of all South Africans.
Dr Mjwara holds a BSc, MSc and PhD from the University of the Witwatersrand. His academic career includes serving as Professor of Science and Technology Policy at the University of Pretoria, and physics lectureships at the universities of the Witwatersrand, South Africa, and Fort Hare.
Speaking at the awards ceremony, SAMRC President Prof. Glenda Gray said Dr Mjwara had built a strong legacy in the country.
In the late 1990s, Dr Mjwara led South Africa’s first national Science and Technology Foresight Exercise, which laid the foundation for the NSI. He is highly regarded in various global forums, not least as a senior member of the UNESCO International Basic Sciences Programme or the Square Kilometre Array Observatory Council.
Dr Mjwara also helped to formulate the STI Decadal Plan, which has elevated STI to the presidential level, with the first Presidential Plenary held last year.
This Decadal Plan focuses on using STI to address societal challenges and highlights the importance of health research in the STI environment in South Africa, said Prof. Gray.
“Dr Mjwara has set the vision for all policy development in the science and technology sector in South Africa. He saw the need to create sustainable programmes, infrastructure and human capacity to ensure that South Africa achieves excellence in critical areas of science and technology,” said Prof. Gray.
The SAMRC also honoured the DSI’s Director for Health Innovation, Glaudina Loots, with a special award for her support and leadership in health research in the country. Loots is responsible for the implementation of the health components of the Bio-economy Strategy for South Africa.
She has been instrumental in the creation of the Strategic Health Innovation Partnerships initiative at the SAMRC, which funds and manages innovation projects focused on the development of new drugs, treatments, vaccines, medical devices, and prevention strategies.
Prof. Gray said medical research remains fundamental for transformation, innovation, and collaboration in advancing scientific discovery.
“Celebrating medical research excellence not only honours the achievements of researchers but also inspires progress, fosters collaboration, and enhances the overall impact of scientific advancements on global health and well-being,” she said.
A staggering 250 000 learners drop out of school in South Africa, with 81% of Grade 4 learners proven for not being able to read for understanding.
“An educational crisis calls for an efficient solution and Buddyz on the Move is that solution.” That is how Ms Qetello Baloyi, a final year BSc Environmental and Resource Studies student at the University of Limpopo, opened her business pitch at the 2023 Entrepreneurship Intervarsity finals last December.
Baloyi, who hails from Polokwane, said Buddyz on the Move offers a threefold after-school education solution. “We offer drama, dance, poetry and music; interactive activities such as spelling bee, debate, public speaking and reading and a tutoring service in a social learning space that allows learners to take their education into their own hands.”
Her company, Baloyi said, provides after-school empowerment of young people. While offering traditional after-school support, Buddyz on the Move is unique in that it aims to save parents time, money and effort.
“Our services are available on social media and in contact. We operate from garages, churches, schools, and creches. Where you find a buddy team member, you find a centre allowing us to access a broader group of people in the community, who can afford the fees, and those who can’t.”
She added that learners in government schools did not have access to extramural activities. Buddyz on the Move takes learners to concerts and on trips. “We use a value creation framework to measure our learners’ programmes, which we share with parents.
“Over the past 10 months we have managed to raise over R1m in stipend payments for our team members from the Department of Social Development. Our revenues have increased from R14 000 to R24 000 a month, with R18 000 funding our expenses, leaving us with R6 000 profit.”
Baloyi said in the past year, they worked with 960 learners.
Basic Education Minister, Angie Motshekga, joined local and international government representatives at the Chinese Embassy in Pretoria on 5 March 2024, to bid farewell to Ambassador Chen Xiaodong and his wife, Madame Zhang Bin.
The farewell reception was organised by the Chinese Government to honour the sterling work done by the ambassador in strengthening the bilateral relations between South Africa and the People’s Republic of China.
Sharing the highlights on the bilateral relations between South Africa and the People’s Republic of China, the Director for the International Relations at the Department of Basic Education (DBE), Ms Hleki Mabunda, said that South Africa and China have thriving bilateral relations, which were pillared by a 2010 Declaration, in which China was declared South Africa’s strategic partner through the Beijing Declaration on the Establishment of a Comprehensive Strategic Partnership.
“One of the pillars of the strategy is the People-to-people Exchanges and Cooperation. In response to the strategic mandate, South Africa and China signed a Memorandum of Understanding (MoU) on Cooperation in the Field of Basic Education. The MoU was signed in March 2013, during a Brazil, Russia, India, China and South Africa (BRICS) Summit in South Africa held in Durban. The DBE and the Chinese Ministry of Education further signed an Implementation plan on the MoU on 24 February 2014, in Beijing, China.
Both parties cemented the partnership in various programmes, including the Chinese Language Teaching in South Africa and the Exchanges and Visit Programmes.
The Chinese Language Teaching in South Africa saw Mandarin being introduced as an elective foreign language in the South African school’s curriculum as early as 2016, with a view to build more understanding, alleviate cultural barriers, and strengthen people to people relations between the two countries.
Since 2018, the Department has been hosting Chinese language advisors at the DBE (periodically contracted by the Chinese government) to promote Chinese language and culture in public schools. The DBE also welcomed a new Chinese Language subject advisor during March 2023.
“Through the Exchanges and Visit Programmes, several official visits, exchanges, and study
Minister Motshekga said that, through the partnership, both parties gained insights and shared best practice in various fields including education, health, and culture.
“Ambassador Chen Xiaodong said that his stay in South Africa has been fulfilling and thanked the South African Government for making it possible for China to invest in the transformation of people’s lives for the better: I therefore encourage the South African Government to provide the same support to my successor who will be resuming his duty as the Chinese Ambassador to South Africa”.
The gaming world was recently shaken to its core as JSE-listed independent school group Curro Holdings hosted its annual Curro Esports Indaba.
Against the backdrop of NWU Potchefstroom’s campus, the whirlwind three-day event saw 120 participants, ranging from sharp-minded coaches and visionary school leaders to Esports fanatics, dove headfirst into an electrifying journey that left no pixel unturned.
Partnering up with Acer for Education and teaming up with industry titans like ACGL, Curro brought together a lineup bursting at the seams with immersive workshops and stellar keynote addresses.
From the mind-bending realms of Minecraft Education, curated by the brilliant Stephen Reid, to the adrenaline-fueled hands-on workshops by the African Cyber Gaming League (ACGL), diving deep into the strategies of Rocket League and Valorant, the indaba was a rollercoaster ride through the heart of Esports innovation.
Other presenters included Glenn du Toit, the country manager of Acer Africa who delved into the harmonious relationship between AI and education, painting a vibrant picture of a future where gaming and learning intertwine seamlessly.
Influencer and luminary player Julia ‘Bish’ Robson regaled the audience with her spellbinding eSports journey, while Nick Holden, the co-owner of ACGL cast his gaze towards the horizon of South African eSports, unveiling a tapestry ripe with potential for talent and ambition.
Curro is one of the first school groups in South Africa to establish eSports as part of their value offering after witnessing the popularity of virtual sports during the pandemic. Since then, they have quickly fostered a name for themselves in the Esports community, having launched their own secure Esports gaming platform and even triumphing at International Minecraft matches.
The Inside Education Foundation launched the Virtual Literary Festival on Friday morning at its offices in Midrand, under the theme “our stories, our heritage – exploring alternatives to publishing and storytelling”, the event being sponsored by the National Arts Council.
Three authors were invited, namely Emmaculate Cindi, on her newly published book called In a Killer’s Shadow; Sihle Qwabe on his recent novel Resurrection, and Hosea Ramphekwa on his three works; Gifted, Hunted and Haunted;Way to Visit and Yellow Bone with a Black Heart; moderated by famous novelist Lucas Ledwaba.
The panel discussed the growth of the publishing industry and landscape within the country, and called for the need to understand stories as told by African people for African people.
During the panel discussion, Cindi admitted to the struggles faced by writers in getting the appropriate publisher and support in facilitating a new work, whether fiction or nonfiction.
She thanked both Hosea and Ledwaba for their assistance in designing the cover-page and coming up with the title of the book (In a Killer’s Shadow).
Cindi said that she wrote her book based on her own experiences in life, namely a deep rejection from her paternal family, and the depression which it caused, ultimately culminating in three suicide attempts.
“I wanted to document my own struggle, in my own way in order to be the woman I am today,” Cindi said.
She said that she wanted to inspire young writers to document and express their circumstances, and despite the challenges of growing up without a father, as well as the challenges faced by single mothers, there remained no choice but to survive and make something of oneself.
Sihle Qwabe was born in a small village in KwaZulu-Natal and now lives in Johannesburg and said that despite attaining a Public Relations Diploma, he ended up battling financially and worked in retail, before publishing his first novel, Resurrection, last year.
Qwabe said he was inspired by Alan Paton’s Cry the Beloved Country, in his quest to create a world in which readers could become consumed, offering relief from their day-to-day struggles.
“You need to believe in your own craft and don’t let people tell you what you can, what you can’t and how to do what you do,” he said.
Ramphekwa, who authored three books, called on the government to significantly increase the support to help authors create and sustain their careers, in light of the difficulties many face in the country.
He advised aspirant writers to read and write everyday in order to maintain a healthy relationship with words; and further said that young authors should research the publishing industry in order to find an appropriate publisher that could match their vision.
He acknowledged the fundamental importance of support, and said that a successful publication did not simply rely on skills of writing, but on a broader network of relationships and innovative awareness.
“I am inspired by the fact that I have little talent, and that my success was as a result of the grace of God and all the people who supported me,” Ramphekwa said.
Moderator Ledwaba called on young authors to fully take advantage of all opportunities, no matter how small they might be, and said that how writers represent themselves to society could prove a useful tool.
“When I’m writing, I’m an author, but after writing, I’m a marketer, a businessman,” he said
Ledwaba said writing does not end with publishing, considering its a lifetime connection to the author, and marketing oneself to people never ends.
The South African Human Rights Commission (SAHRC) has called for the immediate reform of the country’s school uniform and appearance policies and recommended the abolishment of prescribed underwear for girls, as well as removing any hair policies that differentiate between male and female pupils.
The commission briefed the Basic Education portfolio committee on Tuesday following its inquiry into school uniforms and the over-regulating of appearances and told Parliament that it noted an increase in reports of alleged over-regulation of the school uniform and appearances of learners.
The commission launched an investigation and held an inquiry in Gqeberha in the Eastern Cape before presenting its findings to the committee, with the province’s head Dr Eileen Carter saying the complaints highlighted bias rooted in Eurocentric norms and that natural hairstyles should never be considered an offence.
“We are calling on the national department to immediately abolish any hair policies differentiating between male and female learners eliminating these discriminatory practices related to afros, braids or natural hairstyles chosen by specific learners,” Carter said.
Carter said that in terms of school uniforms they found that in certain circumstances school uniform and appearance policies infringed on a learner’s right to dignity through the enforcing of binary uniform policies.
The SAHRC raised concerns about the financial burden of school uniforms on families. While the DBE cannot directly cap uniform prices (as that falls under the Competition Commission’s domain), it is open to reviewing the necessity of different summer and winter uniforms, as well as special uniforms for grade 12 learners in some cases.
The SAHRC also highlighted issues related to the “over-regulation” of appearances at schools. This includes rules around hair, especially where certain racial, gender, and cultural groups are disproportionately affected.
The DBE acknowledged that learner appearance guidelines need to be updated and revised to respect students’ rights and said that it was working on guidelines for the socio-educational inclusion of diverse sexual orientation, gender identity, expression, and sex characteristics (SOGIESC) in schools, which will address uniform-related matters
In 2021, the Competition Tribunal ruled against exclusive deals and anti-competitive practices related to school uniforms. Schools can no longer compel parents to buy uniforms from a specific supplier, and uniforms should be as generic as possible, obtainable from multiple suppliers
John Orr Engineering School of Specialisation on Saturday, 2 March 2024, was transformed into a hive of activity as thousands of learners from Gauteng’s Schools of Specialisation (SoS) gathered for the second Annual SoS Festival.
The Gauteng Department of Education’s (GDE) 35 SoS turned the school’s rugby field into a giant exhibition centre where learners showcased innovation and creativity in various fields, including dancing, engineering, crafts, technology, sports and media, Speaking at the gathering, Gauteng Education and Youth Development MEC, Matome Chiloane, said he was impressed by the immense skills and talent on display.
“The purpose of the GDE SoS Festival is to bring all the Schools of Specialisation together to celebrate the knowledge and skills of our learners. Learners have been displaying their unique talents and innovations in each discipline.”
“The aim is to attract industry partners who are willing to partner with Schools of Specialisation. Industry partners are encouraged to provide long-term support such as job shadowing, bursaries, industry experiences and post-career parting for our learners, ultimately these learners will feed back into the economy of South Africa,” he said.
SoS go beyond the standard curriculum for public ordinary schools, enabling learners to specialise in Maths, Science & ICT; Engineering; Commerce & Entrepreneurship; Sport; and Performing & Creative Arts.
In addition to bringing these brilliant learners together to showcase their knowledge and excellence through innovative projects within these respective disciplines, the SOS Festival also provides learners a platform to share in their ideas and concepts, essentially perpetuating the work done by the GDE and its partners in establishing these schools.
“Through these schools, the intention is to produce learners who have accumulated a well of technical skills; and who have skills in leadership, good citizenship and entrepreneurship; and a range of soft skills such as interpersonal relations, among others.
“The programme is concerned with post-matric career pathing for learners, and with the resources, facilities and 2 support required to prepare learners for work and for life beyond school,” the MEC added.
This year’s exhibitions were exciting, showing the growing stature of the SOS Festival to schools.
Letsibogo Girls Maths, Science and ICT School of Specialisation with a focus on media and communication showcased their radio station LG Radio, with the young learners broadcasting live from the event.
Others, such as St Barnabas College and Moholi High, exhibited their exciting work they have been doing in terms of technology. The international award-winning Soshanguve Automotive School of Specialisation displayed their latest and greatest creation, an electric car powered by two Lithium-ion Phosphate batteries with 48 volts each that drive a range of 70-80 km at minimum speed 114km/h and a maximum speed of 342km/h.
Edward Phatudi Maths, Science & ICT School of Specialisation showcased a generator that operates on water, unlike a conventional generator that operates on diesel.
More excellence was shown in Commerce & Entrepreneurship where Oosrand School of Specialisation exhibited their own farmed brand of chilli peppers, while Kwa-Thema Skills School of Specialisation and Pace School of Specialisation had entire beauty salons where guests could get their hair done, enjoy a range of massages as well as receive manicures and pedicures.
There were many more marvelous exhibitions and displays of sheer genius by our learners within their respective disciplines.
All of these were a testament to the success of the SoS programme.
“This is what we want to achieve with the SoS programme. The SoS programme marks a great achievement for advancing education, more so in Gauteng, the economic hub of our country. Ever since being conceptualised, it has made great strides and has seen great improvements,” added the MEC.
THE global teacher shortage in critical subjects such as Mathematics and Science, as well as mother tongue teaching is undoubtedly affecting learning outcomes globally.
This challenge was under discussion in various commissions during the 14th Policy Dialogue Forum (PDF), which took place at the Capital on the Park Hotel in Johannesburg from 26-28 February 2024, under the theme “Addressing global teacher shortages: Dignifying, diversifying and valorising the profession”.
The PDF aims to raise awareness among members of the Teacher Task Force (TTF) and other education stakeholders on crucial issues for the implementation of the Sustainable Development Goal Target 4c on teachers as part of the wider Education 2030 agenda.
During the Forum, participants were divided into various breakout sessions, where they held discussions on factors contributing to teacher shortages, including the exploration of ways to address interconnected challenges to mitigate against factors compromising teacher quality and working conditions; how to ensure safe working conditions; development of policies aimed at addressing teacher shortages; leveraging technologies to support the transformation of teaching and learning as well as investigating and discussing creative approaches for systems to transform perception of the teaching profession into a more positive light.
During the PDF proceedings, Chief Director for the National Institute for Curriculum and Professional Development (NICPD), Enoch Rabotapi, clarified the mismatch around teacher development and recruitment:
“Our main focus as the Department is to ensure that trained teachers meet the recruitment requirements so that they may be absorbed into the schooling system. As things stand, primary education requires more teachers who are skilled in mother tongue teaching.
“The DBE is currently conducting research in terms of estimating how many teachers will be needed across all academic streams so that we can repurpose our bursary schemes to focus on those specific areas where shortages exist.”
He added that, “research shows that of the 24,000 graduates, less than 25% are qualified in the Foundation Phase. As a result, the Basic Education Sector is experiencing limited teacher recruitment in the Foundation Phase, whilst recruiting more teachers for secondary education. We are, however, repurposing in order to attract and recruit young vibrant teachers.”
The rapporteurs from various thematic groups agreed that to address teacher shortage, it will be critical to review teacher training and recruitment strategies. They also recommended that the education system should prioritise teacher wellness, as well as school leadership and management to improve curriculum coverage in the General Education and Training (GET) and the Further Education and Training (FET) Bands. The recommendation made during the PDF should be cascaded to Provincial Education Departments (PEDs) to complement efforts aimed at accelerating education reform throughout the education system.
MEC for Education and Youth Development Matome Chiloane praised the achievements on display at the Schools of Specialisation (SoS) Festival and said the programme is about post-matric career pathing for learners and with the resources, facilities and support required to prepare learners for work and for life beyond school.
MEC Chiloane made a keynote address ahead of the festival held in Milpark, Joburg on Saturday which saw over thirty stalls set up, representing the province.
Chiloane said through the SoS, the intention is to produce learners who have accumulated a well of technical skills; and who have skills in leadership, good citizenship and entrepreneurship; and a range of soft skills such as interpersonal relations, among others.
“Today is truly not a day for speeches. We are here today to celebrate and have the various schools of specialization experience each other’s greatness that they have been hearing of,” Chiloane said.
The MEC said the department was proud of all the schools where education is focused and targeted on a specific industry or economic activity for which learners can be prepared to understand and appreciate the nature of the industry.
Chiloane said the winners and achievers of this festival will put Gauteng on the map in relation to advancing innovation and knowledge through the SoS.
He said that he was excited to see the passion and creativity on display and that the future is in good hands with these young minds leading the way.
“I’m grateful for the opportunity to connect with students, educators, and innovators at events like these. Together, we can make a difference in education,” Chiloane said.
The MEC also encouraged more partnerships to propel the SOS programme across more schools in the province, and said these schools have demonstrated over time that the intended objective of developing skills have been achieved.
“The anchor for SoS is partnership. Partnership so that the learners can get bursaries, apprenticeships, and all other opportunities that they require to go further,” the MEC said.
CEO & Founder of Sifiso Learning Group Sizwe Nxasana said that these schools are a shining example of future education not only in the province, but in the country.
“Today we are surrounded by vibrant potential coming from our learners and it shows that it’s not only knowledge but also skills, including problem solving and critical thinking, which would serve the learners well in the future,” Nxasana said.
He said that graduating from the schools of specialisation set the learners apart from any other learner in the country and that all the schools represented were winners in the long run.
MEC of Education in Gauteng Matome Chiloane officially launched the 2024 School Governing Body (SGB) Elections on Wednesday, at Raymond Mhlaba Maths, Science & ICT School of Specialisation in Tshepisong, Roodepoort and urged the SGB members to appreciate the importance of parental participation in school governance
Every three years, schools in South Africa are expected to elect new SGB members, and the tenth cycle of elections will take place from 1 – 31 March 2024 at all public, ordinary, and special schools throughout Gauteng.
Chiloane said the parents need to ensure they elect people who have the best interest of the school in the upcoming elections.
“Don’t elect people who will cause confusion in schools,” he cautioned.
He added that all schools are urged to adhere to the current regulations and procedures established for conducting SGB elections as outlined in GENERAL NOTICE 786 of 1997.
Chiloane said SGBs serve as guardians and caretakers of the school and set the school culture and climate.
“The SGB election launch determines the school’s vision and mission, values and ethos, and policies,” he said while reminding the parents that SGB is established to ensure quality education for all learners at the school.
“We have every reason to have so much faith in our SGB’s because, upon election, our governors go through several developmental programs by Matthew Goniwe School of Leadership and Governance to ensure that they are fit for purpose,” he said.
On challenges faced by the school, Chiloane said SGB needs to find new ways to help the school, such as cleaning the premises and finding people to help patrol the facility if there is a crime taking place..
The SGB chairperson of Thulani secondary Nkosinathi Thwala said the coming elections are coming at a time where schools have difficulties such as school learners killing each other learners and shooting principals.
Thwala said members of SGBs need help from the parents to join hands with the school. SGB is in order to have a school that’s functional .
“We need help as pupils misbehave, such as fighting after school. We need parents to join hands with parents to reduce this situation”.
Noxolo Mtetwa from Slovoville primary school SGB Treasure said they welcomed the elections of which will bring new members of SGB
Makie Mtonga from Westridge High School said they need to move parents to be involved, and in her school, they need all parents to be involved in the school performance.
“It needs school governance parents and SGB .. The challenges that we face, such as school learners misbehaving in school and when you call parents in parents, don’t show up for meetings “
Recently, the French Southern African Schneider Electric Education Centre (F’SASEC) at VUT, hosted a warm and insightful orientation programme for the 120 students who have been awarded bursaries by the Gauteng City Region Academy (GCRA).
The awarding of bursaries to this cohort of unemployed youth by GCRA resonates profoundly with Nas’ ispani, a mass recruitment programme spearheaded by the Gauteng Premier, Honourable Panyaza Lesufi.
Launched in June 2023, the programme stands as a pioneering initiative to address unemployment and enhance access to job opportunities within the Gauteng Provincial Government departments and state-owned agencies.
Dr. Amuzweni Ngoma, Director at the GCRA under the Department of Education, delivered an inspiring address to the students, emphasising the importance of igniting a passion for their studies.
Dr Ngoma underscored that this opportunity is not merely about academic pursuits but about self-discovery and moulding their futures. Dr. Ngoma urged the students to seize this rare chance, emphasising the need to proactively engage in research to enhance their chosen career paths and personal development.
The students will immerse themselves in various programmes offered, including domestic and industrial installations, Programmable Logic Controller (PLC) training, solar panel installation, and N3 and N4 programs.
With the programme kicking off in mid-February, these initiatives promise to equip them with valuable skills and knowledge essential for their professional growth and success.
The Head of Department for the Centre of Excellence at F’SASEC, Welile Nyembe, stated that she is truly grateful for this opportunity and is filled with enthusiasm at the prospect of collaborating with GCRA.
“Anticipating our partnership with great eagerness, I believe that VUT F’SASEC has a pivotal role to play. Our commitment extends beyond merely imparting skills; we aim to empower GCRA candidates, fostering their development into highly employable and productive individuals. Together, we are poised to make a tangible difference in the lives and careers of these aspiring professionals,” added Nyembe.
The collaboration between F’SASEC and VUT has been hailed as exemplary in attaining youth development through public-private partnerships (PPP).
The demand for highly skilled and adaptable professionals has never been greater. As businesses navigate the complexities of the Fourth Industrial Revolution (4IR) and the Digital Era, they require graduates equipped not only with technical expertise but also with the soft skills and innovative mindsets necessary to thrive in this dynamic environment.
This reality presents a significant challenge for higher education institutions, particularly business schools, tasked with preparing students for the multifaceted demands of the modern workforce. From the importance of soft skills to the power of ideation and innovation, he explores how forward-thinking institutions can and should be embracing change, fostering creativity, and empowering graduates to excel in the ever-changing landscape of global commerce.
By Hoosen Essof
Imagine being faced with the task of selecting between two candidates whose academic credentials are equally impressive, yet you can only accommodate one. What criteria would you employ to make this decision?
According to a 2021 Harris Poll survey, 81 percent of businesses prioritise soft skills, such as adaptability, communication and problem-solving, over technical expertise1. These skills enable graduates to thrive in a rapidly changing and competitive business environment.
Generally, employers seek graduates with a diverse set of skills and attributes to meet the ever-evolving demands of the workforce. According to the National Association of Colleges and Employers (NACE)2 and other surveys, employers value skills and qualities such as: leadership, problem-solving ability, adaptability, teamwork, communication, analytical and quantitative skills, initiative and self-motivation. Together with soft skills, these are described as 21st century transversal skills or cross-functional competencies.
In essence, employers are seeking graduates who possess a combination of technical expertise, soft skills and personal qualities that enable them to thrive in a rapidly changing and competitive business environment. These skills and attributes are highly valued and can significantly enhance a candidate’s employability and long-term career prospects. But how do you prepare graduates for the world of work beyond academic achievement?
Disrupt. Rethink. Innovate.
Business schools play a pivotal role in this regard. Institutions must recognise the imperatives of the Fourth Industrial Revolution (4IR) and the Digital Era. Schools should be exploring pedagogical methods that integrate academic programs with hands-on, real-world experiences which at first glance seems out of place for a business school.
Take, for instance, a trailblazing technology-related hub established at Regent Business School called the iLeadLAB, which, in effect, is a Makerspace (a place for making, exploring and using high-tech tools). Through the auspices of these labs, students are encouraged to adopt a hands-on approach and are taught various technological skills that synergise with industry needs, specifically in commerce, finance and business. Five such iLeadLAB’s have been established across various Regent Business School campuses in Southern Africa, each one equipped with laser cutting machines, 3D printers, sublimation equipment, high-spec computers, VR sets, and electronic and robotic kits. In preparing students for the new world through new integrated core curriculums, higher education institutions can equip students with technological skills for a disruptive 21st century.
Hoosen is Essof Head of Employability at Regent Business School
THE Nedbank & Old Mutual Budget Speech Competition, a prestigious annual event celebrating academic excellence and innovative thinking, proudly announces the winners of this year’s challenge.
Recognising the brightest minds from across the nation, the competition has once again highlighted the significant contributions of both undergraduate and postgraduate students to economic discourse and policy development. With awards recognising outstanding essays that tackle complex socio-economic issues, this initiative continues to foster a generation of leaders poised to shape the future of South Africa’s economy.
The postgraduate students were tasked with presenting their insights on the concept of the “Just Energy Transition” and its potential ramifications on South Africa’s economy. Their essays delved into the examination of whether this transition could act as a catalyst for the nation’s economic growth agenda or whether it could present headwinds and ultimately fail to deliver the intended outcomes.
With aspirations of becoming a researcher, University of Johannesburg student Sandile Mbatha’s well-articulated essay secured him the coveted first place, along with an incredible amount of R150 000 in the postgraduate category.
Expressing his excitement following the announcement, Mbatha said “Winning the Nedbank & Old Mutual Budget Speech Competition shows how much I care about this subject. It makes me even more excited and determined to look closely at the country’s economic problems and come up with innovative ideas to solve them. I am honoured to have my thoughts and voice recognised in this prestigious competition and by leading figures in the field.”
The Competition also recognised the outstanding essays presented by fellow participants, awarding second and third places to Ziyanda Magazi and Irshaad Mayet respectively. Their exceptional contributions have earned them prizes of R100 000 and R50 000.
In the undergraduate category, Hamzah Mia from Wits University emerged as the winner, earning himself the first prize of R60 000. Shuaib Mahomed from Wits University secured second place in the category, earning the prize of R40 000, while Paula Prinsloo, also from Wits University received the third-place honour, valued at R20 000.
In the undergraduate category, students were tasked with analysing the inflation dynamics in emerging markets from 2017 to 2022, focusing on the implications for monetary policy in South Africa.
Talking about his win, Mia said: “Winning the Nedbank & Old Mutual Budget Speech Competition is an indescribable feeling, a culmination of endless dedication, perseverance, and passion. In this moment, every sacrifice, every late night, and every setback feels worth it.
“It’s a validation of not just my abilities, but also of the unwavering support and belief from my loved ones. Yet, amidst the overwhelming joy, I’m reminded of the journey’s humbling lessons and the camaraderie shared with fellow competitors. Now, as I bask in the glow of success, I’m filled with gratitude for this opportunity and a readiness to embrace what lies ahead with newfound confidence and determination.”
Over the past 52 years, the Competition has demonstrated Old Mutual and Nedbank’s commitment to intellectual rigour in pursuit of education and solving societal challenges. This competition is a key annual event and has already helped to fund future academic research by some of the country’s most influential economists, intellectuals, and business leaders.
“The essays continue to demonstrate outstanding academic prowess and innovative thinking, making this cohort of students champions of economic insight and societal progress,” said Old Mutual CEO Ian Williamson.
“We congratulate these exceptional young thought leaders for their commitment to applying their talent to help in solving complex and pressing socio-economic challenges facing our country,” says Nedbank Chief Executive Mike Brown.
The essays provide more than uniquely valuable insight into our most vexing challenges but also offer practical solutions for consideration by the country’s decision-makers, added Williamson.
Old Mutual and Nedbank support this annual competition as part of our commitment to being corporates that wish to make our mark in supporting the national agenda to reduce poverty, unemployment and inequality, which are our three most pressing challenges, he added.
Deputy President Paul Mashatile said teachers have a crucial role in nurturing, fostering critical thinking, inspiring dreams and pushing the limits of human potential, while speaking at the 14th policy dialogue forum of the International Task Force on teachers for education 2030 in Johannesburg on Monday.
“We thus owe it to these titans of our society to recognise, honour, empower, and value them as well as the job that they do. Most importantly, significant consideration must be made on how we should improve their working conditions and remuneration as a way of appreciating their hard work, so that they can be able to fulfill their important task without getting discouraged” he said.
The Task Force is a global platform for education stakeholders, which aims to foster advocacy, knowledge exchange, peer learning and monitoring progress towards Sustainable Development Goal 4 on quality education.
Mashatile added that as we are in a digital age, educators need to learn how to effectively utilise new technologies to remain relevant and efficient.
“To increase participation in the teachers profession, we should provide competitive compensation and recognise teachers’ achievements. This may be achieved by creating a culture that promotes excellence and creativity, as well as cultivating a sense of pride and purpose among educators” Mashatile said.
“We have to do whatever it takes to attract young people with bright minds to this profession and address the issue of teacher shortages”.
“As we gather here at this conference, we anticipate that the six outcomes of the 2024 Policy Dialogue Forum will present opportunities for improvement, develop insights and policy recommendations, and strengthen methods of addressing teacher shortages”.
To tackle the worldwide shortage of teachers, a comprehensive strategy is needed that focuses on improving, diversifying, and embracing the teaching profession, he said.
“Let us commit to working together to create a safe and inclusive learning environment for young children, while also recognising the important role played by our teachers.
“As policymakers and leaders, it is our responsibility to attract and retain exceptional educators. I also believe that a key component of any effective educational system is the ability to recruit and maintain a workforce of highly qualified teachers”.
The adoption of play-based learning in grooming young minds remains a key lever in terms of strengthening the functionality of Early Childhood Development (ECD) programmes in South Africa.
The Department of Basic Education (DBE), in partnership with UNICEF, Cotlands, the LEGO Foundation, the Sesame Workshop South Africa, HOPE Worldwide South Africa and Caregiver, hosted the 10th National Conference on Play-Based Learning at the Indaba Hotel in Johannesburg from 21 to 22 February 2024, as part of the delivery of the National Curriculum Framework (NCF) for children from birth to four in the country.
According to the organisers, learning through play starts with parents in the home. Play offers the opportunity for every parent to engage with his or her child to build healthy relationships.
Parents respond naturally to their children’s need to learn through play, and this instinctive ability needs to be respected and kindled. A child’s home is the primary learning environment where children play, learn and develop with the support of parents, caregivers, siblings and family members.
Parents require information and support to enrich learning through play as this stimulates healthy brain development. Evidence shows that brain development and growth, as well as the establishment of new neural connections and pathways, are influenced and advanced through exploration, thinking, problem solving and language expression that occurs during play.
During the Conference, DBE senior officials, led by Deputy Director-General for Delivery and Support, Ms Simoné Geyer, and researchers from various institutions of higher learning, were given a platform to share insights on play-based learning and its impact on the holistic development of children from birth to 5 years of age. In her presentation, Dr Julia Norrish, Executive Director at Book Dash, said that the DBE and partners should work towards increasing the accessibility of books for children to complement play-based learning in home and school settings.
“According to our survey, 87% of parents have some print materials at home (newspapers, magazines, religious books, dictionaries or textbooks); however, most parents have a serious shortage of children’s books”.
Several academia and key role players pointed out that educators and caregivers should be equipped with the necessary skills to facilitate play-based learning in ECD programmes.
Tabling the study on parental knowledge, attitudes and practices regarding play-based learning in children from birth to 5 years, DBE’s Ms Mpho Papale and UNICEF representative, Ms Lungile Mdluli, agreed that parents and primary caregivers are critical stakeholders in their children’s early learning and continued education.
“Over 60% of birth-to-four-year-old children are at home in the care of their parents/caregivers who should be supported in terms of providing support for early learning and development. Our study revealed that play was not a priority for many parents living in difficult circumstances who were only concerned with basic survival needs.
“Parents were often lacking social support or confidence in their parenting. There was also a lack of safe spaces for children to play. Older caregivers were more likely to spend time playing with children and to pass down traditional games.
“Intergenerational families offered benefits for young children in terms of play. Young mothers needed the most support with parenting and spent less time playing with young children. A high level of neglect in terms of absent fathers was reported in most provinces”.
DDG for Basic Education Simone Geyer indicated that the Conference enabled stakeholders to share best practices in terms of promoting play-based learning in ECD programmes.
“Key issues that emerged from the discussion were the prioritisation of the parental programme around play-based learning; the provision of learning material to support play-based learning; and the training of caregivers and educators to master technical skills in incorporating play-based learning into curriculum pedagogies.
“The Conference also provided networking opportunities amongst participants in the field of ECD. The insight shared during the Conference will enable the DBE to make informed decisions when supporting ECD Centres throughout the country”.
A consolidated Conference Report detailing insights and recommendations drawn from various key role players will be published on the DBE website and will also be accessible on the websites of the participating partners by 31 March 2024.
Gauteng Education MEC Matome Chiloane said he is deeply concerned following an incident where a teacher was allegedly caught in possession of drugs at Thoko Thaba Secondary School in Tokoza, Ekurhuleni.
The incident took place last Wednesday where the teacher was reportedly found with drugs on school premises which led to community protesting outside the school on Tuesday.
According to the department, the educator was allegedly found last week with a bag and box of drugs inside the school premises. Police were called in and he was arrested. He appeared in court last Thursday.
MEC Chiloane said he is also concerned that this matter was not reported to the Department by the School Management Team (SMT) in a timely manner, which has led to a planned protest by the community.
“We are disappointed about this incident, and vehemently condemn such conduct and we will be acting against it accordingly. We also plead with the community to allow this matter to be handled by the Department and relevant law enforcement authorities for appropriate resolution,” said MEC Chiloane.
The Department has launched an investigation, and the educator has been removed from the school as a precaution.
Basic Education Minister, Angie Motshekga, accompanied by Free State Education MEC, Makalo Mohale, last week, met with Free State education officials at the Fezile Dabi District Office to pinpoint challenges hampering the smooth implementation and integration of ECD into the sector.
Minister Motshekga said that quality drivers such as resources, infrastructure, training and centre registration remain some of the key areas of focus to build on an inclusive and holistic ECD space within the sector.
The Minister has been engaging with ECD practitioners as part of a mass registration drive since the latter part of 2023 as the Basic Education Sector continues to ramp up its efforts to ensure full-scale integration of ECD.
In addition, the engagements serve at better capacitating forums and centres on what the landscape of ECD will look like as the five outcomes for ECD in 2024 are being identified and implemented. During the session, challenges hampering the smooth implementation and integration of ECD into the Sector, were discussed to find solutions to common challenges.
According to Dr Janeli Kotze, Acting Director for ECD, the Department has put measures in place to ensure that South African children have access to opportunities for learning through play, and to integrate with other departments to enable all children to have access to good health, adequate nutrition, safety and security, as well as responsive caregiving.
“Our goal as the Department is to coordinate the distribution of health and safety packs and play and learning materials to ensure key resources reach the most under-resourced early learning programmes.
“Another focus will be on scaling up access to early learning programmes for 3 to 5-year-olds, targeting 170,000 children each year, by building new public private partnerships with social partners.
“In addition, parental support interventions across departments, to ensure families with young children access support, and reaching 17,000 parents and caregivers in 2024. New mechanisms to drive progress against an agreed ECD Outcomes Framework must be put in place to improve ECD leadership and coordination across departments and spheres of government.
“Government is using population-based planning to target resources and effort so that families in townships, informal housing and deep rural areas benefit most. Government is also launching a Social Compact for ECD to bring together the best efforts of the ECD sector, donors, business and social partners behind these ambitious goals,” explained Dr Kotze.
“The Department is implementing the mass registration drive, which will target 20,000 unregistered ECD programmes and provide them with conditional registration for one year.
During this year, the DBE and municipalities will support ECD programmes to become compliant through the provision of pre-registration support packs, after which they will be required to apply for full registration.
“All ECD programmes will need to register according to legislation. This includes independent community-based programmes, private programmes, NPOs and micro-enterprises. A certificate with the DBE’s logo will be provided to ECD programmes to indicate that they have been conditionally/fully registered. However, registration does not equate to funding,” added Dr Kotze.
“South Africa needs doctors and if I can make a difference it would be an honour for me to give back to my country,” says Gauteng’s top matric student, Sheliza de Wet who was head girl at Hoërskool Menlopark in Pretoria.
De Wet will be studying medicine and surgery at the University of Pretoria (UP) from February this year.
“I’m very excited, I was a bit overwhelmed as I didn’t expect to be first but I am very thankful and very happy that I got into UP as it has a fantastic medical campus and I can’t wait to experience student life.”
With 9 distinctions, she is in good company as Gauteng’s second and third top matric students have also chosen to study at UP, all with and 96%+ averages.
Wian van Rooyen from Afrikaanse Hoër Seunskool in Pretoria achieved 8 distinctions, he was second in Gauteng and will also be studying medicine and surgery at UP. “It was an easy choice for me,” he says.
“The new era of medicine is an exciting field with rapidly evolving technologies that assist doctors and surgeons in their work and expand the reach of medical professionals to people everywhere.”
They are both keen to meet Stevie the telemedicine robot in UP’s Faculty of Health Sciences at the Steve Biko Academic Hospital. Stevie is a mobile robot who assists in the treatment of patients through live discussions between intensive-care unit teams in Germany and South Africa.
“UP positions itself on being a future-oriented university in all the programmes it offers,” says UP’s interim Vice-Chancellor and Principal Professor Themba Mosia.
“We are ranked in the top 1% of universities worldwide in 10 fields and incredibly proud of our brand, reputation and educational quality. This is confirmed year on year by the escalating number of top matric achievers choosing to study at UP.”
Competition for admission in 2023 proved hugely competitive in a range of courses, including medicine, engineering, veterinary, law and actuarial science, with many of the top students being admitted to UP achieving 95%+ and 7+ distinctions.
Second in South Africa for mathematics, first in Gauteng for mathematics and third overall for all subjects in Gauteng is Jéan Goodey from Hoërskool Oos-Moot who achieved 7 distinctions and who will be studying actuarial and financial mathematics at UP.
I focused on consistency every day so that I didn’t fall behind and I always do the best that I can, says Goodey. “I chose actuarial and financial maths because I have a natural feeling for numbers. Maths is one of my favourite subjects and actuarial science fits well with it. I think I got the ability from my parents because they are both chartered accountants.”
Another top matriculant with a gift for numbers is Zonke Thwala from Siphesihle Secondary School in Waterloo, KwaZulu-Natal, who came third in South Africa in the Quintile 3 schools. She achieved 7 distinctions and is pursuing accounting sciences at UP.
She says a lack of electricity “made studying for matric very hard”. “The transformer in my area blew and I had to use a candle and torch to study. I persevered and I am so proud of myself. It’s really unbelievable and I am grateful to God, my family and teachers. Matric was the longest year of my life!”
One of the top private school matriculants, Carine Pretorius, from Helpmekaar College in Johannesburg who achieved 10 distinctions will be studying industrial engineering at UP. “I attended the engineering faculty’s career week last week and industrial engineering appealed to me because it’s all about processes, systems and productivity.
“During the week we also experienced the virtual mine – it’s as if we were standing in a real mine. I hadn’t seen anything like that, and the technological advancements that are happening now are amazing.”
Pretorius also plays the recorder and did her UNISA Grade 8 exam in 2023 and will be doing her licentiate this year.
Gauteng Education MEC Matome Chiloane officially launched Sikhululekile Maths, Science & ICT School of Specialisation with a focus on Research and Innovation on Thursday, 8 February 2024, at Temba, Hammanskraal.
The focus of this School of Specialisation is based on the Economic Development Corridor in Tshwane, which has Research, Innovation (Knowledge) Nuclear Science & Technology and Automotive industries.
Learners from the school demonstrated an array of innovative scientific solutions for issues faced by their community. Grade 9 and 10 learners created a smart farm from a dumpsite on the school premises, where they cultivate a wide variety of vegetables using their very own four-switch water irrigation system. Grade 11 learners developed their own biofuel using bioethanol, which will be utilised by the school as an alternative sustainable energy source.
Learners also created their own water purification system following a cholera outbreak in the community. They also developed a water testing kit which can be sold to the community for only R80. All of these innovations emanated from their own research into issues affecting the community.
The school is also fully equipped with smart classrooms, 3D printers, virtual reality/augmented reality headsets, science labs, and a maths park.
Schools of Specialisation are a legacy programme that was started in 2014 following extensive research on contemporary curriculum. A need to provide a more advanced curriculum that equips learners with skills that are pertinent in today’s economy, and increasingly prepares them for diverse careers upon exiting our system, was identified.
The answer to this was re-establishing existing schools into institutions that specialise in Maths, Science and ICT, Engineering, Commerce and Entrepreneurship, Performance and Creative Arts, and Sports respectively.
The specialisation, and focus, within each of these is determined by the economic corridor they reside in. Therefore, the Department forms partnerships with industry-leading companies to enhance the provision and credibility of these skills.
Sikhululekile Maths, Science & ICT School of Specialisation is the 31st School of Specialisation to be launched in the province, and the first of six such schools that will be launched between February and March 2024. The province aims to have 36 School of Specialisations in total.
“With the launch of this school, we are not only cementing our commitment to quality education and youth development, but we are also building highly skilled learners whose knowledge and innovation has the capability of revitalising the economy of Temba, and the province at large. They need to be the beacon of hope for the community, the country and the world. This is what we seek to achieve across our province, equipping our learners to compete on a global scale and become industry leaders,” said MEC Chiloane.
Gauteng Premier, Panyaza Lesufi, accompanied by Education and Youth Development MEC, Matome Chiloane and Infrastructure Development and Human Settlements MEC Lebogang Maile, on Wednesday fulfilled the Gauteng Provincial Government’s (GPG) commitment to the community of Mayibuye by officially opening the state-of-the-art Mayibuye Primary School in Tembisa, Ekurhuleni.
Speaking at the event Lesufi said the school has 28 smart classrooms, 2 Smart Science laboratories, a Computer Lab, an Early Childhood Development section, a library, and an Administration block.
Lesufi added that Phase 2 will be launched on 27 April 2024 and it will consist of a Nutrition Centre combined with a dining hall, a soccer field and Combi Courts (netball, basketball and tennis courts.
This phase has been faced with numerous ownership, contractual and construction delays, including misinformation that the school had been built on a wetland, which was not the case. A sewerage line was identified as the main challenge, but it has been fixed, he said.
Concerned about the delays and their impact on the delivery of quality education to learners in and around Mayibuye, the Gauteng Provincial Government (GPG) has been working around the clock to ensure the school is handed over to the community.
To ensure that such delays do not occur again, the GPG is awaiting a final report from the Department of Infrastructure Development (GDID) which will determine whether any party needs to account.
“Today’s handover is about delivering on the promise of handing over this beautiful infrastructure to the people of Mayibuye, who have been calling for the swift resolution of the challenges which have led to these delays.
“We promised that we will ensure the school is up and running in 2024 and we are doing exactly that. Through the completion of the Mayibuye Primary School, we are showing our commitment to the completion of incomplete projects and the delivery of state-of-the-art education infrastructure,” said Lesufi .
Mayibuye Primary School is further proof of Gauteng’s promise of building quality schools and increasing access to quality education in Townships, Informal Settlements and Hostel areas. The handover of the Mayibuye Primary School is also expected to help alleviate admission and placement pressure.
“By the end of March, over 1 200 young people will have full access to all these exciting facilities. Today, we are allowing certain grades to begin using the school while waiting for the contractor to conclude works on the hall and the redirection of the sewer line,” said Lesufi.
Speaking at the event, MEC Chiloane said the launch of Mayibuye Primary School was an indication of the government’s unwavering dedication to delivering quality education infrastructure within communities where our people reside.
“With this school, our TISH learners are also being given the opportunity to excel in the sciences as there is a science lab; and because this is a smart school, our learners will be using the latest technology,” the Education MEC said.
A Grade 1 girl learner from Mandlethu Primary School in Tsakane, Brakpan, died after allegedly consuming biscuits from a local spaza shop. The incident took place on Tuesday.
It is alleged that the learner began experiencing health complications in class just before break at 11h00, and started vomiting a few minutes later.
The learner’s parents were contacted immediately to come to the school, while emergency services were also alerted to provide necessary medical assistance.
The learner was certified dead by paramedics upon arrival.
Gauteng Education MEC Matome Chiloane said the parents confirmed that the child had consumed biscuits which were bought from a local spaza shop owned by foreign nationals.
He added that Police are investigating circumstances surrounding this incident.
“Our Psycho-Social Support Unit will be deployed tomorrow, on Wednesday, 7 February 2024, to provide trauma support and counseling to all affected individuals.
“We are deeply saddened by this unfortunate incident. We plead with parents to be vigilant concerning the edible goods that their children consume. We call upon law enforcement agencies and municipalities to be more stringent on compliance matters related to spaza shop products. Indeed, we wish to extend our sincerest condolences to the family and the school community at large,” said Chiloane.
Former University of Cape Town (UCT) Council Chair, Babalwa Ngonyama, has condemned UCT – in particular members of the UCT Council – for its threatening and intimidating attacks on her and anyone affiliated to her, calling out its corporate bullying and inhumane, persecutor approach.
This is in response to a letter sent by UCT’s Joint Investment Committee (JIC) and Chair of Council, Norman Arendse, to Camissa Asset Management (Camissa), in which Ngonyama business, Sinayo, holds a vested interest.
The letter implies threats of the withdrawal of investment funds placed by the JIC with Camissa, because dividends received by Ngonyama through Sinayo’s shareholding could be used to fund the legal battle Ngonyama is pursuing against UCT.
Camissa manages R60 billion in assets, with R291 million assets under management placed by the JIC. With an impressive 21-year track record, the strong investment house, as referred to in the letter has performed exceptionally well and won numerous awards.
Ngonyama says the unwarranted targeting by UCT has been aimed not only at her, but also her family, friends and fellow business directors and associates too, and now also direct and indirect benefactors of the JIC or Retirement Fund.
“What is most concerning is the implied use of the JIC and Retirement Funds by UCT as a platform to pursue political agendas. The JIC and the Retirement Fund is expected to operate independently through its independent committees and board of trustees.
“It is crucial to emphasise that the funds allocated to the JIC, through bequests in wills, are intended for developmental purposes, devoid of predetermined and speculative political vendettas. This principle extends to the management of the Retirement Fund of the employees as well.”
Ngonyama says the insinuation that the litigation against UCT could influence or utilise the dividends that may result from the funds managed by Camissa, directly or indirectly through her company, is “not only unfounded but once again targets me with an objective of ensuring that I cannot proceed with the legal battle against UCT”.
Ngonyama previously served on the Board of Camissa and others, but resigned in November 2023 due to the alleged unlawful exploitative pressure exerted on her – and the boards of companies on which she served – on multiple fronts by members of the UCT Council.
“UCT’s threats, intimidation, attempts at sabotage and invasion of my personal business relationships is tantamount to covert bullying and psychological intimidation,” said Ngonyama.
“The ongoing legal dispute with UCT is entirely separate from the operations of my business and its shareholding in Camissa Asset Management,” says Ngonyama. “UCT has requested through numerous channels that I drop the case against them, and now its efforts to cut-off revenue sources further demonstrates the concern they have with the process that was followed.”
Ngonyama says she will continue to reject and challenge UCT and the report of the panel, as its findings and recommendations against her “were based on one-sided, unproven and unchallenged allegations. The process that was followed was unfair and infringed on my rights to dignity to be heard in a fair, transparent and impartial process.”
“Instead of filing the required information at the Western Cape High Court so that the court can rule on the fairness of the process, the UCT has chosen to attack me personally in a hope of destroying my reputation on all fronts.
“The assassination of my character is the ultimate goal as this satisfies the political grandstanding that is being perpetuated by various factions within UCT. I dismiss the recent bullying by UCT Council members and look forward to the outcome of the High Court,” says Ngonyama.
“I remain committed to upholding UCT’s ongoing positive influence in higher education as I did throughout my tenure as Council Chair, even as I find myself compelled to advocate for a just resolution in my defense. My aspiration extends beyond addressing the present challenges to also safeguarding the integrity of UCT and preserving its reputation as a pillar of academic excellence,” says Ngonyama.
Sello Moloko, Chairman – Joint Investment Committee, wrote to the CEO Roland Greaver on 12 December expressing concern that Ngonyama being a shareholder in Camissa was currently pursuing litigation against the University of Cape Town.
“While the JIC has chosen not to penalise Camissa solely based on this issue, we believe it is important to highlight our concerns and seek your response. We are particularly concerned about the possibility of the University indirectly funding this litigation through the dividends and return on investment received from Camissa,” wrote Moloko.
Therefore, the JIC requests that Camissa provide a formal response addressing the following points:
– How Camissa intends to ensure that University funds are not being used to support litigation against the University.
– Camissa’s position on the ongoing litigation and its potential impact on the relationship between Camissa and the University.
– Concrete steps Camissa will take to address the JIC’s concerns and demonstrate its commitment to ethical business practices.
“The JIC values its relationship with Camissa and acknowledges your firm’s strong track record as an investment house. However, the current situation presents a significant challenge for our continued partnership. The JIC remains committed to fulfilling its fiduciary duty and ensuring the responsible management of the University’s assets. While we currently see no fundamental reason to withdraw our funds from Camissa, we believe resolving this matter is crucial for maintaining a strong and ethical relationship between our institutions.”
Minister of Basic Education, Angie Motshekga, and Deputy Minister, Dr Reginah Mhaule co-chaired the National Consultative Forum (NCF) to review the progress made by the Basic Education Sector in strengthening school functionality and governance in South Africa.
The NCF took place at the DBE Conference Centre in Pretoria on 23 January 2024. The Forum, chaired by Minister Motshekga, included representatives from School Governing Body (SGB) Associations, including the Federation of Association of Governing Bodies (FEDSAS); the Governors’ Alliance (GA); the South African National Association for Special Education (SANASE); the National Association of School Governing Bodies (NASGB); the Governing Body Foundation (GBF); and the United Front for School Governing Bodies (UF4SGBs).
The NCF focused on critical aspects of improving school functionality in the country, with the determination to ensure the success of the 2024 school calendar. The issues discussed during the Forum included strengthening the participation of SGB Associations at the national level by reviewing the NCF’s Founding Document, reviewing national provincial interventions regarding existing harmful religious practices in schools, and preparing holistically for the 2024 SGB elections.
Explaining the SGB election processes, James Ndlebe, Chief Director for Planning and Implementation Support, emphasised the importance of adhering to guidelines. In preparation for the SGB elections, eligibility criteria were outlined, including mental health status, financial solvency, criminal convictions, and alignment with the category represented at the time of the election.
Co-opted members with and without voting rights were also considered, with elections conducted via secret ballot. The term of office for SGB members, except for the learner component, was limited to three years, whilst office-bearers served for one year. Vacancies could be filled by co-opted members with voting rights for a maximum of 90 days, after which a by-election would be held.
Various senior managers from various branches of the DBE were invited to attend the Forum. They presented key issues such as the discipline summit; school safety; Gender-Based Violence (GBV); post provisioning; progress reports on the Three Stream Model in the Basic Education Sector; and anticipated SGB post-election training.
The NCF, according to the DBE, was established to facilitate formal negotiations, discussions, and interactions between the DBE and SGB associations at a national level. Minister Motshekga acknowledged the NCF’s role in improving quality learning and teaching, emphasizing the need for effective communication amongst education stakeholders.
The Minister highlighted the critical role of SGBs in school management and governance, urging the sector to expedite SGB election processes.
In her closing remarks, Deputy Minister Mhaule stated that the Forum needed sufficient time for participants to share valuable inputs. The Forum scheduled its next sitting for 8 March 2024.
A Grade 6 learner from Modiselle Primary School in Ga-Rankuwa, north of Tshwane has died after he allegedly fell from a moving scholar transport bus on Thursday.
Gauteng Education Department spokesperson Steve Mabona said the tragic incident happened on Thursday afternoon as learners were being transported home by the provincial government- sponsored scholar transport bus.
“It is alleged that the learner fell from the scholar bus and the rear wheels went over him, resulting in him losing his life,” Mabona said and confirmed that the police are investigating the circumstances surrounding the incident.
The GDE’s psycho-social support team has also visited the scene of the incident and the learner’s family, said Mabona.
Gauteng Education MEC Matome Chiloane said he was “deeply saddened” by the incident and called on drivers transporting scholars to be extra vigilant.
“Indeed, this is terribly saddening news. Scholar Transport is an initiative that forms part of our critical interventions to alleviate pressure from parents. As such, we expect our learners to be safely transported from home to school and back home,” said Chiloane.
“We call upon drivers to be extra vigilant for learners’ safety. We wish to convey our deepest condolences to the family and the school community.”
Build One South Africa (BOSA) leader Mmusi Maimane said his party would be sending a rescue plan to the education director-general and raised concerns about the 30% pass mark for the National Senior Certificate and other Basic Education examinations.
Speaking in Johannesburg on Sunday, Maimane said while the focus was on an increased pass rate, a 100% pass rate would make little to no difference when students could pass with 30% for fundamental subjects.
Maimane has been a vocal critic of the country’s 30% pass mark, saying it undermines the country’s youth.
Maimane proposed an overhaul of the country’s education system, including an increase in the pass mark to 50%.
“Let’s increase the matric pass mark to 50%, setting higher standards for excellence in crucial subjects like Maths and Physical Science,” Maimane said.
“Establish an independent education ombud, the Inspector General of Education, to ensure accountability and address issues of corruption.
“Raise salaries for educators, attract younger talent, and curtail the power of teacher unions to enhance the quality of learning.
“Conduct a nationwide teacher skills audit to identify and address deficiencies, ensuring proficiency in teaching and subject matter.”
Maimane believes his party’s range of interventions are crucial steps toward rescuing the country’s education system.
“Education is the cornerstone of our nation’s prosperity. BOSA envisions an educational landscape characterized by affordability, accessibility, and quality from early schooling to tertiary degrees. Our goal is to equip every South African with the skills to earn well, realise their potential, and compete in the digital economy.
“The current state of our education system demands urgent intervention. We face a critical shortage of skills, and our performance in human skills development, especially in digital skills, is underwhelming. We must address this crisis to meet the demands of the evolving job market.
Embattled funding agency, the National Student Financial Aid Scheme (NSFAS), is under pressure from civil society body, the Organisation Undoing Tax Abuse (OUTA), over another crisis brewing around student accommodation.
“OUTA can confirm that we have been alerted to this by concerned accommodation providers who are still – at this very late stage – waiting to hear whether NSFAS has approved their accommodation for returning and new students,” said Rudie Heyneke, the head of investigations at OUTA at the weekend.
“We are aware of students in Cape Town who have been spending the last two weeks sleeping on the streets since the NSFAS accommodation portal won’t allow them access to look for available accommodation. Landlords, in turn, are not allowed to give students access to accommodation without pre-approval by NSFAS.”
OUTA, which focuses on exposing government corruption and the abuse of taxes and public funds in South Africa, has called on Minister of Higher Education, Science Innovation, Dr Blade Nzimande, to step aside pending a probe into NSFAS.
Earlier in January, OUTA published a damning expose on the corruption at the national student funding body, linking Nzimande to kickbacks for the South African Communist Party which he leads.
Amid calls for him to resign – or President Cyril Ramaphosa to give him the boot – Nzimande called a media conference two weeks ago, threatening legal action.
OUTA told Inside Education it has not received summons from the Minister.
A request for comment from Ramaphosa’s office on whether it would act against Nzimande went unanswered.
On Friday, OUTA again placed accountability on Nzimande, considering a looming student accommodation crisis.
“It is our view that Minister Blade Nzimande should be asked to step aside while a full, independent investigation into allegations of widespread corruption at NSFAS is being conducted,” said Heyneke.
According to OUTA, corrupt syndicates have infiltrated NSFAS and linked to other departments within the department of Higher Education, Science and Innovation and the system of accommodation allocations and accreditation has all but collapsed.
OUTA claimed that at least 11 000 students are awaiting outstanding payments of their monthly allowances and thousands more waiting for NSFAS to settle their outstanding tuition fees at TVET colleges and universities. The new crisis is around the availability of accommodation for NSFAS students.
Heyneke says these inspection and accreditation services were normally handled by accredited service providers on behalf of universities and colleges, but that NSFAS had contracted this function to inexperienced and understaffed service providers.
OUTA foresees that this situation will only get worse once universities open for the academic year. “NSFAS themselves told Parliament in October last year that they need accommodation for at least 397,000 students at institutions countrywide,” Heyneke explained. “We want them to answer a few very basic questions which they seemed to avoid so far.”
According to Heyneke, NSFAS should be transparent about the number of beds accredited so far. “We also want to know where these beds are – at exactly which institutions and in which areas? Who inspected them? Are the institutions’ own beds included in this number? Did they also have to pay to get their beds registered on the system, and will NSFAS also withhold a percentage of their fees?”
OUTA said it is imperative that students get access to the accommodation portal as a matter of urgency. “TVET colleges started classes on Wednesday, and while students are homeless, they are also missing classes.”
NSFAS must also be transparent about agreements with accommodation owners. “According to our information, many of them haven’t even seen rental agreements, and many are refusing to take part in the pilot project because of all the uncertainty caused by how NSFAS is handling the situations.
Heyneke says OUTA is aware of the outcry by students on social media. “Some have also reached out to us. It is despicable that NSFAS is allowed to gamble with the future of young people who want to better their lives through education. At this stage, the only logical decision would be for NSFAS management to stop the pilot project before this becomes a full-blown accommodation crisis that can easily spill over into student protests.”
According to Heyneke, NSFAS has included 17 out of the 26 public universities in SA on the ‘Pilot Project’ and 22 out of 50 colleges. “Now the portal doesn’t work, the accreditation process is way too slow and accommodation providers and institutions are left in the dark.
“NSFAS should do a proper pilot project and analyse the outcome first before forcing more than 50% of tertiary institutions to use a system that has not been tested. Allow universities and accommodation owners to continue with previous contracts while NSFAS cleans its house.”
During 2022, OUTA began investigating mismanagement of student funds by the NSFAS triggered by its alleged corrupt links to the Services Sector Education and Training Authority (Services SETA). Both entities fall under the Department of Higher Education and Training.
OUTA said the failure by institutions, such as the Services SETA and NSFAS, to manage their funds responsibly fails the unemployed youth and the country.
Two years ago, OUTA probed tender corruption at NSFAS. This followed OUTA’s investigation into corruption and irregular contracts at the Services Sector Education and Training Authority (SSETA) after a successful PAIA application relating to a R170 million tender for a biometric attendance monitoring system awarded to the Grayson Reed consortium.
OUTA’s scrutiny of the documents for the Grayson Reed contract found maladministration, corrupt activities, and non-performance by Grayson Reed. The Grayson Reed contract was subsequently cancelled by SSETA.
But OUTA found that some of the same individuals who were involved in the cancelled Grayson Reed, registered new companies with relatives as the directors. One of these companies was awarded a tender by NSFAS for similar services that the Grayson Reed Consortium provided to SSETA.
Under Nzimande’s watch, there has been corruption within NSFAS, evidence of wrongdoing at universities described by leading academic Professor Jonathan Jansen in a book last year, and ongoing financial mismanagement at skills training institutions which fall under the 21 Sector Education and Training Authorities.
The Chairperson of NSFAS, Ernest Khosa, has taken a leave of absence following allegations that he and Nzimande had allegedly defrauded the student funding body through kickbacks from service providers.
But following the release of the OUTA report on 4 January, which contained leaked recorded conversations as part of its evidence, the Minister denied the claims, saying OUTA was trying to derail the start of the 2024 academic year.
Nzimande threatened legal action over the claim that the South African Communist Party which he leads, benefited from cash or services worth R1 million for its 2022 conference from the student funding body. Nzimande labelled the claim “malicious and false”. But OUTA insisted it stands by its investigation.
Andile Nongogo was axed as NSFAS chief executive in October 2023 over “irregularities” related to four firms selected to pay around 1.1 million students their R1 650 monthly allowances directly and not through tertiary institutions, which had been the previous payment method.
He was head of the Services SETA implicated in wasteful expenditure – and paying over the odds for items ordered. AS SETA CEO, Nongogo, authorised an overpriced branding campaign that cost taxpayers R37 million, including a branded T-shirt at R4 600, R44 000 for a branded umbrella, R980 for a coaster, R668 200 to print 100 copies of the SSETA Annual Performance Plan.
Nongogo was rewarded with the NSFAS role after his stint at the SSETA.
ONE of the country’s leading training institutions, the Graduate Institute of Financial Sciences (GIFS), claims it has been victimised because it blew the whistle on alleged corruption at the Insurance Sector Education and Training Authority (INSETA).
GIFS won a court judgment in December ordering INSETA to reinstate GIFS’ full certification within 24 hours; withdraw all unlawful notifications it had distributed to industry stakeholders informing them of GIFS’ de-accreditation; reassure the public on its website and via email of the complete restoration of GIFS’ accreditation and pay the costs of GIFS’ legal counsel. INSETA has ignored the court order.
While INSETA fights a provider which works with top skills levy-paying South African companies, hundreds of students have not received their accreditation, leaving them in limbo, unable to work in the sector.
In its urgent High Court interdict on January 4, GIFS’ legal counsel accused INSETA of corporate bullying and victimisation. They argued that the withdrawal of GIFS’ accreditation was based on a GIFS fraud investigation report compiled just over two years ago, now under review in the courts. GIFS maintains the report is fraught with trumped-up allegations, overt bias, glaring irregularities and multiple procedural flaws. It has only held off on its legal review as INSETA renewed its accreditation after the report was finalised in 2021.
GIFS gas asked the Public Protector for assistance in resolving the impasse, citing concerns centre around key personnel changes, potential conflicts of interest, and apparent irregularities in tender processes, which have raised serious questions about the organization’s adherence to ethical and legal standards.
“We have encountered persistent inefficiencies and incompetence on the part of INSETA, specifically in the issuance of certificates for learners. GIFS has repeatedly brought to INSETA’s attention the inaccuracies in certificates and instances of certificates being issued to learners who do not qualify.”
INSETA has been accused of issuing certificates to learners who do not meet the necessary qualifications, not only compromising the quality and integrity of the education system but also raises serious questions about INSETA’s commitment to upholding industry standards.
“Despite our continuous efforts to address this issue, there has been no response or corrective action from INSETA.”
Instead of addressing the issues at hand, INSETA has chosen to victimize GIFS, creating an environment that stifles legitimate concerns.
In light of INSETA’s mandate to enhance skills and generate employment, the current predicament reveals a concerning backlog of 5500 learners within the system. This backlog, according to GIFS, not only places the employment opportunities for these learners in jeopardy but also exposes employers to potential compliance risks.
“There is a prevailing concern that INSETA may not have the intention to disburse the funds owed to employers for the learners, potentially attributing the delay to administrative issues. This situation raises serious questions about the fulfilment of INSETA’s core objectives and the safeguarding of the interests of both learners and employers within the framework of its mandate,” claimed GIFS.
Furthermore, GIFS called for specific entities such as QI Solutions, Milumbe Consulting CC and Octomate to be thoroughly investigated for their involvement in irregularities, especially in relation to ghost learners and collusion of tenders.
Senior managers at INSETA have raised concerns about the tender processes and the awarding of an IT contract to QI Solutions, asserting that it was unsuitable and incompatible with the sector. They advocated for the removal of the provider on grounds of non-performance and, as a result, have faced victimization.
These officials forewarned of the potential decline of the sector. The unjust allocation of tenders to unqualified providers has become evident in the day-to-day operations of the insurance sector, where Skills Development Providers (SDP) witness individuals who do not meet the qualification criteria obtaining certificates, nonetheless.
Similar to the repercussions faced by employees who spoke out, comparable actions have been taken against Skills Development Providers to stifle their voices and dissent. Tenders are being awarded to entities beyond the insurance sector, exacerbating the disadvantage faced by South African youth in securing meaningful opportunities and consequently widening the unemployment gap.
“INSETA, through its actions or lack thereof, is falling short of its mandated responsibilities. Moreover, the organization is misappropriating public funds designated for skills development to initiate and finance legal actions against its own employees and other stakeholders, including an SMME like GIFS.”
INSETA CEO Gugu Mkhize confirmed that the Graduate Institute of Financial Sciences (GIFS) has been de-accredited effective as of 14 December 2023. This was following an appeal ruling made by the Quality Council for Trades and Occupations (QCTO).
“We are aware of the correspondence received from the Office of the Public Protector. At this time, we would like to inform you that the issue in question is currently being handled internally.
“We understand the importance of transparency and accountability, and we are committed to addressing any concerns in a thorough and timely manner. As the INSETA, our primary focus is on resolving matters efficiently and ensuring that we maintain a fair and impartial process.
“We recognise the value of open communication with the public and the media, and we will provide updates as appropriate, keeping in mind the confidentiality and sensitivity of the allegations,” she said.
As regards to the specific questions raised, which most of them are directly or indirectly related to pending legal proceedings, kindly note that INSETA is currently prejudiced to make comments on incomplete legal proceedings and matters that are sub judice.
“As a public institution, INSETA remains committed to the promotion of the Skills Development Act aimed at inclusive and participatory skills development. INSETA endeavours to fulfil this mandate in partnership with the QCTO, stakeholders and learners.”
OUTA is expected to partner with GIFS in taking up the investigation as an extension of its work on unearthing corruption in South Africa.
On Wednesday, former Deputy President, Dr Phumzile Mlambo-Ngcuka, will deliver a keynote address via video and GIFS CEO, Dr Kershen Pillay, will lead a discussion on ‘Ethical Leadership in Education’, together with other high-profile guests on a panel, exploring the growing need for ethical leadership in our country, especially in education.
Hard-working Liyabona Ncanywa was recognised by the Eastern Cape Department of Education as one of the Top Achievers in the National Senior Certificate Examinations in the province.
Assisted with tuition and school fees through the Chemical Industries Education and Training Authority (CHIETA) STEM fund, Liyabona says she expected to do well as his performance since the beginning of the matric year was outstanding.
“Some of the key moments were staying behind in the dining hall at school hostel to study when everyone else went to sleep. It would be me and my friends and we would study until 02:00am,” recalls the learner from Nathaniel Pamla High School in Peddie in the Eastern Cape.
Liyabona says she hopes that her achievements can serve as motivation to her peers, helping them to realise that if she could achieve such greatness, so can they.
“I would advise other students to always study ahead and to also practice as many past question papers as they can so that they can familiarize themselves with exam questions.”
The matric year, however, has had its challenges for Liyabona. “I lost my great grandmother and my cousin. I did not have time to properly grieve because I was faced with my midyear exams, so I had to make sure that I did not lose focus. I overcame this by telling myself that despite everything that happens, life goes on and I take too much time to grieve the time that would pass me by.”
Asked about her study techniques, Liyabona says: “I found teaching someone else what you have learnt is most effective because through this I identify which areas I still need to study.”
There was no doubt who helped push Liyabona the most. “My teachers played a huge role in motivating me because they always reminded me of what I was capable of achieving and they always pushed me out of my comfort zone.”
“My teachers always provided me with resources whenever I needed them. They would also always help me by explaining work that I didn’t understand and help me understand and help me understand it better. My family members always supported me emotionally and physiologically, they all helped me to have a clear mind so that I could focus on my academics.”
Liyabona also attributed the school’s success to the CHIETA funding and support which has positively impacted STEM initiatives in the community. “I believe the CHIETA’s funding has positively impacted our school because our pass rate increased from 2022 to 2023 which shows that the intervention of the program helped learners to improve their performance.”
Liyabona urged others to make sure that they utilize the resources that they are being offered as it could help them improve their academic performance.
Her future aspirations? “I want to go into the medical field; I want to be a doctor and specialise in gynaecology. One of my many reasons is the fact that most women in rural areas lack information about reproductive health and for that reason they tend to be careless regarding matters that include reproductive health. I would like to be part of the solution and help women to be more responsible for their reproductive health,” said Liyabona.
Yershen Pillay, the chief executive officer of CHIETA, welcomed Liyabona’s Top Achiever recognition from the Eastern Cape Department of Education. “It is with a measure of pride when students we as an organisation support, excel. Liyabona has our best wishes for the future. We urge learners supported by CHIETA, and students in general, to be inspired by her hard-working example.”
Through its various programmes, Pillay added that through its Upcoming Discretionary Grant Funding Windows, working with corporates, CHIETA provides potential opportunities for 615 internships, 1085 learnerships, 1 395 skills programmes,1285 TVET student for Working in Learning and 1 000 learners receive STEM training.
“This investment in skills development is vindicated when learners like Liyabona make us proud,” he added.
As the Class of 2023 celebrate their matric success, it’s time for matriculants to consider the options that provide a lifeline to the future underpinned by job creation and entrepreneurship.
That’s the message from Yershen Pillay, Chief Executive Officer of the Chemical Industries Education and Training Authority (CHIETA), who believes that not all matriculants will find a place at the country’s 26 universities, for example, the University of Kwazulu-Natal received more than 160 000 applications for 9 000 first year places.
“Therefore, we believe that the opportunities for further studies at Technical and Vocational Education Training (TVET) are key to building the skills pipeline. At CHIETA, learners through companies are also given extensive opportunities to learn skills that will gear them for a better future,” says Pillay.
Through its various programmes, CHIETA, through its Upcoming Discretionary Grant Funding Windows, working with corporates provides potential opportunities for 615 internships, 1085 learnerships, 1 395 skills programmes,1285 TVET student for Working in Learning and 1 000 learners receive STEM training.
Against the backdrop of South Africa’s unemployment rate, which according to Statistics SA is expected to trend around 34% percent in 2024, the need for using skills development opportunities is key to changing the narrative.
StatsSA found that some young people have been disengaged from the labour market and are also not building on their skill base through education and training – they are not in employment, education, or training (NEET). The NEET rate is an essential additional labour market indicator for young people. There were about 10,2 million young people aged 15–24 years, of which 36,1% were not in employment, education or training.
“This gives us a vital opportunity as the CHIETA to push forward with our strategy for innovating for impact to contribute to sustainable livelihoods through innovative solutions for skills development, education, and training,” says Pillay.
Therein lies the opportunity to make a dent in unemployment, especially among the youth, through skills development.
In a boost for skills development in South Africa and Africa, one among many innovative initiatives was the signing of a ground-breaking memorandum of understanding between the CHIETA and the China Europe International Business School (CEIBS).
The goal of the MoU is to merge efforts by the two institutions to drive innovation, skills development and training in Africa and will be in place until 31 March 2025. CHIETA’s role includes sourcing corporate entrepreneurs in the chemicals sector to upskill them and identifying 4th Industrial Revolution-linked programs. The impact of this is that it will help provide youth with skills to combat unemployment.
CHIETA has continued identifying strategic opportunities to support the National Development Plan (NDP) and the Economic Recovery and Reconstruction Plan (ERRP) to ensure we tackle unemployment and the skills shortage.
Transformational goals are being met through a wide range of discretionary grant funding directed towards women, youth and people living with disabilities. One project that has contributed to poverty alleviation by reducing unemployment is the smart food cart programme.
Beneficiaries of the programme are provided with computer tablets, allocated a food cart fitted with a location-tracking and reporting device, and an e-commerce app. In this way, township-based small and medium enterprises are empowered, increasing their numbers in townships. It has had a transformative effect on communities.
Another major programme launched during the year is the Smart Skills Centres, in which rural learners are taught digital skills to keep abreast with artificial intelligence developments.
The CHIETA intends to establish these centres in all nine provinces. Another project that stands out is the AlgoAtWork Robotics Academy in Richards Bay, in which children are taught essential skills for an AI-driven workplace in the future. Numerous bursaries flow into learning support and programmes for retrenched employees, a fundamental way the CHIETA supports the ERRP.
“As the statistics show, unemployment is a real challenge – and concern. Bold initiatives must be implemented to enable youth to succeed beyond matric, and CHIETA is determined to play a key role in changing the landscape,” concludes Pillay.
A Portfolio Committee on Basic Education delegation has expressed its concern for the “utter disregard of the work of Parliament” when a delegation led by the MEC’s office did not attend a scheduled meeting to wrap up the committee’s oversight visit to schools in the Eastern Cape.
The committee delegation last Friday concluded its two-day oversight visit to assess school readiness for the 2024 academic year. It had planned to meet with the office of the national Department of Basic Education, the Eastern Cape Provincial Department of Education (including the Office of the MEC, heads of department and senior and district officials), the provincial legislature’s Portfolio Committee on Education, the provincial House of Traditional Leaders, school governing body associations, organised labour and the South African Principals’ Association.
The leader of the delegation, Tebogo Letsie, said the committee has verified that the email address to which the invitation to the meeting was sent is the correct one and the venue was secured by the provincial department.
“At this stage, everyone claims they have not received the email and were not aware, yet they have confirmed that the email addresses we used are indeed correct.
“Many issues and challenges were highlighted over the last two days and a commitment was made by us to discuss it further at the meeting. We see this as blatantly disrespectful and a disregard for our work. We will make it clear in our report,” Letsie said.
Earlier in the day, the delegation visited two schools in the Buffalo City education district – Nosizwe High School and Bhaliti Junior School. Yesterday, they visited four schools in the Amathole education district. The delegation also visited schools in the North West province.
Letsie said the focus of the Eastern Cape visit included, among other things, infrastructure; ablution facilities; monitoring grade R/early childhood development sites, as per the departmental migration shift of 2022; delivery of learner-teacher study material; nutrition; learner transport; support to special schools; and meeting with stakeholders to discuss the state of schooling in 2024.
At Nosizwe High School, the delegation commended the school for the steady increase in National Senior Certificate results over the years. The class of 2023 obtained an 88.6% pass rate, increasing from 77.14% in 2020.
“We need to commend our schools, our learners, education officials, parents and the whole school community for making this possible,” said Letsie.
However, he emphasised to the school leadership that an increase in the pass rate is not good enough. “We need quality passes to ensure that our learners are accepted at institutions of higher learning and for the courses of their choice.
“It is very competitive in this space, so to ensure this our learners must not just be getting distinctions, but high distinctions in order to get placement.”
The committee also raised concerns about the asbestos roofing at the school. “We appeal to the authorities in the province to work together to solve this matter. Asbestos is a health risk for both learners and teachers,” Letsie advised.
At Bhaliti Junior School, the committee was confronted with the challenge of the community fighting rationalisation. The small school has 156 learners with three educators and a principal.
The delegation heard that the provincial education department has plans to merge the school with another, but the community is not in favour of this move. The school governing body said the reason for this is that the department has no plans to provide transport to the new school and the community is too poor to pay for private transport.
“This sounds like a challenge that can easily be addressed if stakeholders put their heads together. We cannot fail our children. The interest of the child needs to come first,” Letsie said.
Both schools reported challenges with theft and burglaries, vandalism, a lack of security and a lack of infrastructure maintenance. The delegation assured them that all observations made during the two-day visit to the province will be contained in its report to be tabled in Parliament. In addition, its recommendations will be included in its hand-over report to the new committee in the seventh administration.
“We are cautiously optimistic by the strides made in the province. It is a sign of a stabilising system in terms of education and improvement, despite some challenges. It must be commended,” said Letsie.
THE University of KwaZulu Natal has paid tribute to the country’s first Black neurosurgeon, Professor Mochichi Samuel Mokgokong who passed away last week.
“It is with deep sadness and regret that we received the news of the passing of one of our own alumni, Professor Mochichi Samuel Mokgokong. Mokgokong was the first Black neurosurgeon in South Africa and hails from a family of medical giants including the renowned Professor Ephraim Thibedi Mokgokong, one of the first Black gynaecologists in South Africa, who was one of his greatest influences and pillars of strength,” the university said in a statement.
Mokgokong is renowned for being part of the surgical team that separated conjoined twins, Mpho and Mphonyana Mathibela, at Chris Hani Baragwanath Hospital on 7 December 1986.
He further headed the surgical teams for three separations of craniopagus Siamese twins and has trained and produced more than 15 neurosurgeons so far as well as produced the youngest neurosurgeon in Africa in 2017.
In 2022, UKZN honoured Professor Mokgokong with a Living Legend award for his invaluable contribution to the medical field through clinical skills but also through leadership, scholarly work and community outreach programmes.
Professor Mokgokong held several academic and clinical positions during his illustrious career including as a Professor Emeritus of the University of Pretoria, Head of Tembisa Hospital’s Adult Intensive Care and High Care Units; Professor, Chief Specialist, and Head of the Neurosurgery Department at the University of Pretoria’s Steve Biko Academic Hospital; Emeritus Professor and Acting Head of Neurosurgery at Sefako Makgatho Health Sciences University and Dr George Mukhari Hospital.
A visiting lecturer and consultant at the University of Pretoria’s Department of Neurosurgery under Prof M Van Rensburg; and Specialist and Lecturer in the Department of Neurosurgery at the University of the Witwatersrand’s Baragwanath Hospital, Mokgokong graduated with a BSc from the University of the North, a medical degree from UKZN, an MMed in Neurosurgery from Medunsa, and DSc Honoris Causa of Public Health from the University of Venda for Science and Technology in 2001.
Professor Mokgokong was an active member of the South African Medical Council; Health Professions Council of South Africa; the South African Medical Association, Colleges of Medicine of South Africa; and the South African Neurosurgical Association. He was a council member of the Critical Care Society of South Africa.
He has received several accolades for his amazing work including the CEO Award for the Best Employee at the Steve Biko Academic Hospital for 2017; the Order of Merit Award for Outstanding contribution in the Medical Field from the Executive Reserve Club in 1999; scooped the University of the North Onkgopotse Tiro Order of Merit Award in 2000 and received the Tribute Achievers 2000 Health Category Award presented by the then President of South Africa, Thabo Mbeki.
Professor Ncoza Dlova, dean of the School of Clinical Medicine said: “We can learn a lot from Professor Mokgokong because he was a selfless leader, academic and clinician who served his country with pride and enjoyed passing on his skills to his students. Professor Mokgokong always encouraged his students to ‘to step away from private practice and instead give back to their communities as lecturers and academics to inspire Black students to enter the profession.
He advised students to, ‘Stay in school and specialise instead of going into private practice to make money because once you’re a specialist you can impart your knowledge and expertise and become an even bigger success. He will be missed. We convey our heartfelt condolences to his loved ones. May his soul rest in eternal peace.”
AS THE countdown to the Paris 2024 Olympic and Paralympic Games intensifies, Toyota South Africa Motors (TSAM) has announced its collaboration with four exceptional South African sporting heroes.
Paralympians Puseletso Mabote and Louzanne Coetzee, along with promising swimmer Pieter Coetzee and dynamic mountain biker Matt Beers, are set to inspire the world, and Toyota is committed to supporting their journey towards excellence.
Toyota furthermore reaffirms its commitment to the spirit of sportsmanship and the celebration of human potential through its Global Team Toyota Athletes Programme. At the heart of Toyota’s corporate philosophy lies a profound belief in the power of sport to inspire, unite, and transcend boundaries.
The Global Team Toyota Athletes Programme is a testament to this commitment, aiming to support and uplift athletes in their quest for excellence on the grand stage of the Olympic and Paralympic Games.
TSAM is proud to officially announce Puseletso Mabote, Louzanne Coetzee, Pieter Coetzee and Matt Beers as the South Africans to join the esteemed mother company’s Global Team Toyota Athletes Programme.
Global Team Toyota Athletes consist of athletes who have been selected from various countries because they share Toyota’s philosophies and values, such as challenge, continuous improvement, sincerity, teamwork, humility, gratitude, accountability and honesty.
The athletes ignite the “Start Your Impossible” philosophy whenever they compete in their respective sports.
The Global Team Toyota Athletes Programme builds upon Toyota’s legacy of supporting various local sporting codes as well as the Olympic and Paralympic Games. By fostering a global community of athletes, Toyota seeks to create an environment where athletes can share experiences, learn from one another, and inspire the world with their achievements.
“We believe in the unifying power of sport to create a better society,” says Glenn Crompton: Vice President of Sales and Marketing at TSAM.
“Through the Global Team Toyota Athletes Programme, we aim to champion the values of determination, perseverance, and excellence that athletes bring to the world stage,” he adds.
Each athlete brings a unique and inspiring story to the tapestry of South African sport. Puseletso Mabote, a decorated Paralympian (athletics T63 100m, 200m and long jump), has overcome challenges with grace and determination, serving as an inspiration to many.
Louzanne Coetzee (athletics T11 and F11 marathon), with her unwavering spirit, has carved a path of success as a Paralympic middle-distance runner, showcasing the true essence of resilience.
Pieter Coetzee (100m and 200m backstroke), an emerging swimmer, embodies the potential of the next generation of South African athletes. His dedication and passion for the sport have positioned him as a rising star in the competitive world of swimming. Matt Beers (MTB gravel mountain biker), who is a force to be reckoned with on the mountain biking scene, brings adrenaline-fueled excitement and an indomitable spirit to his craft.
For the three Olympic and Paralympic athletes planning to partake at this year’s Games, the road to Paris 2024 is not just about competition; it’s a journey that transcends limits and redefines what is possible. Toyota is committed to walking alongside these athletes, providing the support they need to chase their dreams and leave an indelible mark on the world.
While Matt will not be taking part in the Paris 2024 Olympic and Paralympic Games, TSAM recognises his exceptional talent and determination.
Aligned with Toyota’s “Start Your Impossible” campaign, the Global Team Toyota Athletes Programme embodies the idea that when people are free to move, anything is possible. By supporting athletes worldwide, Toyota strives to break down barriers, challenge the status quo, and empower individuals to overcome obstacles.
“The “Start Your Impossible” campaign reflects our belief that mobility goes beyond cars; it is about overcoming challenges and making dreams come true,” adds Crompton. “Through the Global Team Toyota Athletes Programme, we aim to empower athletes to push their limits and achieve the impossible”.
Gauteng Education MEC Matome Chiloane has vehemently condemned political parties for entering Gauteng public schools during curriculum delivery time, as a strategy of campaigning.
This follows a campaign trail by a certain political party at some schools in Eldorado Park on Thursday during school hours.
“We strongly condemn the intrusion of political parties into Gauteng public schools. Education environments must remain apolitical to ensure a focused and unbiased learning atmosphere, curriculum delivery time, must always be respected, no one must disrupt schools,” said Chiloane.
A video showing EFF members in Johannesburg allegedly handing out food parcels to learners at La Rochelle Primary School in the south of the city was doing the rounds, has prompted Chiloane’s response.
DA MPL Sergio dos Santos said that this type of political messaging within schools, and in particular during school hours, was unacceptable as it undermined the primary purpose of educational institutions.
“While the DA acknowledges and comends any organisation contributing to the welfare of the learners through the provision of food packs, we firmly reject the exploitation of such initiatives for political campaigning during school hours,” dos Santos said.
The IEC has said the elections will be held somewhere from May and August to elect a new National Assembly, and the legislature in each province.
“These will be the seventh elections held under democracy since the end of apartheid in 1994. The new national council of provinces will be elected at the first sitting of each provincial legislature,” the IEC said.
Concerns have been raised over the possibility of cutting off late applications for registration, and opposition parties have called for the disclosure of a provisional date at the least.
The IEC is expected to hold its final voter registration drive on the weekend of February 3 and 4.
THE NGO Equal Education has demanded the immediate placement of over a thousand learners in the Western Cape and Gauteng from the provincial departments that it said are being kept out of class.
EE said in a statement on Wednesday that it would picket at the Benoni and Metro East education department district offices respectively, against the ineffective and frustrating school admissions processes keeping thousands of learners out of school.
The NGO said that the online school admission application process posed significant challenges for parents and caregivers seeking to enroll their children and that while technological progress was commendable, there was a need for alternatives to accommodate those who may not have access to digital tools.
“Provincial education departments, particularly in the Western Cape and Gauteng, repeatedly state that schools are overcrowded or oversubscribed because they do not have the funds to build more schools. They also continue to blame parents for applying late or for only applying to schools that are in high demand,” the statement read.
EE said that in light of the re-prioritisation of school infrastructure money, many learners remained unplaced and missing because space in schools have become the new luxury and overcrowding threatens access to equal and quality education.
Equal Education demands include: all unplaced learners must be placed immediately; that the provincial education department equip all schools with sufficient and appropriate infrastructure as required by the Norms and Standards for Public School Infrastructure; and that provincial education departments facilitate forward-looking infrastructure development plans to address current and future overcrowding in schools; the development of binding school capacity norms to ensure more equitable distributions of learners in schools; and that national and provincial treasuries allocate enough funds to school infrastructure and provide the necessary oversight to ensure the funds were appropriately spent.
The Equal Education Law Centre in a statement on Sunday said that even though schools in the Western Cape reopened on 17 January, thousands of learners, largely in under-resourced areas with overcrowded schools, are still without a school and were unable to unlock the most basic component of their constitutional right to access education.
The law centre said that it remained aware of the challenges faced by the provincial department, however reminded the WCED about declining its request early last year for admitting pop-up stations into the beginning of the school year in order to assist with late school applications.
“The WCED no doubt faces significant challenges in ensuring sufficient space in schools, however, many of these factors show up each year and are therefore predictable, yet the WCED’s response has been inadequate,” the centre said.
EELC said that the department did not acknowledge or address other critical factors contributing to this crisis and claimed that there were instances of gerrymandering by former model-C schools of their feeder zones in order to exclude economically disadvantaged and Black learners as well as exclusionary language policies.
The centre said that despite the immediate realisability of the right to basic education enshrined in the constitution, the education budget continued to dwindle, with more impending cuts.
The EELC said that despite committing R2.9 billion in March last year to the Rapid School Building Plan for 21 new schools and 289 classrooms, the WCED backtracked in November and scaled down to only nine new schools and 496 classrooms due to budget constraints and Treasury deprioritising social spending.
The department previously estimated that R105 billion was needed to meet minimum standards nationwide, seven times more than the adjusted 2023/24 school infrastructure budget of R14.2 billion.
“As these cuts persist, the ability of provincial education departments to deliver essential schools and classrooms is poised to decline,” the centre said.
WC MEC for Education David Maynier previously said his department was finalising the operation of 10 new schools and three replacement schools as part of its RSB programme.
“We will work to place every learner for whom an application is received going forward, but we want to be clear that schools are full in the Western Cape,” Maynier said.
In Gauteng, the department has called upon parents to consider township schools in light of the limited amount of spaces at some of the more popular schools in the province, as well the general improved performance of township schools in the 2023 NSC examinations.
Gauteng Premier Panyaza Lesufi kicked off the 8th World Conference on Qualitative Research in Boksburg and said that he remained excited over possible solutions which the conference could provide for the province.
The three-day conference is concurrently being held in São Miguel – Azores (Portugal) and in Johannesburg (South Africa), virtually with each edition of the conference bringing together researchers from over 40 countries, world-renowned authors, and research groups to share their experiences in the field of Qualitative Research.
Speaking at the opening address at the South African leg of the conference on Tuesday, Lesufi praised the role played by researchers in the development for the province, the nation, and the continent as a whole.
The premier expressed his excitement at the conference and said that the researchers did not only represent the people, but more importantly would be the innovative source of solutions which could assist the province, namely ensuring that the province’s economy remained being the biggest economy as well as the challenges of human settlement in light of the increasing wave of immigrants, both nationally and internationally that have flocked to the overcrowded areas of Gauteng.
“In this room, you carry the aspiration of the future, you carry the aspiration to reposition and represent us appropriately in ensuring that not only our province but our country and the continent by extension is better positioned to respond to the challenges we are facing currently,” Lesufi said.
The premier said that he wished them well and that in the next three days, he hoped they would supply solutions to some of the key challenges faced by the province.
Lesufi mentioned three particular challenges, namely the ongoing growth and sustainability of the provincial economy, the problem of housing and space in light of the increased immigration and lastly the issue of crime and its impact on the lives of the people and the functioning of business.
The premier said that if the three main issues could be packaged more effectively through research and innovative measures, the country would be in a position to continue to be beautiful and to reaffirm the future of the country, in terms of the economy, resources and legislative framework.
“If you can get the best minds to deal with the challenges that we are facing in our country, we’ll be a competitive country that will be in a position to take care of its residents,” the premier said.
Lesufi said that this engagement which requires effort, labour and time, in order to produce solutions and was proud to be in dialogue with delegates from across the globe who were willing to provide their experience and solutions that would aid everyone.
The World Conference on Qualitative Research (WCQR) is an annual event that brings together researchers, world-renowned authors, and research groups from 40+ countries1. The conference aims to promote the sharing and discussion of knowledge, new perspectives, experiences, and innovations in the field of Qualitative Research.
The conference is hosted by The Global Centre for Academic Research (GCAR) and the Sci-Bono Discovery Centre.
Lesufi said that he was proud to be a part of a conference that was being held for the first time on the African continent, with Gauteng being the host province.
The WCQR is a globally recognized platform that brings together researchers, scholars, and professionals from diverse fields to explore, discuss, and exchange ideas on qualitative research methodologies.
The conference includes a diverse program with renowned keynote speakers and the best authors and researchers in the field.
Lesufi said that as the host partner, the Gauteng government was committed to advancing knowledge, research and innovation that seeks to develop the economy of the Gauteng City Region.
Gauteng MEC for Transport and Logistics, Kedibone Diale-Tlabela, on Monday, conducted an over-site visit at Petit High School in Ekurhuleni North, Benoni.
The visit formed part of the Gauteng Provincial Government’s oversight visits in Gauteng schools to monitor the overall readiness of schools upon re-opening for the 2024 academic year and are part of the Back-to-School campaign, which also includes activities such as the handover of new schools.
The department said that the oversight visits to schools were meant to ensure that there was effective teaching and learning in all schools and further ensured that appropriate resources were in place.
The provincial government, led by Premier Panyaza Lesufi, has a tradition of conducting oversight visits to schools across the province to monitor their readiness for the new academic year which were led by MECs, including Education MEC Matome Chiloane.
During these visits, the MECs observe the first day of teaching and learning and conduct oversight visits to Early Childhood Development Centres (ECDs) to gauge their preparedness.
The 2020 matric class of Petit High School obtained a 76.7% pass rate higher than 70% attained in the year 2019 National Senior Certificate Examination. The 193 learners wrote the exam in 2020 from 200 in 2019. From 2018 to 2020, the school attained an average of 78.6% pass rate.
In the year 2023, the matric class of Petit High School obtained a drop in the pass rate to 67.9 %.
Petit High School is a public secondary school located in an industrial area of Benoni in Gauteng Province, South Africa.
The school was formally reopened in 1998 as a High School to accommodate the overflow of learners from former Model C schools.
While starting off with 500 learners from areas such as Daveyton, Benoni, Kempton Park and Springs, the GDE decided to place the grade 8-12 learners from two farm schools, namely Bekekayo Primary and Mehlaring Combined School due to poor performance.
This movement led to an increase in enrollment numbers beyond capacity, and as a result, an extra Home language (isiZulu) and first additional language (English) was introduced.
In addition, the exponential increase of learners resulted in the introduction of a number of additional makeshift or temporary classrooms with the SGB assisting in erection.
In 2020, the school received a budget of R982 570 from the GDE for the Self-Built classroom project, with which the school managed to efficiently build 3 classrooms and completed them in record time.
The school is a Section 21 school meaning it is allocated finances by the department and is responsible for ordering stationery, textbooks, paying water and lights accounts and undertaking their own maintenance under ACD functions and classified under quintile 4.
MMC for Transport Planning Andile Mgwevu said it remained important to remember the future that lies ahead of learners were decided upon by their own decisions and encouraged the matriculants that life started after matric.
Diale-Tlabela called on the learners not to rush into life, and remain focused on achieving their goals and warned the learners on making the right choices in life and said that it was one’s commitments that determined one’s achievements.
“The growth of the economy is fundamentally dependent upon a good infrastructure, which would only be possible through good education,” the MEC said.
She referred to the learners as the investment of the SA government and warned against teenage pregnancy.
“In our democratic government it is free for someone who cannot afford to have a child, to access the clinics, as the child has rights and needs to be protected,” the MEC said.
Petit High school Principal D.D Mkhabela said that three learners of Grade 12 and seven learners from Grade 11 were currently pregnant and called on them to focus on their studies.
Both the MEC as well as the circuit manager hailed the fact that fees at the school were meant to be R1200 and yet due to government funding only required parents to pay R500 per month.
The MEC said that the high HIV rate of the youth called for a warning surrounding the dangers of unprotected sex, physically, psychologically as well as the more long term consequences, namely the importance of delaying in order to make the right decision that one could live with for the rest of one’s life.
Diale-Tlabela said that students should remain vigilant over the challenges facing high-school life and keep in mind that the decisions made today bore an impact on the future one was trying to create.
In conclusion, the MEC, MMCs and the principal Mkhabela partook in a walk-about around the school grounds, inspecting the developments thus far achieved.
South Africa celebrated its highest National Senior Certificate (NSC) pass rate of 82.9% since the examinations began in 2008 as the Class of 2023 triumphed against COVID-19 pandemic.
But fact that around a third of youth do not successfully complete twelve years of education, leaving the education system without a formal qualification with which to join the labour market, is a concern that is often raised, according to the 2023 Exam Results Technical Report. Annually, it has been estimated that at least 300 000 matriculants join the ranks of unemployed.
Minister of Basic Education Angie Motshekga told matriculants, parents, national and provincial education leaders that the class of 2023 was severely impacted by the disruption to schooling due to the Covid -19 pandemic in 2020 and 2021. The full Grade 9 and Grade 10 curricula could not be covered in 2020 and 2021 respectively.
The latter part of the Grade 11 year can be considered closest to an ordinary academic year, as all learners returned to full schooling in 2022. The DBE attempted to establish the potential of this cohort compared to previous cohorts and to ensure that learner support programmes are tailored to meet their needs.
As a result, Learner support from 2021 to 2023 at national and provincial levels, was customised to mitigate reduced contact time and to address learning gaps and learning losses. These support programmes further attempted to improve learner performance across the system.
A total of 715 719 full time (FT) and 182 056 part time (PT) candidates respectively registered to sit for the October/ 2023 NSC examinations. But 897 775 candidates wrote the examination.
“The Class of 2023 was subjected to unusual and adverse learning conditions during their Grade 9 and Grade 10 academic years in 2020 and 2021 respectively. The cumulative effect of COVID-19 and the resultant learning losses and disengagement from education had a significant impact on this cohort,” said Motshekga.
The pandemic has affected schooling, including Grade 12 results, through three key factors:
declines in learner attendance during the pandemic;
declines in the availability of teachers due to illness and death;
and pandemic-related household traumas.
These effects, in turn, impacted negatively on what learners could learn.
The national pass rate for the Class of 2023 is 82.9% which is an increase of 2.8% from the 80.1% in 2022. Significant improvements in performance have been recorded in all subjects, except a few. In the table below which represents the subjects with high enrolment, an improvement is noted in all subjects except History and Mathematical Literacy.
The National Senior Certificate (NSC) examination is in its sixteenth year of implementation in its current format and structure, and 2023 signifies 28 years of successful administration of public examinations in South Africa.
Motshekga was pleased to announce that an increase in admission to Bachelor studies, at 5,0% a year for the entire 1994 to 2023 period, has been the strongest. Youths qualifying annually for entry into a bachelor’s programme at a university has increased from around 100 000 in 1994, to over 250 000 in the last three years.
But there was no doubt that the pandemic has affected schooling, including Grade 12 results, through three key factors: declines in learner attendance during the pandemic; declines in the availability of teachers due to illness and death; and pandemic-related household traumas. These effects, in turn, impacted negatively on what learners could learn.
The Minister praised the swift and collaborative responses of the Department of Basic Education (DBE), teachers, parents, our partners in education and South Africans at large, which led to the development of a holistic recovery plan that, to a large degree, mitigated the negative impact of the achievement of the key learning milestones.
“The father of our great nation, Nelson Rolihlahla Mandela, believed that “Educating all our children must be one of our most urgent priorities. We all know that education, more than anything else, improves your chances of building better lives”, she said.
“These words resonate with the 2023 State of the Nation Address when the President of the Republic of South Africa, the Honourable Cyril Matamela Ramaphosa, highlighted that “the performance of learners from poorer schools is steadily improving, confirming the value of the support that Government provides to them”. The President coined the improvement in Grade 12 results as “a silent revolution taking place in our schools”,” she added.
THE Portfolio Committee members on Basic Education will this week visit schools to assess their state of readiness for the 2024 academic year.
Schools opened last Wednesday, and unlike previous years, all public schools in South Africa will resume academic programmes on the same day.
The chairperson of the committee Rajaa Azzakani said the visit to schools is part of the committee’s programme to assess the readiness of the schools for the 2024 academic year.
“As part of the committee’s draft programme, committee members will engage stakeholders in the education sector to discuss the state of schooling for 2024”.
Azzakani said the focus of the visit will include, among other things, assessing infrastructure; ablution facilities in schools, including pit-latrines eradication in the Eastern Cape; flood-damaged schools, especially school infrastructure in KwaZulu-Natal after the floods; monitoring Grade R and early childhood development sites; the delivery of learner-teacher study material; school nutrition; learner transport and special schools support.
“The delegation will be in the North West until tomorrow. Later in the week, they will visit schools in the Eastern Cape. A second delegation of the committee is visiting Limpopo for the next two days and later in the week will move to KwaZulu-Natal. Committee members are divided into two groups to ensure that they reach as many schools as possible in several provinces”.
She added that after they visit the schools, the delegation will also meet with the North West Department of Education, the National Department of Basic Education, including the Office of the MEC, HOD, Senior and District Officials, members of the Portfolio Committee on Education in the North West Provincial Legislature, Provincial House of Traditional Leaders, Student Governing Bodies Associations, Organised Labour and the South African Principals Association.
Gauteng Premier Panyaza Lesufi criticized the province’s failure to achieve a complete 90% matric pass rate, and said he will withhold Gauteng Education and Youth Development MEC Matome Chiloane’ s performance bonus.
The premier was talking at the release of Gauteng’s class of 2023 results at the Microsoft Corporate Office in Bryanston, Johannesburg on Friday and confirmed that the performance agreement with Chiloane was that the province should achieve a 90% pass rate.
But Gauteng’s class of 2023 achieved a pass rate of 85,4%, a 0,95% and improvement compared to the class of 2022’s 84,4%. But still short of the 90% that would have seen Chiloane get a bonus.
The class of 2023 candidates comprised 132,570 full-time and 59,094 part-time candidates, with full-time candidates including 7,197 candidates, who progressed from Grade 11 in 2022 to Grade 12 in 2023, comparable to the 9,125 progressed candidates, who sat for exams in 2022.
Lesufi said directors of education districts that performed above 90% will be rewarded with performance bonuses.
He also urged President Cyril Ramaphosa to sign the Basic Education Laws Amendment (Bela) Bill into law and said that teachers should be better paid and taken care of for their contribution in education.
He also called for tax exemptions for public school teachers and a retention incentive while highlighting that private schools were poaching the best teachers by giving them higher salaries.
MEC Chiloane praised the pass rate and said that the province achieved the highest number of candidates qualifying for Bachelor studies since 1996, and the second highest in the country, with 56 554 who qualified for the pass.
Chiloane said there was also an increase in the percentage of candidates, who passed at the Higher Certificate level – these are mainly progressed learners.
The MEC pointed out, however, that there were four districts that had a slight decline due to the impact of the pandemic on learning.
The schools awarded by the MEC included Afrikaanse Hoer Meisieskool, Hoërskool Menlopark, Hoërskool Garsfontein, Hoërskool Waterkloof, Parktown High School for Girls, and Hoërskool Randburg.
Chiloane applauded schools located within townships, specifically Mohaladitoe Secondary School in Sedibeng West for turning around the performance of the school from 56,6% to 93,8%, an exceptional improvement of just more than 37,2%.
“In 2009, township schools achieved an average pass rate of 60.1%, with non-township schools achieving 84.2%, making a gap of 24,1% points. In 2023, the gap declined to 9,7%, compared to 8,3% in 2022,” Chiloane said.
Township schools achieved a pass rate of 82,3% compared to 80,7% in 2022 and non-township schools achieved 92% compared to 89% in 2022.
Then 42,5% of progressed learners passed, compared to 45,5% of the progressed learners that wrote in 2022. This is a massive decline when compared to 2022. And 7,4% of these learners who passed, achieved a bachelor pass and almost 16,3% achieved a diploma pass.
He said 297 schools in 2023 achieved above 95%, compared to 290 in 2022, while in 2023, 143 schools achieved 100% compared to 149 in 2022.
“It must also be noted that just over 94,1% [of] Gauteng schools performed above the nationally defined benchmark for school under-performance of 65% compared to 92,6% in 2021,” the MEC said.
Chiloane said that authorities are expected to attend to schools that consistently perform below par, as the results indicated that 34 public and independent schools achieved less than 65%, compared to 53 public and independent schools in 2022.
The MEC confirmed that in the next few days, the department would meet with the school management teams of all public schools that performed below 65% and to hold them accountable for their poor performance.
THE Minister of Higher Education, Science and Innovation, Prof Blade Nzimande said in a statement that he has become aware of the circulation of yet another set of false and ill-informed suggestions that he may have influenced the awarding of a NSFAS tender to Tilson Manyoni.
Firstly, Tilson Manyoni is not and has never been an advisor to the Minister, as erroneously suggested by some media houses, the statement said.
“The names of the advisors of the Minister are matters of public record and discoverable with little or no difficulty. Secondly, in terms of the Public Finance Management Act and applicable Treasury Regulations, Ministers are defined outside the value chain of procurement matters precisely to guarantee the integrity of such processes. Therefore, Minister Nzimande had absoluetly no role in the awarding of a NSFAS tender to Mr Manyoni or any other individual or company. These allegations are therefore both false and malicious.”
Thirdly, the statement added that the Minister is the Executive Authority and not the accounting officer of the Department of Higher Education and Training.
“Therefore, any queries relating to procurement procesess at NSFAS should rightfully be directed to the Chief Executive Officer or Board of NSFAS. It is both unfair and mischievous to expect the Minister to answer questions relating to the procurement detail of entites, when such entities have their own accounting officers, executives and boards.
“The Minister views the latest set of false allegations as part of the continuing attempts to tarnish his name and distract the Department from the important task of ensuring a smooth start to the 2024 academic year. The Minister wishes to reassure the public that, together with the executive of the Department and the leadership of the Department’s various entities, he stands firm on his commitment to ensuring that the country experiences a smooth start to the 2024 academic year.”
Gauteng Premier, Panyaza Lesufi praised the top three learners from all the no-fee schools across the province, and said that no expense would be spared in funding the future of the province and the country.
The premier was speaking at an event where together with the MEC for Education, Matome Chiloane, the Gauteng City Region Academy awarded bursaries to the province’s top best-performing matriculants from no-fee paying schools as well as another top three pupils from Learners with Special Education Needs (LSEN) schools on Sunday at Vodaworld in Midrand.
In acknowledging the learners who had gathered at the event, Lesufi said the award winners were not invited, but invited themselves by their marks.
The premier said over R560 million would be provided for the beneficiaries of the bursary, and that there would be no limit to the cost of a course or qualification a learner wishes to pursue.
Lesufi called on the learners to appreciate the desperate need for skills the province required in light of its development and said that the Masters Skills Plan, a document over the future careers of the young people of the province, was only available in Gauteng.
“GCRA was established to reverse this tendency of everyday products and solutions being sourced from out of the country, we must reverse it, and ensure that it all be made in SA, proudly Gauteng,” Lesufi said.
The premier said that the government wanted to commit to reversing poverty through the beneficiaries developing indigenous solutions for the poor people of the country.
Lesufi concluded by thanking former premier David Makhura for being the integral founder and organiser of the GCRA bursary.
“Tears and sweat taste the same, both tears and sweat taste salty, but with tears you get sympathy, and with sweat you get results,” the premier said.
The GCRA is a branch of the Gauteng Department of Education, which is responsible for skill development within the province and assists with the development of skills of students by way of facilitation and coordination of bursaries, internships, learnerships and career guidance programmes.
The program provides financial assistance to eligible youth in Gauteng for their undergraduate and postgraduate studies and covers registration fees, tuition fees, accommodation in residence (to a maximum value of R65 000) or off-campus/ private accommodation (to a maximum value of R47 000), books, laptop and a living allowance for off-campus/ private accommodation.
The MEC said that the importance of business coming to the table could never be overstated in funding and supporting the development of education of the young people of the country.
“Every society rests upon the success and quality of its education,” Chiloane said.
The MEC expressed his pride at the class of 2023 and said that they have shown what it means to uphold their determination under extreme circumstances.
Chiloane said in terms of the province, Gauteng has consistently produced, and remained producing good results despite not coming first, and praised the 7% increase in the Maths pass-rate.
He thanked both the parents, teachers and SGBs upon whose support, the children of the nation would not be able to have achieved as well as they did in last year’s examinations.
The MEC elaborated further on the key role of educators and decried the poaching of well performing teachers from township schools in light of the issue of inadequate remuneration.
He confirmed that currently there were over 4000 recipients of the provincial bursary, before the inclusion of this year’s learners.
“This is the best of the best of young people who come from our townships and who have defied the odds and who said that my background does not matter and achieved the best,” Chiloane said.
The MEC said that the department was currently working on a memorandum of agreement with both the GIBS Business School of the University of Pretoria as well as the Matthew Goniwe School of Leadership in order to help and support the management structures of a lot of under-resourced township schools.
Gauteng Premier Panyaza Lesufi says every child must attend an Early Childhood Development phase of education and there must be no child left out just because they are poor.
Lesufi was speaking at the 2023 Gauteng Matric Awards held at the Microsoft headquarters in Bryanston, Sandton, where the Gauteng Provincial Government celebrated the top matric learners who helped the province reach an 85.4% matric pass rate in the 2023 matric results.
Lesufi said: “There must be no child who cannot attend ECD because they can’t afford it. We want ECD to be exactly like Grade 1, all children must attend. If we don’t sign the law, we will be defeating the purpose of the BELA Bill on grounds of language.
“Let our children go to school rather than spend time playing with bricks at informal settlements. As Gauteng, we are ready, we will unveil the crèche of the future, there will be no chalk, they will use the latest gadgets.
“This is the foundation for the future. If we can’t get it right, we will fail. Mr President we are ready, sign the bill into law,” he said and added that education authorities are ready to meet those who oppose the BELA Bill in court.
The National Assembly passed the controversial Basic Education Laws Amendment Bill also known as the BELAl Bill last year setting up a legal showdown with the Democratic Alliance and AfriForum who have vowed to fight it all the way to the Constitutional Court.
Lesufi had earlier this week suggested on his X account that matriculants should write the same examinations instead of two separate exams – the Independent Examination Board (IEB) written by private institutions and the National Senior Certificate (NSC) for public schools.
“I want to enter into this debate not influenced by emotions but to give practical examples. In 1995 the national matric results or pass rate was 53.4% and in 2023 the national matric results pass rate was 82%,” Lesufi said on Friday.
He applauded the improvement in the results, where more than 57 000 learners in Gauteng passed with the Bachelors which allows them to study in a university or any tertiary institution .
“We want the best teachers to be where our learners are, what can we do when our best teachers produce 100% and they are recruited by the likes of Curro?” Asked Lesufi.
“It is within that context that we believe all our children should be treated equally and fairly and write one examination across the country to determine who is the best learner in our country.”
He said there cannot be a situation where some children are perceived to have poor quality education and others quality education.
“All these children are South African children. All these children are going to the same universities. All these children deserve quality if there is quality,” he said.
Gauteng Education MEC Matome Chilone said the GDE is one of the largest matric examination subsystems of the national system. “We pride ourselves that Gauteng produces some of the highest overall pass rates and bachelor pass rates in the country .
“The class of 2023 achieved a pass rate of 85.4%. This is a 0.95% improvement over the 2022 achievement of 84.4%. Congratulations to the class of 2023. Your hard work and resilience has been justly rewarded”.
THE Microsoft Corporate offices were abuzz with learners, parents and educational staff as the Gauteng Department of Education awarded top-achieving candidates from the province’s 2023 cohort in Bryanston on Friday.
The ceremony, facilitated by Gauteng Premier Panyaza Lesufi and Education MEC Matome Chiloane, follows the publishing of the National Senior Certificate exam results on Thursday night which showed that Gauteng’s pass rate was among the top three in South Africa after the Free State and KwaZulu-Natal.
Free State kept its top spot with an 89.03% pass rate, KwaZulu Natal followed with 86.4%, and Gauteng retained its national top 3 position with an 85.4% pass rate.
Basic Education Minister Angie Motshekga announced on Thursday evening that the matric class of 2023 achieved an overall pass rate of 82.9%.
The province’s top-performing candidate will be awarded bursaries to study at any South African higher education institution of their choice.
KZN and Gauteng contributed the most Bachelor passes to the national tally.
In addition, a total of 253 807 distinctions were achieved, with the main contributors towards passes with distinctions being KZN, Gauteng, Eastern Cape, Western Cape and Limpopo.
In a preliminary technical stakeholder briefing held before the event, the department confirmed that 132 570 candidates enrolled, 127 697 candidates wrote the examinations, with 109 030 candidates passing, culminating in the provincial pass rate of 85.38%.
The 18-years-old Zonke Thwala from KwaZulu-Natal told Inside Education that despite challenging home circumstances she had to find ways to get the best matric results.
Thwala, together with other 33 matriculants, were awarded as top performers with multiple distinctions by Basic Education Minister Angie Motshekga on Thursday night.
Born in Verulam, she wants to study Bcom Accounting at the University of Pretoria.
Matric is a major rite of passage for South African children where thirteen wide-ranging and diverse years of schooling are suddenly distilled into one, all-important National Senior Certificate. Pass/Fail. With or without university exemption.
Getting Matric results is a sudden contraction and a drastic reduction of everything school has been to you that can feel quite brutal, especially when you don’t get the results you hoped for.
Parents, teachers and learners commonly regard Matric as the high-stakes ticket to one’s future. Get a good Matric, and you’ll go far. But if your Matric turns out to be a misstep, then you face untold struggles.
You have been warned about the severe lack of opportunities. You have a strong sense that you will stare failure in the face, perhaps for your lifetime. It’s no wonder that every year, waiting for Matric results takes such a heavy toll on teen and family mental well-being.
According to Counseling Psychologist, Dr Lauren Martin, who is also the Deputy Dean at SACAP (the South African College of Applied Psychology) waiting for Matric results and processing them when they are published in January is a rich opportunity for parents to model and support the development of grit and resilience.
She says, “Parents may need to do some reflection on their assumptions and attitudes to effectively support their teen over this time. If you have heavily invested in the idea that the Matric certificate shapes everything going forward, then you might be adding stress.
The exams are done, and what we need to be focused on is moving forward. It’s important to know that there is not one person whose entire future was defined by their Matric marks. It’s true that Matric results may shape the opportunities you can access.
“You will need a Matric with a Bachelor’s pass for university studies, and you may need a minimum percentage in certain subjects to find a place on certain educational programs. Falling short in these requirements can feel devastating, and therefore it’s important to shift the focus to looking more broadly at choices and considering other pathways.
“This flexibility is so important because we want to avoid the rigidity in thinking and fear of shame or punishment that can lead to our teens leaning towards drastic measures in the face of disappointing Matric results.”
It can help for parents to be aware of the alternative pathways. For instance, it is possible for learners who failed a maximum of two Matric subjects to apply to sit for supplementary exams. There is also a matric upgrade process for learners who passed subjects but didn’t get the marks they needed.
Accredited Higher Certificate education programs are an effective route for learners who did not achieve a Bachelor’s pass. These are typically one-year courses that can improve a student’s readiness for tertiary education, make up for a matric without a Bachelor’s pass and enhance critical skills for success not only in their upcoming studies but in their future work lives.
SACAP’s Academic Dean, Dr Jaclyn Lotter says, “Open communication with your teen is key during this tense period of waiting for, and then receiving Matric results. It’s important to create a safe space for your child to express their thoughts and feelings, and to listen with full attention and without judgement.
“You may find it necessary to help manage expectations. It’s natural for teens to have high expectations of themselves, however some may be fearful, pessimistic and anxious. It’s important to emphasize that success is not solely defined by academic achievement, to discuss different pathways to success and shed light on the fact that there are numerous routes to achieving goals in life.
“We develop vital life skills during times when everything doesn’t go our way. We learn perseverance and use problem-solving skills, and we increase our capacity to be resilient and agile. Parents can help to encourage the exploration of other options and provide reassurance that one setback doesn’t define their child’s future.”
Pathways such as SACAP’s accredited Higher Certificate programs can very well be the conduit to real and long-lasting success in life in that they help to build self-awareness, key interpersonal skills, and provide a solid grounding in work-related skills. In 2024, SACAP offers three one-year, Higher Certificate programs set in an Applied Psychology framework that are available online or on-campus:
1. The Higher Certificate in Counseling and Communication Skills offers practical, work-related skills training that is relevant to students interested in people-centered careers across all sectors from business to education and health sciences.
2. The Higher Certificate in Business Management is a vocational training program that is a stepping stone into either further tertiary studies or an entry-level position in business fields.
3. The Higher Certificate in Human Resources Management is similarly focused on work readiness for junior positions while also focused on industry-oriented content that can serve as a bridge to further studies.
Dr Martin concludes, “The key features of SACAP’s Higher Certificate qualifications is that they offer essential industry-specific knowledge as well as insight into human behaviour and a better understanding of people. This empowers young people to develop their capacities for self-management and self-mastery, which are abilities that are highly valued in the modern world of work.”
SADAG (South African Depression and Anxiety Group) – Chat online with a counselor 7 days a week from 9am – 4pm via the Cipla WhatsApp Chat Line 076 882 2775. SMS 31393 or 32312 and a counselor will call you back – available 7 days a week, 24 hours a day.
The Class of 2023 successfully concluded their final examination paper for the 2023 National Senior Certificate (NSC) examination on 06 December 2023.
National education quality assurance body, Umalusi, has approved the release of the November 2023 National Senior Certificate (NSC) examinations and this was announced by Umalusi council chairperson Professor Yunus Ballim at a media briefing on Monday.
More than 890 000 fulltime and part-time candidates sat for the matric exams administered by the Department of Basic Education (DBE) at the back end of 2023.
“Having studied all the evidence presented, EXCO of Council concluded that the examinations were administered largely in accordance with the regulations pertaining to the conduct, administration and management of the [NSC] examinations.
“EXCO of Council therefore approves the release of the DBE November 2023 [NSC] examination results,” Ballim said.
Ballim added that irregularities that were identified during the writing and marking stages of the examinations “were not systemic and therefore did not compromise the overall credibility and integrity” of the NSC exams administered by the DBE.
“In respect of identified irregularities, the DBE is required to block the results of all candidates implicated in irregularities including the candidates who are implicated in the alleged acts of dishonesty pending the outcome of the DBE investigations and verification by Umalusi.
“Umalusi is concerned about the recurring instances of printing and packaging errors in question papers and the ongoing practice of group copying.
“The DBE is required to address the directors for compliance and improvement highlighted in the quality assurance of assessment report and to submit an improvement plan by the 15th of March 2024,” he said.
The ministerial announcement on the exam results is expected to be made by DBE Minister Angie Motshekga on Thursday (18 January) with the general result release set for the next day (Friday).
Minister Motshekga will announce the results of the 2023 NSC examination at the Mosaïek Church in Randburg in the Gauteng Province on 18 January 2024.
Matric 2023 examination results, which will be announced in Johannesburg on 19 January, have received the thumbs up from quality assurer Umalusi which has approved the release of the November 2023 National Senior Certificate (NSC) examinations.
However, the quality assurance body says it is concerned about the unresolved irregularities associated with the previous cycle of examinations, especially in the private college space.
“We urge the assessment bodies concerned to give this matter the priority that it deserves. At the same time, we are deeply concerned about the detected cases of group copying involving 945 candidates who wrote the NSC examinations in 2023.
“Of this number, 763 (80.7%) cases were detected in KwaZulu-Natal and 164 (17.7%) in Mpumalanga. According to the report submitted, these are cases where the candidates displayed common answers and, in some cases, same wrong and right answers. These cases are not yet resolved because the numbers are still being verified,” said chief executive officer Dr Mafu Rakometsi.
Providing an update on the progress made in connection with the problem of selling and buying of fake and /or fraudulent certificates, Rakometsi said eleven (11) suspects have been arrested by the South African Police Service (SAPS) on different dates.
The first two suspects were arrested in Burgersfort in Limpopo on 27 October, one suspect was arrested in Pretoria in November, the next three were arrested on 20 November, and the last five were nabbed on 13 December 2023 again in Burgersfort, Limpopo.
On the other hand, the Hawks arrested an employee of the Department of Higher Education on 11 December 2023 for fraudulently issuing a diploma certificate for cash.
The suspect has been charged with corruption and his court case has been postponed to 19 January 2024. “Police investigations are ongoing and Umalusi will continue to work closely with the law enforcement agencies in whatever way possible to ensure that the scammers or fraudsters are made to face the full might of the law. Umalusi would like to reassure the public that its certificates have robust safeguards to protect their authenticity and credibility.”
Rakometsi said Umalusi’s mandate is to issue authentic certificates to qualifying candidates and the organisation has no business with fake certificates. “Fake certificates are issued by scammers or fraudsters who are not employees of Umalusi. We advise all employers both in the public and private sectors to consider verifying their current and future employees’ qualifications through the verification agencies whose contact details are available on the website of Umalusi (www.umalusi.org.za).”
The wait is almost over for the Class of 2023 matriculants.
THE Department of Higher Education and Training has announced that it has created a R3.8 billion fund within the National Student Financial Aid Scheme (NSFAS) aimed at assisting the country’s “missing middle” students.
According to an announcement made by the department’s minister, Blade Nzimande, the new Comprehensive Student Funding Model introduces measures to support a wider-ranging category of students including those who are currently not supported by the NSFAS bursary and funding policy.
Nzimande made the announcement in Pretoria on Sunday, as he briefed the media on the implementation of the first phase of the Comprehensive Student Funding Model.
This new category is for students whose families have a total income of more than R350,000, but not more than R600,000 per annum.
Previously, NSFAS funding was only available to households falling in the low-income category (R350,000 p/a). Between 2019 and 2022, NSFAS disbursed R123 billion worth of loans for 2,918,624 beneficiaries.
According to the most recently conducted National Income Dynamic Study, it is estimated that 85.6% of all households fall in the low-income category, and 11% of households fall into the missing middle category.
This newly-introduced category by NSFAS “will ensure that the missing middle students will now be able to access financial support from the government in the form of a loan to pursue their studies,” said Nzimande.
The Comprehensive Student Funding Model would be implemented in phases. The first and current phase (2024 – 2025) allocates a total of R3.8 billion. R1.5 billion is from the National Skills Fund (NSF), and R2.3 billion is from the Sector Education and Training Authorities (Setas).
“This amount will fund 47% of the missing middle students, that is, 31,884 of the estimated 68,446 missing middle students,” said Nzimande.
In addition Nzimande appointed Professor Lourens Van Staden as acting chairperson of NSFAS to stand in for Ernest Khosa, who has taken a leave of absence. His announcement comes amid calls for his own resignation following allegations of corruption and maladministration.
Khosa has taken a 30-day leave of absence while the board investigates allegations that he defrauded the institution by taking kickbacks from service providers.
The allegations were leveled by the Organisation Undoing Tax Abuse (OUTA), which also linked Nzimande to the alleged kickbacks. Khosa and Nzimande have both denied they took kickbacks.
Van Staden is a former vice-chancellor of Tshwane University of Technology and in 2022 was appointed as administrator of the troubled Mangosuthu University of Technology in KwaZulu-Natal.
NSFAS has been embroiled in controversy over the past year following its move to appoint service providers to disburse funds directly to students. CEO Andile Nongogo was fired in October following investigations into claims he had a conflict of interest in appointing the service providers.
In times of rapid, constant transformation and unprecedented challenges that demand urgent solutions, the call for innovation and creative thinking skills in 21st Century workplaces has never been more resounding. As industries shift towards adaptability and agility, the ability to nurture creativity in the younger generation becomes a vital investment in the workforce of tomorrow.
Mark Anderson, principal and co-founder of Koa Academy, underscores the pivotal role of creative thinking in today’s fast-paced world: “Education must keep pace with the rate of change we see in the world and meaningfully reflect and address real-world needs.
“Adaptability and innovative solutions are already paramount across all fields of human endeavour, and therefore, supporting children in developing their creative thinking skills is not just an educational ideal—it is a strategic necessity that will shape the leaders and problem solvers of the next generation. Both educators and parents play a vital role in championing learning and an upbringing that prioritises cultivating vital soft skills such as creativity.”
Shifting the Spotlight on Creativity
To truly harness the power of creativity, there needs to be a shift in mindset regarding what creativity is and how it manifests in the modern world. Traditionally, creativity has been strongly associated with the arts and natural talent for artistic endeavours.
This led to the misconception that creativity could only be intentionally developed in the art classroom, music room, dance group, or drama club.
However, creativity and creative thinking are critical components in Mathematics and Science, accounting, business studies, and entrepreneurship education. Moreover, it’s essential to emphasise that innovative thinking and skills are not innate; they are cultivated through experiences and in conducive environments. With the right opportunities, all children can develop creative skills.
Traditional Schooling vs. Creativity
Traditional schooling can inadvertently inhibit creativity in several ways:
1. Assessment Practices: Traditional tests and exams often prioritise memorisation, discouraging creative thinking by focusing on finding a single correct answer. Innovative approaches are needed to encourage ambiguity, critical thinking, and problem-solving.
2. Subject Silos: Early specialisation in subjects limits creativity by compartmentalising knowledge. Promoting interdisciplinary connections can encourage innovative thinking.
3. Prioritizing Hard Skills: Traditional education prioritises hard skills over soft skills, such as creativity. A critical shift is needed to regard soft skills, including creativity, as foundational skills that should be developed across all subjects.
Nurturing Creativity: A Collaborative Effort
Parents and teachers can play a crucial role in nurturing creativity in children. Here are eight ways to foster creativity:
1. Encourage Curiosity: Foster curiosity by asking open-ended questions, engaging in debates, and exploring new knowledge and experiences. Adults rekindling their curiosity can positively impact children.
2. Embrace Boredom: Allow children the space to think creatively by resisting the urge to provide instant stimulation. Boredom can spark imaginative thinking and problem-solving.
3. Solve Problems Creatively: Teach children to break down complex problems into manageable parts and creatively solve them step by step.
4. Nurture Passions: Support and encourage children’s interests, allowing them to develop soft skills associated with creativity as they explore their passions.
5. Reframe Failure: Shift the perspective on failure from an obstacle to an opportunity for reflection and growth.
6. Engineer the Environment: Create conducive physical spaces that enhance creativity through natural light, controlled sound, and flexible, personalised tools.
7. Intentional Discipline: Structure time for creative thinking or play, treating creativity as a muscle that benefits from intentional exercise.
8. Seek Diversity: Exposure to diverse experiences helps individuals see things from different perspectives, fostering new associations and connections.
In conclusion, nurturing creativity in the 21st century requires a collaborative effort between educators and parents. By redefining the role of creativity in education and implementing strategies to foster creative thinking, we can prepare the next generation of leaders and problem solvers to thrive in an ever-changing world.
THE University of Cape Town (UCT) Cheerleading Club has redefined the sport, focusing on inclusivity and skill development. The shift has sparked widespread interest, and the sport has been gaining attention both nationally and internationally.
Having started as just “part of the Ikeys vibe”, focusing on performing during the rugby games, it was only in 2022 that the club’s status changed from a society to being officially recognised as an official sport in accordance with international standards of the International Cheer Union. The union is a member of the Association of International Olympic Committee Recognised International Sports Federations.
Reflecting on the squad’s journey from being a small society to an official sport, choreography director of the UCT Cheerleading Club, Tayla Morrow, said “The UCT Cheerleading Club began as part of the Ikeys vibe, initially focused on rugby. Over time, we expanded to also perform during halftime shows for the basketball team. We were seen more as a society than a sport and managed ourselves without any funding”.
“We started as a small group with big dreams, and despite facing financial challenges, we persevered and worked hard to showcase our talent,” she added.
The club’s hard work and dedication finally paid off when they were approached by UCT Sport to become an official sport.
“We’re now able to participate in major events like the Varsity Cup competition, and we have the resources to continue growing and improving as a club.
“In 2022, our hard work finally paid off when we gained recognition for our performances during basketball games and were invited to become an official sport.”
This provided the team with much-needed funding and a platform to engage with the university community on a larger scale. “We’re now able to participate in major events like the Varsity Cup competition, and we have the resources to continue growing and improving as a club,” Morrow added.
In addition to their regular performances, the team has also appeared in other media, such as Tyla Laura Seethal’s music video “Getting Late” in 2020.
“These opportunities did not only provide valuable exposure for the team to reach a wider audience, but also marked its entry onto a national and global stage,” she said.
“Cheerleading is no longer just a sideline activity. It requires strength, agility, and coordination, akin to other sports, and our ongoing efforts aim to have it acknowledged as such.”
Diversified auditions
Morrow and team have revolutionised their audition process, emphasising the holistic evaluation of candidates based on their choreography skills, performance quality, attitude, and optional demonstrations of gymnastics abilities.
Tayla Morrow (left) and her fellow teammates performing at the UCT Day event.
“We welcome individuals from different backgrounds, regardless of their experience in dance or gymnastics. We want individuals who bring positivity and adaptability to the team,” she noted.
While prior experience in dance or gymnastics is not strictly necessary, the team does look for a baseline level of fitness from potential members. “Our auditions are competitive due to the growing popularity of the team, and we need to ensure that new members can keep up with the rigorous practices.”
She explained that while the team has not really attracted much male-identifying people, the team is committed to inclusivity. “We’re a welcoming team that strives to be as inclusive as possible. We don’t discriminate on the basis of gender, sexuality, or any other factor.
We encourage anyone interested in joining to reach out, no matter their background. Our goal is to create a team where everyone feels empowered to express themselves and contribute to our shared success,” she said.
“We encourage anyone interested in joining to reach out, no matter their background.
“However, we’re more concerned with a candidate’s ability to learn choreography and perform well, as well as their attitude and personality. We value a positive and supportive environment, so we consider these qualities during the selection process. And while dance and gymnastics skills can be helpful, we provide training throughout the year, so new members don’t need to be experts when they join,” she added.
Rigorous training regimen
The team, which consists of two squads – a competition squad and a social squad – has demonstrated their dedication to excellence through their rigorous training regimen.
“The competition squad is made up of 35 experienced and dedicated cheerleaders who train four to five days a week for around two-and-a-half hours each session. Meanwhile, the social squad is composed of 42 individuals who primarily participate in social events like campus activations and alumni gatherings, where the focus is more on creating a fun atmosphere than intense performances,” Morrow explained.
“Our training instills discipline, teamwork, and perseverance, pushing our cheerleaders to surpass their limits.”
Outreach initiatives and future goals
While the squad scaled back their outreach activities this year due to unforeseen circumstances, Morrow and team are eagerly looking ahead to the future. Community engagement and outreach initiatives will form a significant part of their plans for the upcoming year. “We are keen on extending our support to other communities, bringing cheer to local churches, and using our skills to uplift others,” she said.
Morrow’s passion for the sport is driven by a love for dance which was evident at an early age. She pursued competitive dancing from childhood until university.
“Throughout my life, I have been dedicated to dancing, beginning at the early age of three. I pursued competitive dancing until I had a change of plan and decided to attend UCT, with the intention of majoring in theater and dance,” said Morrow.
She recently completed her honours in organisational psychology at UCT.
THE Competition Commission has confirmed that it has received hundreds of complaints from parents over the high price of school uniforms.
The National Association of School Governing Bodies has also called for schools to buy their children’s school uniforms wherever they can afford them, with spokesperson Matakanye Matakanye saying that uniforms must not be exclusively bought from one shop.
Matakanye said that the association was against ‘evergreen contracts’ between schools and particular suppliers instead calling for the need for parents to buy according to their budget.
Principal Analyst in the Advocacy Department at the Competition Commission Betty Mkatshwa said that every year they were inundated with calls from parents about this issue and it has been ongoing for some time.
She said that when schools have an exclusive arrangement with one supplier, this allows the supplier to change the quality and price of products without having to worry about competing.
Legal Officer at the Federation of Governing Bodies of SA Schools Juané van der Merwe said that it was not necessary to have so many unique and branded uniform pieces, as this was contributing to the lack of competition.
Van der Merwe said that it should be investigated whether young children really required wearing blazers, as this was usually the most expensive piece of the uniform.
In 2021, the Competition Commission agreed that schools should abandon exclusivity with uniform suppliers.
The CC’s Karabo Mataung said that they were clear that no specific targeting of schools would take place, but that schools should not think that if they continue with this behaviour, they would not face prosecution.
Motaung said that parents who are still finding themselves forced to buy from schools or specific suppliers are welcome to lodge complaints with the commission.
The commission has previously called for guidelines promoting healthy competition among school suppliers, such as generic school uniforms that are available from many suppliers, schools to appoint more than one supplier to give parents options, exclusivity to be limited to items that the school regards as necessary to get from preselected suppliers, and exclusive agreements to last between three and five years.
Mataung said that competition between suppliers of school uniforms was important because it benefits both parents and other businesses, allowed new businesses to enter the market, and encouraged firms to offer lower prices and better-quality products.
The commission maintained that this would contribute to economic growth by creating jobs and increasing consumer choice, among other benefits.
THE Labour Court has dismissed the application by former National Student Financial Aid Scheme (Nsfas) CEO Andile Nongogo to have his sacking declared unlawful and void.
Acting judge Maletsatsi Mahalelo ruled on Monday that whereas the NSFAS disciplinary policy governs, formalises and standardises the disciplinary process for all employees to ensure they are treated fairly and consistently, there seemed to be a conflict between Nongogo’s employment contract and the disciplinary code.
In October, the Nsfas board terminated Nongogo’s contract after investigating allegations related to the appointment of direct payment service providers. This decision came after Nongogo was placed on special leave in August amid controversies surrounding the scheme’s direct payment contract. The Labour Court has dismissed his application to declare his sacking unlawful and invalid
Judge MB Mahalelo also dismissed with costs Nongogo’s application to strike out certain paragraphs contained in the Werksman Attorney’s report.
OUTA’s Investigations Manager, Rudie Heyneke said, “We are quite disappointed. The way that the minister responded, but one thing we can say is that the minister made a call to us saying listen, come forward with all your information…it is time now to put all your information on the table and we’re ready and happy to meet with the minister to discuss whatever he wants to know from us.
I think you know these recordings were just the last straw that broke the camel’s back, and everybody has said this is enough; we want the minister to be investigated by law enforcement.”
Higher Education and Training Minister Blade Nzimande has refuted allegations that he received kickbacks from service providers that were awarded multi million-rand tenders by the National Student Financial Aid Scheme (NSFAS).
Nzimande was speaking at a media briefing at the GCIS offices in Pretoria in response to allegations of corruption within NSFAS leveled against him by the civil society organisation.
The tenders were awarded to the companies in order for them to administer direct payments to students.
Nzimande said he has never received money from any of the service providers or any other entities falling under the Department of Higher Education and Training.
“Firstly, I wish to once again assure the South African public that, as minister of higher education, science and innovation I have never used any money from any of my department’s entities for the purpose of funding the SACP, as maliciously suggested in the Outa’s [Organisation Undoing Tax Abuse] report.
“Nor have I received any personal kickbacks from any of the service providers to NSFAS or any of the other entities falling under my departments.
“I therefore wish to dismiss this baseless insinuation by OUTA and some organisations including some sections of the media, that I as minister was involved in some form of corruption at NSFAS.
“These are all lies that emanate from a malicious fightback campaign. My conscience is clear, and I have nothing to hide or fear.”
Nzimande said the allegations against him and Khosa “are part of a fightback campaign that is linked to success and measures I have taken to fight corruption and ensure clean governance at NSFAS.
“This campaign includes threats to the life and person of the NSFAS chairperson.
“It is our view therefore that the leaked recordings are part of a nefarious fightback campaign that is meant to undermine and frustrate the decision of the NSFAS board to start with the legal proceedings to terminate the contracts of these four direct payment solution service providers, as recommended by the Werksmans report.
“And I’ve also voluntarily decided that I am going to subject myself to the relevant legal processes and ethics bodies of the African National Congress, its integrity committee, and the South African Communist Party, its central ethics commission, ” he said.
Outa has alleged that Nzimande, the South African Communist Party (SACP) and NSFAS board chair, Khosa received millions of rands from service providers awarded multi-million rand tenders to administer direct payments to students.
Meanwhile, DA leader John Steenhuisen said the party plans to lay criminal charges against Nzimande for the corruption allegations leveled against him.
Steenhuisen said the party also plans to brief its legal team to declare the NSFAS board delinquent.
However, the South African Communist Party (SACP) has supported Nzimande who is the party’s chairperson and has rejected the Outa allegations.
In a statement SACP said it has never approached or delegated any person
“to approach any entity, public or private, to request funds illegitimately. We both reject and denounce the allegation that the NSFAS funded the Party with the contempt it deserves.
“The SACP has never received any funding in return of any favour anywhere,
and any person or entity who will make the attempt to approach the Party with such
funding support will face the full might of the law the SACP will lay a criminal charge against that person or entity”.
The statement added that a legitimate investigation upholds the fundamental principle of justice, “audi alteram partem, meaning listen to the other side, before you can reach conclusions. Any exercise, including by a non-governmental organisation, that violates this fundamental principle is not an investigation but something else.
“The opportunist party of overwhelmingly white leaders in an overwhelmingly black population, the DA, is using the non-governmental organisation OUTA’s utterances and the untested allegation as its electioneering agenda”.
Briefings and engagement around the Basic Education Laws Amendment (BELA) Bill passed in the National Assembly on 26 October 2023 have continued across provinces with the Department of Basic Education keen to hear from the public.
The Bill which has since been referred to the National Council of Provinces (NCOP) for further processing is being debated at schools and public platforms.
The DBE subsequently briefed the Select Committee on Education and Technology, Sport, Arts and Culture on 8 November 2023, during a clause-by-clause analysis of the B-Bill version of the Bill.
Provincial online briefings and face-to-face community engagements have taken place across provinces, with the deadline for written submissions indicated as 31 January 2024.
The DBE team was represented by James Ndlebe, Chief Director for Provincial Monitoring and Delivery Oversight, Adv Shalili Misser, Chief Director, and Noluvuyo Gela from Legal Services and Jabu Hlakula, Director for the Quality Learning and Teaching Campaign.
Provincial briefings have taken place with the KwaZulu-Natal, Northern Cape, Eastern Cape, Limpopo and the Mpumalanga Provinces. During the provincial briefing with the Mpumalanga Department of Education, Head of Department (HoD) Lucy Moyane, said that, “the merger and closure of schools is a challenge with 70 small schools with less than 100 learners attending, to be closed”.
She also highlighted the importance of incorporating Grade R into the education system for the necessary financial and administrative support to be provided for teaching and learning to develop early learning skills.
Community engagements in the Mpumalanga Province took place at the Mmamethlake Community Hall in the Nkangala District, Dr JS Moroka Local Municipality on 23 November.
Additional engagements will be taking place at the Vukuzakhe Community Hall in the Gert Sibande District, Dr Pixley Ka Isaka Local Municipality, on 29 November and at the Jeppes Reef Community Hall in the eHlanzeni District, Nkomazi Local Municipality, on 30 November.
James Ndlebe, Chief Director for Provincial Monitoring and Delivery Oversight, painted the background to the Bill, while summarising the main clauses: “The BELA Bill is making amendments to certain sections of the South African Schools Act (SASA) of 1986 and the Employment of Educators Act (EEA) of 1998 to respond to administrative challenges facing schools to continue the transformation agenda of our education system.
The Bill does not include matters related to curriculum, infrastructure, teachers and human resources, or inclusive education.
Among the amendments, is a provision that Grade R will now be the new compulsory school-starting age and parents who fail to enrol their children will be penalised. The Bill confirms that corporal punishment is no longer allowed and that those found guilty of such offences will be penalised.
Home-educated children must be registered, and parents are allowed a curriculum of their choice as long as it is internationally recognised and not inferior to the curriculum offered in public schools. In terms of language policy, the Bill provides that a School Governing Body (SGB) of a public school will be required to submit its language policy and any amendment thereof to the HoD for approval as “it cannot be correct that SGBs are given unlimited and unchecked powers and have a final say in a school matter which is a public school”.
THE direction to be considered in transforming the landscape of education in Africa, especially the need for innovative strategies such as integrating technology into education and revising curricula, is imperative said the Minister of Basic Education, Angie Motshekga, when sharing her insights at a high-level conference on decolonisation in Johannesburg.
“These strategies can help bridge gaps exposed by recent crises and align with broader Sustainable Development Goals. It is a call to action to rethink and restructure educational frameworks in an equitable, inclusive and forward-thinking manner. By standing together and pooling our resources and expertise, we can recover from current setbacks and build stronger, more enduring educational foundations for future generations in Africa,” she said.
Motshekga added that the journey towards building resilient education systems begins with a focus on Early Childhood Education (ECE). “According to the United Nations Children’s Fund (UNICEF), investing in Early Childhood Development (ECD) is highly efficient and effective for achieving equitable, sustainable growth,” she said.
Motshekga was speaking at the 10th Education International Africa Regional (EIRAF) Conference held at the Sandton Convention Centre in Johannesburg last month.
The Conference, which is a platform for the South African Government to share recent developments in the Basic Education Sector, as well as future plans around education reform, was attended by President Cyril Ramaphosa, accompanied by Basic Education Deputy Minister, Dr Reginah Mhaule, with delegates from across the African continent.
Also present were Gauteng MEC for Education, Matome Chiloane; Executive Mayor of Johannesburg, Cllr Kabelo Gwamanda; Education International President, Susan Hopgood; Education International General-Secretary, Dr David Edwards; Education International African Region Chairperson, Dr Christian Addai-Poku; Education International Africa Director, Dr Dennis Sinyolo; the President of the South African Democratic Teacher Union (SADTU), Magope Maphila; and SADTU General-Secretary, Mungwena Maluleka.
During the Conference, participants were afforded an opportunity to share common goals in terms of transforming and strengthening education systems in Africa under the theme, “Standing Together for Resilient Education Systems in Times of Crisis”.
Deputy Minister Mhaule stated that education systems should be robust enough to maintain continuity of learning in the face of adversity, yet sufficiently agile to evolve in response to new challenges and opportunities.
“This balance between steadfastness and adaptability is crucial in ensuring that our education systems can survive and thrive in times of crises.
In our deliberations, we must factor the educational aspirations that are articulated as guiding pillars of UNESCO’s Sustainable Development Goals (SDGs) 2030; as well as the African Union’s Continental Education Strategy for Africa, 2016-2025. These two frameworks are intended to reorient education systems of the world to meet the knowledge; competencies; skills; innovations; and creativity for a changing world, whilst promoting sustainable development.”
In his address, President Ramaphosa said that the decolonisation of education on the African continent has been long overdue. “The discussions at this Conference, focusing on tackling racism; decolonising education and promoting democracy; human rights; and trade union rights, are vital. We must challenge colonial theories and practices to build resilient education systems that are centred on African perspectives and experiences.
This requires a shift away from a Eurocentric worldview to embrace a more diverse and inclusive perspective. We must acknowledge and value the knowledge systems of all people and integrate them into our curricula and knowledge selection processes. The responsibility to nurture and defend the right to education extends to all spheres of society.”
President Ramaphosa considers education as the cornerstone upon which societies build their future. “Through education, we cultivate respect for human rights, the rule of law and the principles of democracy. As the work of the UN High-Level Panel on the Teaching Profession demonstrates, the adaptation of education systems to a rapidly changing world is one of the most important tasks facing us. This panel draws expertise from diverse stakeholders, including
ministers of education; labour representatives; teacher unions; and civil society organisations. It underscores the importance of educators’ voices in finding solutions to educational challenges.”
The President added that educators play a fundamental and irreplaceable role in shaping societies, and their insights are invaluable in the quest for sustainable solutions. Curriculum reform that responds to the changing world of work is another vital task.
“In South Africa, we are on the brink of significant educational reform with the implementation of the Coding and Robotics curriculum from Grade R to Grade 9. This initiative is part of our broader strategy to integrate STEM subjects into our education system. By doing so, we aim to equip our learners with the digital skills necessary to thrive in a fast-paced world. Labour movements, civil society organisations and non-governmental organisations in the educational sphere must collaborate to protect this critical space. Through such partnerships, we can prepare our learners to be active, informed citizens in democratic societies. The role of organisations such as Education International are vital. As advocates for quality education, your mission is to ensure inclusive and equitable learning opportunities for all,” concluded the President.
The University of Cape Town (UCT) has placed 31st in the world and top in Africa in Shanghai Ranking’s Global Ranking of Sport Science Schools and Departments. UCT jumped up 18 places from 49th position in the 2022 ranking to 31st in 2023.
First published in 2016, this ranking highlights the performance of more than 300 universities, among which 15 are now sports universities and 285 have sport-related units. Of these, 42 universities have more than one sport-related institution or unit.
“UCT has long been an international leader in the field of sport science, and many elite athletes owe their success at least partly to innovations pioneered by our researchers,” said Professor Sue Harrison, deputy vice-chancellor for Research and Internationalisation.
“We owe our impressive standing in this ranking to this committed team of researchers, scientists, and eager postgraduates at the Research Centre for Health through Physical Activity, Lifestyle and Sport (HPALS),” Professor Harrison added. “At the same time, HPALS is increasingly focused on its work with communities, addressing the many non-communicable diseases that arise from lack of access to physical activity and a healthy diet. This type of work is generally not reflected in rankings but is equally important.”
“UCT has long been an international leader in the field of sports science, and many elite athletes owe their success at least partly to innovations pioneered by our researchers.”
The ranking’s 2023 methodology assesses universities according to several indicators, including papers indexed in Web of Science (10%), total citations (20%), citations per paper (30%), papers published in the top 25% of journals (30%), and the percentage of papers with international co-authorship (10%).
“We are fortunate to collaborate with outstanding colleagues, locally, nationally, and globally. We are a small, committed, and passionate group of researchers who strive to make a difference in human health, mobility and performance,” said Professor Vicki Lambert, the outgoing director of HPALS.
In 2023, UCT performed strongly once again and is leading in Africa in all five major world university rankings: Times Higher Education (THE) World University Rankings, Quacquarelli Symonds (QS) World University Rankings, the Center for World University Rankings (CWUR), the Shanghai Ranking’s Academic Ranking of World Universities (ARWU) and the US News & World Report Best Global Universities Rankings.
THE Minister of Higher Education, Science and Innovation Blade Nzimande has responded to the recent startling report on allegations of bribery made by Outa saying they were “concerning”.
Nzimande said he rejected the allegations and wanted to reassure the public that he never used any money from any of the department’s entities for the purpose of funding the SACP.
Nzimande said that he viewed the allegations as reckless and largely based on gossip and are intended to undermine a smooth start to the 2024 academic year.
The minister said that due to the potential damage of the allegation, he reserved his right to take possible legal action in response to the report.
Nzimande said that he wished to reaffirm his and the department’s commitment to clean governance within the department and its entities, and focused on preparations for the start of the 2024 academic year.
Nsfas responded to the report by defending both Nzimande and the chair of the Board Ernest Khosa and said that both Khosa as well as the board strongly dismissed with contempt the voice recording and insinuation of possible corruption between him, the minister, the SACP and other third parties.
The Board similarly called into question the motives of OUTA and said that it was now apparent that the NGO was gradually drifting away from its claimed high moral values and as an impartial organisation by perpetually venturing into politics, informed by the quest to influence the South African political landscape.
Nsfas defended the implementation of the Werksmans report and said that the Board remained committed to transformation and assisting the students of the country.
The Board said that it would work in conjunction with law enforcement agencies to further probe and investigate the recordings released by the organisation.
“The Nsfas Board Chairperson will at an appropriate time take the public into confidence on the recordings in circulation and attempted threats on his life, by some unscrupulous individual following the implementation of the Werksmans Attorneys report and the fight against corruption within Nsfas,” the statement read.
Meanwhile, the PAC has cautiously approved the recent OUTA allegations against Nzimande and the SACP, and said that allegations against the minister using the higher education sector as a way to channel money for himself and the communist party was not new.
In a statement on Friday the party referred to the incident as an example of the negative impact of the Fanonian concept of “national petty bourgeois class” which arose after 1994 and enriched themselves at the expense of the people.
The PAC said that the latest recording proved once more the important need to remove Nzimande from cabinet and called on the SIU to thoroughly investigate the corruption at Nsfas and the department of higher education.
However, whilst agreeing with the findings of the report, the party said that it remains concerned of the possible agenda behind certain NGO actions, and that it was no coincidence that OUTA started being interested in corruption at the funding scheme, after white capital was denied the tender to manage direct payments to students.
“While we must vigorously call out the petty bourgeois parasitic class, we must not lose site of the invisible hand of white power in trying to take back power and control of the country back into their hands,” the party said.
THE Organisation Undoing Tax Abuse (OUTA) has called for the resignation of Minister of Higher Education and Training Blade Nzimande and chairperson of the Nsfas board Ernest Khosa.
This follows the release by OUTA of voice recordings of two meetings between Khosa and a representative of a service provider which revealed how service providers allegedly paid millions of rand in kickbacks to Nzimande and Khosa, as well as at least R1 million to the SACP, in return for tenders and protection for service providers.
Nsfas has been dogged by controversies and last year its CEO Andile Nongogo was fired after allegations of corruption had surfaced involving four service providers who were awarded tenders irregularly. The service providers often failed to meet their obligations resulting in missed payments for student fees, accommodation and allowances among others.
The four service providers awarded the tender for facilitating direct payments to students in July 2023, included Coinvest Africa (Pty) Ltd, Tenet Technology (Pty) Ltd, Ezaga Holdings (Pty) Ltd and Norraco Corporation (Pty) Ltd.
Earlier this week, Nesfas admitted that at least 20 000 students countrywide were still waiting for 2023 allowances to be paid.
OUTA’s Investigations Manager Rudie Heyneke said the voice recordings have already been shared with the SIU, which has been investigating corruption at NSFAS since 2022 and that there needed to be a thorough investigation into the vast web of corruption in the higher education sector, which OUTA’s various reports and these recordings have revealed.
Heyneke said it was unethical, highly irregular and against all the principles of good governance for the chairperson of the board to meet with service providers and request input on board decisions and that it was unnecessary for Khosa to meet these people and to update them on internal matters and request their input for the way forward.
“It is clear that the students are the last thing on the minds of the minister, the chairperson, NSFAS management and the service providers who were appointed to serve the students. With elections around the corner, we remind students that they should not allow self-serving leaders with questionable integrity to remain in powerful positions, or for similarly tainted leaders to be elected to those positions,” Heyneke said.
Heyneke said that the findings of the Werksmans’ report vindicated OUTA’s findings on Nongogo’s involvement with the awarding of tenders to Coinvest, Ezaga, Norraco and Tenet Technology (also known as Tenetech) and that the NGO was satisfied with the outcome of the investigation.
In addition, Heyneke said that the NGO was expected to open a criminal complaint against Nzimande, Khosa and Ntumba and hoped that the SAPS would thoroughly investigate the corruption charges that have been submitted.
Lastly, OUTA called on Nedbank to thoroughly investigate their client Coinvest and reconsider their sponsorship.
Whilst the allegations OUTA has made against the Higher Education Minister have not been independently verified, Nzimande has yet to respond to questions sent to his spokesperson.
THE national Department of Basic Education (DBE) is expected to release the results of the 2023 final matric exams later in the month.
DBE spokesperson, Elijah Mhlanga, said the department will announce the exam outcomes a day before the provisional release.
“We are on schedule. The minister will announce the pass rate for the class of 2023 on 18 January,” Mhlanga said.
The DBE noted that the 2023 exam period went off with only a few glitches, including 45 pupils who were found with crib notes in Gauteng and an impostor was caught in KwaZulu-Natal.
Mhlanga said that the department is set to meet with quality assurance body Umalusi on Friday, with preliminary meetings being held on the previous two days.
Meanwhile, the Western Cape Education Department (WCED) has blamed a R790 million budget cut for its inability to build 21 new schools in the province.
WCED spokesperson Bronagh Hammond, said about 18,000 new learners from outside the province would need to be placed at the start of the school year.
Hammond said that the department was only able to build nine schools following the budget cuts from the national government in 2023.
“It’s nine new schools and then additional classrooms that we are placing onto existing schools and that equates to 608 additional classrooms,” Hammond said.
The department urged parents to be patient when trying to get their children placed in schools this year, as the budget cuts of June last year were heavily affecting the placement process.
Hammond said that the conditional grant for infrastructure was cut by R179 million, while a further R243 million was cut from the infrastructure budget.
In early 2022, Magdeline Makoša Ratsatsi applied to the National Student Financial Aid Scheme (NSFAS) for herself and on behalf of her two younger siblings.
To her amazement, all three applications were approved. Magdeline, 30, is now a student at the University of South Africa where she’s studying for a diploma in research and archiving.
Her sister is studying at a FET College in Limpopo. Both their tuition fees and related expenses are covered by the NSFAS. The third sibling is repeating matric but has already applied for next year’s funding rollout.
“I was happy that I was a beneficiary among more than one million other students countrywide,” said Magdeline from Mentz village near Polokwane in Limpopo.
last month, the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, announced at the opening of the 2024 funding rollout that in this current financial year, NSFAS is funding 1,6 million students. Applications opened officially on 21 November and will close on 31 January 2024.
Among the new measures introduced, Nzimande said students don’t have to wait for their matric results to apply for NSFAS and that for this application period, there will be no supporting documents required at the time of applying.
He further revealed that in 2023, NSFAS continued to fund SA Social Security Agency (SASSA) beneficiaries in real-time.
“This year, SASSA beneficiaries account for 35% (526,970) of the funded students,” Nzimande revealed. In March, the SASSA revealed that 18,829,716 people were receiving various types of social grants in South Africa. Like many NSFAS applicants, Magdeline and her siblings come from a single-parent family that depends on the state’s welfare.
“I experienced financial problems since matriculating in 2011,” she said.
In 2013 she received an NSFAS grant to study human resources management at the Capricorn TVET College in Polokwane and graduated two years later. But a string of unfortunate incidents plunged her and siblings into deeper financial trouble.
She has, however, worked in various roles as a community liaison officer in government projects and last year she decided to apply to NSFAS and pursue her studies.
NSFAS covers her book allowance to the tune of R5,046. She also receives R304 for transport plus 30 gigabytes of data monthly.
Her sister, who studies at the Letaba TVET College in Tzaneen, was covered for R6,000 for transportation and rent in her first semester. She received a further R10,000 to cover registration, transport and rental for the second semester.
“I think how they (NSFAS) are supporting us with data and transport is enough. I appreciate the way they implement it. The money they gave us is enough. I felt blessed to have that R5,000. It was the first time that I received such money,” Magdeline reflected on the NSFAS support.
Nzimande said NSFAS has grown from disbursing R21.4 million in funding to almost R48 billion “to fund children of the working class and the poor seeking to further their studies in public universities and TVET colleges”.
In February, a meeting of the Parliamentary Portfolio Committee on Higher Education, Science and Innovation heard that the NSFAS received 978,402 first-time applications this year, which was a 14% growth compared to 2022. It was also revealed that NSFAS has funded over 657,000 new applicants, representing 66% of those who applied, 81% of whom were SASSA beneficiaries.
One such student is Tshepo Masike, 19, from Soshanguve in Tshwane.
The first-year BCom student at the University of Pretoria applied in November 2022 but experienced delays in getting approved.
“My application was stuck in one stage for a long time until around April/May this year when I was provisionally selected,” he said.
Tshepo was raised by his unemployed mother and grandmother, who is a pensioner.
“It’s tough for them to pay my fees. I didn’t get a bursary so I applied for NSFAS funding,” he said.
Tshepo who resides on campus in Pretoria receives R200 from his mother every month which he spends on toiletries and other basic needs.
NSFAS pays R14,400 for his meals on campus for one academic year and a further R3,000 for personal care which translates into a R301 monthly stipend.
While the scheme has helped millions of students access higher education, it hasn’t been without challenges. These include being late in paying out allowances, fees and accommodation resulting in some students missing classes or being evicted from their lodgings. The NSFAS acknowledged its shortcomings in a blogpost saying “students had to wait for their allowance to be provided before they could register for the academic year, which meant they missed valuable learning time”.
Tshepo also experienced a delay in receiving his allowance in June. “I never had a problem except that it once came late. I think this was at the time when they introduced a new system. I only got my June allowance at the end of July,” he said.
Chantel King, the DA spokesperson on higher education, science and innovation said after Nzimande’s announcement last month that the party wants him to clarify among other issues how the Medium Term Budget Policy Statement (MTBPS) budget cuts for both NSFAS and universities will affect students and institutions.
The DA also wants Nzimande to explain where the funding shortfall for the 2024 academic year and additional funding will be sourced from, to explain the status of the contracts of the NSFAS direct payment service providers and how students will receive their 2024 funds, and the progress on accrediting student accommodation service providers.
In his budget vote speech in May, Nzimande announced that NSFAS was funding 1.1 million students with a budget allocation of R47,6 billion in the 2023 academic year. He said of this amount, universities had been allocated R38.6 billion and TVET Colleges R8,9 billion.
However in his MTBPS in early November, the Minister of Finance Enoch Godongwana announced that in the current financial year government spending has been revised down by R21 billion and that further reductions of R64 billion in 2024/25 and R69 billion in 2025/26 are proposed.
Trade union federation Cosatu has added its voice to Godongwana’s announcement of budget cuts saying it is “pained by reckless cuts in the MTBPS to NSFAS [of R3 billion).
But Nzimande has expressed optimism, saying for NSFAS to successfully implement the funding of 2024, there needs to be closure of the 2023 funding cycle.
“This includes the finalisation of all the appeals and payment of all outstanding allowances for the academic year 2023. NSFAS committed that all appeals and the payment of outstanding allowance will be finalised this year,” he said.
How to Apply for NSFAS Online 2024-2025 Application for the 2024-2025 academic cycle opened on 28 September 2023 and close on 31 January 2024. Please, be reminded that there will be no late application for any reason. Students are encouraged to apply within the period given by the National Student Financial Aid Scheme (NSFAS) www.nsfas.org.za Are you from a family with a household income of R350,000 or less and want to attend a Public University or TVET College? Then carefully read the following: You are eligible for a government grant by the National Student Financial Aid Scheme (NSFAS).
The NSFAS covers the following; Registration fees, tuition fees, and allowances for learning materials, food, personal care, transportation, and accommodation.
NSFAS Application General Instructions for 2024: Below are the NSFAS Application instructions for applying for the 2024-2025 academic year.
Before filling out the application form, please read the following notes carefully. Make sure that you read all of the sections and that the information you give is correct.
All applicants should write their identity (ID) number in the top right-hand corner of all the pages of the application form and on every page of all supporting documents
If you submit application forms without ALL the required supporting documents, your application will not be processed by NSFAS.
The National Student Financial Aid Scheme (NSFAS) will process only the first application that will be received. No one is allowed to submit more than one application unless NSFAS requests you to do so.
Your cellphone number or email address will be required by NSFAS in order to reach you during the application process. If you don’t have an email address, it is necessary to create a free email account on Google at www.gmail.com, on Yahoo at www.yahoo.co.za, or any other free email service.
NSFAS will use the cellphone number you provided on the application form to make payment for some of your student allowances by cellphone voucher in case your application is successful.
If you don’t have a bank account, you need to open one at any nearby bank such as Postbank, ABSA, Capitec, FNB, Standard Bank, Nedbank, or others. Some student allowances will be paid into your bank account. The closing date for submitting all applications and other completed supporting documents for students who are already studying at a university or FET college, but who are applying for NSFAS financial aid for the first time, is 15 December for the following academic year. NSFAS Required Supporting Documents for 2024 Application if you want your application to be processed by NSFAS, please make sure you complete all sections of the application form and attach all the required supporting documents. Below are the needed documents:
Certified copy of your Identity Document.
Certified copy of your birth certificate.
Certified copy of Identity Document of each household member including parents or legal guardian.
If your parents are divorced, please provide a certified copy of the divorce decree.
If you are a SASSA grant recipient, no proof of income will be required.
Applicants with a disability must submit a completed and signed Disability Annexure A Form.
An applicant who is recognized as a Vulnerable Child by the Department of Social Development must provide a completed and signed Vulnerable Child Declaration and Consent Form. NSFAS Online Application for 2024 is very simple, easy, and accurate. To apply online, follow the steps below:
Go to www.nsfas.org.za online and apply for 2024.
Then, click on the ‘myNSFAS’ tab.
Create a myNSFAS account.
After that, click on the ‘APPLY’ tab.
Complete the sections on the screen.
Upload the needed supporting documents where applicable
Click on the “Submit” button to finish the application.
THE Department of Basic Education (DBE) is currently preparing for an accelerated mass registration drive for Early Childhood Development (ECD) programmes, which will be launched early in 2024.
The project will be rolled out in all education districts across South Africa. Basic Education Minister Angie Motshekga, accompanied by DBE ECD officials, as well as officials from the Gauteng Department of Education (GDE), visited ten ECD centres to share information on the full-scale institutionalisation of ECD in the country.
During the visits, Minister Motshekga addressed various stakeholders, including ECD managers; practitioners; NGOs; and Forums representing ECD centres operating in the Johannesburg Central, Johannesburg North, Johannesburg South, Tshwane East and Tshwane West Districts.
The registration of ECD centres is the first step to increasing quality programme delivery and enabling children to receive the stimulation and care required to thrive in school.
This move to formalise the ECDs comes after a 2021 ECD Census revealed that there were still many ECD programmes that were operating without being formally registered.
Furthermore, the 2022 General Household Survey indicated that there are currently 1.3 million children aged 3 – 5 who are not accessing ECD programmes.
Increasing access and ensuring that the newly established ECD programmes are registered, is therefore a key priority for the DBE.
The oversight visits to ECD programmes are conducted through the DBE’s Chief Directorate for Foundations for Early Learning, under the leadership of Ms Kulula Manona.
Manona informed ECD stakeholders that the strengthening of ECD is necessary to address the learning deficits encountered by learners as they move into the formal schooling system.
“Our main objective is to accelerate the registration of all the ECD centres so that they operate procedurally and constitutionally. Through a series of engagement meetings conducted in the province, we managed to exchange critical views around the effective implementation of the National Curriculum Framework for Children from Birth to Four (NCF).
“ECD stakeholders are willing to work with the government in elevating the standard of early learning in the country. The valuable inputs and insight shared during these visits will inform our decision-making process as far as ECD administration is concerned”.
During the engagements, ECD stakeholders indicated the need for uniformity in programme delivery across all nine provinces.
The ECD stakeholders alerted the Minister that programmes require qualified teachers, proper infrastructure, access to the ECD subsidy and proper funding to provide nutritious meals at the programmes.
Inclusive education was also highlighted as a critical aspect that needs to be enhanced and supported. They urged the Basic Education Sector to prioritise inclusive education since there are rising figures of learners with special needs enrolled in ECD centres.
Additional training and support for ECD practitioners in supporting children with disabilities has been highlighted as a critical need.
As quoted in the ECD Census 2021, Motshekga said: “We as the DBE have always been a firm believer in the fact that building the future starts with strengthening early learning and development”.
Motshekga indicated that the visit will pave the way for the mass ECD registration drive as it highlights success stories and shortcomings around ECD institutionalisation.
“We have decided to give ECD managers sufficient time to ensure that they comply with the Constitution. As a result, the unregistered ECD centres will be given three years to sort out all administrative issues as the government will not allow the operation of unregistered ECD centres in communities once the three years have lapsed.
“ECD migrated to the Basic Education Sector to lay a solid foundation for early learning so that our children can be school ready at the appropriate age”.
In her response to issues raised during the visit, Motshekga said the DBE will engage various education stakeholders, including the Departments of Home Affairs, Health and Cooperative Governance and Traditional Affairs to deal with existing obstacles hindering the operation of ECD programmes in various communities.
ReporterJohnathan Paoli with Videographer Tlholohelo Mosala and pictures by Eddie Mtsweni
THE Inside Education Foundation, in conjunction with stakeholders hosted the annual 100 SA Shining Stars Awards ceremony at the Gautrain Hotel in Sandton on Wednesday in recognition and celebration of South African youth committed to service in various fields of interest.
Drawn from inspiring and inspirational youth from around the country, the award sought to recognise the pivotal role these finalists play in their respective fields and in their communities.
Now in its 5th year, the Shining Stars initiative celebrated young ambassadors from all corners of the country to demonstrate that talent, energy, drive, passion and ambition among the country’s youth was alive despite the country’s bad socio-economic conditions and the despondency caused by high youth unemployment and many other challenges.
The categories included sports and recreation, arts and culture, philanthropy, business, transport and logistics, youth development and activism.
Inside Education Foundation Chairperson Matuma Letsoalo said that it was a pleasure to present the awards and that compiling the finalists was an inspiring exercise.
Letsoalo said it was gratifying to see that many on the list were involved in connecting the youth to educational and economic opportunity, but that giving the youth a stake in the economy remained a daunting task.
“Our youth, particularly those being celebrated today, recognise that their competition and many solutions to the unemployment crisis are global in nature,” Letsoalo said.
The Afrobarometer survey released in August this year stated that 54% of those between the ages of 18 and 34 are not employed, with some of the biggest challenges including a lack of skills and experience as well as the systemic stagnation of sectors from mining to manufacturing.
Letsoalo said that the young contestants celebrated at the event were the best placed to lead the debate on the kind of policies needed in order to navigate the challenging economic and political landscape faced by all members of society.
He said that in light of the need for involvement by the youth in the political arena of the country, he hoped that all the finalists were registered to vote, and intended to utilise the elections next year to determine who, in their view, was best placed to respond to their needs and those of society in general.
The Chairperson expressed his gratitude at the effort, selflessness and dedication of the finalists and said that they were the beacons of the country’s democracy.
This year’s cohort, in a long line proceeding from previous events of this nature, offered an encouraging way forward to illustrate the manner in which the country and its future was in safe hands, said Letsoalo.
And the finalists brought their talents to bear, most times at the cost of their own time and energy, in order to improve their communities and the lives of the less fortunate.
“They offer us a guide to the path that our country must follow over the next thirty years to be a successful and prosperous democracy,” Letsoalo said.
THE Gauteng Department of Education (GDE) says its online system will reopen on Monday to allow for parents and guardians to submit late applications to find space for the Grade 1 and 8 pupils in the province’s public schools in 2024.
Spokesperson Steve Mabona said on Sunday applications will open at 8am but will only apply to schools with available space for new pupils.
“Parents must apply at one school which would automatically place them and the documents must be submitted to schools when we reopen on January 17.”
For the parents who are unable to use the system, Mabona said they can visit the district offices and head offices for assistance from the second week of January as staff members were on festive season leave at the moment.
The department said applications are set to close on the 31st of January 2024.
MEC for Education, Matome Chiloane, said the department received 306 000 applications for the 2024 academic year.
To date, 273 186 pupils with complete applications have been placed in schools.
Strengthening the voice of African science globally through pan-African collaboration is imperative for shaping a stronger continent, says UP Future Africa Director
Edwin Naidu
PRETORIA – Inter-African collaboration among academics and science researchers on the continent remains low despite widespread calls at a political level to foster partnerships, according to Dr Heide Hackmann, University of Pretoria’s Director of Future Africa at the University of Pretoria.
“There’s been steady growth in international (foreign) collaborative papers with countries outside Africa: 58% of all papers in 2022 were multi-authored papers with at least one African author compared to 34% in 2003,” says Dr Hackmann.
Dr Hackmann was part of a panel discussing “Research funding flows in and for Africa: A SGCI Masterclass Working Paper” by, among others, fellow presenter Prof Johann Mouton, (Director of the Centre for Research on Evaluation, Science and Technology (CREST) at Stellenbosch University) at a Masterclass under the auspices of the Science Granting Council Initiative (SGCI) Annual Forum and Global Research Council (GRC) Sub-Saharan Africa Regional Meeting in Mombasa, Kenya.
The draft paper, funded by the International Development Research Centre (IDRC), shows that an increase in foreign collaboration (measured only by multi-authorship) in any study of science in Africa was linked to the massive investment by international funders in fields (such as global health, agriculture, climate change, astronomy, and astrophysics) where international collaboration is essential. In addition to Prof Mouton, and Dr Hackmann, the research team that compiled the review was made up of Stellenbosch University’s Dr Isabel Basson, Dr Ahmed Hassan, and Ms Lynn Lorenzen; Future Africa’s Mr Jason Owen, STEPRI (CSIR-GHANA): Dr Wilhemina Quaye, Dr Gordon Akam-Yonga, Dr George Essegbey, Dr Justina A. Onumah and Dr Nana Kofi Safo; and, the Centre for Science and Technology Studies (Leiden University): Dr Rodrigo Costas, Dr Ismael Rafols and Mr Jonathan Dudek.
Considering the challenges faced by the world, Dr Hackmann adds that people are recognising the importance of strengthening African science systems by strengthening the voice of African scientists in global science arenas. Ahead of a consultative meeting, which is part of the 2023 South Africa Science Forum event, convened by Future Africa and the International Science Council (ISC), entitled “Unleashing the global potential of African science: Towards the next level of collaborative action,” on 4 December, Dr Hackmann says longstanding efforts to build scientific capacity and develop African science systems are starting to yield positive outcomes with Africa’s share of academic publication output more than doubling from 1.5% in 2005 to 3.2% in 2016, and the citation impact of African-authored papers has been increasing steadily over the past 30 years from 0.48 in 1980 to 0.73% in 2014.
“Furthermore, institution-building efforts such as the Science Granting Councils Initiative (SGCI) were strengthened, and new multilateral funding partnerships have emerged, for example, the 20 clusters of research excellence of the African Research Universities Alliance (ARUA) and the Guild of European Research-Intensive Universities (The Guild).” Despite these positive developments, persistent challenges exist across the broader African science ecosystem.
During the presentation in Mombasa, Prof. Mouton says, however, that the low public and private investment levels in research and development (R&D) remain a trend in most African countries. This bleak narrative contrasts with knowledge production patterns by African nations as bibliometric studies of articles authored or co-authored by scientists and scholars over the past two decades show healthy annual growth, according to findings in a paper on global science funding flows in Africa. According to Mouton, research publication output increased nearly tenfold, from 13,470 articles in 2003 to 128,076 published articles by African academics and scientists in 2022.
Prof Mouton indicates that the results presented at the Masterclass only constitute the work of the first three months of a more extensive study that will continue until the end of 2024 as the team will systematically track the flow of science funding to the 17 SGCI countries in Africa by analysing the top funders in the world. The aim is to understand better who funds science in what fields in African countries and the beneficiaries of such funding.
He says the paper reviewed many publications, highlighting the structural effects of the new and changing funding landscapes in and around Africa, with two significant aspects emerging from this overview of scientific research institutions in the African continent today: the increasingly complex governance arrangements amidst multilateral funding frameworks and the increasing involvement – even need – of national institutions and the very central role of universities.
Discussing the paper, Dr Hackmann adds that the extensive data-driven study notes a clear link between the increase in overall publication output (and world share), which is linked to a commensurate increase in foreign-authored publications. “And the latter are most prevalent where African scientists have received the biggest chunks of international funding. The increased output and prominence of African science was driven by increased international collaboration, which is linked to the increased funding of research by international funders,” Dr Hackmann says.
While knowledge production in many African countries remains fragmented, Dr Hackmann says the study attributes it to various factors: low academic population, low if non-existent participation of private businesses, insufficient budgets, and often uncertain commitments of national Governments. However, large philanthropic funders and global actors have tried to address the issue with apparent policies or clustering of knowledge sources such as the Centres of Excellence.
Despite positive developments, Dr Hackmann says persistent challenges still exist across the broader African science ecosystem, with a large share of scientific outputs from the continent primarily noticeable in “islands of excellence”, mainly in South Africa, Kenya, Egypt, Tunisia, and Algeria, leaving most of the continent with weaker science systems, underscoring the imperative for the global science system to collaborate with the continent.
In terms of options for next-level collaborative action, Dr Hackmann urges the establishment of an African Science Leaders’ Forum – not a new institution, but an alliance of committed partners that will regularly convene and connect African science system leaders across various science sectors to boost the visibility and voice of African science on a global stage.
THE National Department of Sport, Arts and Culture in collaboration with the Limpopo Provincial Department of Sport, Arts and Culture hosted a Social Cohesion Community Dialogue on Active Citizenry, Healing, Nation Building and Reconciliation.
The community dialogue took place at the Thulamela Library Auditorium, in Vhembe, Limpopo on 15 December 20024.
This year’s dialogue was hosted under the theme, “Promoting active and responsible citizenry, reconciliation, and unity in a healing society.”
The purpose of the dialogue was to discuss the role of society in promoting healing, reconciliation, and tolerance.
This platform will also provide the community of Thulamela with the opportunity to highlight the challenges that are negatively impacting on the fostering of social cohesion and social justice.
All community members of Thulamela, especially the youth, are invited to participate as active and responsible citizens. Most importantly, this dialogue also served as a build-up activity towards the national reconciliation day commemoration which took place on the 16th of December at the Thohoyandou Stadium, in Vhembe.
The panelists and audience engaged robustly in various ways in which individual community members can actively contribute towards the strengthening of unity and social cohesion in a healing nation.
President Cyril Ramaphosa announced a R1-billion investment from the National Skills Fund called the Presidential PhD Initiative for Science and Technology PhD students.
“The first phase aims to expose our country’s brightest young minds to cutting-edge thinking and research by negotiating opportunities at world-leading universities and research centres,” said Ramaphosa during the inaugural Presidential Science, Technology and Innovation (STI) Plenary in Pretoria.
The initiative will build critical skills in artificial intelligence research, advanced biotechnology, fuel cell development, battery storage, and next-generation mining, he said.
Ramaphosa called on the private sector and international partners to assist in growing the investment for the Presidential PhD Initiative fund to R5-billion by 2030 saying science, technology and innovation are essential for economies to thrive.
“According to the 2022 Global Innovation Index published by the World Intellectual Property Organisation, South Africa ranked 61st out of the 132 economies featured for innovation capabilities. Our country performs above the upper-middle-income group average in three areas, namely market sophistication, knowledge and technology outputs, and creative outputs.”
South Africa has made significant strides in higher education, with the number of students graduating from public universities increasing from about 60,000 in 1994 to about 230,000 by 2018, he said.
“The share of graduates in science, engineering and technology fields has been increasing compared to graduates in the humanities.
“In 2021, gross expenditure on R&D in South Africa was 0.6% of GDP, far below our target of 1.5%. By comparison, in 2022, the US spent 2.6% and South Korea spent 5% of their respective GDPs on research and development.”
Despite the demands on the economy, Ramaphosa said the situation needs attention while he pointed out that the jobs fund was investing in science and technology activities that directly contribute to sustainable job creation and small business development.
“Earlier this month, the Technology Innovation Agency issued a call for proposals from grassroots innovators looking for funding and technical assistance on developing new products or processes.”
Scientific innovation was harnessed during the floods in KwaZulu-Natal and other parts of the country in 2022 and given the reality of climate change, Ramaphosa said, this kind of scientific collaboration will become increasingly important because “it is clear that we are certainly progressing but not at the pace we should be”.
Gauteng Premier Panyaza Lesufi has called for the creation of a singular matric final exam, that will be written by all learners regardless of whether they are private or public school educated.
Lesufi says the current separation and the existence of both the Independent Examination Board (IEB) exam and the National Senior Certificate (NSC) exam is an example of the continuation of the apartheid education system, through the separation of classes.
“This thing of an IEB examination for the rich and another examination for the poor must come to an end. We must have one examination for all our children in our country.
“There is no reason why some children should write IEB, [and] there is no reason why others should write the National Senior Certificate, but they will go to the same lecture room, to the same university,” says Lesufi.
Lesufi was speaking on Friday at the 10th annual Matthew Goniwe Memorial Lecture held at the Riversands Incubation Hub in Fourways.
The event is hosted by the Matthew Goniwe School of Leadership and Governance (MGSLG) as a remembrance of the anti-apartheid activist, who fought against the apartheid government’s enforcement of Bantu Education in favour of quality education for all.
Lesufi points out that the segregation of the IEB and NSC exams is reminiscent of the apartheid-era education system, as it afforded privileged learners an unfair advantage in their future studies and careers.
“Others [IEB learners] have an advantage because they write early. They get their results early. They apply [to universities] early and are taken in early. And we [NSC learners] have to come later. In our own country? It must not happen.
“We must remain firm in our beliefs. Every South African must write the same examination to go to the same universities. And if we fail to do that. We would have betrayed people like Matthew Goniwe”.
Lesufi, who is the former MEC for Education in Gauteng, also raises issues with the quality of teaching provided to learners attending schools in previously disadvantaged areas such as townships.
For the Premier, clear differences in the quality of teaching provided in private and public schools, particularly those in townships, is another example of how the patterns from South Africa’s unjust history are continuing in present-day education.
The Matthew Goniwe School of Leadership and Governance (MGSLG) serves as the training wing of the Gauteng Department of Education (GDE), providing courses in teacher development, Early Childhood Development, ICT and e-learning and School Governance.
The organization has now set its sights on transitioning from being just a training agency under the GDE, to becoming a fully-fledged higher education institution with a national footprint.
Lesufi has congratulated MGSLG for the work it has done to date, and says the next challenge would be for the institution to address the inconsistencies in the quality of teaching being provided to learners.
“All teachers in this country are trained from the same institution(s). There is no university that prepares teachers for private school. There is no university that prepares teachers for former model-c schools, there is no university that prepares teachers for township schools. All teachers are trained from the same pot, but the outcomes are different when they are deployed. It must come to an end.
“If you [teachers] are trained from the same pot the outcome must be the same. And therefore Matthew Goniwe [School of Leadership and Governance], you should be that first institution that will train teachers and [ensure that] all the teachers trained by you give the same output”.
On a positive note, Lesufi is pleased with the adoption of the Basic Education Laws Amendment (Bela) Bill, which introduces penalties for parents who do not ensure their children are in school and stipulates that a school’s language policy should consider the needs of the wider community.
Lesufi says the new guidelines on language also means that schools could no longer reject learners on the basis of language, a practice that has commonly been reported at Afrikaans-medium schools.
Calling on all leaders in the education sector to apply the guidelines of the Bill in order to honour the memory of activists like Mathew Goniwe, who fought for the education many enjoy today, Lesufi says: “They [anti-apartheid activists] can rest in peace knowing that we will implement that Bela Bill and we must not turn back.
“You will be cowards MECs, you will be a coward if you are a minister, you will be cowards if you are principals or SGBs, if you can’t implement that bill so that our children can finally be free”.
SHE may come across as feisty, but Devi Sankaree Govender is a friendly face with a warm smile. I once bumped into her at a famous Fourways eatery which made the best Cornish chicken curry on a Saturday. She posed for a selfie.
But get on her wrong side and one would easily become a dog’s breakfast. The many tales of woe from those who have crossed paths with her cannot make for happy reading. But that is what happens when you play with fire.
One of the country’s foremost investigative journalists and consumer champions, stet Devi is fearless. She made her name during 18 momentous years on Carte Blanche and is currently stirring up a hornet’s nest among baddies on Devi, herself titled 30-minute weekly blast on e-tv on Sunday evenings at 6pm.
Asked how difficult it was to crack it in investigative journalism, in a male dominated field and what hope is there for young girls and boys who want to follow in her footsteps, stet Devi told Inside Education that television journalism may seem to be a really glamorous career choice but there is nothing glitzy about it.
“Behind the scenes there is a lot of slog, and you can forget working normal office hours. But, if you feel you have the gees for it, put your head down and get on with it,” she added.
She has received several awards and accolades, including the 2022 GQ Woman of the year. But her goal is not awards. Instead, Devi, who has two children aged 22 and 20, is happiest fighting for the underdog. Taking on bullies is par for the course.
At 15 Devi watched Carte Blanche and made up her mind that her future lay in television.
But her route to national television actually began as a teacher for a year before she joined the SABC’s Radio Lotus, which has spawned many a talent plying their trade on the national stage. Speaking about her school days at Umzinto Secondary School on the South Coast of KwaZulu-Natal, Devi shared her story on her favourite teacher.
What was his/her name? Radha Guypersad Lalla
Name of school attended and year/s? I attended Umzinto Secondary School from 1985 to 1990
How did your favourite teacher endear herself to you?
When I started high school, which in those years, you joined in Standard Five (Grade 7), I was always so fascinated by Mrs Lalla. She wore a sari to school every day and always had her hair in an updo. She looked so beautiful and really glamorous.
My admiration for her was certainly from afar because she only taught Standard Nine and Matrics – so I had to wait a bit longer before I could join her class.
What subjects did she teach you?
English. It was my favourite subject. I loved everything about it. The set-works, the grammar, the creative writing and most important of all – the class speeches. I had always been a voracious reader and gobbled up books at a fast pace.
I also had a flair for speech and creative writing – I really did look forward to opportunities where I could flex myself.
Did you look forward to her subject? Absolutely!!!! Without a doubt. She was just so smart, and she did the cryptic crossword every day from the Natal Mercury. I felt we were kindred spirits and I love how she bent her mind, and mine too!
What did you like about your teacher? I had to wait till Matric when I finally got to sit in her English class. I loved how she challenged me and kept pushing me to experiment with new writing styles.
What was your favourite subject at school? English. There was no contest there!
Has this influenced your choice of career? Mrs Lalla and I shared a deep love for the English language. I knew that writing would be the backbone of any career I chose.
What was the one phrase from any teacher that stuck with you or inspired you? Mrs Lalla’s famous line was “do not be a one trick pony.”
Have you kept in touch with your favourite teacher? I did stay in touch with her, but she sadly passed away a few years ago. The outpouring from her former pupils was testimony to the impact she had had on so many of us, growing up in apartheid South Africa.
If so, what was the first meeting like beyond being a learner in the classroom? She spoke to me for the first time when I was in Standard 5. I had won an essay competition where you had to write an impactful piece on road safety. I titled it “Licence to Kill” and I still remember that moment when she came up to me as I was leaving the principal’s office and congratulated me with these words: “If you continue writing like that, then you will get an A in English in matric. But, you must continue to work hard at it.” I was beyond thrilled that Mrs Lalla, herself, had acknowledged me.
Why are teachers so important to society?
Teachers shape young minds. They provide safe environments where their young charges can explore a variety of subjects. Most parents are so focused on getting their families across the breadline while teachers provide spaces where you are able to nurture your true self.
Finally, what advice do you have for learners? Don’t be a one trick pony!!!
On final final were you naughty inquisitive or chirpy at school? I was very well-behaved. Head Girl of my high school. Extremely inquisitive and a bundle of energy.
Did teacher’s sigh: Oh here comes big mouth Devi?
Probably – but I doubt the majority would have. I was extremely supportive of teachers, and I wouldn’t say I was argumentative.
Is there anything you felt that was not asked and should have been?
All through school, I was surrounded by the most remarkable teachers – which is probably what motivated me to become a teacher myself! I’m a qualified senior phase educator. I taught for a year – Effingham Secondary (1994) and Nilgiri Secondary in (1995) before I joined SABC Radio fulltime.
Anyone from your class (I know there is a huge Umzinto brigade in Jhb) doing amazing things and still in touch with you? Three decades later, the Class of 1990, Umzinto Secondary, still shares a very strong bond. We are in daily contact via a WhatsApp group and everybody has done well in their own fields.
Following the success of the winter games in July this year, PlayerNation brought yet another wave of excitement to the Karoo earlier this month, with its much-anticipated summer athletics games completing on December 5 and 6. School learners, communities and surroundings had an unforgettable experience.
The two-day event provided not only fun to sport enthusiasts but also relaxation for residents and school learners in the Karoo, offering a much-needed opportunity to unwind after long exams.
The winter holiday sports programme attracted more than 1000 young people, boys and girls from Somerset-East, Cookhouse, Bed- ford, and Adelaide communities.
The programme, featuring rugby, soccer, netball, and indigenous games, surpassed expectations and set the stage for a comprehen- sive rollout.
“PlayerNation is all about showing the incredible impact that sports can have on our young people, shaping their future in ways beyond imagination. We are thrilled to bring this amazing wave of excitement to the Karoo with our upcoming summer athletics games,” said John O’Connor, CEO of Arch Group Holdings and its Institute of Sport.
“The games are not just about competition; they are about empowering youth through sports excellence. We are inviting all communities in the Karoo and surroundings to join us in this thrilling two-day event,” he added.
The two-day event took place at Bedford, Eastern Cape, and at tracted an overwhelming participation of young people who ea- gerly engaged in a day filled with fun, and the joy of sports.
“This unique platform provides young athletes with the opportunity to showcase their skills, promote active living, and foster a sense of pride in their accomplishments. We could not wait to welcome the scores of talented individuals who will contribute to the vibrant sports community that we are building,” said O’Connor.
PlayerNation, is an initiative developed by the Institute of Sport partnering with Exxaro as the first founder partner, through its re- newable energy business Cennergi.
It was launched in May 2023. With a multifaceted approach encompassing sport, health, education, and skills development, PlayerNation, in partnership with the Department of Sport and the Department of Basic Education aims to become the ultimate school sports programme, impacting 28,000 schools nationwide.
Designed as a day out event in the Karoo, for young people, family and friends, the summer games focused on empowering youth through sports excellence, contributing to their physical, mental, and emotional well-being.
Cennergi’s Economic Development and Community Programmes Coordinator in Amakhala Emoyeni Windfarm, Mr. Simphiwe Mbenya, expressed the organisation’s pride in supporting the programme to create a lasting impact on South African schools and communities. “PlayerNation goes beyond sculpting athletes; it’s about cultivating a new generation of champions and laying the foundation for a nationwide movement that extends beyond sports.”
“At Cennergi, we believe in contributing to the communities that we serve, and partnering with PlayerNation aligns with our commitment to holistic development. We are proud to support an initiative that creates a positive impact on the lives of young indi- viduals,” he added.
The summer athletics games featured various types of sports including, soccer, rugby and netball and indigenous games.
Reflecting on the winter games, School Governing Body Chairperson for Templeton High School, Rudi Arends noted with satisfaction the remarkable transformation witnessed among school learners in the community. He stated that the spark of interest in sports that ignited during the winter games has continued to grow.
“It’s heartening to see our learners eagerly anticipating future sports games with such enthusiasm,” he said. The excitement and impact of the winter games have not only lingered within the school but has extended beyond our school gates. It’s not just the learners who are enthusiastic; even parents have expressed their desire for these games.”
Arends urged learners and communities in the Karoo to come out in full support and embrace the summer games as an opportunity to connect, enjoy, and actively participate in promoting a healthy lifestyle.
Matthew Goniwe’s excellent skills and commitment to teaching and empowering the community extended way beyond the classroom. His discipline, passion and dedication to the profession and deep love for his community made him an outstanding educator and community builder.
This is how Professor Mbulelo Goniwe, a former student of the slain political activist remembers the man who has come to epitomise the ethos of ethical, committed and dedicated leadership and servitude both inside and outside the classroom.
Professor Goniwe was a pupil of Matthew’s during his high school years in Mqanduli, a rural village in the Eastern Cape in the early 1970s.
“He was a patriot, someone who had a genuine love for the motherland and his people, starting from his own family. He had that kind of love. That really inspired so many of us to actually achieve the best of their potential. He was that kind of person,” said Prof Goniwe.
“That’s how this whole passion for education is centred, in that love. That was the springboard of his commitment and the innovative, interconnectedness of education and achievement,” he said.
Matthew was Prof Goniwe’s tat’omncinci, his father’s younger brother. In his youth the family entrusted him into the hands of Matthew, the man who because of his prowess in boxing, was nicknamed Bullet.
“I was handed over to him to groom me and even look after my needs. That’s what led me then to be part of the active resistance, taking forward the family tradition that has been imparted on us from generation to generation,” he said. Prof Goniwe is an academic, a former political activist and ANC member of Parliament.
Matthew specialised in mathematics and physical science education and always went the extra mile to impart knowledge on his learners.
“His world outlook and the life he led was to empower the black child to really understand mathematics and physical science to broaden their horizons,” said Prof Goniwe.
The school in Mqanduli, like many in rural areas and townships at the time had no such resources as laboratories or libraries. Instead of resigning himself to the fate laid out by the authorities then, to deprive black children of critical knowledge and skills, Matthew took matters into his own hands.
“And he went the extra mile. Sometimes, he would use his own salary to buy material to do experiments,” Prof Goniwe recalled.
The theme for this year’s 10th anniversary lecture of the Matthew Goniwe School of Leadership is Transformative Leadership for Social Change – Empowering the next generation.
Prof Goniwe believes that to be able to empower the next generation teachers need to possess and implement some of Matthew’s qualities.
“The love for his people, the flora and fauna, and everything that you find. Then the second thing would be the dedication. You have to be dedicated to what you do,” he said.
He cited the example of how during Matthew’s time, his work wouldn’t stop at the ringing of the bell in the afternoon. “Imagine [back then] there were less teachers, but after school, they would coach rugby, they would coach athletics, boxing. They would do a lot of extramural activities, not only focused on what they were paid for.
“So they heavily invested in us because we were actually the generation that would follow them,” he said. This kind of dedication, coupled with an inclusive leadership style made Matthew a shining star and beacon of hope in his community.
“He had that participatory leadership that doesn’t seek to take the credibility for achievement. He would delegate tasks to people and try to empower them to be able to deliver to on their expectations,” Prof Goniwe said.
“He knew the importance of collective leadership, a servitude kind of leadership where you really want to serve the people and not to be worshipped or adored or be populist,” he said.
Above all, Matthew understood how his position as a schoolteacher was perceived and respected in the broader community. He knew that in the eyes of the community he was not just a man who stood in front of a class with a chalk.
“My own understanding of things is that, firstly, people, society, communities, where we are from, looked up to the teachers and ministers of religion as important societal assets. So they had an unquestionable respect for such people. They respected them,” Prof Goniwe reflects.
Added to that Matthew had already proven his political mettle after serving four years on Robben Island after being convicted for furthering the aims of the ANC which was banned at the time.
Prof Goniwe believes that institutions such as the Matthew Goniwe School of Leadership have a significant role to play in society.
“They are very critical because once you seek to define yourself outside of your heritage, that is a very problematic approach to life. You need to know and learn from your forebears.
“And once you have institutions like the Matthew Goniwe School of Leadership that seeks to uphold, preserve and advance a legacy of people like Matthew; it then speaks to the entire liberation struggle, heroes and heroines.
“That legacy is very beneficial to the future generations because they have to understand the link, how far did they go, and what is it that they achieved. How you take forward their vision, interpret it in the context of the present,” he said. It’s been 38 years since Matthew and his three comrades were brutally tortured and killed by Apartheid death squads. Yet his name and the legacy of his work continue to live on.
“Memories fade, new people come up and so on. But he remains one of the few people that even after 30 years of their death is still very prominent in the thoughts of many, many people. There are people that are never spoken about. After a month of their death, they are forgotten.
“That’s why I said that the approach of the Matthew Goniwe School of Leadership and many other legacy preservation and promotion activities also contribute to that memory to be kept alive,” he said.
THE Matthew Goniwe School of Leadership and Governance in collaboration with the Gauteng Department of Education has designed a three-year programme to capacitate and promote safety at schools in the province.
“It is the mission of the Gauteng school safety programme to create centres of excellence with strong community links, quality learning and teaching, and effective management and governance,” says Sibusiso Mahlangu, the Chief Executive Officer of the MGSLG. “In so doing, the strategy will help combat the root causes of crime and violence, and thereby advance social cohesion.”
Mahlangu was among the speakers at a high-level School Safety Indaba in Ekurhuleni on 11 November 2023 – part of the Safe Schools Campaign under Operation Kgutla Molao (Restore Order) – to mobilise different stakeholders to safeguard schools against criminal activities, especially during the holidays.
The Gauteng Department of Education, under Education MEC Matome Chiloane, hosted the Indaba at the Birchwood Hotel, Boksburg, to evaluate the progress of the campaign so far, develop further interventions for emerging threats and provide a status update on identified high-risk schools in the province.
Chiloane launched Operation Kgutla Molao in response to reports of safety concerns at Gauteng schools and the programme, under the department and its partners, plans to deal with and reduce incidents of violence, bullying, suicide, substance abuse and sexual harassment at schools.
With an over-arching strategy to find solutions to escalating crime, which manifested itself on several occasions during this year’s National Senior Certificate examinations, the Safety Summit brought key stakeholders together to collectively agree on a way forward.
The School Safety Capacity Building Programme is premised on the training of school safety committees and forms part of the programme to revive these committees at all public schools, empower teachers with the tools to positively manage discipline in class, provide training to school governing bodies (SGBs) on school safety issues and conduct advocacy programmes at community level to promote social cohesion and discipline.
The plan is two-fold, with the first part focused on training on school safety and the roles and responsibilities of the safety committee; the second phase is the monitoring, coaching and certification of all participants.
As part of the second phase, all schools at high risk have to, among other tasks, conduct a safety audit for the year, compile monthly safety reports, compile and revise safety plans on a quarterly basis or as recommended by the SGB, draw up safety programmes and make provision for the representation by the school’s safety officer and/or principal on the cluster.
In addition, Mahlungu says, the programme will also empower SGBs and SGB Associations with dispute resolution skills to ensure proper processes and the necessary skills to conduct disciplinary hearings.
Overall, he adds, the programme seeks to be more remedial than relying on the expulsion and criminalisation of learners. “It is only when all else fails that the disciplinary committee should request the expulsion of learners, so it is important to keep updated files of all learner behaviour,” Mahlungu adds.
The programme will be implemented over a three-year period by the MGSLG and the Gauteng Department of Education to ensure that all public schools, especially those in townships, informal settlements, hostels and/or crime-dense areas are capacitated and supported.
The intervention plan will be implemented by working together with safety coordinators and managers within the GDE so that efforts are synergized and not duplicated. According to the South African Schools Act, SGBs are responsible for the safety of schools.
However, according to Mahlangu, SGB safety committees do not exist or are non-functional. It is against this background that the plan proposes the resuscitation of safety committees among other steps to stop crime at schools.
Mahlungu says the programme will be rolled out over a period of three years, as it seeks to make an impact on all schools found to be at high risk because of several factors, including crimes against school infrastructure, violence against learners and/or teachers, and crimes and violence that hamper effective learning and a safe environment.
The key objective of the campaign is to ensure that all ordinary public schools in Gauteng have functional school safety committees.
“This proposed intervention action plan will be implemented over a period of three years with the year 2023/2024 focused on the improvement of hotspots and schools at high risk,” Mahlangu says.
“The year 2024/2026 will see the finalisation of the implementation of the current Gauteng Safety Strategy and inform the formulation of a five-year cycle strategy. Information gathering and implementation of education sector safety policies shall remain at the forefront of ensuring safety at schools.”
FORMER Chairperson of the National Student Financial Aid Scheme (NSFAS) Sizwe Nxasana said South Africa should consider establishing teacher university colleges in order to provide better training for educators.
Nxasana was delivering a keynote address at the Matthew Goniwe School of Leadership and Governance (MGSLG) Colloquium on the theme: “transformative leadership for social change- to empower the next generation.”
He said universities are only focusing on research, and because most professors and educators have never been to a school, there exists a gap between theory and practice.
“Let’s establish teacher university colleges, not the old colleges of the apartheid regime but the ones that are going to focus on pedagogical content, youth developments in education, and teaching practices, producing and developing teachers to help the country. If we continue on the current trajectory, we are going to fail our children, he said, calling for a rethink and for the sector to learn from the unintended consequences as a results of the separation between basic and higher education departments.
He said such colleges will go a long way in addressing the crisis of mathematics in the South African education system.
While addressing the current challenges posed by load-shedding, the North-West University (NWU) is also looking at long-term sustainable and greener renewable energy-generation solutions.
This will not only ensure energy security, but also underscore the university’s commitment to just energy transition.
The NWU is already struggling to balance the utility budget with the added procurement of diesel for the emergency generators.
“This is why we are constantly looking at ways to reduce our usage and costs,” says Hendrik Esterhuizen, director of Engineering Compliance at the NWU’s Facilities department.
According to Esterhuizen, the NWU has continually used multiple energy-saving initiatives such as installing LED (light-emitting diode) lights in its buildings and the sophisticated Schneider Electric Power Monitoring Expert software systems to ensure effective energy management.
Other measures include new electrical and water main-ring reticulations to reduce municipal connections, and various meters for electricity, water and controllers respectively.
It is also anticipated that clean drinking water will become the next big challenge and will be very scarce by 2030.
The NWU is already looking at initiatives in this regard. Solar energy is one of the greener energy solutions that the NWU believes will save costs and reduce the profoundly negative impact of load-shedding.
The NWU’s latest project is the five-phase installation of solar photovoltaic electric generation facilities (PV plants) on all three of its campuses and the installation of solar systems at the three main libraries.
There are two other phases of decentralised solar plants with the following capacities:
Mahikeng Campus: 1 000 kWp
Potchefstroom Campus: 2 000 kWp
Vanderbijlpark Campus: 385 kWp
Project manager Willem Erasmus says each of these installations will be completed as individual projects. Two of the phases will take place on the Potchefstroom Campus and one specifically at the Fanie du Toit Sports Grounds (K block area).
The other two phases will be at the Mahikeng Campus and the Vanderbijlpark Campus. These solar systems will operate while the campuses use normal power and when the emergency generators are used, providing a dual benefit in energy reduction.
“We are very excited about these installations and aim to have all the phases in their construction stages by March 2024.” He says the official starting date for the installations is 15 January, with full completion of all phases expected by April 2024.
“The importance of this project is that we are not only looking at relieving the ongoing and immediate energy supply challenges brought on by load-shedding. We also, and more importantly, want to address issues of environmental sustainability – especially in reducing the NWU’s carbon footprint,” says Ntokozo Kunene, chief director of Facilities.
Basic Education Minister Angie Motshekga says the ongoing final year matric exams have so far proceeded smoothly as more than 700,000 matric candidates sat for their exams this year in more than 8,000 exam centres across South Africa.
Motshekga was addressing the media on Sunday where she cautioned the Class of 20233 to desist from participating in parties to make the end of exams.
This sentiment has been reiterated by various other stakeholders, including political parties.
The Gauteng Education Department has also urged matriculants to stay focused and refrain from taking part in these parties.
The department has also appealed to owners of liquor stores and taverns not to sell alcohol to learners.
The Inkatha Freedom Party in KwaZulu-Natal called on education MEC, Mbali Frazer to ban ‘pens down parties’.
IFP member of parliament Thembeni Madlopha said such parties have led to many unfortunate incidents.
In June 2022, 21 people died while attending a ‘pens down’ party at Enyobeni Tavern in East London.
Motshekga also touched on the issue of safety, urging communities to keep a close watch on schools over the December and January holidays.
“As a sector, we become very anxious when schools close for a long period. Schools get vandalised, and there are a lot of difficulties that we normally have. So, we want to again appeal to communities to take care of their schools.”
Crown Relocations offers varied career prospects & skills development
Crown Relocations South Africa is a leader in global mobility, providing relocation and moving services for individuals, families, and businesses worldwide. With a commitment to talent development and a passion for excellence, Crown Relocations South Africa is dedicated to helping individuals thrive in the relocations industry.
The dynamic and thriving relocations industry encompasses a vast array of career possibilities, from drivers with Code 14 licenses and skilled forklift operators to logistics and international business professionals. This sector provides a gateway to a promising global career landscape where individuals discover a wealth of diverse and exciting career paths. Let’s take a look at some of the opportunities that exist:
Drivers with Code 14 licences play an indispensable role in the logistics process and are core to this sector. Operating reticulated trucks, they ensure the safe and efficient transportation of goods which really is at the heart of relocations. With the continuous movement of people and businesses, skilled drivers are in constant demand, offering a stable and rewarding career choice.
Forklift drivers are highly skilled professionals responsible for managing the movement of goods within warehouses and during the loading and unloading of shipments. These individuals play a pivotal role in optimising operational efficiency, making their skills invaluable.
Professionals in logistics and international business hold the key to unlocking the world of global trade. Those with diplomas or degrees in Logistics are equipped to navigate the complexities of moving freight worldwide. They manage supply chains, coordinate shipments, and facilitate the efficient flow of goods on a global scale.
Managing Director of Crown Relocations, Ian Pettey shares: “In order to thrive in the relocations industry, you will need a distinctive set of soft skills. Among these, sales and marketing skills hold a paramount role, given the industry’s significant interactions with corporate clients. The ability to cultivate robust relationships and grasp the specific needs of these clients is a fundamental element for achieving success.”
An inherent interest in logistics forms the bedrock of proficiency in this field. A comprehensive understanding of the logistics and supply chain processes is essential for sound decision-making and effective problem-solving, both of which are critical in the day-to-day operations of this industry.
Pettey continues: “A strong foundation or a genuine Interest in geography proves to be invaluable. This expertise aids in the planning of efficient transportation routes, ensuring timely deliveries. A well-rounded familiarity with global geography enhances the ability to navigate the intricacies of international relocations and logistics.”
Of course, people skills are indispensable. The relocations industry is inherently service-oriented, and the capability to interact adeptly with clients and colleagues, all while maintaining a customer-centric approach, is pivotal. This not only contributes to the provision of excellent service but also the cultivation of enduring relationships that are at the core of the industry’s success. Crown Relocations South Africa acknowledges the potential of the industry and aims to address two vital aspects:
Skills Drain: Many individuals leave the country without exploring the thriving opportunities within the relocations sector. Crown Relocations South Africa aims to educate job seekers about the exciting career prospects available in the industry.
Skills Development and Leadership Programs: Crown Relocations South Africa offers various learnership courses designed to help individuals develop the necessary skills for a successful career in the relocations industry. These courses encompass:
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Mentoring: Fostering the transfer of knowledge and skills from experienced mentors to less experienced mentees, providing behavioural, health, motivational, and career benefits.
Personal Development: Empowering individuals to take ownership of their personal development, continually assess their abilities, and employ techniques for self-improvement.
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Managing Yourself to Success: Helping new team members and experienced professionals lay a strong foundation for their careers, covering topics such as managing performance, embracing change, building relationships, personal accountability, resilience, and self-development.
Crown Relocations South Africa is committed to creating opportunities for individuals to embark on a fulfilling career in the relocations industry. Once trained, they become a valuable skills commodity with global opportunities in abundance.
Civil society organisations, including Equal Education, Section27, The Bookery and Right2Protest, on Wednesday called on the Minister of Basic Education Angie Motshekga to urgently fulfil the legal obligations set out in the Norms and Standards for Public School infrastructure, which she signed into law 10 years ago.
29 November 2023 marks 10 years since the Norms & Standards for Public School Infrastructure was published.
“This letter expresses our concern and disappointment that despite it being 10 years since the promulgation of the Regulations relating to Minimum Uniform Norms & Standards for Public School Infrastructure, many schools’ infrastructure conditions have not improved,” the letter read.
EE said that despite this important law, the government continued to struggle to ensure all learners have access to quality schooling, leaving many school communities to contend with deplorable infrastructure conditions.
Earlier this month, Equal Education released a 48-page report under the title “Schooling under Unusual Conditions: Research into how school infrastructure shapes teaching and learning in SA”.
The report sought to examine the relationship between infrastructure and teaching and learning, using a nationally representative sample of individuals aged 20 and younger and drawn from the 2019 General Household Survey.
The report found that a review of the empirical literature showed that the physical conditions of schools, including classroom size, affect schooling outcomes, although the impact varies widely across contexts.
The report said that nearly three decades into democracy, the post-apartheid government was still struggling to undo the inequalities in the schooling system that were created by the apartheid regime.
The report continued that the quality of schooling was compromised because pupils were not gaining enough of the basic skills and knowledge needed for further education or to lead productive lives.
“Generally, insufficient classroom infrastructure or overcrowding conditions (measured as classes too big/too many learners) emerged as a consistent and important environmental factor at the school level, with a negative impact on motivation for both learners and teachers,” the report read.
Equal Education said the Department of Basic Education committed to replacing all schools constructed from inappropriate materials, including mud, asbestos, zinc, and wood, and to provide schools with electricity, running water, and proper sanitation facilities by 2016.
Sufficient resources including classrooms, electricity, running water, and functional toilet facilities, in order to supply schools with electronic connectivity (telephones and the internet) and perimeter security (fences) by November 2020 as well as providing schools with labs and libraries by November 2023.
The civic organisations expressed their deep concern over school infrastructure backlogs, especially sanitation backlogs, despite focused interventions like the Accelerated School Infrastructure Delivery Initiative (ASIDI) and the Sanitation Appropriate for Education (SAFE) initiative.
EE held that 728 schools across the Eastern Cape, Limpopo and KwaZulu-Natal still relied on pit toilets as their only form of sanitation and that education departments have consistently missed key targets, including those for libraries and laboratories by 2023, as well as those set for 2020 and 2016.
The organisation said that 82% of schools do not have a laboratory, while 74% of public schools lack a library, and the ones that do have libraries are often inadequately stocked, in a country where 81% of children cannot read for meaning in any language by the age of ten.
“The consistent failures to meet the deadlines in the regulations not only represent missed opportunities to address the historic backlogs endangering the lives and future of learners but also missed chances to improve learning outcomes in the sector,” the open letter read.
EE said that although they recognised that lack of funding has been cited as the reason for the provincial and national departments of basic education’s failure to achieve targets and plans, particularly regarding school infrastructure, the sector needed to take responsibility for its spending problem that leads to poor service delivery.
“Even though funding for basic education is insufficient to address the numerous issues, both national and provincial education departments are notorious for irregular, wasteful, and fruitless spending,” the letter read.
In addition, the organisation said that before the discontinuation of the National Education Infrastructure Management System (NEIMS) reports, public data on infrastructure backlogs was frequently inconsistent with current realities, and that it not only hindered civil society’s ability to hold education officials accountable but suggests that departments do not know the true extent of the crisis they are meant to address.
EE further said that adequate school infrastructure was a critical component of the full enjoyment of the right to basic education, an immediately realisable right that requires proactive measures for its progressive realisation.
“Persistent infrastructure backlogs not only infringe on learners’ constitutional right to basic schooling; they threaten the achievement of the Sustainable Development Goal 4 target of ‘free, equitable and quality primary and secondary education for all girls and boys leading to relevant and effective learning outcomes by 2030’,” the letter concluded.
Apart from realising the targets of the Norms, the open letter also called for the national and provincial Treasuries to prioritise and provide adequate infrastructure funding, as well as for the DBE to conduct a thorough audit of schools to ascertain the true extent of the infrastructure crisis.
Higher Education Minister, Blade Nzimande, has laid a criminal complaint against businessman Thuja Holdings CEO Mthunzi Mdwaba, at the Brooklyn Police Station for his failure to report corruption to law enforcement authorities.
This is in relation to the allegations that Mdwaba made earlier this month against Nzimande and two ministers who allegedly attempted to solicit a bribe of R500 million from him.
Mdwaba alleged that Nzimande, Employment and Labour Minister Thulas Nxesi, Finance Minister Enoch Godongwana, and the ANC secretary-general Fikile Mbalula were among those who sought to bribe him to give the green light to his R5 billion seed funding from the Unemployment Insurance Fund (UIF).
All the ministers and Mbalula have denied the allegations and threatened legal action against Mdwaba if he did not issue a statement of apology.
Addressing the media outside the police station, Nzimande described Mdwaba’s allegations as a blue lie.
“I have come here to open a criminal case against Mthunzi Mdwaba, who has come up with allegations that I and a few of my other colleagues asked for a bribe from him. This is a lie, a blue lie, actually; there is no such thing, and I never sent anyone,” Nzimande said.
According to Nzimande, when Mdwaba’s team asked him why he didn’t open a case against the implicated ministers, he responded that he didn’t trust the law enforcement agencies.
Nzimande said this was very strange for someone who claimed to be a lawyer, a professor, as well as a businessman and called Mdwaba’s allegations a smear campaign against him, the ANC, and the South African Communist Party (SACP).
“This has the potential to damage my image as a political person. We are going to elections. I don’t want this to be hanging over my head. This is a smear campaign against me, the ANC as government and the SACP. He is doing it deliberately. He has never come to me… to ask for money. This is very strange,” Nzimande charged and also denied that he had ever worked with Mdwaba.
“We might have bumped into each other in forums or other activities, but I have no relationship with the guy,” Nzimande said.
THE suffering of the people of Palestine hung like a cloud over proceedings at the World Innovation Summit for Education (WISE), a global platform for education established by the Qatar Foundation, which began today on November 28, at the Qatar National Convention Centre (QNCC) with a powerful account of the destruction of places of learning according to Her Highness Sheikha Moza bint Nasser, the Chairperson of Qatar Foundation (QF).
Opening the 11th edition of the WISE Summit held under the theme ‘Creative Fluency: Human Flourishing in the Age of AI’, Sheikha Nasser told about 1200 delegates that for more than 20 years the foundation has supported education in Palestine, and especially in Gaza.
“We built the Al Fakhoora School as the first of many educational projects in Gaza. It has since been shelled by the Israeli Forces. The projects, which now constitute the Al Fakhoora program include teaching and training, building schools and universities, and funding specific research projects that are not available elsewhere in the strip. They also provide psycho-social support to cope with the devastating reality of life in times of crisis in Gaza.
“Since the start of the current Israeli aggression in October, 36 Education Above All supported schools and universities have been completely or partially destroyed. And so, Israeli forces have destroyed so much that has been accomplished by the Al-Fakhoora program. With the collapse of each school and each university, we lose a pillar in the foundation of the future. For every child deprived of education because of violence, another pillar is lost,” she said.
Her Highness said war disrupts educational institutions, exhausts health sectors, and prevents the wheels of development from turning. “Those very wheels are buried deep in the debris. And because of this the greatest threat to a society’s progress occurs after the ceasefire. The victims, their old lives buried under the rubble, must rise from the ashes left by the destruction, and start again with nothing,” she said.
“And connected to education — is anything not connected to education? — is the focus of this year’s WISE Summit: the potential of artificial intelligence: addressing related issues, and how to improve the ways we harness its capabilities and possibilities. During the war in Gaza, we have seen artificial intelligence being used to fabricate stories, falsify facts, and block publications, photos, and videos that include atrocities committed by the Israeli occupation forces against the people of Gaza and the West Bank. This makes us wonder: whose stories does artificial intelligence select to be archived as history? Whose history will be told? Which ideas will be chosen as the most credible? And then: how do we maintain our independence and preserve our educational values? How do we remain sovereign societies?” she asked.
Sheikha Nasser said it was important to ensure that WISE is a platform for new ideas that keep pace with the changes taking place in the world, and the obstacles that education faces in certain countries for obvious reasons.
“And I say as I have said many times before: there is no alternative but to innovate if we are to find solutions to intractable problems. This is the role that WISE plays. In tackling the challenges of education, scientists and researchers — like you — bear an academic and moral responsibility. You have made an honorable choice, and we here at WISE are privileged to support you on your noble paths. You excel in your efforts, and we value all that you do. I bless your past and future efforts and wish you a successful conference.
During the opening plenary, Her Excellency Sheikha Hind bint Hamad Al Thani, Vice Chairperson and CEO of Qatar Foundation, awarded the prestigious WISE Prize for Education to Safeena Husain, Founder and Board Member of Educate Girls. The WISE Prize for Education is the first global award of its kind that honors an individual for an outstanding contribution to education.
Husain was recognized for dedicating 16 years to building the non-profit organization focused on empowering communities for girls’ education in some of India’s hardest to reach villages.
Her journey with WISE began with a WISE Award in 2014 that acknowledged Educate Girls for its positive social impact and ability to scale. Over the years, Educate Girls has mobilized more than 1.4 million girls for enrolment and supported over 1.9 million children in their learning in India. Thanks to a precision targeting method using AI, Educate Girls is able to target, in 5 years, the same number of out-of-school girls, which would otherwise require 45 years. Through a network of over 21,000 community-based champions in some of the most marginalized communities in the country, the organization has been working to break the intergenerational cycle of inequality and exclusion.
Under Husain’s guidance, Educate Girls has evolved into a leading global force, harnessing innovative financing and AI technology to bridge the gender gap in education. This is mirrored in its global milestones: the delivery of the world’s first Development Impact Bond in education, and the organization becoming Asia’s first The Audacious Project – which, housed at TED, is a collaborative funding initiative catalyzing social impact on a grand scale.
“This is a collective win for all of us working toward girls’ education, right from the government and local communities to dedicated gender champions and our supporters. It is a testament to the array of initiatives that are actively addressing this global challenge, embracing grassroots innovations and technology-driven solutions that are tirelessly working to ensure that every girl, in every village, is in school and learning well.
“Girls’ education is the closest thing we have to a silver bullet to solve some of the world’s most complex problems. We must recognize that the right to education is a girl’s inherent right – a right that must always take center stage.”
Among the highlights of the opening plenary was a heartful performance by 15-year-old Palestinian rapper Abdulrahman AlShanti – known as MC Abdul. He was given a standing ovation.
The official strategic partner of WISE 11, Education Above All (EAA), a global non-profit organization established by Her Highness Sheikha Moza, dedicated to transforming lives through education, is at the forefront of the summit’s program creating dialogue around inclusive education, innovative financing, and protecting education in crises.
Day one was spread across distinct thematic zones that included diverse sessions covering some of the core summit discussion topics: Classrooms of the Future; AI and Digital Sovereignty; and Building Ethical AI. A series of thought-provoking panel discussions and policy roundtables explored topics such as strategies for educators to future-proof classrooms in the era of AI and navigating the impact of AI superpowers to build an inclusive global AI landscape, among others.
Young innovators and advocates led discussions on a range of topics including personalized learning for students with disabilities, and cultural perspectives of Arabic learners in classrooms at the Youth Studio.
Jeffrey Sachs, University Professor and Director of the Center for Sustainable Development, Columbia University, addressed the economic impact of conflict on education in his keynote speech at the session.
Six teenagers go on trial Monday in Paris for their alleged roles in the beheading of a teacher who showed caricatures of the prophet of Islam to his class, a killing that led authorities to reaffirm France’s cherished rights of expression and secularism.
Samuel Paty, a history and geography teacher, was killed on Oct. 16, 2020, near his school in a northwest Paris suburb by an 18-year-old of Chechen origin who had become radicalized. The attacker was in turn shot dead by police.
Paty’s name was disclosed on social media after a class debate on free expression during which he showed caricatures published by the satirical newspaper Charlie Hebdo, which triggered a newsroom massacre by extremists in January 2015.
The defendants arrived Monday morning at the Paris court, their faces hidden behind masks and hoods, accompanied by their families. The media are not allowed to disclose their identity.
Among those going on trial, a teenage girl, who was 13 at the time, is accused of making false allegations for wrongly saying that Paty had asked Muslim students to raise their hands and leave the classroom before he showed the cartoons. She later told investigators she had lied. She was not in the classroom that day and Paty did not make such a request, the investigation has shown.
Five other students of Paty’s school, then 14 and 15, are facing charges of criminal conspiracy with the aim of preparing aggravated violence to be committed.
They are accused of having waited for Paty for several hours until he left the school and of having identified him to the killer in exchange for promises of payments of 300-350 euros ($348-$406).
The investigation established that the attacker knew the name of the teacher and the address of his school, but he did not have the means to identify him.
The lawyer for one of the defendants, Antoine Ory, said his client is “tormented by remorse and very much afraid of the confrontation with Mr. Paty’s family.” He said the teenager ”obviously didn’t know about the criminal plan” of the killer, Abdoullakh Anzorov, a Moscow-born Chechen refugee.
Ory said his client since then had “difficult” times, changed school and friends and now sees the trial as an opportunity to turn the page.
All six teenagers are facing 2 1/2-year in prison. The trial is scheduled to end on Dec. 8.
Louis Cailliez, the lawyer for Paty’s sister, Mickaëlle, said she wants “to understand the real causes” that led the students to commit something irreparable. He pointed to the “fatal combination of little acts of cowardice, big lies, calumnies, arrangements, complicity and help without which Samuel Paty would still be alive.”
“Without the denunciation, there would be no visibility (on the social media), without visibility, there would be no crime,” he said.
Eight other adults are to be sent to trial later. They include the father of the teenage girl charged with false allegations. At the time, he had posted videos on social media that called for mobilization against the teacher.
A radical Islamic activist who helped him disseminate the virulent messages naming Paty has also been charged.
The trial comes six weeks after a teacher was fatally stabbed and three other people injured in a school attack by a former student suspected of Islamic radicalization. The killing in a context of global tensions over the Israel-Hamas war led French authorities to deploy 7,000 additional soldiers across the country to bolster security and vigilance.
Several high-profile speakers will arrive in Doha, Qatar, this week for the 2023 World Innovation Summit for Education (WISE) Summit; a global platform for innovation in education.
Established by the Qatar Foundation, this year’s WISE meeting is held under the pertinent theme “Creative Fluency: Human Flourishing in the Age of AI”. In the realm of education, the theme encourages stakeholders to thoughtfully integrate AI to enhance learning, stimulate creativity, and prepare the next generation for a future closely intertwined with AI.
The packed line-up for the 11th WISE Summit includes Rawaa Augé, Presenter, Al Jazeera, Jeffrey Sachs, University Professor and Director of the Center for Sustainable Development, Columbia University, Sayasat Nurbek, Minister of Science and Higher Education, Kazakhstan, Hayfa Al Abdulla, Innovation Director, Qatar Foundation, and Jason Czyz, Co-President, Institute of International Education.
Scheduled for 28-29 November 2023 at the Qatar National Convention Centre (QNCC) in Doha, WISE 11 promises a unique blend of insights and interactions. In particular, the Summit will look at the emergence of Artificial Intelligence and the ways it is challenging traditional views on creativity and raising important questions about the future of education. The Summit will also encourage the WISE community to explore topics like computational literacy, personalised learning, AI-integrated teaching approaches, and equity issues in emerging educational technologies worldwide.
Of particular interest to teachers around the world, is a panel discussion on ‘Classrooms of the Future: Will AI Necessitate a Fundamental Rethink of Teaching and Learning?’ In addition, panels will consider roadmaps for charting the future of education as well as digital sovereignty as it related to AI.
With Artificial Intelligence dominating debate in the tertiary education sector, many believe it can revolutionise education, including widening access and inclusion for underserved youths. However, the ethical considerations of AI, and the potential it has to contribute to discrimination, inequality, and exclusion must not be overlooked – and will be the basis of one of the panel discussions.
Stavros N. Yiannouka, CEO of WISE, says WISE 11 is a dedicated space where the intersection of human creativity and artificial intelligence will be thoroughly examined.
“We’re bringing together leading experts, educators, and innovators from around the world to work hand-in-hand, ensuring that our approach to AI in education centers around the betterment of human lives”.
The Qatar Foundation says the WISE Summit remains a beacon for innovation and intellectual discourse in education. The Foundation believe’s this year’s theme aligns perfectly with its mission of cultivating a culture of lifelong learning and creativity. “We are honoured to host this pivotal event that resonates with our vision of empowering individuals to adapt and excel in a dynamically evolving world,” says the Foundation.
The authors of WISE Research will also present their latest reports addressing critical education issues around the globe, and propose action-oriented recommendations and policy guidance for stakeholders in the education industry.
Throughout its time, WISE has contributed to the creation of a vibrant community with more than 50,000 members across 140 countries, engagement of over 3,000 international attendees in 2019, participation of over 2,000 in-person delegates and 11,000+ online participants in the 2021 Edition, and expanding the reach of WISE to cities such as Tunis, Beijing, Madrid, Accra, New York City, Paris, and Medellin since 2016.
Global leaders, such as Michelle Obama, Julia Gillard, and Gordon Brown, have addressed platforms at WISE.
This 11th edition brings together educators, tech pioneers, AI ethicists, and students for collaborative discussions and diverse sessions, featuring high-level local and international stakeholders.
The summit will address pivotal topics, including: ● Scaling for Equity and Access ● Envisioning the Classrooms of the Future ● Aligning Higher Education with an AI-Driven Job Market ● Building Ethical AI Systems ● Preserving AI and Digital Sovereignty.
WISE is set to welcome an audience of around 1,200 delegates attending throughout the day, with up to 2,200 participants expected for the opening and closing sessions.
Inside Education is a media partner at WISE 2023 and will be reporting on proceedings.
At the official announcement of the NSFAS bursary application season for the academic year 2024, Minister of Higher Education Dr Blade Nzimande took the time to highlight and condemn the disturbing trend of Gender-Based Violence that he said was a scourge afflicting not only in society but also plagued institutions of higher learning as well.
“I have convened this media briefing to announce the official opening of the National Student Financial Aid Scheme bursary application season for the academic year 2024.
“However before I provide further details on the 2024 application season, I would like to raise concerns and necessary for both the government and the post school education and training sector to intensify campaigns to confront and defeat the scourge of gender based violence in our institutions the issue of Gender Based Violence in our society and at our post school education and training institutions.
“In the past weeks we have seen video footage of a university student stabbing his wife at a private student residence in Belhar, Cape Town. This kind of barbaric behaviour by males against women must be condemned and perpetrators must face the full might of the law.
“We cannot continue like this in our society where as many as 38% of murders are committed against women, often by their intimate partners.
“As part of dealing with gender-based violence in our institutions, I launched the Transforming MENtalities Initiative, which is a multistakeholder partnership within the PSET, with a particular focus on mobilising men in our sector to be part of championing a world free of gender biases, stereotypes, violence and discrimination.
“I urge all institutions working with Higher Health (which oversees wellness at higher education institutions) to continue to collectively implement programmes towards addressing the challenges of sexual and gender based violence within the PSET (Post School Education and Training) system,” Nzimande said.
The Minister also said he welcomed the arrests that have been made at the University of Fort Hare for the killings that have taken place there including a most recent incident where a student was stabbed to death allegedly over a missing laptop.
Two bodyguards of Fort Hare Vice-Chancellor Sakhela Buhlungu were killed in separate incidents this year in what has been alleged were assassination attempts of the VC.
“We had indicated to Minister Cele that indeed no stone must be left unturned in going to the reasons for the killings at Fort Hare. Without prejudging the situation, as Minister, I am however deeply concerned about the latest arrest of someone inside the Vice-Chancellors office and ostensibly responsible for the security in the institution.
“This may point to the fact that the problems at UFH may be deeper than meets the eye. I will be further engaging with Council on the latest developments, particularly given the fact that complaints have been raised with me about alleged illegal surveillance of Council and staff members”.
Nzimande said he wanted to remind all South Africans that the mandate of the National Student Financial Aid Scheme (NSFAS) was to provide financial assistance to deserving beneficiaries who qualify for access to post-school education.
As a scheme, NSFAS represents one of the most progressive efforts by the government to systematically break the legacies of intergenerational social inequality in access to and outcomes of post school education and training, Nzimande said.
“This is particularly important if we consider the structural and social constraint to accessing education that was imposed by centuries of colonial and apartheid rule.
“There is no doubt that this government has made a decisive contribution towards a break with these reproductive legacies of the past.
“Since 1991, NSFAS funding has grown from disbursing R21.4 million to almost 48 billion to fund children of the working class and the poor seeking to further their studies in public universities and TVET colleges.
“This is a clear indication that the government has prioritised student funding and broadening of access to those sections of our communities who had no access to post school education and training in the past.
“The other notable milestone for the scheme has been the integration of all public universities and TVET colleges to the student-centred model wherein students apply directly to NSFAS for funding.
“In this current financial year, NSFAS is funding 1,6 million students. This follows an unprecedented surge in the number of applications received by the scheme.
“The entity has been working tirelessly to ensure that it improves on its processes for applications and ensuring quick turnaround times on funding decisions in preparation for the 2024 funding year.
“You would agree with me, that in order for NSFAS to successfully implement the funding of 2024, there needs to be closure of the 2023 funding cycle. This includes the finalisation of all the appeals and payment of all outstanding allowances for the academic year 2023.
“NSFAS committed that all appeals and the payment of outstanding allowance will be finalised this year. For all those students who did not get successful funding outcomes for the 2023 academic year, they are all encouraged to apply for 2024 funding.
“Let me also indicate that the proposed 2024 funding policy is almost complete, and will be issued by the end of November, to allow stakeholders to prepare for the 2024 academic year.
“The funding policy will cover the eligibility criteria and student allowances”.
President Cyril Ramaphosa will on Tuesday address the opening of the Education International 10th Africa Regional (EIRAF) Conference in Sandton, Johannesburg – a global teacher and education workers labour federation with more than 32 million members.
Education International affiliates in South Africa are the South African Democratic Teachers’ Union, the National Professional Teachers’ Organisation of South Africa, the National Teachers’ Union, the Professional Educators Union and the Suid-Afrikaanse Onderwysersunie.
Hosted by South African Education International member organisations, this week’s conference is themed “Standing Together for Resilient Education Systems in Times of Crisis.”
The conference started on Sunday, 19 November and ends on Thursday, 23 November 2023.
In line with the principle of rotation, the Regional Conference is being held in Zone 6 (Southern Africa) with sub-themes: “Guaranteeing Quality Public Education for All During and Beyond Crises” as well as “Rebuilding our Profession and our Education Systems”
Spokesperson for the Presidency, Vincent Magwenya said the conference seeks to formulate strategies for equitable, inclusive, and high-quality public education; addressing challenges such as the COVID-19 pandemic, Ebola, HIV/AIDS, conflict, and climate change.
“Taking place every four years, EIRAF serves as a platform for reports, policy adoption, and future program approval in accordance with its Constitution. It offers member organisations a vital opportunity for substantive discussions on trade unions, education, the future of education, and other critical regional issues” said Magwenya.
Conference delegates include representatives from global unions and partner organisations.
Some of the discussion during the conference will focus on crucial topics such as making Early Childhood Education for all a reality in Africa, creating safe and healthy schools and education institutions, evidence-based social and policy dialogue, and defending and promoting academic freedom and professional autonomy in Africa.
Out of one million youth entering the labour market annually, 2/3rds will end up not in education, employment, or training (NEETs) within a year, according to the Steel and Engineering Industries Federation of South Africa (SEIFSA).
South Africa has a slow growth economy that results in young people being locked out of the labour market due to various barriers and although there is high investment in education and training programs, we see limited transition of these youth into earning opportunities.
Citing the example of youth employment accelerator Harambee, which uses innovative technology to speed up youth employment by unlocking and aggregating jobs to make them visible and accessible to youth and providing tools for young people to make themselves more employable. This zero-rated platform is called SA Youth and is part of the Presidential Youth Employment Intervention.
Harambee breaks barriers for youth through research, intelligence, and advocacy: data and insights gathered from the over 3.5 million young people we have supported through our platform give us the insights we need to reduce the barriers that exclude young people from the labour market.
This platform will give business leaders knowledge of how to reduce existing barriers in youth unemployment. It will also give them a platform to source young talent and be able to give employment to the youth to address the socio – economic issue which is unemployment.
THE Department of Basic Education has assured matric pupils that there is no truth to social media posts suggesting that some question papers have been leaked.
Basic Education spokesperson Elijah Mhlanga said the posts are fake, misleading and seek to cause unnecessary confusion.
Mhlanga said there have been no serious irregularities since the start of the exams.
“This implies that the measures put in place to secure the examinations are working well thus far. A total of 136 of the 231 question papers have already been written and today is day 15 of the 28-day examination period.”
“The Minister of Basic Education Mrs Angie Motshekga has made no such announcement about any incident related to examinations. The social media posts are a pure fabrication and malicious.
“The examinations are proceeding well without any major incidents reported.
“The department wishes to reassure the National Senior Certificate candidates, their parents and guardians and members of the public that there have been no examinations paper leaks nor an announcement about any rewrite of any papers whatsoever,” Mhlanga said.
Teaching mathematics in South Africa, like in many other countries, is a complex and multifaceted challenge, according to Yeshvira Brijlall, the Department Head (Acting) for Maths & Sciences at the University of KwaZulu Natal.
Speaking during a maths symposium at UKZN, Brijlall said the effectiveness of mathematics education is crucial not only for individual academic success but also for the overall development of the country.
“South Africa faces significant socio-economic disparities, and this is reflected in the education system. Many students come from disadvantaged backgrounds with limited access to resources, which can impact their learning experiences. At my school, we have learners from Grade R (pre-school) all the way to Grade 12 (Matric).
“Many of these learners’ stem from affluent backgrounds with a few learners coming in from the nearby informal settlements. Even though my school is relatively well-resourced, the learners are not all equal when they leave the school premises resulting in them still having unequal opportunities,” she said.
Brijlall said the learners have parents/caregivers who may not be able to offer these children support and guidance when it comes to homework and re-enforcement of skills.
As a result, these learners are often left behind as teachers check activities and move on with the syllabus in the interests of time constraints. Their school ran intervention programmes for at risk learners.
Citing language of instruction as a crucial factor, she said South Africa has multiple official languages (12 languages – inclusive of Sign Language), and the choice of language in which mathematics is taught can affect students’ understanding.
“It’s important to consider language barriers and ensure that students have a strong foundation in the language used for teaching.”
Remedial classes, literacy and numeracy programmes can increase understanding of the subject.
However, Brijlall noted that the quality of mathematics education depends heavily on the competence and commitment of teachers.
“Continuous professional development is essential to keep educators updated with the latest teaching methods and technologies. Additionally, addressing the shortage of qualified mathematics teachers remains a priority.”
“Winning rugby” is Dewey Swartbooi’s honest answer when asked what kind of rugby he wants Tuks to play next year.
The former Bulls rugby player is TuksRugby’s new head coach.
Swartbooi admits that saying he wants the team to win is a cliche. But then, he justifies what he said by quoting one of South Africa’s coaching legends, Heyneke Meyer.
“Heyneke used to say he is coaching players to play winning rugby because playing attractive rugby is no guarantee to win trophies.”
Swartbooi is under no illusion of the enormity of the task that awaits him and his players from next year on. They have got to restore Tuks’ rugby honour.
This year’s Varsity Cup campaign was a disaster. As defending champions, Tuks lost all seven games. It is hard to remember when last, if ever, Tuks lost seven games on the trot. It led to Tuks being relegated to the Varsity Shield Tournament.
According to Swartbooi, many might think that it is going to be a mere formality for Tuks to win the Shield Trophy.
Making a difference in the lives of young people
“Experience has taught me to never take anything for granted. I know now that we must be at our best to win. Every team in the Shield competition is going to come for us.
“For them, it is about getting the bragging rights to beating Tuks. Despite what happened, Tuks is still considered one of the legendary teams of South African rugby.”
As a coach, Swartbooi firmly believes that getting to know and understand your players is the foundation of success.
“As said, winning is important, but the most rewarding thing about being a coach to me is knowing that I can make a difference in the lives of young people.
“It is important that players not only succeed on the field, they must excel in everything they do. Rugby is a tool to help players think like winners.”
In 2017, Swartbooi coached Tuks Young Guns to victory.
Swartbooi’s passion for rugby started in the dusty streets of Sutherland. At the age of four, he went along with his dad to watch club rugby. A memory that has remained is how sometimes the spectators switched on the headlights of their cars to allow for enough light so the players could finish the game.
Then there are also the memories of listening on Saturday afternoons to the rugby games broadcasted on the radio.
2002 Junior World Cup a highlight
“The commentators in those days were brilliant. The way they described the action made you feel as if you were next to the field watching the game.”
It was in Worcester, playing as a centre, that Swartbooi’s heroics started to get noticed. He got to play for the Boland Craven Week team, the South African Schools (under-18).
A definite highlight was being part of the South African under-21 team that won the inaugural Junior World Cup in 2002. The team was coached by Jake White. In the backline, Swartbooi partnered with the likes of Jean de Villiers, Fourie du Preez, Clyde Rathbone and Ricky Januarie. A year later, he debuted for the Bulls playing SuperRugby.
Playing golf to forget about rugby and to relax is something Swartbooi learned in Pretoria. He admits not to being one of the best.
“I play off an 18 handicap, which is genuinely an 18 handicap. When I play, I am there to lift the spirits of the other players.”
Exams can be daunting, stress-inducing, and downright nerve-wracking, according to Dr Hestie Byles is Manager: Academic Advising at the University of Pretoria.
The mere thought of those looming exam papers can send shivers down the spines of even the most confident students.
However, amidst the anxiety, she says it’s crucial for students under pressure to remember that success in exams is not solely determined by innate abilities (“I have good study techniques”) or external factors (“This is a difficult module” or “This lecturer’s standards are too high”). It’s about approach, mindset, and ability to focus on what you can control.
In today’s fast-paced academic world, the pressure to excel can be paralysing, and many students become fixated on the uncontrollable elements of exams, such as the difficulty of the questions or the expectations of teachers and parents.
This fixation on external factors can lead to feelings of helplessness and despair. However, there is a better way to approach exams – one that empowers students to take control of their own success.
The key to coping with exams is to shift the focus away from what you cannot control and redirect it towards what you can. Here are some strategies to help students do just that:
Preparation:
It all begins with how you prepare for your exams. You can control your study habits, the resources you use, and the time you allocate for studying. Create a study schedule that suits your learning style and stick to it.
Organise your study materials and your study space, seek help from lecturers, advisors, tutors, or peers if needed, and actively engage in the learning process. Remember, preparation is the foundation of success.
Mindset:
Your mindset plays a significant role in how you cope with exams. Cultivate a growth mindset, which believes in the power of effort and resilience.
Understand that setbacks and failures are opportunities for growth and improvement. Anyone can get better at anything if they are willing to put in the work. By focusing on your ability to learn and adapt, you can approach exams with a sense of confidence and determination.
Stress Management:
Stress is a natural response to exams. It’s part of what makes us human, but how you manage it is within your control. Practice stress-reduction techniques such as deep breathing, meditation or exercise. Create a conducive study environment that minimises distractions.
Switch OFF your cell phone while studying; I have proven to myself (many times over) that multi-tasking, especially if a phone is involved, does not work! Taking breaks and getting enough sleep are also crucial for managing stress and maintaining focus, and both are within your control too.
Perspective:
Shift your perspective from a narrow focus on grades to a broader view of education as a journey of personal growth and knowledge-acquisition to empower yourself to be the best version of whatever career-person it is that you see yourself as.
While grades are important, they do not define your worth or your potential. If they did, many of our great heroes of the past would have been deemed pretty worthless (case in point, Einstein and more). By valuing the learning process itself, you can reduce the anxiety associated with exams.
Adaptability:
Exams can be unpredictable, but your ability to adapt to changing circumstances is within your control. I remember coming to university as a first-year student, thinking I had it all figured out, only to realise that we cover a term’s worth of schoolwork in one week!
The only way I survived was by being open to different methods of learning and problem-solving. I often found that you have to use different study methods for different subjects. If you encounter a challenging question or unexpected format, stay calm, breathe, and then apply the knowledge and skills you have developed throughout your studies and by incorporating different study methods.
In the grand scheme of the educational journey, exams are just one part of the process. Focusing on what can be controlled – preparation, mindset, stress management, perspective and adaptability – will not only help students cope with exams, but also empower you to thrive in your academic career and reach your finish line.
Above all, students must remember you have the power to shape your exam experience, and ultimately your success. By taking charge of what you can control, you can approach exams with confidence, resilience and the certainty that you are capable of achieving your goals and mastering your exams and your academic life.
Two academics from the University of Johannesburg (UJ) have been awarded the prestigious South African Literary Award (SALA) in the Best Creative Non-Fiction category. Dr Siphiwo Mahala, a Senior Lecturer in the Department of English, and Professor Mandla J Radebe, the Associate Professor: Strategic Communication and Director for the Centre for Data and Digital Communications, were recognised for their outstanding works, Can Themba: The Making and Breaking of the Intellectual Tsotsi and The Lost Prince of the ANC: The Life and Times of Jabulani Nobleman ‘Mzala’ Nxumalo, respectively.
Dr Mahala’s book, Can Themba: The Making and Breaking of the Intellectual Tsotsi, is an in-depth exploration of the life and work of Can Themba, a prominent South African intellectual and writer during the apartheid era. The book delves into Themba’s complex persona, his contributions to South African literature, and the social and political context in which he lived and worked.
Says Dr Mahala: “ I am deeply honored to share the South African Literary Award for Best Creative Non-Fiction with my esteemed colleague and friend, Prof Mandla J. Radebe. This award is a testament to the years of research and writing that culminated in the book ‘Can Themba: The Making and Breaking of the Intellectual Tsotsi’ (Wits University Press, 2022). I am eternally grateful to the Johannesburg Institute for Advanced Study (JIAS) and the National Institute for the Humanities and Social Sciences for their unwavering support throughout this journey. Winning this coveted award has provided me with an affirmation that I did not know I needed. This book represents my contribution to the scholarship of Black intellectual history and to the reconstruction of the legacy of Can Themba, an intellectual luminary who tragically passed away more than five decades ago.”
Prof Radebe’s book, The Lost Prince of the ANC: The Life and Times of Jabulani Nobleman ‘Mzala’ Nxumalo, is the first comprehensive biography of Jabulani Nobleman ‘Mzala’ Nxumalo, a key figure in the South African liberation movement. The book traces Nxumalo’s life from his early years in rural South Africa to his untimely death in London in 1991. It explores his intellectual and political journey, his contributions to the anti-apartheid struggle, and his enduring influence on South African thought.
Prof Radebe echoed Dr Mahala’s sentiments adding that this recognition is one that he will always cherish. “I wish to extend my appreciation to the wRite associates, the founder and custodian of these Awards, the national Department of Sport, Arts and Culture, the strategic partner for the awards and the North-West University as the host. Most importantly, my appreciation goes to Jacana Media the publisher of this book. The Lost Prince of the ANC: The Life and Times of Jabulani Nobleman ‘Mzala’ Nxumalo, was a labour of love, a journey of discovery and remembrance. I’m privileged to have had the opportunity to share this story, a piece of South African history, which is now has been recognised.”
The SALA recognition for Dr Mahala and Prof Radebe is a testament to their exceptional scholarship and their commitment to telling the stories of South Africa’s past. Their works offer valuable insights into the country’s rich history and cultural heritage, and they serve as a reminder of the important role of intellectuals in shaping society.
The University’s Faculty of Humanities is immensely proud of the achievements of Dr Mahala and Professor Radebe. “Their dedication to research and their passion for storytelling has brought them this well-deserved recognition. The Faculty congratulates them on their outstanding contributions to South African literature and scholarship,” said Prof Kammila Naidoo, the Executive Dean of the Faculty of Humanities, UJ.
THE Human Sciences Research Council (HSRC) will present its findings and recommendations of the South African National Survey on Health Life Experiences and Family Relations study to the Portfolio Committee on Higher Education, Science and Innovation in Parliament on Friday following another violent incident at a tertiary institution in the country.
A University of the Western Cape student who reportedly stabbed a female student believed to be his wife at a private student residence at the Cape Peninsula University of Technology in Cape Town was arrested in connection with the incident.
Chairperson of the Portfolio Committee on Higher Education Science and Innovation, Nompendulo Mkhatshwa, welcomed the arrest and said tertiary institutions must do more to address violence on campuses.
“Institutions of higher learning are one of many social institutions that ought to play a role in shaping and harnessing the social construction of societies in alignment to our constitution that speaks of a non-sexist society.”
The committee continuously invites the portfolio committees on police, and women, youth and people with disabilities on a wide range and cross cutting GBV and gender related matters.
The Portfolio Committee on Higher Education Science and Innovation has extended an invitation to the chairpersons of the Portfolio Committee on Women, Youth and Persons with Disabilities and of the Multi Party Women’s Caucus to its upcoming meeting.
Furthermore, the committee further urged Higher Health and the institution’s mental health services to ensure that the victim and the entire CPUT community receives the support it needs to get through such a traumatic experience has welcomed the arrest of the University of the Western Cape student who reportedly stabbed a female student believed to be his wife at a private student residence in Cape Town.
The committee wishes the victim of the assault from the Cape Peninsula University of Technology (CPTU) a speedy recovery and further calls for a multipronged approach to addressing gender-based violence (GBV) in society and at institutions of higher learning.
The committee is concerned that a scourge of GBV continues to plague society and has reached unacceptable levels, in which institutions of higher learning have not been spared.
The committee calls upon the full implementation of the National Strategic Plan on GBV which aims to provide a multi-sectoral strategic policy and programming framework to strengthen a coordinated response to the GBV crisis.
The committee welcomes initiatives of the Department of Higher Education and Training in introducing programmes such as the Higher Health Civic Education and Health Skills Programme as well as the Transforming MENtalities programmes as part of the curriculum.
The Transforming MENtalities Initiative is a programme focused on men in the higher education sector to be part and champions of a world free of GBV and against all forms of discrimination.
The committee welcomes the introduction of these programmes in the Post School Education and Training sector as they contribute to assist in shaping the social construction of students.
The committee said it engages with the Commission for Gender Equality on its investigations in universities and TVET colleges regarding GBV, and gender related matters reported at institutions.
The committee has had follow up meetings with institutions to ensure that they implement observations and recommendations of the CGE.
Education is a societal issue, since the school is a microcosm of society, says Gauteng MEC for Education and Youth Development Matome Chiloane in his address to 240 delegates on the status of safety at the province’s schools on Saturday at the Birchwood Hotel in Boksburg.
Violence and incidents of crime have increased at schools, prompting a collaborative effort to stem the tide. An example is that on Friday, a gang failed in their attempt to stop matric learners from writing examinations. The Acting HOD Rufus Mmutlana said while giving a brief background on the state of school safety in Gauteng, which led to the indaba.
The School Safety Indaba is part of the Safe Schools Campaign, a commitment under the Operation Kgutla Molao – Restore Order Campaign, which mobilises different stakeholders to safeguard schools against criminal activities, especially during the holidays.
The Indaba evaluated the progress of the campaign so far, developing further interventions for emerging threats and also providing a status update on identified high-risk schools in the province.
Chiloane told stakeholders present at the Indaba that the safety of public schools in Gauteng was paramount and spoke about the interventions that have been implemented at schools across the province.
The school is a microcosm of the larger society, Chiloane said and the context of the challenges faced by learners at the school extended beyond the actual school, and the reflection of society, required an integrated approach involving the contribution of various stakeholders, including parents, families, communities, and NGOs.
The MEC further highlighted the obstacles faced by school safety intervention programmes which undermined their success, including social challenges brought into the school environment, territorial constraints upon what schools can do, as well as the lack of resources needed to improve the physical side of safety development, namely non- educational staff as well as the implementation of safety technology.
The Director of Psychosocial Support Services Anthony Meyers spoke about learner support systems while inputs from the NGO ChildLine Gauteng, the Teddy Bear Foundation and the SA Depression and Anxiety Group were heard, outlining school-based intervention programmes, early-stage interventions and mental health programmes.
Director of Clinical Services of the Teddy Bear Foundation, Shaheda Omar detailed the current condition of support within schools and said that 42% of children have been exposed to violence, with currently only 127 social workers across the province.
She further highlighted the contextual factors of mental health among learners and said a holistic approach was required. “Poverty doesn’t create abuse, but it does create the conditions under which abuse flourishes,” Omar said.
THE man captured on video viciously stabbing a woman, said to be his wife, several times at a student residence in Belhar in the Western Cape on Saturday morning has been arrested and is in hospital under police guard.
Police spokesperson FC van Wyk said a 30-year-old man was arrested and the Belhar police registered an attempted murder case following a stabbing incident where a 26-year-old woman student was injured.
“Circumstances surrounding this stabbing incident are under investigation. The injured victim was transported to a nearby medical facility for treatment. Investigations continue,” said Van Wyk.
A spokesperson for the Cape Peninsula University of Technology (CPUT) Lauren Kansley said the university offered assistance to students who may have been traumatised by the incident.
“The incident happened at a privately owned residence. The female student sustained serious injuries and has been transferred to Tygerberg Hospital for emergency surgery.
Gasant Abarder, the spokesperson for the University of Western Cape where the attacker is alleged to be a student, said they condemned any act of gender-based violence.
“At a time when UWC pronounced its zero tolerance for gender-based violence and communicated its condemnation of any acts of gender-based violence and femicide, it notes a disturbing report of the stabbing of a female CPUT student on 11 November 2023. It is alleged that the student’s spouse, who is a UWC student, stabbed her at her South Point residence.
The incident has sparked outrage, with the DA saying it would visit the university on Tuesday to meet with university management.
“Heightened security measures on campuses and residences must be prioritised. Our thoughts are with the victim and the wider student community.
“The DA calls on authorities to conduct a thorough investigation into this incident and take decisive action against the perpetrator,” it said.
Meanwhile, Higher Education Minister Blade Nzimande has welcomed the arrest of the suspect.
“Minister Nzimande welcomes the swift response of law enforcement agencies in arresting the perpetrator who, according to the video footage in circulation, was so merciless and barbaric in committing the crime against his spouse.
“Minister Nzimande urges all institutions working with Higher Health (which oversees wellness at higher education institutions) to continue working collectively in implementing programmes towards addressing the challenges of sexual and gender-based violence within the Post School Education and Training system,” said spokesperson Ishmael Mnisi.
THE Gauteng Education MEC Matome Chiloane kicked off the School Safety Indaba on Saturday, in Ekurhuleni – part of the Safe Schools Campaign under Operation Kgutla Molao (Restore Order Campaign) – whose aim is to mobilise different stakeholders to safeguard schools against criminal activities, especially during the holidays.
The Gauteng Department of Education said that the Indaba being held at the Birchwood Hotel, Boksburg, will evaluate the progress of the campaign so far, develop further interventions for emerging threats and also provide a status update on identified high-risk schools in the province.
Chiloane launched “Operation Kgutla Molao” in response to reports of safety concerns at Gauteng schools and under this programme the department and its partners plan to deal and to reduce incidents of violence, bullying, suicide, substance abuse and sexual harassment at schools.
Just last week, two cases of sexual violence were reported at the Hope Learners with Special Education Needs School in Westcliffe, Joburg.
Chiloane spoke about the school and condemned the alleged misconduct of the learners and called for the need to root out the problem in terms of safety and discipline in the school community.
“The department relentlessly appeals to parents and school staff to work together in an effort to educate our pupils within a conducive environment at all times,” Chiloane said.
The Indaba is expected to kick off with a welcome and address by the acting HOD of the department Rufus Mmutlana with a keynote address by the MEC.
In addition there will be discussions surrounding mental health services and elevated substance abuse programmes as well as 24/7 crisis lines and school-based intervention programmes.
The Matthew Goniwe School of Leadership CEO Sibusiso Mahlangu is expected to summarise the findings of the indaba, with the Director of Social Crime Prevention and Victim Empowerment Programs from the Gauteng Department of Social Development to discuss implementation and issues surrounding the Child Justice Act.
A representative from the Qalabotjha Secondary School is also expected to speak about the experiences and everyday realities that learners face.
Scores of mourners gathered on Thursday at Tshepisa Primary School in Tembisa, Ekurhuleni, for a public memorial service for Nomvuyo Violet Ntsali, respected ANC activist and Deputy Board Chairperson of the Matthew Goniwe School of Leadership and Governance (MGSLG).
The memorial comes ahead of a funeral service to be held on Saturday in Tembisa, where Ntsali is revered for her role in the liberation struggle.
Mourners, many clad in the green, black and gold colours of the governing African National Congress (ANC), danced and sang freedom songs to pay their last respect to Mam Vi, as Ntsali was affectionately known.
Ntsali died last Thursday morning at her home, following a short illness. She had been hospitalised before but discharged in September.
“Comrade Mam Vi was the mother to everyone…she was an organiser,” said a provincial ANC Women’s League leader during the memorial service.
The Women’s League leader urged ANC rank and file members to rally society to put the party back into power during the 2024 general elections in honour of Mam Vi.
“We are going to the elections next year. We need to organise ourselves and the community behind the banner of the African National Congress towards victory. Ours is to celebrate the life of Mam Vi by going out there and fight because Mam Vi believed in the ANC. She would go out of her way to do door to door for the ANC even under scorching hot temperatures.”
ANC regional leader in Ekurhuleni Jongisizwe Dlabathi said the party received the news about Ntsali’s demise with great disappointment.
“We did not think death will suddenly take one of our beloved cadres and a mother that we all loved. But her departure reminded all of us that the ultimate journey is indeed death.
“That is why we must live life purposefully because no one knows this thing called the after-life. Mam Vi’s death is a sad moment for the movement. We are heartbroken as the ANC because we still wanted more from her. She was a loyal member of the ANC,” said Dlabathi.
Gauteng Education MEC Matome Chiloane said Ntsali’s death was a huge loss to the education sector.
“We wish to convey our sincerest condolences to her family, colleagues and friends. Ms Ntsali has been a dedicated and selfless leader. We will dearly miss her valuable contribution to the sector, may her soul rest in peace,” Chiloane said.
Department of Education Spokesperson Steve Mabona earlier said Ntsali showed commitment to improving education as she carried on with her duties, despite her ill-health, until her untimely death.
The department said that through the leadership, dedication and support of the Ntsali, MGSLG succeeded in providing training on governance to members of School Governing Bodies (SGBs) across the province, funding the studies of prospective Early Childhood Development (ECD) practitioners, helping them obtain their qualifications, and ultimately spearheading research which necessitated urgent interventions on advancing school safety.
In addition, the department said that MGSLG had consistently worked alongside the Gauteng Department of Education, playing a pivotal role in shaping the standard and inclusivity of education in the province.
The MGSLG was established in 2002 to continue with the legacy of anti-apartheid activist and dedicated teacher Matthew Goniwe (1946 – 1985), to improve quality of education and currently has two branches in Benoni, Ekurhuleni and Vrededorp, Johannesburg.
University of Cape Town (UCT) council chairperson Norman Arendse has apologised for the governance lapses at the institution, in the wake of damning findings by an independent panel.
Arendse was briefing the Higher Education Portfolio Committee meeting at UCT on Wednesday, following allegations made in an independent panel report implicating former VC Mamokgethi Phakeng and council chairperson, Babalwa Ngonyama, on serious governance failures at the institution.
The chairperson said the council accepted that it did not deal adequately with the issues raised as far back as 2018, when complaints were made to the university’s ombud, and that those involved could have been spared the trauma described by the panel – if it had acted timeously.
The council further apologised to the individuals involved in the investigation that found his predecessor, and former vice chancellor had misled the council about the departure of a former deputy vice-chancellor.
“We indicate our profound regret for not having acted properly and again use this opportunity to apologise unreservedly,” Arendse admitted on behalf of the council.
The council is expected to be meeting this weekend to consider how to best implement the recommendations made by the panel.
UCT appointed a five-member panel late last year to investigate alleged governance issues at the university.
Both Phakeng and Ngonyama have since threatened to approach the Western Cape High Court against the panel’s findings to clear their names.
Acclaimed maths and science place of learning, Mbilwi Secondary School from Venda, Limpopo, won the Solve for Tomorrow school competition at the Birchwood Conference Centre in Johannesburg with an idea that speaks to genuine need in their community.
The victorious spark from learners is an ambitious plan to fix potholes in their town’s roads using recyclable and sustainable materials – addressing both a societal need and fulfilling their green credentials towards a better planet.
The school, which has had a 100% pass rate for its matric students since 1994, has urged learners to continue to lead the way with distinction.
Teacher Tshifhiwa Tshidzumba said winning the competition will help keep the school’s name on the map.
“We are one of the top schools in the region and have made a habit out of winning, and we are happy to keep it that way. Winning such contests reinforces our status as a great school with a highly competitive edge. We are proud of our learners and their achievements because we don’t enter competitions to add the numbers; we enter to win. When we compete, regardless of the contest or the opponents, we always want to be number one,” said Tshidzumba,
The contest for Grade 10 and 11 learners from underserved communities was announced on 4 October. Learners were encouraged to solve some of the challenges within their communities using Science, Technology, Engineering and Maths (STEM).
Former pupils from Mbilwi Secondary School include the Minister of Small Business Development, Khumbudzo Ntshavheni, and top academic Professor Tshilidzi Marwala, Rector of the United Nations University. The school received a prize of R100,000.
Maphuthaditshaba Secondary from Acornhoek in Mpumalanga came second and won R50,000, and third-placed Umlazi Comprehensive Tech from KwaZulu-Natal won R30,000.
The money will be used for STEM equipment for each school, according to their unique needs. Samsung sweetened the deal by rewarding each learner in the top three teams with a Samsung device.
The schools had to identify problems in their communities that they could solve using STEM. With Samsung helping them with resources and mentors guiding them, they had to conduct research and develop prototypes for their identified challenges.
The winning prototype from Mbilwi is an ambitious plan to fix potholes in their town’s roads using recyclable and sustainable materials, including discarded plastic bottles they collected.
“This project has been a huge part of our lives in the past year, so winning it means a lot to us,” said Igoline Coelho, a Grade 11 learner and member of the team. “We have worked hard as a team as we met every day to put in the work needed to get us over the line and victoriously, so winning is awesome. This win will also encourage other learners in our school to participate in such competitions. We are happy that the competition allowed us to do something good for the environment. Hopefully, it will spark even more interest in others to work on making the environment better for all,” Coelho said.
Leading technology giant Samsung South Africa ran the competition with the State Information Technology Agency (SITA).
Deputy Minister in the Presidency, Pinky Kekana, said in line with efforts to improve the education system, the Department of Basic Education highlighted the importance of increasing the number of schools that focus on critical learning areas such as science, technology, engineering, mathematics, and the arts.
“The skills acquired by the educators and the learners will benefit them beyond this competition,” Kekana said. “We look forward to seeing the inclusion of more schools from underserved communities in South Africa. We are optimistic that some of the solutions from this competition will eventually be implemented, thus putting South Africa on the map, with accompanying job opportunities for the youth.”
Solve for Tomorrow is Samsung’s ambitious effort to increase interest and proficiency in STEM and help the country contribute to the Fourth Industrial Revolution. The competition encourages innovative thinking, creative problem-solving, and teamwork among the learners as they grow and learn important skills that could benefit them greatly in their future careers.
Hlubi Shivanda, Samsung’s Director for Business Innovation Group and Corporate Affairs, said Solve for Tomorrow strives to help equip the youth with various technological, artisanal, and electronic skills. “We are proud to see this group of young people applying their minds to learn and help solve some of their communities’ problems and hope such programmes spark the revolution for positive and sustainable change within communities,” she said.
Celebrate good times, come on, South Africa! The 2023 Rugby World Champions, globally known as the Springboks arrived at The OR Tambo International Airport to be met by a united rainbow nation beaming with hope and purpose.
School children, varsity students, moms, dads and grandparents throughout the country took the opportunity to welcome the trophy celebrations when the Boks came home and lifted all our spirits making us forget our loadshedding blues for once.
Their arrival on the 31st of October 2023, showed what a country that strives for equality and economic liberation can achieve when united.
The team embarked in a Four Day Victory Tour – Webb Ellis Cup and set the streets of South Africa ablaze. Before the tour could commence, we witnessed the 25-Year-Old star, Damian Willemse tattoo the Ellis Cup on his derrière, making this his second World Cup win with the Springbok.
Last week’s Springbok victory against New Zealand made him the youngest player to achieve this feat, so who could ever blame him for wanting to ensure the memory is embedded somewhere on his body?
Our hearts were softened as a nation, when Cheslin Kolbe at the Multichoice Headquarters in Johannesburg, stood up from his seat and handed his medal over to a kid who had voiced out how Kolbe was not only his favourite player, but was also inspired by him.
The tour kicked off on Thursday (2 November) in Gauteng, The City of The Vodacom Bulls where supporters showed up in their hundreds to show their love and adoration for the “country’s heroes”.
As they travelled through Braamfontein and into Soweto, where they had their final stop of the day at The FNB Stadium that was filled with fans from all over the region, social media attendees were able to capture some of the Kaizer Chiefs players attending the celebration and commented on their ‘unsportsmanlike’ appearance. Talk about loyalty.
The next stop was in the City of Cape Town, while the weather was on the right side of the celebration a Springbok supporter was in the opposite, a video went viral on social media platforms showcasing a young witkant trying to throw a rugby ball to The Springbok Captain – Siya Kolisi, only for him to miss the ball as it went above his hand, landing right on Rachel Kolisi’s face, it was brutal to witness.
On the lighter side of things, Siya Dlamini, from Volksrust, in Mpumalanga, who went viral on TikTok for renaming Eben Etzebeth “Elizabedi” while cheering him on television during the game with New Zealand, was seen hugging the Springbok Number 4 Lock, with a champion’s spirit he had shared with the country on the video.
On Saturday, the team graced KwaZulu-Natal with their never dying spirit, while Faf who had been prancing around in speedos was missing in action. The rest of the team showed up and showed out.
Our beloved country wouldn’t be what it is, if there wasn’t a little bit of chaos here and there to remind us how far we still have to go as a nation. A party pooper indeed, when a video showed a man attempting to steal a cell phone and then being met with the fists from the growing crowd of.
It is on the 5th of November, in East London where men were seen climbing up and down street light poles in an effort to see the Springboks from a better view.
As the tour came to its final stop, the Springbok Captain climbed off the bus to join the rest of his team members in the venue, where he was met with a woman who tried to jump and kiss him. There was no kiss from a rose, to borrow from the lyrics of Seal.
Video footage shows an irate Siya Kolisi resisting the overture before he got escorted through the crowd and into the building.
The Springboks went to the World Cup, Conquered and came home as champions.
Who knows among the hordes of adoring fans one day we may hear a fairytale story of ‘I was there”. But first let’s build a winning nation.
THE Covid-19 Africa Rapid Grant Fund (CARGF) Reflection and Foresight Convening and the O.R. Tambo Africa Research Chairs Initiative (ORTARChI) Annual Gathering, both monumental meetings that the National Research Foundation (NRF) hosted last week, were a major success in terms of their set objectives.
The meetings were called to celebrate and showcase the CARGF and ORTARChI initiatives, and provide a space for peer-learning, networking, and the exploration of avenues of collaboration among the participants, the majority of whom are stakeholders in Africa’s science ecosystem. These included both researchers and the participating councils of the Science Granting Councils Initiative in sub-Saharan Africa (SGCI).
CARGF and ORTARChI are two significant multilateral research funding partnerships that the NRF has administered under the auspices of the SGCI since 2020 and 2018 respectively. As a multi-funder and multi-stakeholder initiative, the SGCI partners with public funders of research in 17 African countries to support capacity strengthening with the aim of contributing to research and evidence-based policies for economic and social development.
In his opening address, NRF Chief Executive Officer, Dr Fulufhelo Nelwamondo, said the NRF was delighted to host the gatherings. He stressed that CARGF demonstrated that establishing partnerships across Africa and the world was key.
“Africa’s science community managed to put up CARGF together within a short period following the coronavirus outbreak because partnerships were already established. Partnership is a key word here because it is all about us knowing that we cannot do what we want to do on the continent if we work alone.
“It’s a question of how we work as a collective team across Africa to ensure that we achieve what probably has not been achieved before,” Dr Nelwamondo added.
Dr Gugu Moche, Acting Deputy CEO: RIISA, chaired the opening session. She pointed out that the CARGF gathering was an important opportunity to reflect on what was achieved, thereby preparing Africa’s scientists for the next pandemics.
“As we engage, there are three fundamental questions that we should be answering: what are we doing, why are we doing it and what do we learn from implementation. If you look at those, they speak to the reasons behind our engagements, they speak to our reason for pursuing long-term partnerships, and they speak to whether we are getting the results we thought we would.”
CARGF and ORTARChI were established to fulfil a variety of roles for the benefit of Africa’s science system. Established in May 2020 to support Africa’s response to COVID-19, CARGF funded 73 projects across three strands, i.e. research, science communication and science advice, in 50 institutions from 16 African countries.
The CARGF was supported by the NRF and the DSI; Canada’s International Development Research Centre (IDRC) and Fonds de Recherché du Québec (FRQ); the Swedish International Development Cooperation Agency (Sida); the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO); the United Kingdom Research and Innovation (UKRI) through the Newton Fund; and SGCI participating councils.
ORTARChI, on the other hand, was established to contribute to the expansion of research and innovation capacities in and for Africa, in alignment with African Union Agenda 2063 and Science, Technology and Innovation Strategy for Africa 2024 (STISA-2024); to contribute to Africa’s global research competitiveness while responding to the continent’s socio-economic needs; and to contribute to Africa’s career pathways for young and mid-career researchers, with a strong research, innovation and human capital development output trajectory.
Ten O.R. Tambo Africa Research Chairs have been awarded across seven countries, namely Botswana, Burkina Faso, Ghana, Mozambique, Tanzania, Uganda, and Zambia since its launch. The NRF and DSI, together with the Oliver and Adelaide Tambo Foundation (OATF), IDRC and SGCI participating councils have partnered to implement the initiative.
Importantly, the initiative honours and promotes the legacy of O.R. Tambo, emulating his values of professional excellence, integrity, inclusiveness, honesty, humility, and respect for human dignity. The late Oliver Tambo is recognised for his lifelong dedication to the struggle against apartheid. He criss-crossed Africa and the world as a longtime leader of the African National Congress in pursuit of freedom and equality. ORTARChI recognises Mr Tambo’s science background.
THE National Student Financial Aid Scheme (NSFAS) says close to 100 000 students have not received their November allowances because institutions delayed submitting the required information.
Information from universities still needs to be verified before funds are released and that thousands of students from five universities have been affected and have been left stranded as the academic year draws to an end, NSFAS said.
NSFAS spokesperson Slumezi Skosana said the scheme needed to implement control measures after some universities failed to stop paying the allowances themselves after June, as instructed, but that they were working with these institutions to address the problem.
Skosana also denied weekend reports that some students were starving during exams at the University of North West, University of Venda, Durban University of Technology, University of Limpopo and the University of Cape Town.
He added that university students, tuition, and allowances disbursement were initiated on 25 October.
“Unfortunately for some universities, these payments were withheld pending the finalisation of the Universities reconciliation, which is very critical information to ensure that NSFAS disburses allowances correctly to the institutions for tuition and living allowances to students.
“This is an important measure to ensure that NSFAS accounts for each and every disbursement it makes to properly account for using public money”.
In June, NSFAS introduced a new direct-payment system that allows for funds to be paid directly to students instead of to the institutions they attend.
However, the system has had challenges with students complaining about late-payments and high transactional costs leading up to protest action earlier this year.
A Parliamentary inquiry was instituted against NSFAS and based on its recommendation the CEO was fired and all the contracts of direct-payment service providers were revoked.
South Africa’s heritage would be incomplete without mentioning the iconic Sipho “Hotstix” Mabuse. Now 71, the internationally renowned musician from Soweto continues to perform with zest. He is an integral part of the country’s musical heritage – and remains a legendary role model to mature and younger fans.
It all began in 1966 in Orlando West, the stomping ground of not one but two Nobel laureates, former South African president Nelson Mandela and apartheid activist and churchman Archbishop Desmond Tutu.
Mabuse performed with friends during a school fund-raising concert at Orlando West High School in Soweto. Five decades later, the love Mabuse received as a school band member has since snowballed along with his legendary reputation. His bright, shining star is linked to his hometown via the 1986 hit Jive Soweto.
When his Eighties band Harari split, Mabuse’s debut, Burn Out, became an international hit, earning him a R1.5 million deal with Virgin Records, founded by Sir Richard Branson.
Record sales multiplied as he toured the world. Mabuse’s musical heritage hits the right notes. He comes from a musical family; his coal merchant dad played harmonica. Baba Manuel, a neighbour, inspired him to take up drumming. It helped that some of the country’s best-known exponents with the sticks, like Early Mabuza, Gordon Mfandu and Gerald Khoza, set him on the way up.
With the limelight keeping him busy, Mabuse still needed to complete matric. Eleven years ago, at 60, he decided to change that. Mabuse returned to school in 2012 to achieve matric at the Peter Lengene Community Learning Centre in Soweto.
That was a momentous achievement which inspired learners throughout the country. Several popular brands signed him up to promote learning as a result.
Mabuse has performed throughout the country to celebrate Heritage Month and plays a concert in Botswana in October.
On his website, there is an explanation of how this humble son of the Soweto soil got the nickname “Hotstix”.
If you’re wondering about the “Hotstix”, the explanation is simple and charming. Playing at a gig years back in a hall, the lights suddenly went out, but Mabuse, on the drums, was the only musician able to continue playing, which he did for the next 20 minutes. One of his fellow band members approached him afterwards and said: “Hey, hot sticks”, and it stuck.
MY FAVOURITE TEACHER
Asked the name of his favourite teacher, Mabuse recalls it was a Mr Lepesa when he was in Grade 3 at Tsholomani Higher Primary School in Soweto.
“I don’t know his first name. In those days, we called our teachers Mr. and Mrs., whatever the surname was.”
“When he was in front of the class, he became an animated teacher, and the way he expressed himself, you could tell that he enjoyed teaching and had a way with words.
“In those days, one teacher would teach us several subjects. He taught us English, Sesotho and Arithmetic (mathematics).
“Mr Lepesa never meted out corporal punishment. He would shout but never at any stage strike a child, bearing in mind that teachers were allowed to punish children in those days.
“I remember a woman teacher would hit us with a steel ruler on our fingers in those days. I really disliked her. She was always ready to hit us.”
“But Mr. Lepesa made us love school. I always looked forward to attending school because of him, to watch him teach and the elegant way he used the language.
“He would inspire me to understand the language better. I was often picked to read in class.
“One day a few years ago, he came home to visit me. I was overjoyed. We sat and chatted on my stoep. Our conversation was on equal terms, and I kept referring to him as Sir to remind him that my favourite subject was English.”
Mabuse told Inside Education that teachers have a crucial role in society. “What would we know without teachers? They shape what we know; without them, you cannot have scientists or doctors.
“Teaching is power in itself because it provides the knowledge to fire up society.”
Former University of Cape Town Vice-Chancellor Professor Mamokgethi Phakeng has responded to the recent damning panel report on her conduct while at the university, by claiming the allegations contained in it were not only inaccurate, but were damaging to her reputation.
“I will study the report further with my legal team and I will take appropriate steps, as deemed necessary, in due course,” Phakeng said in a short statement.
Phakeng was responding to a 179-page report from an independent panel, led by Judge Lex Mpati, released on Friday which found her and council chair Babalwa Ngonyama guilty of ‘serious governance failures’.
The report also alleged that the former VC acted in an abusive and violent manner against top executive members of the management team and also contained testimonies and other evidence to her infamous tenure and the manner in which the university council protected her.
Phakeng said due to the litigious nature of the matter, and based on the advice of her legal team that she would not be conducting any interviews at this stage.
The report found that Phakeng engaged in activity that was prohibited in the UCT workplace, including using threats, intimidation, ethnic slurs, personal insults and also posting racially offensive material on social media.
Phakeng was further accused of instituting petty charges if she disliked a staff member or academic which saw about eight individuals resign or retire “prematurely” due to her conduct, creating a “toxic work environment”.
Allegedly her victims included former deputy vice-chancellor of transformation, Loretta Feris, who according to the report, was a victim of an abuse of power, often in the presence of others, by the VC over a protracted period of more than three years.
In addition, Ngonyama was implicated in the report as assisting Phakeng in her actions and behaved unprofessionally by berating Feris in a council meeting, shortly before initiating her removal.
“To conclude that Ngonyama and Phakeng’s conduct during this period amounted to a governance failure would be an understatement. In an attempt to shield themselves from accountability, they subverted the policies and procedures of UCT,” the panel said.
In line with their recommendations, the panel suggested that a written public apology be made to eight individuals for the circumstances giving rise to their resignations and commending them for their meritorious service to UCT.
While Phakeng is seeking legal advice Ngonyama has not directly responded to questions.
However, Vukile Property Fund Limited’s board of directors announced that she resigned as an independent non-executive director of the company, as chairperson and member of the audit and risk committee on Thursday.
The Gauteng Education MEC Matome Chiloane has passed his condolences to the family and colleagues of Nomvuyo Violet Ntsali, the Board of Directors Deputy Chairperson of Matthew Goniwe School of Leadership and Governance (MGSLG).
“We wish to convey our sincerest condolences to her family, colleagues and friends. This is indeed a huge loss to the education sector. Ms Ntsali has been a dedicated and selfless leader. We will dearly miss her valuable contribution to the sector, may her soul rest in peace,” Chiloane said.
Ntsali passed away on Thursday morning at her home, following a short illness. However, she had been hospitalised before but discharged in September.
Department of Education Spokesperson Steve Mabona said the deputy chairperson showed commitment to improving education as she carried on with her duties, despite her ill-health, until her untimely death.
The department said that through the leadership, dedication and support of the Ntsali, MGSLG succeeded in providing training on governance to members of School Governing Bodies (SGBs) across the province, funding the studies of prospective Early Childhood Development (ECD) practitioners, helping them obtain their qualifications, and ultimately spearheading research which necessitated urgent interventions on advancing school safety.
In addition, the department said that MGSLG had consistently worked alongside the Gauteng Department of Education, playing a pivotal role in shaping the standard and inclusivity of education in the province.
The MGSLG was established in 2002 to continue with the legacy of anti-apartheid activist and dedicated teacher Matthew Goniwe (1946 – 1985), to improve quality of education and currently has two branches in Benoni, Ekurhuleni and Vrededorp, Johannesburg.
An independent panel tasked with investigating governance failures at the University of Cape Town released its report on Wednesday, finding that former vice-chancellor Mamokgethi Phakeng exploited and encouraged racial divisions and abused executive members of staff.
The university appointed a five-member panel late last year to investigate alleged governance issues at the institution.
The panel was chaired by retired judge Lex Mpati, Judge Azhar Cachalia, Dr Patricia Hanekom and Dr Bernadette Johnson, and heard the transcribed equivalent of 3,825 pages of oral evidence from 27 witnesses, read 1,671 pages in evidence from written statements from additional witnesses, and considered a further 478 pages of documentary evidence, stretching from January 2018 to December 2022.
This follows circumstances around the departure of deputy vice-chancellor Lis Lange, together with an exodus of other senior staff members.
In addition, a number of the departing senior staff members had been forced to sign non-disclosure agreements.
“Most witnesses felt comfortable with their names being mentioned, more so after the fear of reprisal had receded with the departure of the VC and the Chairperson of Council,” the report said.
The panel found that UCT’s former deputy vice-chancellor for learning and teaching, Lis Lange, had no personal reasons to step down and that her departure was constructive dismissal.
The report went on to state that the council failed to act timeously on the issues that plagued the institution.
The report said that Phakeng “repeatedly conducted herself unprofessionally by engaging in activity that is prohibited in the UCT workplace, including using threats, intimidation, ethnic slurs, personal insults and also posting racially offensive material on social media”.
In addition, the report alleged that Phakeng’s behaviour was aided and protected by former UCT Council chair Babalwa Ngonyama’s multiple breaches of good governance and found that Ngonyama’s conduct in failing to perform her fiduciary duty to UCT was sufficiently concerning that it recommended the businesswoman should be reported to the appropriate regulatory authorities.
In addition, an apology from the current Council was issued, which recognised the truth of the panel’s conclusion that said that had the Council at the time fulfilled its governance role as required, the events that unfolded and emotional trauma to many individuals could have been avoided.
THE North Gauteng high court has ordered Higher Education Minister Blade Nzimande to immediately retract his decision to place the University of SA under administration.
The judgement was handed down by the Pretoria High Court on Wednesday morning following an urgent application brought by the university.
The court’s decision comes a few days after Nzimande’s announcement last Friday that he is placing the institution under administration for 24 months and appointed former University of Johannesburg Vice-Chancellor Professor Ihron Rensburg as the administrator.
This is not Nzimande’s first attempt at wrestling the reins from the current Unisa leadership.
Earlier last month the Minister was interdicted from placing the university under administration after issuing a notice of administration following a damning assessment report by Professor Themba Mosia which allegedly found several incidents of mismanagement, financial irregularities and poor student services at the institution.
The management of the university said that the Minister’s decision was not only insensitive but also ill-timed as students were in the middle of their exams.
The Unisa Council and its VC, Prof Puleng Lenkabula, previously challenged the report and the suitability of Mosia as the legitimate person to compile the report, adding that the minister’s decision is “premature in light of pending matters before the courts”.
The university maintained that the minister was acting in contempt of the previous judgement interdicting his decision.
“The same Order reaffirms the earlier Order of Justice Adams of 24 August 2023, which ordered the minister not to take any decision pending the finalisation of the interdict application by Unisa (Case Number 2023-082535) and the minister’s undertaking not to take any decision until the application to review and set aside the Independent Assessor’s report would have been heard. This matter has not been finalised and is still before the court,” Lenkabula said.
The latest North Gauteng High Court judgement found that Nzimande’s actions to disregard the interdict was blatantly unlawful, and he was ordered to immediately retract the government gazette placing Unisa under administration.
The Minister’s actions after the report of mismanagement have been met with mixed responses with DA Shadow Minister of Higher Education, Chantel King, saying the decision was long overdue.
“Noting the court interdict to hold off on placing Unisa under administration until the outcome of court proceedings, we believe that the institution cannot be left hanging, waiting for a dragged-out court case.
“The academic programme in preparation for the 2024 academic year should not be in disarray due to the in-fighting of Unisa executives (or what is left of the executive) and staff,” King said.
At the time of publication, the Department of Higher Education and the Minister had not responded, and it is not confirmed whether the judgement will be appealed in the Supreme Court.
THE first day of the 2023 National Senior Certificate (NSC) exams on Monday went well in Gauteng Province and Education MEC Matome Chiloane said that the majority of districts had no issues in facilitating the writing of English Home Language Paper 1 and English First Additional Language Paper 1 on Monday.
Chiloane said most candidates were present and honoured all rules and regulations as expected. However, a few instances of absenteeism among full-time candidates were noted.
“In Tshwane West, the majority of full-time candidates attended. However, about eight candidates approached officials stating that they were not ready to write, two other candidates did not write and their whereabouts were unknown, which is concerning. Three other candidates were also hospitalised due to health issues, and were unable to write. “
Chiloane said in Ekurhuleni South, most full-time candidates also wrote their exams. However, one candidate was caught with a cellphone in the exam centre while he also noted that a number of candidates were absent in this region.
The MEC re-emphasised the commitments which candidates vowed to fulfil when they signed the NSC pledge and stressed that unwarranted absenteeism was unacceptable.
“Candidates are discouraged from transgressing their pledge. Candidates must always adhere to exam rules and regulations to maintain the integrity of the examinations and their future.
“All candidates must honour their exams and regulations as outlined in the pledge. Therefore, unwarranted absenteeism is unacceptable”.
The start of the exams was marred by a suicide where a full-time candidate from Unity Secondary School in Daveyton, Ekurhuleni tragically took her own life by allegedly poisoning herself on Sunday, 29 October 2023, a day before the exams.
In the light of the tragic incident, Chiloane reminded candidates of the Mental Health pledge they signed, urging them to reach out to the support structures and resources made available in instances where they might be facing internal difficulties during these exams.
Such structures include Childline, which can be contacted by dialling 116; and the South African Depression and Anxiety Group (SADAG), which is available on all telephonic and online platforms.
“Despite the first day of exams having gone smoothly in Gauteng, we are devastated by the loss of one candidate who took her own life just before her first exam. We wish to convey our sincerest condolences to her family and the school community at large.
“Learners are urged to use our available structures to express any issues they are facing, our officials are more than happy to help.
Candidates are also encouraged to honour their commitments to these exams and refrain from being absent,” said Chiloane.
Which school did you attend? I attended Emsengeni Primary School briefly in 2003.
Who was your favourite teacher? My favourite teacher (Mr Eric Songwiqi) stood by me during my schooling years. He was more than just a teacher; he was a mentor, a support system. He moved me from one township school to another and was always there for me whenever I needed him. He even played the role of a father figure in my life. He took me to every sports trial and always encouraged me.
What subject did he teach? He didn’t really teach me a specific subject per se. He supported my rugby development. He was there as a guiding figure, mentoring me through my life and my schooling years.
Did you look forward to your sessions with him?
Absolutely, I looked forward to every training session with him. He always had words of encouragement for us, it was about something other than a subject in a classroom. He gave lots of practical life advice.
What was he like? He was always kind, loving, and supportive, and he went out of his way to make sure I had what I needed. But he also knew when to be firm and when discipline was needed. He was everything that I needed.
What was your favourite subject at school? My favourite subject at school was maths. I was actually one of the top students in the class for that subject until I moved to Grey High School
Did your love for the game influence your career choice? My passion for rugby influenced my choice of career. That being said, I struggled later with maths in school. I do wish I had focused a little bit more in school and persevered with my academics because I believe that would add more value to what I do after rugby as well.
What phrase from your teacher stuck with you? The phrase that stuck with me was, “Believe in your dreams, work as hard as you can, and protect them with everything you have.” This was told to me by Mr Songwiqi and has stayed with me throughout my life.
Have you remained in contact with your teacher? Yes, I have kept in touch with him. We even spoke recently about him, and I am working together to help more kids from the community I grew up in the same way he helped me.
Have you met since your school days? The first meeting with him, outside of a classroom setting, always gets me emotional. We’ve done a lot together and seeing him still brings up many emotions. He’s a special person in my life.
Describe the influence of teachers on society. Teachers are incredibly important to society. They spend the most time with kids and have a significant influence on them. They can provide positive encouragement and energy that a child might not be getting at home. I know teachers often don’t get the credit they deserve, but they play a massive role in giving kids hope and support.
What advice would you give youngsters wanting to be a success? My advice to anyone wanting to reach for and achieve their dreams would be not to let your environment dictate your dreams.
It’s hard sometimes to see past your current situation, but you can find hope in people from the same environment as you. Work as hard as you can with what you have around you before looking for what you don’t have. Surround yourself with positive people, and don’t let the struggles of others bring you down. Keep working, no matter how big or small your goals may be.
Kolisi shares memories of his favourite teacher Through his foundation, the first Black Springbok captain to hold the Rugby World Cup, Siya Kolisi, plays a vital role behind the scenes in tackling inequality in South Africa. The Kolisi Foundation was established in April 2020, a month after the COVID-19 pandemic left the country and the globe in lockdown.
With a vision by Springbok World Cup winning captain Siya Kolisi and his wife, Kolisi Foundation CEO Rachel, to impact vulnerable and under-resourced communities in South Africa, the foundation has made a difference, particularly in several areas of need, namely, food security, gender-based violence and education and sports development.
“After the Springboks won the Rugby World Cup in 2019, we knew we wanted to do something great for South Africa and use that responsibility for something good,” said the Kolisis.
The Foundation unites organisations to mobilise resources and strengthen infrastructure and learning. To help communities thrive, they aim to bring about systemic change by creating safe spaces through sport and education, addressing gender-based violence, and contributing to food sustainability.
Their mission is underpinned around three integrated strategic focus areas based on Siya’s lived experience: Food Security, Gender-Based Violence, and Education and Sports Development.
In particular, the work has been strengthened around food security: Adopt a Community Kitchen, Gender-Based Violence: Kolisi Connect, and Power2You packs, with an empowerment component being developed. Critically, the impact has been significant in Education and Sports Development via the flagship Siyaphakama Zwide Schools Project.
As part of this initiative, six Zwide schools, identified as key to materialising the vision laid out by Rachel and Siya, have been supported on an ongoing basis as part of the Kolisi Foundation Education and Sports flagship project. The six schools are Emsengeni Primary School (Siya’s primary school), Isaac Booi Primary School, Daniels Lower Primary, Sithembile Junior School, Garret Primary School and Ubuntu Pathways Primary School.
Notably, the foundation has also tackled the food security issue head-on through its nutrition programme at the six schools, with the engagement of food preparers in training workshops around basic knowledge of nutrition, health, and hygiene.
This includes completing baseline nutritional status assessments of learners at all six schools.
Community kitchens are becoming critical spaces where communities can connect and exchange. They are also places where norms are queried, transformation is spearheaded, dialogues around food are happening, and advocates’ voices for changing existing food systems are heard.
The Foundation is committed to a more holistic approach to fighting hunger.
Finally, regarding the pressing gender-based violence pandemic, the Foundation partnered with The Saartjie Baartman Centre for Women and Children to conceptualise and create a facility to serve therapeutic needs through counselling, therapy reflection, reading, and journaling. Most importantly, it is also a supportive and healing space for mothers and children to spend quality time together.
“It has been a year of impact and making a difference in communities that need it most. However, our work is by no means complete, and we encourage society and corporates to work with us to help create the better society we want,” said the Kolisis.
For more information, please visit kolisi-foundation.org
The North-West University (NWU) has bestowed an honorary doctorate on Prof Herman Hubert van der Spuy for his exceptional contributions that have helped shape the South African musical landscape.
Prof Van der Spuy’s influence and contributions as an adjudicator, examiner and adviser at music institutions throughout South Africa earned him this recognition on 26 October.
“This honorary doctorate came very unexpectedly, and I consider it the biggest recognition in my career. I have always wanted to complete another doctorate, and when this came, I felt fulfilled. I have worked with students from various universities throughout my career, including with many talented master’s degree and doctoral students from the NWU, and this makes it even more special,” says Prof Van der Spuy.
Throughout his career, Prof Van der Spuy has made outstanding contributions in the field of music, and he has had an enormous influence through his expertise and involvement. His experience in examining different instruments and voices has made him a particularly versatile examiner with profound knowledge and insight.
He has contributed significantly to developing talented young South African musicians, as exemplified by his work as a former director of Unisa’s Directorate Music.
His leadership is credited with helping to build Unisa’s graded music exam system to the point where it was able to hold approximately 10,000 certificate examinations and 800 licentiate examinations.
Through initiatives such as the Hubert van der Spuy National Music Competition, which carries his name, South African children of all backgrounds have had opportunities to showcase their musical abilities.
His involvement in music extends to having been the former editor of Musicus, the journal of Unisa’s Directorate Music, an adjudicator of music competitions and an external examiner and adviser to several university music departments in the country. This includes the NWU’s School of Music.
Prof Van der Spuy has been an honorary member of the South African Society of Music Teachers since 2003, after serving as president for four terms.
On Monday Grade 12 exams went off to a smooth and a great start as the pupils sat for their first English paper in all provinces after Basic Education Minister Angie Motshekga had said the department had enhanced security measures to prevent paper leaks in all nine provinces.
Briefing media in Tshwane ahead of the 2023 matric exams, Motshekga said the State Security Agency has also audited all security enhancement processes.
“Provincial Education Departments (PEDs) must follow standard operating procedures training storage point managers in security protocols. Moreover, specific collection times for question papers by chief invigilators have been established to deter early access. Each PED has its own irregularity committee to anticipate and mitigate the crisis,” she said.
South Africa also returns to Stage 2 load shedding after weeks of uninterrupted power supply and to mitigate the challenge of the energy crisis, Motshekga said all PEDs and schools have devised contingency plans, including backup generators.
Motshekga said that the Computer Applications Technology (CAT) and Information Technology (IT) Paper 1 examinations were conducted last week without power issues, with isolated incidents, adding that the affected candidates were isolated and managed.
The department will offer a backup paper if needed due to power interruptions, she said.
In South African Sign Language Home Language (SASL HL), candidates’ laptops will be fully charged before each examination commences, and backup power supply measures have been implemented.
Over a million matric candidates in both private and public schools registered for the final examinations across 6,898 centres nationwide.
Motshekga said the figures are not mere statistics; they embody the aspirations, dreams, and relentless efforts of our Grade 12 learners.
“They stand as a testament to the resilience of our students and the continuous dedication of the Department of Basic Education in providing them with a platform to succeed.”
“When we compare this year’s figures to 2022, we observe a gradual decrease in the number of candidates, 34,626 candidates, and this could be attributed to the fact that more candidates complete their qualifications on time,” she said.
There has been an increase in part-time learners from 168 631 in 2022 to 181 143 in 2023 (an increase of 12 512).
A total of 207 question papers, 72 500 invigilators and 52 500 markers will drive the examination process.
The quality assurance body Umalusi has approved all question papers to be administered in the 2023 Examinations and given the nod to the exams.
Motshekga monitored the first day of the matric examinations in Ekurhuleni, Gauteng, on Monday.
Gauteng Education MEC Matome Chiloane joined her.
In the Northern Cape, Education MEC Zolile Monakali and Acting Head of the Department Gideon Oliphant monitored the start of the 2023 National Senior Certificate Examinations at Tetlanyo High School in Kimberley.
The Deputy Minister of Basic Education, Dr Regina Mhaule along with KwaZulu-Natal Premier Nomusa Dube-Ncube, as well KwaZulu-Natal MEC for Education Mbali Frazer monitored the 2023 National Senior Certificate Examinations on Monday in Umlazi District.
The matric class of 2023 wrote English P1 at 09h00 which is their first sitting for the 2023 NSC Examinations.
Frazer took the opportunity to encourage candidates and gave them advice on how they could tackle the examinations: “You’ve worked very hard throughout the year, these exams should not scare you because you are well prepared. Just relax, take your time,read and understand the questions before you answer,” said Frazer.
She expressed her satisfaction about the smooth start of the examinations in the entire province of KwaZulu-Natal.
All examination centres did not report any problems or disruptions during the start of exams. Premier Dube-Ncube said the KZN Department of Education did everything to ensure that there was an educator in every classroom during the 2023 academic year.
Mhaule expressed her satisfaction with all the efforts made by the KZN Department of Education to help the schools that did not perform well during the 2022 NSC Exams.
“I chose to come to KZN because because this is a big province for us as the Department of Education. I am here to support MEC Frazer in the good work she is doing together with the officials of the Department,” said Mhaule.
Unisa has approached the courts on an urgent basis to challenge Higher Education, Science and Innovation Minister Blade Nzimande’s appointment of Professor Ihron Rensburg as the administrator of the institution after Nzimande dissolved the Unisa council.
In a statement, Unisa said the university remains firm on the view that Nzimande’s announcement in a Government Gazette dated 27 October wherein he published the appointment of the administrator, was in contempt of a court order issued on 6 October 2023.
Nzimande said his appointment of the administrator was in line with Section 49B of the Higher Education Act (Act 101 of 19917, as amended.
However, Unisa has contended that the Minister’s actions were premature; the matter had not been finalised and was still before the court.
“The university remains firm on the view that the Minister’s announcement is premature and in contempt of the court order of 6 October 2023 by [Judge Harshila] Kooverjie that interdicted him from placing the university under administration.
“The same order reaffirms the earlier order of [Judge Leicester] Adams of 24 August 2023, which ordered the Minister not to take any decision pending the finalisation of the interdict application by Unisa, and the Minister’s undertaking not to take any decision until the application to review and set aside the independent assessor’s report would have been heard.
“The university is also of the strong view that the announcement of the minister’s decision at the time when our students are in the middle of examinations is ill-timed and insensitive.
Nzimande’s appointment of Rensburg as the administrator comes after the recommendations of independent assessor Professor Themba Mosia and the report of a ministerial task team headed by Vincent Maphai.
Mosia’s report found financial and other maladministration of a serious nature that undermined the university’s effective functioning.
Nzimande’s spokesperson Ishmael Mnisi said the Minister had carefully considered Mosia’s findings and recommendations as well as responses from the council and other stakeholders.
“The assessor’s report followed the report of the ministerial task team of August 2021 into the review of Unisa, which also raised serious concerns about the state of administration and governance as well as the quality and sustainability of Unisa as one of South Africa’s most important universities.
“There are strong overlaps and areas of strategic convergence in the findings and recommendations of the reports of the independent assessor and the ministerial task team,” Mnisi said.
Mnisi added that the ministerial task team concluded that, based on the evidence presented to it, Unisa suffers chronic management failures in many of its key support systems and the council was identified as the root cause of the university’s problems.
Nzimande also dissolved the council of the university.
Rensburg has previously served as the Vice-chancellor and Principal of the University of Johannesburg and as the administrator of the Vaal University of Technology in 2021.
“As Unisa administrator, Prof. Rensburg’s appointment is for a 24-month period,” said Mnisi.
“Rensburg will report to the Minister or any delegated officials in the Department of Higher Education and Training in writing on a biannual basis.
“At the completion of his appointment period, he is expected to submit a written report to the Minister within 30 days”.
Gauteng Education MEC Matome Chiloane has introduced Rangata Attorneys to Khehlekile Primary School in Tokoza and the family of Sibusiso Mbatha, after the Grade 6 learner at the school, tragically took his own life on Monday, 23 October 2023.
Rangata Attorneys will be investigating the circumstances surrounding the death of Mbatha and will provide recommendations on how to conclude the matter.
The law firm has been given five days to conclude their investigations, and their findings will be shared upon conclusion.
Basic Education Minister Angie Motshekga said on Sunday the department has enhanced security measures to prevent paper leaks in all nine provinces as Grade 12s prepare to start writing their 2023 exams from Monday.
Briefing the media in Tshwane ahead of the exams Motshekga said the State Security Agency (SSA) has also audited all security enhancement processes.
“Provincial Education Departments (PEDs) must follow standard operating procedures training storage point managers in security protocols. Moreover, specific collection times for question papers by chief invigilators have been established to deter early access. Each PED has its own irregularity committee to anticipate and mitigate the crisis,” she said.
Motshekga also said all PEDs and schools have devised contingency plans, including backup generators to mitigate challenges of load shedding that has been brought to Stage 2 from Sunday.
The Computer Applications Technology (CAT) and Information Technology (IT) Paper 1 examinations were conducted this week without power issues, with isolated incidents, she said, adding that the affected candidates were isolated and managed.
If there were power interruptions Motshekga said the DBE will offer a backup paper if needed.
“In South African Sign Language Home Language (SASL HL), candidates’ laptops will be fully charged before each examination commences, and backup power supply measures have been put in place”.
Over 717 377 candidates have registered to participate in the final examinations across 6,898 centres nationwide.
Motshekga said the figures are not mere statistics; they embody the aspirations, dreams, and relentless efforts of Grade 12 learners.
“They stand as a testament to the resilience of our students and the continuous dedication of the Department of Basic Education in providing them with a platform to succeed.
“When we compare this year’s figures to 2022, we observe a gradual decrease in the number of candidates, 34,626 candidates, and this could be attributed to the fact that more candidates complete their qualifications on time,” she said.
There has been an increase in the number of part-time learners from 168 631 in 2022 to 181 143 in 2023 (an increase of 12 512).
A total of 207 question papers, 72 500 invigilators and 52 500 markers will drive the examinations process.
The quality assurance body Umalusi has approved all question papers to be administered in the 2023 Examinations and given the nod to the exams.
Motshekga will on Monday monitor the first day of the 2023 matric examinations in Ekurhuleni, Gauteng and will be joined by Gauteng Education MEC Matome Chiloane.
The 2024 SA Rugby Academy and Elite Player Development 3 programmes kicked into gear on Monday with three camps for U19 players in Stellenbosch, including five players who featured in this year’s World Rugby U20 Championship.
According to the sarugby.co.za, the Junior Springboks’ coaching and management staff will oversee the camps, which started on Monday and conclude on 15 December, and will form part of the 2023 Elite Player Development Programme. A number of provincial age-group coaches were also invited to the camps.
The five 2023 Junior Springbok representatives who have been invited to Stellenbosch are Litelihle Bester, Jurenzo Julius, Asad Moos, Zachary Porthen and JF van Heerden.
Twelve players will attend the first camp, where the focus will be on strength and conditioning. The number will then jump to 33 players for the assessment camp, with three additional players invited on a part-time basis. The series of camps will conclude in December when 14 players get together for a tight five camp.
“These initiatives are essential for identifying and nurturing talent as part of our EPD programme, and I’m delighted that we’ll have a big group of players to work with in the coming weeks,” said SA U20 head coach Bafana Nhleko.
“Almost all of these players have been part of either the SA Schools teams in the last two seasons, the SA Rugby Academy programme or played for the Junior Boks earlier this year, so they will know what to expect when they arrive in Stellenbosch.
“However, we are also aware that many of these guys have played little to no rugby this year, so it’s important to see where they are and what upskilling will be required with an eye on next year.
Litelihle Bester played for the Junior Boks this year.
“We’ve been keeping a close eye on the SA Rugby Under-21 Cup competition, which concludes this weekend, and it was great to see so many of the players we’ve identified earlier in their careers putting their hands up in competition even though they are still Under-19,” added Nhleko.
SA Rugby Academy Camps:
Strength & Conditioning Camp (30 October to 7 November):
Sphephelo Mbonambi, Bradley Stanfliet (both Hollywoodbets Sharks), Yaseen Arendse, Luca Bakkes, Adam de Waal, Andre Goedhals (all DHL Western Province), Sibabalwe Mahashe, Thabang Mphafi (both Fidelity ADT Lions), Tylor Sefoor (Toyota Cheetahs), Michail Damon, Liam Koen, Phillip-Albert van Niekerk (all Vodacom Bulls).
Assessment Camp (8 to 30 November)
Ethan Bester, Litelihle Bester, Thomas Dyer, Matthew Fick, Jurenzo Julius, Sphephelo Mbonambi, Nicolas Snyman, Bradley Stanfliet (all Hollywoodbets Sharks), Luca Bakkes, Joshua Boulle, Adam de Waal, Andre Goedhals, Joel Leotlela, Asad Moos, Zachary Porthen (all DHL Western Province), Reno Hirst, Sibabalwe Mahashe, Thabang Mphafi, Thurlon Williams (all Fidelity ADT Lions), Tylor Sefoor (Toyota Cheetahs), Caleb Abrahams, Casper Badenhorst, Keanu Coetzee, Michail Damon, Benjamin Heydenrych, Alfondso Isaacs, Liam Koen, Mbasa Maqubela, Lukas Meyer, Steven Nel, Juan Smal, JF van Heerden, Phillip-Albert van Niekerk (all Vodacom Bulls).
Three additional players from DHL Western Province received part-time invitations for further evaluation and potential integration: Grant de Jager, Ezekiel Ngobeni, Bruce Sherwood.
Tight Five Camp (11 to 15 December):
Bradley Stanfliet (Hollywoodbets Sharks), Yaseen Arendse, Luca Bakkes, Adam de Waal, Andre Goedhals, Zachary Porthen (all DHL Western Province), Reno Hirst, Thabang Mphafi, Sibabalwe Mahashe (all Fidelity ADT Lions), Keanu Coetzee, Benjamin Heydenrych, Juan Smal, Mbasa Maqubela (all Vodacom Bulls), Ruan Swart (SWD Eagles).
A study conducted among advanced cancer patients in Soweto has found that most patients who received palliative care and are at the end of life have spiritual needs beyond regular prayers from spiritual leaders.
Furthermore, patients who received religious or spiritual care had less physical pain, used less morphine and had higher odds of dying where they wished than those who did not.
The study involving 233 participants was conducted by a team of local and international experts led by Wits researchers.
Lead researcher Dr Mpho Ratshikana-Moloko from the Centre for Palliative Care in the Faculty of Health Sciences at Wits University says that previous research has shown that religion and spirituality are important to most patients facing life-threatening illnesses. However, this study probed further.
Using the African Palliative Care Association Palliative Outcome Scale, the research confirmed previous international findings that nearly 98% of the participants had a religious or spiritual need.
The most common spiritual need expressed by patients in Soweto was “seeking a closer connection with their God” and “forgiveness for sins”, says Ratshikana-Moloko.
This finding is significant because it calls on faith leaders to provide relevant support that responds to the needs of patients. This research-led intervention empowers leaders to move beyond prayer, explains Ratshikana-Moloko.
“This is the first study to assess the spiritual and religious needs, and religious and spirituality care provided to advanced cancer patients who received palliative care in Soweto,” says Ratshikana-Moloko.
Since the study was concluded in 2018, Wits University has developed a course in Spiritual and Chaplaincy in Palliative Care. The first cohort of faith leaders from all religious backgrounds was completed in September 2023.
Palliative Care to increase
Palliative care is one of the key pillars in illness management among terminally ill patients who are judged by a specialist physician as unlikely to benefit from curative-intent therapy. Often, patients are unlikely to survive beyond six months.
The South African National Policy Framework and Strategy for Palliative Care (2017–2022) incorporates spirituality into health care. However, palliative care services in South and Southern Africa and elsewhere rarely address these needs, despite available policies, guidelines and evidence.
“We must implement what we know. Integrating spiritual care within the clinical care setting is recommended,” Ratshikana-Moloko.
South Africa faces a heavy burden of communicable and non-communicable diseases. One in six deaths globally is due to cancer, and cancer diagnoses are expected to increase by 70% in the next two decades, especially in low- and middle-income countries.
“Failure to identify and address the religious and spiritual needs of terminally ill patients may increase distress and suffering,” Ratshikana-Moloko.
A Life Sciences teacher at Protea Heights Academy in Brackenfell, Western Cape, Dr Mariette Wheeler, has been selected as a Top 10 finalist for the prestigious 2023 Global Teacher Prize.
Wheeler was selected from over 7 000 nominations and applications from 130 countries around the world.
The Western Cape Education department (WCED) congratulated Wheeler and said her dedication to education and making a difference in the lives of her learners has put her where she is.
Wheeler said that she appreciated all the support and considered it an honour to represent Protea Heights Academy, the WCED and the country at the awards ceremony in Paris on 8 November.
“Teachers matter and teachers do so much for the youth of our country, not just in igniting curiosity but also in being there for our learners,” Wheeler said.
WC Education MEC David Maynier congratulated Wheeler on her award and said candidates for the Global Teacher Prize were judged on a rigorous set of criteria to identify an exceptional teacher who has made an outstanding contribution to the profession of teaching.
“To have a Western Cape teacher in the Top 10 is a real testament to the quality of teaching taking place in our province,” Maynier said.
The Global Teacher Prize is an annual $1 million award by the global educational charity, Varkey Foundation, to a teacher who has made an outstanding contribution to the profession.
The Prize, which has been referred to by some as the Nobel Prize for teaching highlights and celebrates the profession while giving greater recognition to the work of teachers all over the world.
Nominations of teachers who meet specific criteria are open to the worldwide public, with judging being done by the Global Teacher Prize Academy, consisting of head teachers, education experts, commentators, journalists, public officials, tech entrepreneurs, company directors, and scientists from around the world.
This follows on from the National Teachers’ Awards which was held at the Hatfield Christian Church in Thaba Tshwane, Pretoria earlier this month.
The EFF Student Command (EFFSC) President Sihle Lonzi has threatened to open a fraud and corruption case against NSFAS and called for people who were involved in the stealing of the money to be arrested.
“We want to see all those involved in this to be arrested not only to be removed in position but to put on Orange overall.”
Lonzi was speaking at EFF’s Winnie Madikizela Mandela’s House on Thursday a day after NSFAS fired its CEO Andile Nongogo, fingered by the SIU for fraud and irregularities in the awarding of R47 billion contracts to direct payment service providers.
He questions the NSFAS board’s decision in allowing those accused of malfeasance to explain themselves instead of taking action against them for theft.
He also questioned why the contracts of the implicated service providers were not terminated with immediate effect.
“Why are the contracts being terminated in the future and not now?”
Lonzi said the EFF is happy the students’ demonstrations have paid off and the contracts of the service providers have been terminated, while pointing out that the EFFSC has won 16 university SRC leadership positions.
“This shows that we have a majority, and sends a strong message to the ANC that we will remove you from the union building in next year’s general elections”.
Nongogo was fired and the four contractors he appointed to disburse student funding are being terminated after a report by legal firm Werkmans Attorneys and advocate Thembeka Ngcukaitobi, found that not only did he play a role in handpicking the companies, but he had direct links with some of the companies from his previous job as CEO of the Services Sector Education and Training Authority (Services Seta).
The report also found that Nongogo appointed Dr George Chirwa, who has links with eZaga Holdings and its subsidiary eZaga Remit; Africawide Consulting, and Africawide Foundation as technical advisor.
eZaga and Tenet Technology have denied the allegations made against them, claiming to not have received the full report in which these were made.
The Gauteng Department of Education (GDE) is ready to start with the National Senior Certificate examinations from 30 October to 5 December, with CAT and IT rewrites taking place on 6 December.
This was confirmed by Gauteng Education MEC Matome Chiloane, who highlighted some of the initiatives the department has taken to ensure learners’ preparedness for the exams.
Chiloane was speaking at a ceremony at Ponelopele Oracle Secondary School in Johannesburg on Monday, where he outlined the province’s readiness for the exams and also gave an update on the status of the 2024 online admission for Grades 1 and 8.
“We have done a lot to ensure that we support our matriculants this year,” Chiloane said. “We continued with our Secondary School Improvement Programmes, mainly targeting schools that are struggling, Section 68B [the non-exclusion of learners from schools], as well as our township schools.”
Chiloane warned NSC candidates to not be disruptive during exams because those found breaking the rules will be removed immediately from the examination centres and banned from continuing with the exams.
GDE spokesperson Steve Mabona said the focus for this year’s exams is on credibility, integrity, efficiency and ensuring there are no technical irregularities.
He reiterated Chiloane’s warning that candidates found cheating will be barred from writing future examinations.
Mabona said 191,181 candidates have registered to write the examinations. Of these, 132 561 are full-time candidates and 58,620 are part-time repeat candidates.
There are a total of 1,015 examination centres, which include 738 public centres, 277 independent centres, and 93 centres for part-time/repeater candidates. A total of 16 new centres have been activated and registered with the department.
Mabona said candidates were helped by participating in the Secondary School Improvement Programme (SSIP) from September to October this year. Candidates were taken to SSIP residential camps for 12 weeks, where they were extensively coached on different subjects.
During training, special attention was paid to checking learners’ IDs to eliminate imposters.
Students will not be allowed to take cell phones into the exam centres, and the GDE has said that wristwatches will also not be allowed to eliminate all possible means by which learners could access and/or share information digitally and online while writing their examinations.
High-level security mechanisms remain in place and have been augmented to mitigate any leaks of question papers, including strict adherence to norm times when collecting and returning examination material before and after every exam.
The department has appointed service providers to augment security for the duration of the examinations, including armed escorts, response units, and CCTV cameras.
Regarding possible load-shedding, Mabona said exam centres that did not have generators would procure or rent generators to avoid any disruptions that may result from power cuts.
“The Department has also leased generators to ensure that backup power is available during load-shedding to allow for key processes such as marking and capturing to proceed,” Mabona said.
THE Universities South Africa (Usaf) – a membership organisation representing the country’s public universities – has requested an investigation of Nsfas staff members to determine possible involvement in the awarding of contracts for the direct payment system.
Usaf CEO Phethiwe Matutu said the Usaf Board was watching with interest, the outcome of the processes concerning Nsfas CEO Andile Nongogo and the disciplinary enquiry pertaining to staff involved in wrongdoing.
The funding scheme board on Tuesday confirmed Nongogo’s immediate dismissal, following his submissions regarding his conduct.
Calls for the probe into staff collusion in awarding of the tender comes after the scrapping of the controversial eZaga payment system, together with Coinvest, Tenet Technologies and Norraco Corporation, by the Nsfas board last week.
The board found a conflict of interest in the appointment of some of the services providers who received the funding scheme’s direct payment system tender.
Last week the Nsfas board briefed the media in Pretoria on the system and allegations made against Nongogo.
Nongogo was placed on a leave of absence earlier this year, following the Nsfas board’s investigation into the allegations made against him, with board chairperson Ernest Khosa confirming that Nongogo actively participated in the presentations to the bidding committee.
In addition to Nongogo’s investigation and a probe into possible employee involvement, Matutu said that Nsfas supply chain management also needed to be reviewed.
Matutu said the membership organisation was supportive of the decision taken by the Nsfas board to look at the issues and to accept the recommendations of the report, which was investigating these four service providers.
“We categorically equate the success of Nsfas to the success of the entire post-school education and training sector, given the reported wide reach of the scheme to 1,1 million students in 2023. It is therefore imperative that NSFAS restores the administration of student processes to normality,” Matutu concluded.
Tenet Technologies has expressed its intention at possible legal action against the state, with CEO Ryan Passmore saying that they had not been informed of any damning allegations or cancellation by the scheme board.
“We are not aware of any damning findings, and neither have we been accused of any wrongdoing. We are not aware of anything other than the media reports of a cancellation. We will, however, challenge any cancellation that is unlawful and without cause,” Passmore said.
The world faces a healthcare workforce crisis, and the available number of health workers does not meet the demand for accessible medical care.
The current number of health practitioners, both globally and locally, needs to be revised to tackle the burden of disease.
South Africa’s health system is overburdened, which significantly impacts the nation’s health, resulting in poor national health outcomes, poor standards of service delivery, long patient waiting times and high rates of healthcare worker burnout.
However, the dire situation can be significantly alleviated with the recognition of the important supporting – but overlooked – role that public health graduates can play, says Dr Jackie Witthuhn, Programme Manager: Public Health at IIE MSA, a brand of The Independent Institute of Education, SA’s leading private higher education provider.
“The role that undergraduate public health graduates, especially non-clinical staff, can play in the healthcare system is often overlooked. However, their skills can make a huge difference to increase public health capacity, freeing up medical staff to focus on patients while also focusing on primary interventions,” she says.
Undergraduate public health qualifications differ from medical or healthcare degrees, focusing mainly on disease detection, surveillance and prevention. The field or discipline aims to reach populations and communities and detect and prevent health problems before they start, rather than waiting to work with people once they are sick. Therefore, the public health approach is based on a preventative health model rather than a curative health model, explains Dr Witthuhn.
“There are many reasons for the health workforce crisis which need to be explored, including the Covid pandemic, which highlighted the structural weaknesses in our healthcare system, including neglecting primary care and prevention. Other reasons for the healthcare workforce crisis include poor workforce planning and a lack of proper planning, including task shifting, which is an approach to help address the shortage of healthcare workers by reallocating available and skilled resources.
“The burden of chronic diseases, including cardiovascular disease, obesity and diabetes, which are increasing at alarming rates, increases the pressure on the healthcare system. Primary prevention can largely prevent these diseases, an approach that emphasises the need for a preventative public health focus and approach. The significant role undergraduate public health graduates can play in this regard is often underestimated.”
South Africa can ensure a proactive approach by utilising existing public health resources more effectively and focusing on non-clinical Public Health graduates.
The question of how to provide an adequate health workforce is a pertinent one. A clear strategy is necessary and can include, among others: A more integrated approach to the planning and allocating of health workers and task shifting to use non-clinical public health graduates. Higher education institutions and health services work together to achieve distributed training and develop norms and standards. A more competent mix of staff per level of care to take stock of the available workforce, their training and skills. Government and industry recognise qualified staff such as public health undergraduate students who can be responsible for delivering a defined package of essential health interventions aligned to their skills and based on their qualification’s core discipline.
“We have the resources, but we need to start creating a system that can make optimal use of all of them,” says Dr Witthuhn.
“Future health workforce plans should focus on utilising existing healthcare resources and infrastructure considering South Africa’s developmental status. All of the conditions that can make change possible are already in place. Investing in the supporting role of public health graduates and focusing on primary prevention can greatly address the current healthcare workforce shortage to deliver significant health and economic dividends.”
With the deadline fast approaching to enrol Grade 1 or Grade 8 scholars into schools in Gauteng for the 2024 academic year, there is help for parents who might need more support with the online application process.
Mohlago Ndebele, Service Team Lead at SPARK Schools, offers suggestions and tips to guide parents and guardians through the process.
“You cannot delay your application until the end of the year to secure a spot for your child in the school of your choice. Gauteng has hundreds of thousands of parents applying for schools, especially for Grade 1. The application process might feel daunting, but if parents and guardians do a little homework and preparation, the process should go much smoother,” she says.
Application tips and suggestions: Visit the school website: Set some time aside to go through the school of your choice application process to understand what you will need to ensure your application is successful. Look at the documents required and ensure you have them all. If you need clarification on the documents, call the school’s enrollment team to assist you with the list of documents. Most schools require the following documents: birth certificate of the child, proof of parent’s residence, immunisation card (Grade 1), latest report card, and parent or guardian ID. Pay attention to the details: Check before proceeding with the application; for example, ensure that you choose the correct grade and add the proper age to the application. It’s well worth reading the form carefully and double-checking when you are done. Don’t assume anything: Submit the required documents and pay to ensure the space is secured. Also, having a sibling at the school does not provide automatic enrolment for a younger child. You still have to apply for a position; do not delay the application, or you might have to find a new school for the younger sibling. Follow up: Once you’ve applied, call the school or their enrolment office to check progress. Checking your application is essential to know if anything is missing or any issues might delay your application. Visit the school: If your application is complete, visit the school. This is a great way to learn about the school values and the environment your child will learn from. You can also ensure that the school fits your child correctly.
“The application process might seem intimidating. However, it doesn’t need to be. With these easy steps, your child will be enrolled in no time,” says Ndebele.
The South African Democratic Teachers’ Union (SADTU) will hold a training workshop for school principals from special needs schools to focus particularly on the recent legislative amendments regarding sexual offences – Criminal Law (Sexual Offences and Related Matters) Amendment Act of 2021 which came into operation on 31 July 2022.
This legislation has, among others, amended the National Register of Sex Offenders by broadening its scope to not only protect children and mentally disabled persons but all vulnerable groups. It extends the list of persons entitled to submit applications to the Registrar of the National Register of Sex Offenders.
Further, it regulates the reporting duty of persons aware that sexual offences have been committed against vulnerable persons.
This training will occur a week after the South African Council for Educators (SACE) presented its 2022/23 Annual Report before the Parliamentary Education Portfolio Committee on 18 October.
The Report stated that SACE received 734 professional misconduct allegations against educators. Of these, 163 were related to sexual harassment of a learner (failure to report rape, rape of a learner, impregnating of a learner).
One hundred principals from all nine provinces are expected to attend this training, which aligns with the Union’s 2030 Vision, which is focused on creating a learning nation and servicing union members.
This workshop targets principals because they are the main drivers of change in schools so that they can steer their schools in the right direction. It is envisioned that they will use the information for their schools and cascade it to others through Professional Learning Communities.
The training session will also include presentations on mental health and other communicable diseases and leadership.
Clapham High School and Jabulile Secondary School have been crowned Gauteng Schools Football Champions.
The inaugural Gauteng Schools Football Champions League has crowned its first set of champions, with Clapham High School winning the boys competition and Jabulile Secondary School for the girls.
The culmination of five rounds of games that were played on a bi-weekly basis which began in July 2023, the league concluded at Kagiso Sports Complex in Krugersdorp on Tuesday, 20 September.
Both the winning teams, Clapham High School (Tshwane) and Jabulile Secondary School (Orange Farm), performed exceptionally well throughout the competition, having maintained first position from the beginning to the end to attain first place gold status as well as earn the R100 000 grand prize, with R50 000 going to each school.
The prestigious Clapham school, renowned for producing elite young football players, emerged as the male victors with a total of 17 points accumulated. They were followed by Bhukulani Senior Secondary School (Zondi, Soweto) as runners up with 14 and the SAFA Sport School of Excellence (Germiston, Ekurhuleni) and Rosina Sedibane School of Specialisation (Laudium, Tshwane) came in joint third place with 13 points each.
Jabulile came out on top of the girls teams with 19 points, while, Kwadedangendlale Secondary School (Zola, Soweto) managed a second place finish with 16 followed by the Curro Academy (Soshanguve), rounding out the top three with 15 points.
Clapham’s Kgaogelo Monyane was named male player of the tournament, while Neo Mafisa from Curro Academy was pronounced as both female player of the tournament as well as top female goal scorer.
The first-of-its-kind league format for School Sports in the country, the tournament featured 16 teams (8 male teams, 8 female teams) of the best-performing schools in football from the School Sports Wednesday league programme in Gauteng.
Implemented by the Gauteng Department of Sport, Arts, Culture and Recreation together with the Department of Education and supported by SAFA Gauteng, the programme has helped advance and expose top developing talent from Gauteng schools.
The board of the National Student Financial Aid Scheme (Nsfas) has decided to terminate the contracts of all its four direct payment providers tasked to pay grants and allowances to students after a damning Werkmans Attorneys report found irregularities in the tenders awarded to the companies.
However, Nsfas sand it will ensure that the move doesn’t affect the payment of the grants to students.
The board’s chairman Ernest Khosa said they would also be writing to the Nsfas CEO Andile Nongogo and ask him to justify why his contract should not be terminated.
The scheme’s board chairperson, Ernest Khosa, briefed the media in Tshwane on Wednesday, where he said the board had accepted the recommendations of the interim report and resolved to implement them.
Khoza said Nsfas will adhere to the findings and the recommendations made by Werksmans Attorneys and Advocate Tembeka Ngcukaitobi SC on the allegations of irregularities in the funding scheme.
Investigators found Nongogo had actively participated in choosing companies to disburse allowances to beneficiaries from the R47bn fund and the board said it would write to Nongogo and grant him an opportunity to advise on why his contract should not be terminated.
The companies, eZaga Holdings, Coinvest Africa, Norraco Holdings and Tenet Technology, were hired last year following a tender process and there were protracted student protests over allegations of late payments among other complaints.
According to Khoza, the findings in the report noted that there was no feasibility study before the implementation of the direct payment system, particularly the justification for the appointment of the service providers.
The report revealed that Nongogo participated in the presentation of proposals in the Bid Evaluation Committee (BEC), which constituted a material violation of NSFAS’s public procurement processes.
The report also highlighted Nongogo’s appointment of Dr Chirwa as a technical advisor to the BEC, which was not in line with the 2021 Supply Chain Management (SCM) Policy. Although the 2023 SCM Policy allowed for such appointments, it was seen as a means to rectify the incorrect appointment, said Khosa.
Investigators also found that Chirwa is associated with companies that were appointed as service providers both at the Service SETA and at Nsfas.
“The first [decision] being to write to Mr Andile Nongogo and grant an opportunity to advise on why, in the light of the findings, his contract should not be terminated. We did that yesterday already,” said Khoza.
Khoza said the board had engaged the four companies and informed them of the report and the decision to terminate their contracts.
However, the companies had not been handed their copies of the report, which was also submitted to the Minister of Higher Education, Blade Nzimande.
South Africa’s Best Teacher of the Year 2023 Gugu Qwabe’s mantra is ‘the best resource for any school is a motivated educator’.
The English teacher and departmental head of languages at Mandla Mthethwa School of Excellence in Umkhanyakude in KwaZulu Natal should know. She walks the talk.
Qwabe is passionate about educating and grooming future leaders, so much so that she has authored “Applying Ubuntu Principles to Think, Learn and Succeed”, which is expected to come out in six weeks.
The book focuses on practical applications of African values to corporate aims, merging progressive thinking with sustainability models. Qwabe supports using indigenous languages as instruction tools: “It has long been due for Africans to enjoy the fruits of their existence.
“I believe that it is time as a country that we deserve everything others have,” she says while stressing the importance of uBuntu in developing a robust moral code and sense of social responsibility.
“One important value is exhibiting resilience in the process, believing in what you’re doing, and meeting with policymakers,” she says.
Qwabe was named the best South African Teacher at the 23rd National Teacher Awards by Deputy President Paul Mashatile at a ceremony in Pretoria last week.
The National Teacher Awards (NTA) were launched in 2000 and have become one of how the Department of Basic Education (DBE) acknowledges the extraordinary efforts made by excellent teachers, often in harsh conditions.
Qwabe, who’s been teaching for 15 years, expressed her gratitude at being awarded the prize and an appreciation for her seniors for recognising her vision of the humanising transformation of education for learners, especially for marginalised learners within the rural context.
Raised by a single mother who was also a teacher, Qwabe, who has three other siblings, says when she was 12 years old, her mother’s resourcefulness in the face of struggles and their low-income household inspired her.
“My mother did not want me to teach since she was a teacher. She faced so many struggles, and being as innovative and different as I am in a system of conformity, she experienced a lot of resistance,” Qwabe says in an exclusive interview with Inside Education.
After completing her basic education, interrupted by a transfer from a former Model C school to a local public school because of financial constraints, she graduated with a Degree in Psychology and English from UKZN. Then, she transferred to the School of Education, graduating in 2007.
Her teaching career started in one of the poorest schools in the Jozini, uMhlathuze area. She says she taught Life Sciences and English without any formal teaching qualifications simply because of her ‘good English’ in her Grade 12 results.
One of the primary reasons which motivated her to teach in Jozini was that both learners and teachers were making great strides despite the school being heavily under-resourced with poor provision for sanitation.
However, their resilience in facing challenges strengthened Qwabe’s resolve that only passionate educators should be recruited into teaching.
She took the great lessons and inspiration and, in 2009, moved to another school – Amandla Awethu until 2017; she acquired a Postgraduate Certificate in Education before being recruited by a circuit manager who recognised her potential to join the newly formed Mandla Mthethwa School of Excellence (MMSE) in 2018.
The school has its roots in an initiative dating back to 2001 when members of the private sector and the KwaZulu-Natal Department of Education collaborated to improve the quality of the lives of the people of Ndumo, one of the poorest and under-resourced communities of KwaZulu-Natal.
MMSE Headmaster Dr B.H Mthabela has described the school’s mission as instilling in learners the values such as respect for self and others, level-headedness, self-control and self-discipline, compassion, and embracing others and the environment.
Mthabela said the school was designed primarily to offer the best possible education to learners of Umkhanyakude in particular and those of other parts of KZN and other provinces in general, and Qwabe was a natural fit in the equation at the school that has secured more than 200 distinctions in its existence.
Qwabe’s clarion call is for more teachers who are emotionally, morally and ideologically invested in ensuring equal and quality education for all children.
“We need more good people in our society; we need more people to stand up for the right things. Our learners need to grow up in healthy spaces”.
Qwabe, as an award winner, has been automatically entered into the African Union Continental Teachers Award of 2023/2024.
Mashatile, in his keynote address, acknowledged that teaching is a labour of love and passion and highlighted the importance of ensuring that all learners in the country have effective and adequate access to education.
“Acknowledging that teaching is a labour of love and passion, as Government, we are committed to reinforcing teacher support and prioritising the professional growth of the women and men who are key drivers of basic education,” Mashatile said.
THE Pan South African Language Board (PanSALB), an entity of the National Department of Sport, Arts and Culture in collaboration with Sol Plaatje University, marked International Translation Day in the Northern Cape last week.
The annual International Translation Day event occurred on Thursday, 12 October 2023, at the Northern Cape Provincial Legislature in Kimberly.
The event aimed to promote linguistic diversity and multilingualism by advocating for the use of translation and interpreting services. It also paid tribute to the work of translators, terminologists, interpreters, and language practitioners who break down language barriers and allow great literature to be enjoyed far more widely.
The 2023 International Translation Day is observed under the theme “Translation unveils the many faces of humanity”. This theme aims to encourage language practice students to use their languages to preserve their cultures and histories.
The event highlighted technological innovations that have taken translations to a much higher and more sophisticated level. This includes the Human Language Technologies funded by the Department of Sport, Arts and Culture.
These advancements support translators’ work by providing them with computer-generated translations, glossaries, and translation memories. This facilitates speed, consistency, and, ultimately, high-quality work.
The International Translation Day observation forms part of the continued efforts of the institution to emphasise that the operations of translation and language practice, in general, are constantly evolving to respond to the changing environment.
THE Ministry of Basic Education met with district directors and national and provincial officials at the Premier Hotel OR Tambo in Johannesburg on 6 October 2023, to discuss shortcomings and the latest developments in the Basic Education Sector.
The event was organised as part of the District Directors Forum hosted by Minister of Basic Education Angie Motshekga since she took office in 2009. The Ministry has urged education districts across all nine provinces to push harder to prepare for the 2023 National Senior Certificate (NSC) examination from October to November 2023.
Before 2009, the overall performance of the majority of education districts was always between an average of 60% and 65%. Significantly, the Forum has allowed the education districts to share best practices. As a result, provinces have, over the years, shown a significant improvement in the NSC examination results.
Motshekga indicated that education districts are achieving excellent results due to the commitment and dedication of teachers in schools.
The meeting focused on taking the sector forward in the implementation of identified flagship programmes, as well as critical areas: The critical role of districts in the proposed Early Childhood Development (ECD) Service Delivery Model Using the Integrated District Improvement Programme (IDIP) to strengthen districts to drive sustainable education change; and The National Strategy on Improving Reading Literacy.
Umalusi, the council that sets and monitors standards for general and further education in South Africa has given the clear for the more than 920 000 learners to write their Matric Exams this year.
The class of 2023 will begin writing the National Senior Certificate (NSC) exams on Monday, 30 October and in a briefing last week Umalusi said the candidates would write at almost 6 340 public schools and more than 550 private centres.
Umalusi CEO Dr MS Rakometsi said measures have been put in place to mitigate the impact of load shedding during the exams and said Umalusi was satisfied with arrangements the Department of Basic Education had made to procure generators and engage with Eskom.
While the quality assurer was satisfied with the state of readiness, however, Rakometsi said he was concerned that exams could be negatively affected by various factors, including load shedding, cheating and community protests.
On load shedding, he said Umalusi had advised all assessment bodies to make alternative arrangements for the supply of power during the writing of exams.
“Umalusi would like to issue a stern warning to all learners and teachers to refrain from all forms of cheating, including group copying, where teachers are sometimes implicated.
“At the same time, Umalusi discourages communities from using the national exams as leverage for their protest actions,” he said.
Rakometsi also raised concerns about unaccredited institutions and the selling of fake certificates.
“Umalusi is satisfied with the work done to curb unaccredited institutions from registering candidates for the national exams.
“The meeting that Umalusi convened on 18 August 2023 with the senior officials from the national and provincial education departments, the Independent Examinations Board and the South African Comprehensive Assessment Institute agreed on measures to be taken to prevent the operation of illegal independent schools and ensure that examinations are only administered at independent schools accredited by Umalusi.”
Umalusi also urged parents to ensure that centres where candidates are registered to write their matric exams are accredited while warning against schools and colleges that had scammed unsuspecting candidates into registering with them when they were not accredited to carry out the exams.
“Umalusi and senior officials from different stakeholders agreed to prevent the operation of illegal schools and ensure that the schools are registered with the body as exam centres,” Ramoketsi said.
Inside Education, which, in association with the Department of Basic Education, has published a compilation of study notes to assist matric learners, wishes the class of 2023 well in the matric examinations.
“Matric is the stepping stone to success, and we hope that our special supplement will help learners give their studies a final boost,” says Matuma Letsoalo, Managing Director of Inside Education.
Letsoalo adds that the publication is pleased to partner with the DBE to help improve learners’ outcomes.
“Year-on-year, the national results have shown improvement, and we want to contribute to this upward trajectory,” adds Letsoalo.
Last night, UNISA management approached Gauteng division of the high court for an interdict to stop the Minister of Higher Education and Training Blade Nzimande from placing it under the administration pursuant to the notice he issued to that effect.
The court correctly find that the Minister’s actions amount to breach of the court which effectively sanction the Minister to act until such time that the appointment of Prof Themba Mosia, as an independent administrator, and the findings of his assessment report have been determined in the two judicial review applications of the University Council and the VC, respectively.
The appointment of Mosia remains irregular at many levels, and his findings highly flawed. They cannot be the last word on the state of the university.
His conflict of interests and the dishonest manner in which he abused his status clearly to advance an agenda of the faction aligned with the corrupt interests in the university compromised what otherwise would have been a very constructive process to take the university forward.
If the Minister is sincerely interested in dealing with the real problems at UNISA he needs to assist the process of convening the university stakeholders- workers, academics, and students-amongst others to reflect on the state of the university, including some of the problems the reports correctly point out to, and how the turn-around strategy can be developed and implemented.
The fact that university was awarded the top performing company in the University Sector by the publication Top 500 again indicates the direction of the university. Although these awards do not embrace every facet of the university and in many ways conceals other serious problems
including major issues around university administrative and ICT systems, student support, and governance issues, they are reliable in so far as they look into financial performance.
The finances are no secondary matter. Universities are in crises not due to lack of commitment to the academic and research project on the part of its key stakeholders, academics, workers and students.
They crises emanate from their subversion by profiteering interests and their enablers who turns universities into sites of capital accumulation through tenders, outsourcing and commercialisation of university at all levels.
Financial managements are therefore significant indicators of the management’s commitments to enables these interests or to reign on them in defence of the teaching and learning mission.
On the other hand, it is vital again to reiterate that it is problematic that the Minister endorses Mosia’s findings in favour of tendering model of procurement of basic equipment like laptops.
The decision of the UNISA management to terminate this tender and to procure laptops in open market has saved UNISA over R400 million.
On the hand, Bojanala District Municipality under Blade and Mnisi’s party has spend R2 million on two laptops. This should put the matters into perspective.
Workers and student movements should step forward.
This court decision calls for the movements of workers, academics and students to step forward with a clear programme to defend UNISA from this brazen attempt at hijack of the university.
They should fight to eliminate every form of outsourcing including canteens and others which were remained after the heroic #OutsourcingMustFall movement that led to insourcing of security, cleaning and other services at the university.
They should step forward to fight mediocrity and mismanagement of the university, and for a genuine transformation of the university into a public institution capable of offering quality, accessible public higher education for all, for socially engaged scholarship and research that meaningfully contribute to the upliftment of working-class communities and humanity in general.
Mametlwe Sebei, lecturer: Dept of Jurisprudence at Unisa College of Law.
Two children from the West Rand have passed away after allegedly eating poisonous food they bought from a taxi rank on Wednesday night.
The incident comes days after two four-year-old-children in Naledi in Soweto died allegedly after eating biscuits from a foreign-owned spaza shop.
Provincial police commissioner Elias Mawela said that police investigations were underway to determine the cause of death.
“Two children bought some food. Unfortunately, we’ve lost those two children. The other three who were treated and discharged, they’re going to help us to look for the people who sold the food to them.”
The latest incident of children being killed after allegedly consuming food bought from spaza shops is unfortunately not the first .
In 2021 two siblings from Mpumalanga died after sharing a packet of noodles bought from a spaza shop. Thato Makofane (9) and her brother, Keamoketswe (13), died within a short period of each other. Their death certificates stated that the cause of death was still under investigation.
The Gauteng Health Department’s outbreak response team took to the streets of Soweto trying to increase health awareness following the recent food poisoning incident in Naledi township.
The Department’s Motalatale Modiba stated they also sensitised the community on what to do when they are present with food poisoning symptoms, such as cramping, nausea, vomiting or diarrhea.
“When people present these symptoms, it’s important that they go to the nearest health facility for further management.”
Modiba said the team spent Wednesday in Naledi and surrounding areas engaging locals and conducting health education about food.
“The health education also covers spaza shops in the area and includes checking compliance in terms of the Foodstuffs, Cosmetics And Disinfectants Act and food labeling regulations.”
Health MEC Nomantu Nkomo-Ralehoko has called on all spheres of government to work together to enforce compliance with the relevant laws.
“The department is urging the public to visit their nearest health facilities when they present with symptoms such as: vomiting, sudden chest pains, body ache/weakness, fever or foam in the mouth.
“The outbreak response team comprising of, Environmental Health Practitioners (health inspectors) from the municipality and the province, Ward-Based Outreach Teams, Communicable Disease Control specialists, Surveillance Officer, Infection Control and Health Promoters will continue to conduct awareness campaigns in Naledi and surrounding areas on Thursday and Friday,” she said.
Johannesburg Council Speaker Colleen Makhubele has called for calm following threats against foreign spaza shop owners by the Naledi community.
Matric pupils at Phakedi High School in Mokgola Village near Zeerust are confident about their readiness for their final examinations due in October.
Despite the lack of learning resources such as a library or computer laboratory, learners in this school say they are using everything at their disposal to pass their examinations.
Phakedi High School is a rural school in the North West Province where pupils have to walk more than 2 kilometres from their different homes to get to the place of learning.
Omphile Mothoagae is no exception. The 17-year-old majoring in Geography, Life Sciences, and Agriculture stays with her unemployed mother, a single parent who is confident about her readiness for matric exams.
“I believe the year was so short, but I am ready. We have been holding study camps at the school, and we will have the last one before the commencement of examinations,” said Mothoagae.
According to Mothoagae, the Foondamate helped prepare her for the upcoming final examinations because she could download all previous question papers using the tool, which enabled her to study effectively.
“I do not know what I would have done without this app; it is useful for children like us from the rural schools which do not have libraries or computers.”
Foondamate is an artificial intelligence robot study tool on WhatsApp that supports matric learners with their studying materials and emotional and psychological support.
Mothoagae’s school, Phakedi High, had 104 learners in its class of 2022, and 86 managed to pass. The rural school produced 33 Bachelors, 23 Diplomas and 31 Higher Certificates.
Umalusi, the quality assurance body, appeared before the portfolio committee on education in parliament this week to present a preliminary report on the state of preparedness.
Umalusi’s Mary-Louise Madalane told the lawmakers that 855,607 matric candidates registered as of August 31, 723 877 were full-time learners.
And 18-year-old Tshepang Moremongwe is one of those full-time learners studying mathematics and physical science at a rural school in the North West.
Moremongwe said the revision papers were helping him where he needed help understanding what he was taught in class.
“Teachers are currently assisting us through revision, which does help me. We are using old question papers to revise, and we can ask questions where we do not understand,” Moremongwe said.
Moremongwe, who wants to be a teacher, stays with his grandmother and says he struggles to obtain other study material as he always needs money to buy data.
“Data is expensive, and I cannot do much with R5 data. We depend on my grandmother’s social grant, which is not enough to buy enough data or visit the library in Zeerust,” he added.
A delegation of South African students from various universities, led by Advocate Nomazotsho Memani, is in Sochi, Russia for the International Financial Security Olympiad.
Russian Alumni coordinated the program in conjunction with various universities.
Memeni said, via WhatsApp, that the group left South Africa on 29 September and has reached the final stages of the competition.
“Seven South Africans who have passed the first round of trials will participate in the final stage on 2 to 6 October 2023, at the ‘Sirius’ federal territory in Sochi, Russia.
The South African participants are Bubulumko Baai, Karabo Masenyadiloana, Thokozani Simelane, Thabo Lehlohonolo, Malale Kasango, Mamello Mofokeng, Snazo Mona and Zandile June-Rose Ngcobo.
The Olympiad is hosted by Rosfinmonitoring, Russian Ministry of Education, the Ministry of Science and Higher Education and RUDN University,” she said.
In a statement, the head of the International Olympiad on Financial Security project, Vice-rector for Student in Affairs in Russia, MJ Katsarsky, said South Africa is taking part in the event for the second time.
“The peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University) has the honour to express our compliments and inform that according to the results of the qualifying stage of the International Olympiad on Financial Security (hereinafter -Olympiad) the 8 finalists from South Africa, will go through the final stage.
“The purpose of the Olympiad is to show modern trends to the talented young people in the sphere of financial security, directions of development of science and technology in this area, to allow determining their future path”.
More than 12 500 students took part in the Olympiad in total and about 2 000 of them are foreigners”.
Katsarskysaid due to the growing interest in the International Financial Security Olympiad among a number of states, the geography of participating countries was expanded in 2023, with countries such as Algeria, Cuba, Iran, Namibia,, Pakistan,, Venezuela, and Vietnam having joined BRICS.
The ten finalist schools in Samsung’s Solve for Tomorrow competition are in a race against time to complete their solutions in the third phase of the nationwide challenge.
The current phase involves creating prototypes to solve the various societal challenges the learners identified in their respective communities. This leg of the competition is running until the end of September 2023.
The learners were prepared for this phase through purposeful Design Thinking workshops held in their regions in May 2023. At these workshops, they were taught invaluable skills on how to approach best and get the most out of their work, think critically, speak and act like designers, and a cognitive and structured process for human-centred, creative problem-solving. They were also encouraged to focus on building strong teams and training on conducting research that could help transform their ideas from mere concepts to workable solutions that would address the identified issues within their communities.
The finalist schools, who hail from the provinces of Gauteng, Mpumalanga, Free State, KwaZulu-Natal and Limpopo, now have just over a month until the end of September to work on and complete their prototypes. They will then present to a panel of judges on the 3rd of October as they vie for the top prize.
The different groups of learners are coming up with exciting and varied solutions for their communities that include an ambitious plan for better roads using sustainable materials, basic needs during load-shedding, alternative solutions for water and electricity, and clean water, to name a few.
Grade 11 learner from Mbilwi Secondary School in Venda, Limpopo, Igoline Coelho, shared how her team is determined to blow the opponents out of the water. “Our team has been ready from the get-go to put in the hours and hard work needed to get us over the finish line. Ours is a very simple solution but with the potential for a high impact. The problem affects everyone and we are happy to make a contribution with our solution. We hope it can catch on and be used by many other communities. We are a very competitive team and are determined to win the competition.”
The finalist team from Acornhoek in Mpumalanga, Maphuthaditshaba Secondary School, believes they will be delivering the best solution that will help their community. “Our solution will help households and small enterprises, so it will also have an impact on the local economy. We are going to do our best to win, especially because we are the only representative of our province in the competition,” said team member Keabetswe Malaza (Grade 10).
Amahle Skhosana (Grade 11) from Adams College in Amanzimtoti, KwaZulu-Natal, said they’ve worked hard as a unit up to this point in the competition and discovered that they work well together. “Using science, technology, engineering and maths to solve our community’s problem has excited the entire team because of all the learning opportunities it presents. We are going to do our best to win to make everyone proud, but more importantly, to solve the problem.”
Sbongile Zulu, a Grade 10 learner from Buhlebemfundo Secondary School in Tsakane (Gauteng) said her team feels ready to conquer after all the great insights and useful tips they learned from the Samsung mentors allocated to each school.
“We are determined to do well in this competition because if we win, the prize is double – we get to solve a problem in our community and also get an awesome prize for our school. There is more than enough motivation.”
The Solve for Tomorrow competition officially launched in South Africa in January this year, and is Samsung’s Contribution to youth empowerment and skills development in the information communication technology sector to help advance the country’s Fourth Industrial Revolution (4IR) agenda. It was designed to increase interest and proficiency in Science, Technology, Engineering and Maths (STEM) among grade 10 and 11 learners from underserved communities.
“As the learners enter this critical stage of the competition, we are getting excited and looking forward to seeing all the solutions they come up with. This bodes well for the future of our country as the youngsters are killing the proverbial two birds with one stone by learning and also improving or solving problems in their communities,” said Hlubi Shivanda, Director for Business Operations, Innovation and Corporate Affairs at Samsung.
The winning school will get a prize of R100 000 worth of STEM equipment for their school, while second and third positions will get R50 000 and R30 000 worth of STEM equipment for their schools respectively. In addition to the main prizes, each of the learners in the top three teams will be rewarded with a Samsung device.
This was the first-ever international rugby match at UWC, mere days after the Operation Room, as the UWC Sports Stadium is affectionately known among the locals, hosted a Cape football derby when Cape Town City took on Cape Town Spurs in the DStv Diski Challenge.
It was a proud moment for UWC alumna Babalwa Latsha.
The two events are a testament to the goal of the University’s Department of Sport Administration to make a massive contribution to South African sport in the broader scheme of things as part of UWC’s community engagement strategy. Few years ago, UWC spent millions of rands to revamp its sports facilities to be at world standards to host matches of this magnitude.
A hattrick by Veroeshka Grain, playing in the number 14 jumper just like former UWC Varsity Cup star Kurt-Lee Arendse did for the Springbok Men in the Rugby World Cup, was the standout performance for the wearers of the green and gold.
The game was still in the balance at halftime when the Boks led 24-12, but a resurgent second-half effort from South Africa meant they eventually won comfortably by 77-12.
The home team, led by UWC alumna Babalwa Latsha, started like a house on fire and enjoyed a healthy 17-0 lead after 16 minutes after Grain, Sinazo Mcatshulwa (lock) and prop Yonela Ngixingolo all crossed the whitewash.
The Lionesses from Kenya, however, refused to back down and scored back-to-back tries through Diana Kemunto (flanker) and Stellah Wafula (left wing), while flyhalf Ann Goretti converted Kemunto’s try to bring the scores to 19-12.
A try after a rolling maul from a lineout by Bok-hooker Roseline Botes gave interim head coach Louis Koen’s side some breathing space as they went into the halftime break, leading 24-12.
Although the heavens opened sporadically in the first half, which made handling the wet ball tricky at times, the try-scoring floodgates opened after halftime. The Boks dominated the Lionesses during this period and eventually ran in 9 unanswered tries in the second half.
The forwards, expertly led by Latsha with her barnstorming runs, were physically far superior to the Kenyans and laid the perfect platform from which Libbie Janse van Rensburg (flyhalf) could send her speedsters away. The Bulls Daisies playmaker impressed with her distribution and game management and had a hand in most of the Boks’ tries.
Latsha was ably supported up front by Sinazo Mcatshula, her lock partner and fellow UWC alumna Danelle Lochner, and flankers Nompumulelo Mathe and Catha Jacobs, while the backline had a field day. Reserve lock Vainah Ubisi’s impact in the second half was so impressive that the powerful front ranker earned herself the player of the match award despite her not starting the game.
“This was a typical test match – it was physical and hard, and we had to chip away at Kenya,” said Koen. “I said to the players that we cannot expect a wall to fall with one blow, but it will fall if you chip away repeatedly, and that is how it panned out. I think the good work of our assistant coaches, Laurian Johannes-Haupt and Franzel September, over the last couple of weeks, is really showing now, as well as the impact of our conditioning and wrestling sessions.”
The Springbok Women will play a training match against the San Clemente Rhinos on Tuesday, and following that match at False Bay Rugby Club, they will face an array of international stars when they take on the Barbarians at Athlone Stadium on Saturday.
In a community report back process on Monday, Secretary-General Fikile Mbulula raised attention to the corrupt status of Nsfas and called on the Minister of Higher Education and Technology Blade Nzimande to correct the status quo.
Mbalula was addressing the Hammanskraal community at the Mandela Stadium in Tshwane as part of the ANC’s Manifesto Review report back process.
Mbalula said the ANC-led government has allocated money for the scheme and that minister Nzimande has to fix the mechanism of allocating these funds.
The SG said that education in South Africa is fully subsidised, and that the ruling party has continued to reform the country’s social security net.
He said that it remains very easy for opposition parties to oppose, promise and mislead people about things that they can never deliver, and called on communities to solve crime and the related problems together.
“The crime that is happening in our communities needs everyone’s intervention, including community members,” Mbalula said.
Mbalula’s public outburst is not the first where he called out and demanded action on the ANC’s top leaders in the government perceived not to be delivering on their mandate.
In his address at the opening of the party’s Women’s League conference earlier this year, Mbalula warned Public Enterprises Minister Pravin Gordhan to “move fast or we will move you” in relation to challenges faced by Prasa, Eskom and Transnet.
Mbalula’s public stance could be seen as a reflection of an increasing decline in confidence for the ruling party, with ANC-alligned Sasco said to be losing support across the country’s universities.
This assertion comes in the wake of the EFF Student Command (EFFSC) winning the majority of seats on the Wits University students’ representative council (SRC), occupying eight seats out of the 13 contested.
While at the University of the Free State (UFS), the EFFSC claimed an overwhelming victory during the SRC election at the Bloemfontein campus.
The EFFSC won all eight seats in the SRC elections at the University of Pretoria, the first time that the EFFSC has secured a clean sweep victory at UP, making it the dominant student political organisation on campus.
However, all eight members were disqualified following an application by Afriforum which alleged that the students breached some electoral laws and accused the student organisation as a racist and a violent movement.
Several facets of parenthood were captured through research investigating delicate matters of motherhood, mainly the impact of both present and absent biological mothers on young mothers in Africa.
Thobelani Majola, who has earned the highest postgraduate degree (PhD) from the University of KwaZulu-Natal, examined socio-cultural views about motherhood and the maternal presence or absence among young African mothers.
‘This study looked at how having biological mothers who are both present and absent affects young mothers’ experiences and perspectives of parenthood,’ she said.
Through her research, Majola has discovered that factors such as death, marriage, female labour migration, and education are identified as the root causes of mother absence. Adding to this are high unemployment rates in South Africa that have led some women to settle for informal employment, especially those from poor socio-economic backgrounds, to provide financial support for their children.
Despite minor setbacks due to lack of participation from a few young mothers because of discomfort, Majola expressed gratitude to her participants for completing the study, saying, ‘It truly does seem like a dream come true to have finally achieved a PhD.’
She is proud of herself for persevering and being resilient despite facing numerous challenges; she also praises her supervisor, Professor Pranitha Maharaj, for her support. Noting the sacrifice of completing doctoral studies, Maharaj said, ‘I commend Thobelani for her diligence, dedication and strong work ethic.’
Majola recounts her PhD journey as a solo trip, which would, however only have been successful with the support of her family and friends. She also acknowledged her self-motivation during the process as it was challenging for their family to understand the long journey.
She offered words of encouragement to her peers: ‘You will never be granted an opportunity that is beyond your capabilities. You will succeed if you push through the toughest days. Always establish a strategy for your study with goals and take each day as it comes.’
Majola is currently seeking employment in a public institution or university where she can contribute to the lives of diverse individuals.
THE DBE and the Department of Sport, Arts and Culture (DSAC) organised a two-day Sports Indaba to engage representatives of teacher unions, sports federations, international bodies and governments on the future of the School Sports Programme in South Africa.
The Minister of Sport, Arts and Culture, Zizi Kodwa, officially addressed the Indaba at Birchwood Hotel and OR Tambo Conference Centre on 14 September 2023. The DBE and the DSAC have identified the school sports programme as one of the critical levers to unleash sporting talents amongst learners at various phases of the schooling system.
The Indaba was intended to unify the school sports sector and to develop a national programme for South Africa, benchmarked against the world’s most influential school sports programmes.
The Indaba further acknowledged the Government’s focus on grassroots sports development through early identification and nurturing of sporting talent in education.
Briefing the Indaba on the strides made by the DBE and the DSAC in terms of implementing the school sports programme, Sifiso Ngobese, Director for Sport and Enrichment in Education, said that the two departments have produced a draft implementation protocol, which focuses on 22 areas of cooperation.
Physical Education is one of the vital areas of school sports currently offered as part of Life Orientation/Life Skills, a compulsory curriculum offering.
Capacity-building programmes are also organised to support teachers and subject specialists with gaps identified in research reports. Although the two departments have successfully conducted sporting activities in schools ranging from Autumn to Summer Games, more is needed to promote mass participation in school sports.
The Indaba deliberated structured capacity-building programmes for teachers and the need to support teachers in implementing Physical Education.
In his address, Kodwa reminded the Indaba that in November 2011, sports luminaries, activists, leaders, and administrators gathered at Gallagher Estate to chart a new way to transform South African sport.
“For South Africa to realise the dream of a non-racial, non-sexist, equal, and democratic society, we needed the agency to design and implement a system predicated on a philosophy of, among other dimensions outlined in the Transformation Charter: the provision of sports infrastructure and facilities; breaking barriers to access; increasing participation; and promoting representation and equity. Over a decade has passed since 2011, and we gather here to take stock of the road travelled since adopting the National School Sports Programme”.
Kodwa added, “According to the EPG 2018 report, the School Sports competition system indicates three streams from which talent is identified and competition is staged: a Government-run school sport system; a model where former Model C schools and private schools compete and where most athletes are identified; and then there is a system which the Federations use to stage the tournaments and select national athletes.
He said this system currently needs to be integrated and has challenges. The athletes competing in the Government-run school sports system are from 23,000 public schools, most of which are previously disadvantaged with poor or no sports facilities and no proper coaching support. The second group are athletes from the former Model-C schools, including private schools, which are adequately resourced with world-class sports facilities and proper coaching support.
“As part of the Indaba, we must review and assess the School Sport Programme to map a way forward on policy directives to determine the role and responsibilities of various stakeholders to lay the foundation for reviewing the National Sport and Recreation Plan,” he said.
The second Intellectual Disability Awareness and Career Expo kicked off at Isipho Sethu LSEN School in Vosloorus on Wednesday where parents were urged to support their children living with disabilities.
The event focused on celebrating people with disabilities but also creating awareness on their challenges. And its aim was to contribute to the progressive fulfillment of the inclusion of persons with intellectual disabilities into the employment sector to increase their participation in the socio-economic environment.
The school representative, Diggan Mtshali, said parents need to support children with disabilities and he encouraged parents not to be ashamed of their children who have disabilities.
Mtshali said learners with disabilities faced a lot of challenges and some of the challenges include not having matric as some of the special schools don’t offer matric to the pupil. But he encouraged the learners to work hard and be patient with what they do.
The event was also a platform to motivate learners with disabilities, since they are at a higher risk of not getting exposure to the real world.
One of the former students of Isipho Sethu LSEN School, Phumzile Nguni, shared her emotional experience with the challenges that she encountered when exiting the school as a student with special needs.
“Coming from a special school, you need to know that the world is tougher out there, and people with disabilities will be judged from the outer cover. You need to be patient and strong when it comes to work”.
Five schools were invited to discuss corporate career opportunities and what companies look for when attracting people with disabilities into their employment. Schools such as Dukathole LSEN School, Zimeleni LSEN School, Ezibeleni LSEN School, and Samson LSEN School attended the expo.
More than 8 % of South African females and 6,5% of males are disabled, yet sourcing and accessing relevant skills within this marginalised sector remains a challenge.
One of the speakers, Sibusiso, from Hius Van Cofifi, said they work with the youth to help people with disabilities.
“We help the youth develop skills, not just in making coffee but in basic skills, which will help them in their skills.”
“’HVC aims to promote and build opportunities for youth generations that will effectively together forge South Africa ahead through its youth revolution in coffee programs designed for secondary schools.
THE Portfolio Committee on Higher Education, Science and Innovation kicked off with chairperson Nompendulo Mkhatshwa, announcing the absence of officials from both the Department of Higher Education as well as NSFAS, saying that she had received three forms of communication requesting postponement in order to brief the committee on a more comprehensive plan in mid-October.
The committee was expected to hear submission on a turn-around strategy or plan to resolve the problems related to the new direct-payment system; delays in resolving student appeals and accreditation of student accommodation; plans to improve the information and communication technology (ICT) systems and plans to achieve day-zero of outstanding appeals and query resolution matters.
In addition, the committee was expected to hear from the service providers contracted by NSFAS, namely Tenet Technology, eZaga, Noracco Corporation and Coinvest Africa on their background and profile, contract with NSFAS, disbursement of allowances to students, challenges experienced and plans in place to address them.
DA MP Karabo Lerato Khakhau, expressed her concern over NSFAS’ and the department’s failure to appear before the committee, and said this undermined the important role of the committee and an illustration that the deliberations of this committee were not taken seriously.
“We are not a spaza shop, we as a committee do not run things happy go lucky, without the members taking their work seriously. This letter for me indicates that NSFAS does not know how to fix the mess they are in,” Khakhau said.
EFF MP Naledi Chirwa criticised the absence of the NSFAS representatives and the Minister as merely the recent step in a long line of disrespect both have shown to the committee, to parliament and to South African youth that are so dependent upon the deliberations and decisions undertaken on these platforms.
Following a committee meeting held earlier this month, the committee gave NSFAS a two-week deadline to present a plan for how it will resolve the issues raised in the meeting.
Earlier this month, NSFAS briefed the committee on its disbursement of allowances to students, the roll-out of its new direct-payment system, and its query system.
The student financial scheme has been facing criticism for its ongoing inadequacies, nonpayment and allegations of corruption.
Last month, NSFAS announced that its CEO, Andile Nongogo, had taken “a leave of absence” while the board investigated allegations against him related to his conduct in awarding bids at NSFAS.
According to the Organisation Undoing Tax Abuse (OUTA), NSFAS hired businesses without banking license registrations to handle direct payment to students, and these businesses charged much higher rates than commercial banks.
Last month, NSFAS acting CEO Masile Ramorwesi said that the fund had received 2.1-million applications from first-time and recurring applicants. Of these 24% were rejected; 2.4% withdrawn; 62% accepted; and 11.6% pending, largely due to missing information from students, third parties, or institutions.
The acting CEO said 45 927 students were disqualified for submitting falsified or fraudulent documents and confirmed that after NSFAS re-evaluated the applications, 14 703 applications were reinstated, while 31 224 remained disqualified.
Ramorwesi had previously said that NSFAS plans to resolve all internal appeals by 30 September and resolve appeals that are dependent on the student or institution by 30 October.
Following today, both NSFAS as well as the Department of Higher Education will have another opportunity scheduled to appear before the committee to present updates as well as the comprehensive plan that is seeking to engage the crisis underway.
Minister of Basic Education Angie Motshekga on Tuesday launched the Sanlam Foundation Education Programme, an initiative by the Sanlam Foundation and aligned with the NDP 2030 as well the UN’s Sustainable Development Goals (SDGs).
The Minister was joined at the launch held in Sandton, Joburg by the Head of Sanlam Foundation Nozizwe Vundla including DBE and Sanlam Foundation officials.
The main intervention focus for the early childhood development (ECD) and primary school level, which represents the 3 – 9-year-old age group, is on numeracy, reading, and home language development; while for the secondary school level, the focus is on Science, Technology, Engineering and Mathematics (STEM), and Language (English as first additional language – EFAL).
Minister Motshekga said that one of the main aims was to foster an environment of lifelong learning aimed at sculpting learners equipped to navigate the demands of a 21st-century landscape while preserving the vibrant cultural tapestry that defines our nation and to invest in the communities in which they operate to help future generations live with confidence.
“This joint venture seeks to uplift our educational landscape through systemic interventions targeted at quintile 1 to 3 schools, shaping platforms of learning that resonate with international standards and inclusivity,” Motshekga said.
The programme is expected to reach 1,403 pupils and 40 teachers across 20 ECD centres and 14 primary schools in KwaZulu-Natal, Western Cape, Eastern Cape and Gauteng and will be scaled up and refined once Sanlam starts receiving monitoring and evaluation (M&E) data.
Since 2011, the Sanlam Foundation has invested more than R652 million in education, financial literacy, health (HIV/AIDS), water security, enterprise and supplier development initiatives, and employee volunteerism.
Vundla said the programme is anchored by a theory of change and measurable outcomes that are regularly reported on and centred around important pillars which include nutrition, teacher and principal training to ensure robust numeracy and literacy skills are embedded early, prioritising the use of home languages, psycho-social support and robotics.
“It’s a commitment for the long term through a pipeline approach, from ECD to primary and secondary school,” Vundla said.
Long-serving teacher Mlungisi Nkosi has a passion for education. The mathematician and award-winning educator has recently turned his dream of making STEM education accessible to all into reality with the Mlungisi Nkosi Maths & Science Centre in Northriding, Randburg.
Soweto-born Nkosi has been a teacher for 15 years. He says the idea for the centre has been with him for at least 13 years.
The centre assists learners from grades 8 to 12 with Maths, Science, and Coding tutoring and career guidance aligned with STEM. The focus is on students who have yet to perform well, although students seeking extra lessons are welcome.
Matric students can access exam preparation classes, while post-matric students can take upgrade classes to enhance their performance.
“I truly believe that anyone can excel in mathematics and physics. I work extensively
with my learners to help them believe in their capabilities,” says Nkosi.
Nkosi was recently honoured with the Outstanding Educational Influencer award at the AKS Global Teaching Awards in Dubai. His educational content creation on the social media platform YouTube began in 2020 in response to the challenges faced by students during the global coronavirus pandemic.
Nkosi has garnered over 160,000 subscribers to his channel, where he focuses on innovative approaches to assist learners in comprehending Mathematics and Physical Science. The track has resonated with his audience and has aided many students in mastering and destigmatising these subjects. His philosophy of “individuals before content” ensures no learner is left behind, earning him views from across the country and beyond.
The passion for mathematics and physical science begins with cultivating a relationship with the individual. Acknowledging their potential and employing relatable teaching models significantly contributes to the teaching process,” says Nkosi. His strategy involves not making assumptions when tutoring on his channel; he often starts by revising concepts from grade 10 for his Matric preparation classes, ensuring his audience is comfortable with Matric-level concepts.
The dream of the maths and physics centre has become a reality for Nkosi and his team. Many students wish to benefit from the centre but need help. Nkosi welcomes donations from individuals and corporations interested in sponsoring struggling students.
His former students sparked the idea and approached him about paying forward the education they received to help another student.
“I imagine there are people who can and would like to contribute by offering their time, sharing advice, discussing their journey, and sharing wisdom in the field of STEM. We also welcome assistance in leadership and career guidance,” adds Nkosi.
THE national department of Tourism and the Gauteng department of Economic Development announced the upcoming National Tourism Careers Expo 2023 to be held at Nasrec, and expected to draw as many as 10 000 learners and teachers from across the country.
The Department of Tourism, Culture Arts, Tourism, Hospitality & Sport Education Training Authority (CATHSSETA), in conjunction with the Gauteng Department of Economic Development, and its provincial marketing agency, the Gauteng Tourism Authority, will be launching the collaborative effort, under the theme “Tourism Investments for People, Planet and Prosperity” from 29 September to 1 October.
Launching the NTCE 2023, the Deputy Minister of Tourism Fish Mahlalela said South Africa was rebuilding its tourism sector to ensure its sustainability for future generations.
“A robust recovery plan needs to be firmly anchored in a bold strategy that will position the economy on an upward trajectory and growth path. But to drive the growth and recovery of the tourism sector, we need to boost the talent pool, and therefore a demand-led skills supply is therefore pivotal,” said Mahlalela.
The ministry said that entrance to the NTCE 2023 will be free and include motivational talks by leading local tourism entrepreneurs and personalities, tourism educator seminars, exhibitions by local tourism products and related services.
This follows on the impact of Covid-19 and the slow but steady recovery of the tourism industry, as well as government’s attempts at mitigating the notoriously high youth unemployment rate.
However, the tourism sector in South Africa faces several impediments to growth and development, which obstruct job creation. Some of these challenges include crime, a lack of funding and skills, and immigration problems.
Tourism South Africa, the tourism marketing arm of the South African government, has previously come under serious criticism in parliament for receiving a qualified audit opinion from the Auditor General for the 2020/2021 financial year. The first time in 17 years that this had happened.
In addition, this follows on the recent compromise reached between Cabinet, the Tourism department, and organisations such as Afriforum, in effectively adjusting the Tourism Equity Fund (TEF) from 51% to 30% in the requirements for Black ownership in the R1.2 billion fund.
The TEF is an equity acquisition fund managed by the Small Enterprise Finance Agency (Sefa) on behalf of the Department of Tourism, with the purpose to promote the participation of Black enterprises within the tourism industry and provide a combination of debt finance and grant to facilitate equity acquisition and new project development in the tourism sector by black entrepreneurs.
The department said that it will capitalise the fund with an amount of R540 million, which will be matched by a contribution of R120m from the Small Enterprise Finance Agency, and R594m from commercial banks that will be participating in the programme.
Tourism Minister Patricia de Lille said last week that the target was to have the TEF fully disbursed by March next year and to develop and implement mechanisms to unlock the implementation of the TEF to ensure black ownership within the confines of the law and support small to medium enterprises in the tourism sector.
THE South African Democratic Teachers’ Union (Sadtu), in conjunction with Bona Africa kicked off a workshop on coding and robotics for the visually impaired at the Birchwood Hotel and OR Tambo Conference Centre in Boksburg, on Thursday.
This forms part of the Teacher Union Collaboration (TUC) programme with other unions in education to complement the Department of Basic Education in training teachers on skills for a changing world.
TUC has partnered with Bona Africa to train educators teaching visually impaired and blind learners in coding and robotics. This initiative comes after almost 16 000 teachers in mainstream schools were trained in 2022.
SADTU through its Curtis Nkondo Professional Development Institute and Ubuntu Africa is training teachers from schools for the visually impaired across all nine provinces in a series of 16 workshops during September with the aim of reaching 600 teachers.
SADTU General-Secretary, Mugwena Maluleke, said that the move was motivated by the union’s commitment towards the promotion of an inclusive agenda by ensuring the development of an education system which is fully accessible to all, is equal, and is of quality.
“SADTU and the Institute, through this training, will ensure that these teachers and learners are not left behind in the teaching and learning of the skills for a changing world. We will make every effort, especially with the strengthened curriculum, to ensure that all learners benefit from innovation,” Maluleke said.
The teachers’ union said that workshops that have already been conducted in certain special schools in the Free State, KwaZulu Natal, Easter Cape and Northern Cape provinces were fully embraced by visually impaired teachers as well as students.
Tangible Africa, founded by Professor Jean Greyling, head of the Nelson Mandela University Computing Sciences Department, is an organisation that has worked with SADTU and other teacher unions in South Africa to train teachers in coding.
Bona Africa, a partnership between Tangible Africa and Bona uBuntu, has collaborated with SADTU to provide the content for the training.
Some of the challenges in teaching coding to visually impaired and blind people in South Africa include the lack of adequate infrastructure, learner teacher support materials (LTSM), basic assistive devices, and safety at the schools for the visually impaired and blind in the country.
This makes it difficult for the teachers and learners to access and use the necessary resources and tools for coding and robotics, this was highlighted at the workshop.
In addition, the lack of sufficient training and professional development for the teachers who teach coding and robotics to the visually impaired and blind learners, resulted in these teachers being marginalised in professional development initiatives, and therefore needed more support and guidance to implement coding at a school level.
According to Bona Africa, the lack of awareness and inclusion of the visually impaired and blind learners in the coding and robotics curriculum and activities could be seen as part of a digital divide that excludes these learners from the skills for a changing world, and more opportunities and innovation are needed in order to bridge this gap.
The union said the teachers will be given training and supporting materials that are accessible to the blind and will be used to implement coding at school level.
In addition, the provision for blind learners of learning kits which include tokens that are tactile and available in braille.
As it stands, there have been various software programmes established that can assist the visually impaired with accessing computers, such as screen readers, magnifiers, voice recognition, and braille displays, provided by organisations, such as Blind SA, the SA National Council for the Blind, and the SA Library for the Blind.
The Minister of Higher Education, Science and Innovation, Dr Blade Nzimande praised the country for its achievements in skills development and for propelling South Africa forward in a world increasingly driven by technology and innovation.
Nzimande addressed the GovTech 2023 held at Durban ICC on Wednesday, under the theme of “Platform Economy for Digital Transformation and Inclusive Growth”.
He said the role of digitisation in solving simple problems and challenges remains fundamental in addressing such problems as why fax numbers and fax machines are still being utilised, and why still in many cases emails as means of communication are still rejected in favour of papers that must be posted.
Nzimande challenged GovTech to identify things they will change from one conference to the next and said that the reduction of the digital divide could effectively be facilitated by empowering women, youth and people with disabilities, with special attention to under-served rural communities to enable them to participate meaningfully in the digital economy.
The minister emphasised the importance of the National Open Learning System (NOLS) as one of his top five priorities for training, saying that the shift to provide for learning material for NSFAS students to include digital devices will not only address technology enabled pedagogy over the lockdown period but will truly move South African education into the modern era offering access to wider resources.
NOLS is an initiative of the Department of Higher Education and Training (DHET) that aims to provide quality, accessible and affordable learning opportunities for anyone who wants to improve their skills and knowledge.
“I am glad to report that the NOLS is fully functional, and to date over 18 000 lecturers and students have registered on the system and have access to more than 9800 resources,” Nzimande said.
The Minister also emphasised the importance of TVET curriculum transformation and innovation as a key to unlock skills development for the modern economy, and said that TVET colleges could play a very large role in addressing the skills needs of the Fourth Industrial Revolution, such as artificial intelligence, robotics, biotechnology and nanotechnology.
“We have embarked on a comprehensive plan to review and update the offerings at TVET colleges in order to align our educational programs with the demands of the rapidly evolving economy and society,” he said.
He further stressed the insitutionalisation of the post-Covid shift to online teaching and virtual learning environments, but recognised the reality of the majority of historically disadvantaged universities in keeping up, reflecting the bigger challenges of the country.
Praising government’s ten year Plan for Science, Technology and Innovation, Nzimande said it would include commitments to undertake, amongst other, regulatory reforms to create a more enabling policy environment for innovation in the country and to forge a closer collaboration between higher education and training bodies and employers, to ensure that skills development more effective corresponds to the needs of the economy.
Based on the establishment of the Centre for Artificial Intelligence Research (CAIR) in 2011 in order to conduct foundational, directed and applied research into various aspects of Artificial Intelligence; the department was seeking to create a core driver of the nation’s vision of AI research and innovation, he said.
He made mention of the 10th Meeting of BRICS Ministers of Education, held on 13 July 2023 in the Mpumalanga province, and said the BRICS countries should explore opportunities within BRICS digital education cooperative mechanisms which includes holding dialogues on digital education policies, sharing digital educational resources, building smart education systems and jointly promoting digital transformation of education within member states.
“Of course, the digital economy knows no boundaries, we therefore should encourage collaboration and cooperation with our international partners and leverage the expertise of global tech leaders to facilitate knowledge transfer and skill development,” the minister said.
The minister concluded with the need for the country to remain committed to transforming all sectors of education to keep pace with the growing developments in technology and how they relate to the needs of a digital economy.
The Financial Aid Scheme (NSFAS) confirmed on Tuesday that payments have been made to beneficiaries studying at Technical and Vocational Education and Training (TVET) colleges countrywide for the month of September.
It said payments through its direct payment solution were affected for all students whose valid registration data has been received from institutions.
NSFAS direct payment solution was introduced to TVETs in November 2022. The fund disbursed a total of R3,1 billion to 206,539 TVET college beneficiaries since the commencement of the 2023 academic year.
“These payments were affected for all students whose valid registration data has been received from institutions.
“This is worth celebrating as it is evident that NSFAS efforts to perfect the new payment system and adequately pay allowances on time are paying off, ” NSFAS said in a statement.
Beneficiaries at TVET colleges were paid on 25 August 2023 whilst those at universities were paid on 2 September 2023, said the statement and added that there were students who have been paid but cannot retrieve their money because they have not yet fully authenticated themselves..
NSFAS said it remains committed to ensuring that all NSFAS beneficiaries are on boarded onto the new system and get to enjoy all the value-added services associated with the NSFAS Bank Account well into the 2024 academic year.
“We encourage students with applications that still require relevant supporting documents to urgently upload supporting documents as failure to do so will result in the applications being canceled. The applicants were sent messages via email and SMS requesting them to upload supporting documents within a specified period,” it added.
Last month, NSFAS appointed Werksmans Incorporated to investigate allegations against the NSFAS CEO Andile Nongogo and review the entity’s procurement systems and processes.
Advocate Tembeka Ngcukaitobi SC and Mr Sandile July have been assigned to lead the investigation.
The appointment follows the recent Board decision on the matter.
“Once again, the Board of Directors wishes to reiterate its commitment to clean governance,” said Board Chairperson Mr Ernest Khosa. The investigation will commence in the new week, beginning Monday, August 21, 2023.
But a few days after that decision, Nongogo resigned.
Ahead of this week’s School Sport Indaba, the Minister of Sport Zizi Kodwa wished the Springboks all the best before their match against Scotland. The defending champions thumped the Scots 18 – 3 on Sunday.
On Thursday and Friday next week, 14 and 15 September, the Department of Sport, Arts and Culture will host a School Sports Indaba.
Kodwa said the Springboks represent the best of South Africa. “They inspire national unity, and Foster social cohesion and national identity. This was captured by President Nelson Mandela during the 1995 Rugby World Cup, where the Springboks were a key ingredient to his message of national unity.”
He added that the current Springboks represent this country’s diversity, and represent South African excellence with their performances.
“On behalf of all South Africans, I would like to wish the Bokke all the best in the World Cup. Do your best and make us proud. Bring it back Bokke!”
Kodwa said the Indaba aims to establish a national sports programme for South Africa, that is benchmarked against the world’s most effective school sports programmes.
One of the Department of Sport, Arts and Culture priorities is grassroots sports development. The School Sports Indaba will go a long way towards strengthening our focus on grassroots sports development through early identification and nurturing of sporting talent.
The Sports Indaba will see over 30 organisations, as well as teacher unions, sports federations, international bodies and governments, gather to exchange and come up with a blueprint for South African schools’ sports.
“I look forward to welcoming you to this important endeavour.”
THE National Education Collaboration Trust (NECT) stands as the gold standard in public-private partnerships. It is our lodestar.
This was the message from Minister of Basic Education, Angie Motshekga, MP, at the NECT 10th Anniversary National Convention held at Birchwood Hotel, Boksburg earlier on Monday.
Motshekga delivered the opening address at the event celebrating a decade of collaboration between the Basic Education sector and big business spearheaded by the Trust.
“Today stands as a testament to our collective resolve as we reflect on a decade of tangible progress, steered by this year’s theme: “Reflections on Collaboration to Enhance Education Reform Efforts in South Africa.
“As we reflect upon a decade of relentless effort and collaboration, it becomes evident that our journey has been marked by remarkable partnerships between the Basic Education Department and the private sector,” Motshekga said.
Sizwe Nxasana, the Chairman of the NECT Board and Trustees, Godwin Khosa: NECT CEO and Senior Management, organised labour and business partners, and guests, listened as the Minister reminded them how NECT has been a crucible of innovation, a platform where ideas transform into reality and visions materialised into tangible outcomes.
“It has fostered environments where educational frameworks are not just conceived but are implemented with a rare synergy. The celebration today is not just a testament to our past achievements but a firm step into a future that holds unlimited potential.”
According to Motshekga, such collaborations have led to an influx of resources and expertise and fostered environments replete with innovation and efficiency, marking a confluence of the government’s foresight and the private sector’s agility a lived reality.
She said the journey began with a vision to foster a society where collaboration forms the cornerstone of educational reform, and education foregrounds all societal endeavours, whether they are strategies to achieve faster economic growth, combat poverty, or address inequality.
This, she added, was a vision of a society where every stakeholder, from provincial departments or national to civil society, united to nurture the infinite potential residing in our young people.
“Over these ten remarkable years, we have stood shoulder to shoulder, fostering basic education partnerships and showcasing the transformative power of collective effort,” Motshekga said.
Motshekga credited these collaborative efforts for helping to enhance the curriculum, focusing on marrying tradition with innovation, and grounding learning in the rich cultural tapestry while integrating global perspectives to foster a holistic educational experience.
“Moreover, the inception of meticulous national reading plans is a testimony to our determined stride toward literacy excellence.
Implemented across various educational districts, these plans are tailored to nurture the innate curiosity of our learners, guiding them progressively towards literacy proficiency,” she added.
Furthermore, Motshekga said that the collaboration between the government and the private sector in education reforms has translated into a harmonised endeavour, improving the physical facilities in educational institutions, enhancing curriculum delivery, and fostering environments conducive to teaching and learning, among other initiatives.
“As we move forward, we must acknowledge the diverse target market of practitioners ranging from mid-to-senior management and executives across the government, unions, private sectors, civil societies, and academia who have been the pillars supporting this monumental national endeavour.
Your efforts have empowered us to reach this pinnacle: 10 years of systems improvements, 10 years of scientific interventions, and 10 years of remarkable progress. Truly a decade of educational excellence,” she said.
Gauteng Education MEC Matome Chiloane is determined to address the bullying and violence which may have been behind the reasons for children taking their own lives at schools.
Alarmed by the statistic that about 40 pupils from Gauteng schools took their own lives in the past year, Chiloane announced plans to work with the South African Depression and Anxiety Group to reduce suicide among pupils.
“As the department, we are devastated by these deaths and believe those numbers constitute far too many young lives that have been taken away from their families, friends and our schools before reaching their full potential. We pledge our solidarity and support to the families and friends that were befallen by these tragic, premature deaths,” said the MEC.
Acknowledging that children at schools may be subject to various challenges such as depression, bullying, violence and online abuse, the MEC said providing solutions to help them was imperative.
Therefore, the department has engaged 500 learner support agents to help establish early warning mechanisms and give peer counselling to support 1 200 schools. An additional 120 social workers will assist with the risk assessment of learners; 500 Ke Moja coaches will assist with substance abuse awareness; and popularise the Childline toll-free number [116] to provide counselling services free of charge for learners and educators.
He said they would also implement additional measures through a partnership with the Matthew Goniwe School of Leadership and Governance; the SA Depression and Anxiety Group (Sadag); Childline; the Teddy Bear Foundation; and the National Association of Child and Youth Care Workers to help pupils and teachers deal with challenges that may lead to suicide or suicidal ideation.
“Our talks with learners and their parents will also focus on debunking common suicide myths, raising awareness about the kind of language to use when referring to suicide, and general advice on dealing with people displaying suicidal signs.”
“There are more actions that will be implemented to improve school safety and learner wellbeing. These will be priority actions around which crucial resources and communities will be mobilised,” he said.
THE Education Sector Committee of the National Commission for UNESCO in South Africa, in collaboration with the Faculty of Education at the University of Johannesburg (UJ) and JET Education Services, hosted their 5th Teacher Conversation Webinar recently.
The conversation took place with three award winning South African teachers who were finalists of the Global Teacher Prize, a US $1 million award presented annually by the Varkey Foundation to an exceptional teacher who has made an outstanding contribution to their profession. These teachers shared their journeys, including their joys and struggles, and how they dealt with obstacles.
Palesa Tyobeka, Chairperson of the Education Sector Committee of the SA National Commission for UNESCO, spoke of the importance of teachers in society. She said knowledge and education are the basis for all things that can be accomplished in life; and teachers provide the power of education to youth thereby giving them the possibility for a better future, Teachers simplify the complex, and make abstract concepts accessible to students. She further said the centrality of teachers is showing through more in themes for Global UNESCO initiatives. The theme for World Teachers’ Day 2023 for instance is “The Transformation of Education Begins with Teachers” and for the focus on dealing with violence and bullying it is: “Not on my watch: the role of teachers in preventing and addressing school violence.”
Again, demonstrates the centrality of teachers not only in the education endeavour but in the broader development of communities. The Teacher Conversations assist in creating a platform for teachers to share and learn from each other as they grow in their profession. Tyobeka congratulated the organisers of the Conversation Series for paying attention to matters of inclusion by ensuring that there are sign language interpreters in the Conversations, particularly in light of the declaration of Sign Language as the 12th South African Language.
Prof Sarah Gravett, Professor of Education and former Dean of the Faculty of Education at UJ, facilitated the conversation by introducing the three South African teachers who were among the top 50 finalists in the Varkey Foundation’s Global Teacher Prize and were asked to share their journeys with fellow teachers and educationists.
Phuti Ragophala, a retired school principal, who grew up in rural Limpopo, wanted to become a nurse, but became a qualified teacher instead – journeying from a learner under a tree to a Cloud teacher. Ragophala is a Microsoft Innovative Expert Educator, pioneering the integration of technology in the classroom, and has received many awards in recognition of her achievements.
“Teachers can redefine teaching and learning through technology and should embrace the importance of continued and lifelong learning; they should be willing to take risks and use stumbling blocks as stepping stones,” Ragophala said.
Wendy Horn, District Director for Education in the Western Cape Province, feels that her current position assists her to give back to education by uplifting schools and assisting teachers and principals in unblocking bottlenecks.
Horn, a beneficiary of Government’s Funza Lushaka bursary which seeks to attract quality matriculants to train as teachers in scarce skills areas, went on to win in two National Teaching Awards (NTAs) categories. She is passionate about Science, Technology, Coding and Robotics, and about empowering girls to become global leaders in these fields through participating in international championships.
Horn sees the need to develop critical and analytical thinkers with good critical thinking skills, for them to collaborate across different cultural groupings in a world that is shrinking with the use of social media platforms and the Internet.
Marjorie Brown finished in the Top 10 of the Global Teacher Prize. She is a former human rights activist, teaching History to girls in South Africa and encouraging social justice, critical thinking, and global citizenship. Her students have gone on to represent South Africa at youth forums, the Paris Climate Talks, and various Ivy League universities.
She also started and still leads the Kids Lit in SA programme, devoted to improving children’s literacy. This international competition was founded 26 years ago. South Africa has won three times over the past 13 years, despite it being the poorest country to participate. “Teachers must understand the context of learners to understand their challenges. There is a lack of literacy, reading skills and social entrepreneurial programmes. Education is about humans engaging with each other, more than with just textbooks.”
In conclusion, Dr James Keevy, JET CEO, reminded delegates about the South African Council for Educators’ (SACE’s) professional teaching standards for South African teachers, consisting of ten standards that are necessary and interlinking components of professional practice.
Teachers who are well-trained, supported and valued are essential to ensuring quality education for all and achieving UNESCO’s Sustainable Development Goals (SDG) 4, towards quality education.
For this reason, the 2023 World Teacher’s Day theme, “The transformation of Education starts with teachers”, is applicable to all teachers and not only those attending the Teacher Conversation Webinar.
Higher education Minister Blade Nzimande says 2021 academic year will begin in March.
Staff Reporter
THE National Plan for Post-School Education and Training (NPPSET) is a roadmap for implementing the vision of the White Paper for Post-School Education and Training (WP-PSET).
Speaking during the launch last Thursday, Minster of Higher Education, Science and Innovation, Dr Blade Nzimande, said it was framed within the broader goals and priorities of the National Development Plan (NDP), which foregrounds the national efforts to address the triple challenges of unemployment, inequality, and poverty.
“It is an overarching instrument and a blueprint for guiding planning in our PSET sector. It aligns and integrates the work that is already underway and provides a policy framework for major transformative changes the Government wants to bring about across the PSET system and its nexus with society and the economy,” Nzimande said.
The National Plan for Post School Education and Training has six goals which are the drivers for the system.
The drivers seek to achieve the following: • An integrated, coordinated and articulated PSET system; • • Expanded access to PSET opportunities; • • A responsive PSET system, with appropriate size and shape; • • Improved relations between education and training institutions and the world of work; • • Improved quality of PSET provision; and • • Improved efficiency and success of the PSET system While the plan is already in implementation, it was formally introduced to the entire sector and the public on 7 September.
“Our launch of the Plan showcases the government’s continuous effort towards achieving an improved, transformed, expanded, responsive and articulated Post-School Education and Training (PSET),” Nzimande said.
The Department of Higher Education and Training has the single largest number of entities of all the national government departments, with over 110 departments making South Africa’s PSET sector one of the biggest in Africa.
When the Sixth Administration took over in 2019, Nzimande said spending on education as a proportion of overall government expenditure was 22.7% in 2019/20 and 7.2% of Gross Domestic Product (GDP), far exceeding the benchmarks set by UNESCO, which recommends allocating 15-20% of public spending to education and 4-6% of GDP to education.
“As we draw closer to the end of the Administration, this trajectory is continuing,” he said.
In 2021/22 he added that spending on education as a proportion of overall government expenditure was 22.6% and Gross Domestic Product (GDP) at 6.4% which continues to exceed the UNESCO benchmarks.
“This shows that the South African government continues to spend a large share of its national budget on education (both schooling and post-schooling). Our main challenge is to maximise the impact of this progressive educational investment,” Nzimande added.
In the quest to expand access to PSET opportunities various funding streams which include the National Skills Fund (NSF), the National Financial Aid Scheme (NSFAS), the National Research Foundation (NRF), the National Institute for Human and Social Sciences (NIHSS), Sector Education and Training Authorities (SETAs) and the International Scholarships Programme have been introduced.
On student funding the Minister said he will be submitting a clear proposal on a Comprehensive Student Funding Policy to Cabinet before the end of the year. This follows extensive consultations with financial institutions, student organizations, university and TVET College leaders, and international benchmarking.
“Through this we aim to introduce measures to specifically support categories of students in the so-called ‘missing middle’ income groups who are unable to access NSFAS funding.”
When NSFAS began in 1991, it had a budget of R21.4 million for the first cohort of about 7000 students. “We are proud to say that NSFAS is currently funding 1.1 million students with a budget allocation of R47,6 billion in the 2023 academic year,” Nzimande said. Of this amount, universities have been allocated R38.6 billion and TVET Colleges R8.9 billion for the first time passing the one million mark. In 2023, SASSA beneficiaries account for 49% of the funded students in 2023.
“As we release the Plan today, I am confident that it will take the confidence of the people of South Africa in the country’s post-schooling system to the next level,” he said.
A Cuban delegation spent time in South Africa earlier this month to monitor the training of local teachers in Mathematics and Science.
Following the bilateral agreement between the Department of Basic Education and the Ministry of Education of Cuba in 2016, a monitoring visit by a delegation from Cuba took place from 28 August to 1 September 2023.
As part of the agreement Cuba provided skilled Mathematics and Science specialists to assist in developing training programmes and materials that will benefit subject advisors and teachers to effectively use the Mathematics and Science teaching methods from Cuba.
“What we are tracking is the extent to which more learners can better understand the areas of Mathematics that have been covered and more importantly, how we can increase the number of learners who take up Mathematics, along with the number of teachers who are able to, after the training, improve on the outputs of teaching Mathematics to improve the learners’ performance in this subject,” said Deputy Director-General, Simoné Geyer.
Geyer added that further deliberations were underway to ascertain how Cuba and South Africa can work together to improve teaching in areas such as Early Childhood Development (ECD) and technical subjects that are taught in focus schools.
As a way forward, the Cuban delegation will look at the type of support required for the Cuban specialists who are already assisting in South Africa and how best they can be supported in ensuring that the outcomes of the bilateral agreement are met, and that they are adding value to the South African context of how Mathematics and Science can be taught.
The delegation also visited KwaZulu-Natal and the Free State Provinces, where they received first-hand experience on how the Cuban team is assisting in running teacher training workshops, Professional Learning Communities (PLCs) and providing direct support to learners.
The monitoring visit concluded with a debriefing session to ascertain the progress that has been made by the Cuban specialists in these subject areas.
Deputy Minister of Higher Education, Science and Innovation, Buti Manamela, praised the recent think thank gathering regarding a perspective, aimed towards the future, specifically centering around the role of universities.
“The world is facing four major transformations- and they are all occurring at once. They are economic, including the dramatic decarbonisation of industry; technological, due to the merging of the digital and physical worlds and embedding of AI; geopolitical, driven by the shift from a unipolar to multipolar environment; and social, as citizens cope with massive changes and sometimes conflicting values,” deputy minister Manamela said.
Manamela was attending the EDHE Lekgotla and Studentpreneurs Indaba 2023, held at the University of the Western Cape on Monday.
In opening remarks to the Indaba, the deputy minister addressed the need to keep up with changes in relation to technology, social medial and the world at large.
Praising the role of universities in not only updating current scholastic frameworks but more importantly facilitating new technologies and opportunities for employment.
This follows on a recent shift away from universities towards a concentration upon TVET colleges, and what some have felt to be a neglect of the potential of new technologies and forms of entrepreneurship emanating from university level knowledge production.
“The heart of the EDHE programme is the task of helping us to find ways of making better use of the knowledge that our universities produce so that we can produce policy and institutional mechanisms that will extricate the economically marginalised sections our society such as young people, women, and rural communities from the trap of poverty, unemployment, and inequality,” Manamela said.
The deputy minister said that these discussion and pooling of intellectual and other forms of knowledge resources remains in line with the facilitation of a conducive platform for the sharing of good practices and emerging initiatives in university entrepreneurship.
Basic Education Director-General, Mathanzima Mweli, this week, concluded the Western Cape and Free State leg of his national Reading Literacy engagements.
DG Mweli, together with his team of senior managers from the DBE, convened the engagements with district and provincial officials, primary and high school principals. The engagements, which took place from 28 August 2023 to 01 September 2023, commenced in George, Cape Town and proceeded to Bethlehem, Bloemfontein and lastly, Kroonstad to capacitate officials on the effective implementation of reading strategies and to increase support for the Class of 2023 to improve learning outcomes.
Mweli encouraged officials from both provinces to implement effective strategies, to strengthen learner support programmes for all grades, to lead to an education and training system of the highest quality through significantly improved learning outcomes as the National Development plan enjoins us to do.
“The Mathematics results in our country are very concerning and principals should ensure that teachers provide adequate support to struggling learners, in Mathematics and Languages in particular.”
In his presentation, Seliki Tlhabane, Chief Director for Mathematics, Science and Technology and Curriculum Enhancement Programmes, stated that Mathematics is not performing well, therefore the Basic Education Sector requires resources to improve learning outcomes of the subject: For too long our performance in Mathematics has been very low, both in the General Education and Training (GET), as well as Further Education and Training (FET) Bands.
He also emphasized that the Curriculum is structured in such a way that it is accessible to all learners, for instance there is low order content (Cognitive levels 1&2), Medium order content (Cognitive level 3), and High order content (Cognitive level 4).
All teachers should be able to teach learners well to at least do very well in Cognitive levels 1 and 2.
He also emphasized the need for extensive monitoring by School Principals and School Management Teams.
The National and Provincial Education Departments will provide additional support to schools to ensure that struggling learners are given adequate resources and support through various intervention programmes.
In her presentation on leading basic school functionality from the front, Agnes Rasesemola, former principal of Sunrise View Secondary School in the North West Province, in sharing her journey as a School Principal concluded her presentation by making the following observations: “Control is an illusion; We need to focus on influence rather than control”; “Let us be Selfless: Serving is Leadership”; “Let us be the Thermostat of Positive School Culture”; Let us be accountable to our Teachers”; “Let us be the Cheerleaders and Praise our staff”; “The cow does not give milk, you have to milk it”
Higher education minister Blade Nzimande. File photo.
Image: GCIS
Edwin Naidu
TVET college curriculum reform has the potential to contribute in various ways to improve the employability, productivity and success rates of TVET college graduates.
To be successful in bringing these changes, there is a need for change in the management strategies to prepare for current and future TVET curriculum challenges, said Dr Blade Nzimande, the Minister of Higher Education, Science and Innovation, at the TVET Curriculum Transformation and Innovation Summit in Midrand last week.
“This summit brings together more substantial industry involvement in the TVET curriculum review process needed to enhance stakeholders in the TVET sector under one roof, aiming to collectively address and elevate the challenges of curriculum transformation and innovation within the sector. The Summit also brings together the key stakeholders to respond to the need to adjust and reposition TVET curricula in light of new technological developments,” said Nzimande.
He said it was critical for more substantial industry involvement in the TVET curriculum review process to enhance responsiveness to industry needs and requirements.
“Furthermore, we need to develop leadership programmes to help leaders within the TVET sector to bring about the necessary curriculum change,” he added.
Another important consideration is the deliberate decision to relook at the funding model of colleges to fulfil their mandate of expanding student numbers, meeting the need for adequate resources, and delivering the quality of teaching needed to develop South Africa’s skills workforce.
“We know by now that our funding model for our institution is skewed towards university or university-centric. This has to change if we are to create the jobs we need in our economy,” he added.
Reflecting on the progress towards shaping a sustainable TVET sector, the Minister said the National Development Plan commits to growing technical and vocational training with specific emphasis on its size and shape, differentiation, articulation, efficiency and functional effectiveness in response to the broader national development challenges.
Currently, South Africa is producing, on average 20 000 qualified artisans annually.
He said the goal remains to ensure that the number increases significantly to meet the National Development Plan (NDP) target to produce 30 000 qualified artisans annually by 2030.
“We have expanded our Centres of Specialisation to thirty-four (34) Centres at twenty-seven (27) TVET Colleges to enhance workplace-linked training of artisans and related occupations, with a further investment of R68 million in sixteen (16) of our Colleges who now have thirty-three (33) Trade Test Centres,” he added. So far, these trade test centres have tested over 600 apprentices, of which over 500 have qualified as artisans.
Currently, twenty-six (26) of colleges are engaged in entrepreneurial training through Entrepreneurship Hubs with plans to, through the Department of Science and Innovation (DSI), introduce innovation hubs in TVET colleges.
To date, the Department has opened up 14 954 TVET placement opportunities to the value of R726 Million and committed to achieving a target of 20,000 placements of TVET graduates as per the President’s commitment at this year’s State of the Nation Address.
“We have subsidised our colleges to meet their developmental goals, and we also provided TVET college students with financial support through the National Student Financial Aid Scheme (NSFAS),” he said.
FILE: Residents of greater
City_Ekurhuleni came out in their numbers to make submissions on the Basic Education Laws Amendment Bill #BELABill at the Tsakane Community Hall.
PHOTO: SUPPLIED
Staff Reporter
Despite concern over its controversial intentions, there were no problems with the constitutionality of specific provisions of the Basic Education Laws Amendment (BELA) Bill, according to the government’s chief legal advisor.
Advocate Zuraya Adhikarie, the Chief Legal Adviser for the government’s Constitutional and Legal Services Office, said it received a request from the committee to advise on the legislative procedure following provincial public hearings and the constitutionality of specific provisions of the BELA Bill.
Last week, Adhikarie told the Portfolio Committee on Basic Education that clauses 4 and 5 of the Basic Education Laws Amendment (BELA) Bill did not traverse or deal with the principle of separation of power.
Adhikarie said the two clauses clarified the responsibilities and autonomy of the three-tier partnership initially envisaged by the Schools Act and were verified as correct in the judgments pronounced on the issues of admissions and language policy at schools. She said their office received a request from the committee to advise on the legislative procedure following provincial public hearings and the constitutionality of certain provisions of the BELA Bill.
She said that, concerning meetings of the committee they had attended, the BELA Bill was still pursuing the correct legal process, in line with sections 29 and 76 of the Constitution.
“The motion of desirability taken on the bill after clause-by-clause deliberations points to the fact that the committee desires to proceed with the bill. The committee must proceed with the bill and adopt a report on it, and the bill itself, and refer these to the National Assembly in line with the relevant rules of Parliament,” she said.
Concerning the first part of the legal question, the committees considering Bills must consider a motion of desirability regarding NA rule 286(4)(i). The motion must be proposed after due deliberation. In other words, based on the Bill’s contents and the Committee’s deliberations, the Committee must decide whether it wants to proceed with the Bill. If the Committee adopts the motion, it must proceed to deliberate on the details of the legislation.
The committee was told that the motion of desirability taken on the Bill after the clause-by-clause deliberation points to the fact that the Committee desires to proceed. Hence, the Committee must proceed with the Bill adopt a report on the Bill and the Bill itself and refer these to the National Assembly in line with the relevant Rules of Parliament.
Gauteng Education MEC Matome Chiloane on Thursday launched Phahama Maths, Science & ICT School of Specialisation with a focus on Mining.
The school was launched in Mohlakeng, Randfontein and the Gauteng Department of Education said it is moving beyond the normal status quo of our Public Ordinary Schools.
“We are launching schools that will be a beacon in our communities and produce learners who are highly skilled, ready to work, ready to continue to Institutions of Higher learning or start their own businesses.
“We are doing our best to prepare learners for the jobs of the future, jobs that may not exist currently, and we are achieving this through Schools of Specialisation,” Chiloane said.
He said the department is pushing for learners to have skills that are linked to the economy in the proximity of their school.
The school, Phahama Maths, Science & ICT School of Specialisation with a focus on Mining is in the Western Economic Corridor, where the industries focus on mining, archaeology, logistics, tourism and manufacturing.
Chiloane said the learners at the school have already proven their diligence in resolving challenges in the mining sector by developing a number of innovative solutions.
As early as Grade 9, learners have invented a Network Time Protocol Server which enables GPS signals and accurate time to be accessed while underground.
Learners have also developed an app which detects whether miners have their safety helmets on or not, have created models of machinery that can advance the process of mining, and have displayed a deep understanding of the operations within the sector.
“As the Department, we are thrilled by this display of knowledge and insight of a sector which was previously not taught in the basic education curriculum. We anticipate the advanced educational outcomes we will achieve through Schools of Specialisation and look forward to launching many more such schools across the province,” Chiloane added.
The DA Shadow Minister of Higher Education, Chantel King, revealed the party’s alternative student funding model on Thursday in an attempt to solve problems associated with the National Student Financial Aid Scheme (NSFAS) as well as providing an update on the Private Protector’s investigation of the NSFAS direct payment contracts.
King said that the current higher education funding model is not only highly unsustainable considering declining levels of economic growth, a shrinking tax base and poor fiscal management; but that the problem seems to be exacerbated by the centralised NSFAS operations model and ICT interface differences between institutions and the scheme.
This inevitably detrimentally affects payments and students being unable to register on time for the new academic year.
King said that the proposed funding model will be a tiered system for loans and grants, with a primary focus on providing substantial financial support to students from low-income households.
The shadow minister said the differentiated loan scheme will be based on income bands which will be regularly evaluated and updated and would give students access to a variety of government loans with favourable repayment conditions.
The loans would be converted to bursaries based on academic performance to incentivise a better throughput rate at institutions.
“This system provides a funding solution for the ‘missing middle’ who can afford to pay a portion of their expenses without excluding poorer students,” King said.
Kind said with more funds available, budgets for accommodation allowances could be broadened and blanket accommodation caps replaced with individualised accommodation funding.
The party is also preparing the conduction of an updated national survey on the state of higher education in the country, which will include an investigation into projected student accommodation demands in order to affect the policy approach and ensure affordable and quality accommodation for students.
Kind set out the proposed path of the PP’s investigation into possible transgressions of tender processes and policies, including a secondary focus on the four specific companies that had dubiously secured contracts, namely Coinvest Africa, Ezaga Holdings, Norraco Corporation and Tenet Technology.
In addition, the party called on the bid evaluation committee (BEC) to account on every part of the process including the actions of suspended NSFAS CEO Andile Nongogo as well as a possible questioning of Minister of Higher Education, Dr Blade Nzimande.
This follows on an escalation throughout the year of logistical and sustainability problems with the national funding scheme, as well as reports of corruption and maladministration in relation to the direct payment of student allowances.
Gauteng Education MEC Matome Chiloane says his department’s achievement of a clean audit outcome represents a remarkable milestone.
In the 2022/2023 financial year, six departments achieved clean audit opinions, with Gauteng Education improving to a clean audit.
Chiloane received an award from Premier Panyaza Lesufi, honouring the department for attaining a clean audit outcome for the 2022/23 financial year.
“This achievement stands as a remarkable milestone for our Department,” Chiloane said shortly after the award ceremony on Wednesday.
Lesufi said Gauteng is moving towards clean governance as 17 departments and entities achieved clean opinion audits in the 2022/23 financial year.
He awarded the provincial departments and entities for their achievements, noting that there has been a steady increase in the number of departments and entities achieving clean audits over the past three years.
Lesufi said these achievements have been made possible through various key initiatives.
“The integrity of supply chain management in departments has been enhanced through the vetting process of all officials tasked with procuring goods and services on behalf of government,” he said.
The Department of Education received an award for the most improved department.
This marked a “remarkable milestone” for the department, considering the size of its annual budget, which exceeds R60 billion, the second-largest allocation in the province.
Lesufi said the department dedicated extensive efforts to reach this significant milestone.
“In the past five years, the department intensified its efforts starting with strengthening the control environment, identifying risk areas and focusing on those, and taking appropriate remedial action where wrongdoing has occurred,” he said.
Lesufi commended the Department of Health for consecutively turning the corner in the past three years and achieving an unqualified audit opinion.
“The Department of Health has intensified internal control systems to improve its financial stability,” said Lesufi.
He said some of the measures the department introduced, including almost 1600 senior managers and officials in Supply Chain Management and Human Resources Management, have been subjected to a vetting process.
The department has curbed the wrong practice by officials of splitting of orders to avoid going to tender.
He said all purchases between the value of R500 000 and R1 million are forwarded to the Gauteng Provincial Treasury for verification and to ensure that they comply with Supply Chain Management prescripts.
He also applauded the Department of Human Settlements for its achievement, saying it’s not always easy for such a big department tasked with a huge role of providing housing for the people of Gauteng.
The Department of Human Settlements and Department of Roads and Transport have improved from a qualified to an unqualified audit opinion.
There were no regressions for departments in the 2022/23 financial year.
Meanwhile, 58% (11) of entities achieved clean audit opinion, a 22% improvement from the prior year. Six achieved unqualified audit opinion, with g-Fleet improving from a qualification to unqualified.
One entity, Gauteng Housing Fund received a disclaimed audit opinion.
Premier Lesufi said this was because the entity was now dormant.
The Transport Authority of Gauteng achieved incomplete opinion as the audit is still in progress. The Gauteng Liquor Board, Cradle and Dinokeng improved to a clean audit.
“Gauteng government is committed to maintain the clean audits that have been achieved, and at the same time improve audit outcomes of other departments and entities going forward. We will intensify internal controls to ensure that we do not regress,” said Lesufi.
THE Limpopo Education MEC Mavhungu Lerule-Ramakhanya has dispatched social workers to the Mpirwabirwa Secondary School in Mokopane following the death of a Grade 12 learner.
Spokesperson Mike Maringa said the team will offer psycho-social support to the pupils and staff at the school after a fight during a school camp resulted in the death of Willem Ngoepe.
Lerule-Ramakhanya has since sent a message of condolences to the Ngoepe family following the sudden death of their son.
Maringa said Ngoepe died on Friday after he was allegedly hit on the head with an object by another learner at the matric school camp in the school premises.
“The incident happened at Mpirwabirwa Secondary School on Thursday evening and the learner succumbed to injuries the following day,” he said.
The Portfolio Committee on Basic Education has commenced with deliberations on the Basic Education Laws Amendment (BELA) Bill.
Staff Reporter
THE Basic Education Laws Amendment (BELA) Bill wants to amend the South African Schools Act (SASA), 84 of 1996 and the Educators Employment Act (EEA), 76 of 1998 to address sexual misconduct by educators.
It was recommended that section 17(1)(c) be amended to read that an educator must be dismissed if he or she is found guilty of sexual harassment, sexual assault, rape or statutory rape of a learner.
Such an explicit identification of the different forms of serious misconduct will provide clarity and provide necessary guidance in these cases.
It was also necessary to clarify the definitions of misconduct and serious misconduct in a manner that aligns with the Constitution, the Children’s Act, and existing sexual offences laws.
Recommends were that the law should be amended not to allow teachers who are appealing a decision of educator sexual misconduct against them to continue teaching.
Instead, educators whose matters are on appeal must be placed on paid suspension and only be allowed to work with children once the appeal is finalised.
Where an educator resigns whilst under investigation for sexual misconduct or while suspended and before the disciplinary process is completed, they must be deemed dismissed. The legislative framework should be amended to provide that, where an educator who is under investigation for educator sexual misconduct seeks employment at a different school, information on the allegations should be provided to the school.
Schools must share the outcome of disciplinary proceedings with the Provincial Education Departments (PEDs) and the South African Council for Educators (SACE), regardless of the perceived seriousness of the allegation of educator sexual misconduct.
MEC Chiloane is saddened by the fatal shooting of Siza Mbhalati, one of the Deputy Chief Education Specialists who was gunned down in his driveway at his home in Protea Glen, Soweto on Thursday.
The 52-year-old Mbhalati worked for the Labour Relations Unit in Joburg South District and was responsible for facilitating labour-related disputes at schools in the District.
“Information at our disposal suggests that Mr Mbhalati was allegedly followed home from work on Thursday afternoon by unknown suspects, who then shot him about 8 times in his driveway while he was still in his car,” Chiloane said.
“We are saddened by the unfortunate death of one of our dedicated public servants who served the department with honour and dignity. On behalf of the department, we wish to extend our sincerest condolences to his family and loved ones.”
“In the same breath, we condemn this level of lawlessness and call for the speedy apprehension of these brazen criminals,” said MEC Chiloane.
The Congress of South African Trade Unions (COSATU) has urged immediate interventions by the Department of Higher Education and Training, National Treasury, and the Financial Sector Conduct Authority on the latest National Student Financial Aid Scheme (NSFAS) chaos. Deeply distressing reports paint a picture of endless chaos at NSFAS.
Last month, NSFAS introduced a direct payment method which allows them to pay student allowances directly into bank accounts.
The new payment system also allows NSFAS to speed up the defunding of undeserving beneficiaries.
Many students have expressed dissatisfaction with the new payment system, with the anger leading to protests on various university campuses nationwide.
Last week, students from the University of Pretoria and the Tshwane University of Technology and other universities marched to the Union Buildings to hand over a memorandum of demands.
The situation quickly turned violent, with frustrated students blocking roads and police firing rubber bullets to disperse them.
“NSFAS has long been infamous for delays in payments reaching students and the universities and colleges who depend upon it. Many students have been wrongly defunded by NSFAS and then have had to wait from 6 months to years for their cases to be resolved, Matthew said.
“There is no excuse in a 21st-century economy for this level of chaos to be allowed to continue. The Department of Higher Education and National Treasury need to intervene and put in place a payment system that will ensure students, universities, and colleges receive their payments timeously and without scandalous deductions by private companies profiteering at the expense of the poor.
“If such a system can exist at the South African Revenue Service, then it should not require a genius to replicate it at NSFAS. The Financial Sector Conduct Authority needs to investigate the deductions fleeced from students’ allowances by these companies and ensure that they are refunded.”
North West university second year engineering student Tumelo Boikanyo told Inside Education that the new system is not working in the best interests of student.
“Since we use Noraccoi, it is increasingly hard to access the NSFAS funds. Part of the problem is that the withdrawal fee is R150, at worst, using the mobile Application cost money- this is a direct contradiction to how banks Applications work. This new system is not wrong and the minister of education needs to do something about this,” Boikanyo said.
A University of Limpopo third year education student Koena Motloung said the new direct payment system should be reviewed immediately.
“The ezaga system is a problem because of the extra fees charged. I don’t understand why NSFAS changed the system to ezaga.”
Chief Director for Curriculum Implementation and Monitoring, Dr Moses Simelane.
Staff Reporter
Language specialists and academia agree that language policy needs to be reviewed to enhance multi-lingual education and the importance of mother tongue teaching during the first six years of formal schooling.
During the engagement session, conference delegates and presenters acknowledged the complexity of translating policy into practice. They saw the Conference last week as an invaluable platform for role players and stakeholders to explore the potential and advantages of implementing multilingual practices in South African classrooms.
Presenting the Incremental Introduction of African Languages (IIAL) Strategy during the Conference, Chief Director for Curriculum Implementation and Monitoring, Dr Moses Simelane, indicated that “the IIAL strategy assisted the DBE in promoting the use of African languages within the schooling system by introducing learners incrementally to learning a previously marginalised African language, particularly the former model C Schools.
“This was aimed at ensuring that all non-African home language speakers were taught to speak an African Language for communicative purposes and to foster social cohesion in school communities. The strategy is, undoubtedly, a cornerstone in redressing the past linguistic imbalances focusing on all official South African languages”.
In his presentation on the rapid assessment of the Language in Education Policy (LiEP), Prof Leketi Makalela, Director for Hub Multilingual Education and Literacies at Wits University, indicated: “LiEP revealed an urgent need to support African Languages as Language of Learning and Teaching (LoLT) beyond Grade 3. Most Black African learners experience the transition to English as LoLT from Grade 4. However, research has shown that the transition to English is considered premature and disruptive to learning. Translanguaging which refers to using more than one language and teaching in the same lesson is the de facto classroom practice, but assessment regimes do not match it. For many Black African learners, English as a medium of instruction, when introduced too early, can become a barrier to learning. Yet, some myths overstate the importance of English as a language of learning and teaching”.
According to the Old Mutual Foundation, the partnership between the DBE and the private sector should be centred around Early Grade literacy and numeracy, Mother tongue teaching and learning;
Supporting the DBE’s Language Policy Unit and developing Xitsonga benchmarks.
“We pledge to collaborate with universities on an entry-level teachers’ course in early grade isiXhosa literacy; reading pedagogy course in isiXhosa, Sesotho and EFAL. We are currently implementing the LITNUM project that has already benefited 25,000 learners, 500 teachers, and 200 subject advisors with a reading for meaning focusing on strengthening Instructional Leadership in 3 provinces”.
In his presentation on the English Medium Education in Sub-Saharan Africa, rethinking the context, language, and quality of primary education, Dr Harry Kuchah highlighted: “There are 283 languages in Cameroon. Education is called bilingual, but this is English and French, which were perceived as neutral languages that could unite the country; instead, they proved to be divisive. Parents recognise the value of local languages but prefer an international language like English; however, it is easier for an isiXhosa child to learn through isiZulu than through English”.
The Conference culminated in five breakaway sessions where participants were expected to make valuable contributions to the review of the Language Policy implemented in the South African schooling system.
Professor Tshilidzi Marwala, Rector of UNU, has been appointed to the United Nations Secretary-General’s Scientific Advisory Board.
Announced by Secretary-General Antonio Guterres on 3 August, the Advisory Board will also include Chief Scientists of UN System entities (UNEP, FAO, WHO, WMO, and UNESCO), the Secretary-General’s Envoy on Technology, and esteemed external scientists.
Professor Thuli Madonsela, Professor of Law at Stellenbosch University, has also been appointed to serve on the board.
The Secretary-General’s Scientific Advisory Board will play a crucial role in providing scientific advice to the Secretary-General and his senior management team to inform policies and decisions amid the rapid development of science and technology.
The United Nations Secretary-General António Guterres has created a new Scientific Advisory Board to advise UN leaders on breakthroughs in science and technology and how to harness the benefits of these advances and mitigate potential risks.
“Scientific and technological progress can support efforts to achieve the Sustainable Development Goals — but they are also giving rise to ethical, legal and political concerns that require multilateral solutions,” Mr Guterres said.
“My Scientific Advisory Board will strengthen the role of the United Nations as a reliable source of data and evidence and provide advice to me and my senior management team.”
The Advisory Board will comprise seven eminent scholars alongside the Chief Scientists of United Nations System entities, the Secretary-General’s Envoy on Technology, and the Rector of the United Nations University. The Board will be associated with a network of diverse scientific institutions worldwide.
“The Secretary-General’s decision to establish a Scientific Advisory Board underscores the unwavering dedication of UN leaders to the principles of the scientific method. I look forward to supporting the UN Secretary-General in raising the voice for science-based policy and decision-making,” expressed Professor Yoshua Bengio, Scientific Director of Mila — Quebec AI Institute and Professor at the Université de Montréal.
The primary objective of the Board is to provide independent insights on trends at the intersection of science, technology, ethics, governance and sustainable development. Through their collaborative efforts, the Board and its Network will support United Nations leaders in anticipating, adapting to and leveraging the latest scientific advancements in their work for people, the planet and prosperity.
“By ensuring that UN policies and programmes are founded on the best available scientific evidence and expertise, the Board will play a crucial role in navigating the complex moral, social, and political dilemmas presented by rapid scientific and technological progress,” said Ismahane Elouafi, Chief Scientist at the Food and Agriculture Organization.
With the formation of the Scientific Advisory Board, the United Nations takes a momentous stride towards better-bridging science and policy. This initiative marks a vital step towards embracing the full potential of science and technology for the collective benefit of all Member States. Through collaborative efforts and inclusive representation, the Board will bolster the UN’s capacity to address the intricate challenges and opportunities at the forefront of science and technology, fostering a path towards a more equitable and prosperous future for all.
Centred around a hybrid model, the Board will comprise a group of seven eminent scientists with a track record in applying their expertise, including in the humanities, and another group of Chief Scientists of different UN entities, the UN University Rector, and the Tech Envoy. The Board itself will act as a hub for a network of scientific networks. The objective is to have a better interface between the scientific community and decision-making in the UN.
Equal Education and the Equal Education Law Centre expressed outrage, last week Thursday, in a statement, at the Western Cape High Court’s ruling on the regulation of collaboration schools, donor-funded schools, and intervention facilities introduced in the Western Cape Provincial School Education Amendment Act 4 of 2018
This follows the steady systematic introduction of collaboration and donor-funded schools, which would be granted significant freedom by the new legislation in addition to the establishment of intervention facilities for “serious misconduct: offending learners.
This would culminate in the removal of a learner from the formal education system for up to a year.
“EE has consistently advocated for regulatory frameworks that protect the best interests of learners. This formed the basis of our court challenge, which was specifically about the provisions in the Amendment Act around collaboration schools, donor-funded schools, and intervention facilities that were vague, inconsistent with the Constitution and in conflict with the South African Schools Act,” the NGO said in a statement.
The Western Cape Education Department’s Collaboration Schools project reflects the commitment of the Western Cape Government to innovation, as it explores all options for improving opportunities for all citizens, especially in poor communities.
The project is one of a range of pro-poor initiatives by the WCED designed to improve the quality of education in our poorest schools, the department said.
The NGO said it would study the judgement and set out a subsequent media statement at a later time, still to be determined.
The Department of Science and Innovation has launched National Science Week 2023 under the theme “Building a Culture of evidence-based practice.”
The National Science Week will run from 31 July to 5 August 2023.
South Africa is currently considered one of the most technologically advanced countries in Africa and was rated the most innovative region in sub-Saharan Africa in the 2022 Global Innovation Index.
“We continue to advance our position among the world’s scientifically and technologically advanced countries, and we are working hard to profile our scientific achievements.
“South Africa and the entire world have challenges that require us to advance science, technology, and innovation expeditiously. As the Dept of Science and Innovation, we have committed ourselves to using science, technology, and innovation as catalysts for faster and inclusive economic growth, in the short and longer term, as per the National Development Plan,” said Dr Blade Nzimande, Minister of Higher Education, Science Innovation.
Come 31 July 2023, the only noise in our country should be about science! National Science Week.
Inside Education Foundation, a leading non-profit organization dedicated to youth development and empowerment, is proud to announce the launch of the 2023 100 South African Shining Stars, to coincide with late struggle icon Tata Nelson Mandela.
The Foundation is calling for nominations of exceptional young individuals who epitomises the values of Madiba by making a significant impact in their respective communities.
The annual 100 SA Shining Stars initiative aims to recognize game changers, disruptors, innovators, and high-potential professionals under the age of 35 who are shaping the future of South Africa. By highlighting their achievements and contributions, Inside Education Foundation aims to inspire and empower other young people across the country.
“We believe the youth are the driving force behind positive change in our society,” said Matuma Letsoalo, chairman of the Inside Education Foundation.
Letsoalo added: “Through the South African Shining Stars initiative, we want to celebrate and honour the extraordinary achievements of the young ambassadors, who are making a real difference in their communities. We encourage all South Africans to nominate deserving individuals who exemplify excellence and dedication.”
Nominations are open to achievers from all provinces in South Africa who are actively contributing to community development in various fields, including:
Education
Health
Sport & Recreation
Justice & Law
Arts, Culture, Media and Entertainment
Science & Technology
Business & Entrepreneurship
Environment
Civil Society and Youth Activism
Philanthropy
Politics & Governance
Transport & Tourism
To nominate a deserving candidate or self-nominate, participants are invited to click here and complete the easy and quick nomination process. Nominees must be South African ID holders between the ages of 18 and 35, and their work and vision should have had a tangible impact on their communities and South Africa as a whole.
The nomination period opens on 18 July 2023 and will close on 30 September 2023. A distinguished panel of adjudicators will select the 2023 100 SA Shining Stars finalists.
On Mandela Day, 18 July, South Africans are encouraged to give up 67 minutes of their time to help others.
But due to the many problems South Africans face and the ever-increasing unemployment rate, more than 67 minutes is needed to address these issues.
Mandela’s vision was for a just and fair society where every citizen had equal rights and opportunities. When addressing these issues, we should focus on meaningful and sustainable efforts.
Unemployment represents a significant challenge that South Africa faces today. It occurs when individuals actively seeking employment need more opportunities to secure jobs.
Unfortunately, a significant portion of our country’s unemployed population comprises young people aged 15 to 24. As Mandela Day approaches, we must come together to address this pressing issue and empower our youth.
Statistics reveal that a staggering 10 million young South Africans are currently unemployed. This number emphasises the urgent need for action. Unemployment, if addressed, can lead to a host of negative consequences.
One of the key factors contributing to unemployment is the legacy of apartheid, which has resulted in the uneven distribution of job opportunities across the country. To combat this, we must focus on creating new avenues for employment.
Embracing renewable energy sources could help address the adverse effects of load shedding and create employment opportunities for the youth.
Equipping young people with the knowledge, skills, and resources necessary for farming allows them to generate income while fostering self-sufficiency.
Skills shortages are another critical aspect that needs to be addressed.
The government should allocate a substantial portion of funds towards providing unemployed youth with the necessary materials, tools, knowledge, and skills required in sectors experiencing skill gaps.
By bridging these gaps, we create a more inclusive workforce that can meet the demands of various industries.
On Mandela Day, we must unite to empower our youth and create sustainable job opportunities.
Let us honour Nelson Mandela’s legacy by working towards a South Africa where unemployment is a thing of the past and every citizen has the opportunity to thrive and contribute to our nation’s success.
Basic Education Minister Angie Motshekga. Picture: Eddie Mtsweni
Staff Reporter
Schools throughout the country face a variety of challenges when it comes to ensuring the efficient functioning of the Representative Council of Learners (RCLs).
But these young minds, who have a critical governance role under the South African Schools Act (SASA), a Representative Council of Learners (RCL) promotes quality learning and teaching in schools as the elected representative structure.
In terms of the Act, they can allow learners to voice their concerns and formulate strategies that respond to various challenges faced at schools.
Minister of Basic Education, Mrs Angie Motshekga, together with Deputy Minister Dr Reginah Mhaule, last month addressed the 2023 National RCL Conference under the theme, “Advancing learner participation and Functionality of Learner Leaders in South African Schools.”
The Conference was hosted to strengthen the functioning of RCLs in provinces while seeking to create a platform where the Department and stakeholders can engage in progressive ways to improve RCLs to highlight the challenges schools face in ensuring the efficient function of RCLs.
Minister Motshekga said it made her proud to witness the enthusiasm and dedication of young minds shaping the future of the educational landscape.
“Your mission as the youth of 2023 is to use the words of wise African statesman Thomas Sankara: “We must dare to invent the future”.
The Minister further stated that the youth have the potential to drive positive change, overcome societal challenges and build a more inclusive and prosperous South Africa. Minister Motshekga concluded her ad- dress by highlighting the importance of learner leadership towards positive discipline in schools and the power of reading.
She said this platform acknowledges the potential of learner leadership in schools, nurtures the passion for reading, and explores the significant role that learner leadership plays in maintaining discipline within our educational institutions.
Deputy Minister Mhaule also touched on the importance of being a true leader. “Being a leader begins at this very moment; I urge you to go out there and make it a mission to make a difference in our country and to transform society for the better. Positive action will make you a true and selfless leader who puts the needs of others first.”
The Conference drew inputs from various representatives, including the Agape Youth Movement (AYM), Ubuntu Youth Leadership (UYL), the National Education Collaboration Trust (NECT), the Ngangezwe Foundation and the University of South Africa (UNISA).
The selected RCLs engaged in robust discussions whilst applauding the DBE for their inclusion in the mission towards shaping a brighter future for the next generations.
The impact of the COVID-19 pandemic on education is far from over, according to St Martin’s School principal Warren Venter, who warned that liquidating the deficit as soon as possible to protect an entire generation from “dangerous regression”.
He said the learning deficits were worse in mathematics and literacy.
Recently, South Africans were shocked to learn that Grade 4 learners struggled to read with meaning. The 2021 results of the Progress in International Reading and Literacy Study (PIRLS) were recently published and indicated that 81% of South Africa’s grade 4 learners are unable to read for meaning.
But Venter said that the problem stretches through to matriculants, too, and that a direct line can be drawn between much of the country’s reading with meaning challenges and the pandemic.
Venter, who is the principal of St Martin’s School, one of the country’s reputable private schools, said that as a remedy to the challenges brought about by the pandemic, the school developed personalised ‘catch-up’ curricula for learner sets that were identified as somewhere on the spectrum of an education deficit.
Venter said that the school has developed compulsory intra and extra-mural sessions across all grades to address gaps in education, including addressing learners’ ability to focus and function effectively within a scholastic environment.
“It’s a programme that I feel all schools must adopt to avoid a problem that could recur as each learner progresses to successive grades. It has to be nipped in the bud, because South Africa cannot afford to graduate students with unsuitably developed skills. The knock-on effect on future growth could be dire,” Venter warned.
Venter noted three primary reasons for the lag. “While there was no alternative, online learning became the go-to for families. It played a crucial role, but anecdotal evidence suggested that students were struggling to focus. Online learning is usually paired with multi-tasking and attention and focus on the subject matter being taught often lacked the intensity required.”
He also listed social media as a thorn in learning’s side. “It proved to be a massive distraction during the pandemic, and it continues to be an attention segue for students today,” he said. It then translated to the classroom as lockdown restrictions waned, creating challenges in concentration, reading and digestion of learning materials.
It’s been just over a year since South Africa lifted all lockdown restrictions, and Venter said that understanding the enormous impact of the pandemic has only recently started to surface.
“Intervention is the only way to assess, understand and remedy a situation. Notwithstanding other challenges, the deficit hangover could become one of the biggest crises in education in the country’s history. Addressing it through individualization and group remedy is the only path ahead,” he said.
Western Province delivered standout performances and closed the annual SA Schools Hockey (SASHOC) Nationals in style by lifting both A-section trophies at the U-16 inter-provincial tournament in Bloemfontein.
Shining on the Kovsies Astroturf, the Western Province girls’ team had to dig deep in a hard-fought final against Southern Gauteng.
With the scores level at 1-1 at the end of regulation time, the WP squad grabbed the title with a 3-1 victory in a shootout. In the third-place playoff, Boland beat the host province Southern Free State 2-1 to secure the bronze medals.
Though her team narrowly missed out on the trophy, Amber Fairon managed to finish the six-day tournament as the top goal scorer, hitting the back of the net 11 times for Southern Gauteng.
In the boys’ A-section, Western Province left nothing on the line, delivering a spectacular performance to beat KZN Inland 6-2 in the final.
Southern Gauteng secured the third position after earning a 3-1 win against Boland in the playoffs. Playing a key role for the national U-16 champions, Litha Kraai netted ten goals for Western Province to finish as the competition’s top scorer.
There were also titles on offer in the B-section tournaments, with KZN Inland and Eastern Province emerging triumphant. The KZN Inland side defeated Western Province 3-2 in the girls’ final, and Eastern Province beat Northern Gauteng 4-2 in the boys’ final.
THE South African Cabinet has urged all fellow South Africans to rally behind our team Proteas – as they battle it out in the 2023 Netball World Cup, the first of its kind to be hosted in the African Continent.
The Netball World Cup 2023 (NWC2023) in Cape Town, South Africa, will run from 28 July to 6 August and will be the first to take place on the continent with 16 teams battling it out across the ten days, in the hope they will be crowned champions in netball’s most prestigious event. The Road To Cape Town began in March 2019, when Netball South Africa was announced as the host for the staging of the 16th Netball World Cup.
Since then, many key milestones have been achieved in the build-up to the World Class Event, including all five Netball World Cup 2023 Qualifiers. As the tournament nears, the Vitality Netball World Cup (VNWC2023), the official Trophy Tour, ended last month.
Having travelled across the country over June, the famed trophy crossed from the Eastern to Western Cape provinces of South Africa – the Western Cape being its final destination before being handed to the VNWC2023 champions when they were crowned on 6 August.
Even more significant was that the handover took place at the Tsitsikamma Khoisan Village – so honouring the indigenous inhabitants of South Africa.
The Khoikhoi and San are believed to be among the oldest cultures in the world. Apart from its pristine beaches, the Tsitsikamma is well-known for its enticing tourist attractions, including one of the highest bungee, jumps in the world at the majestic Bloukrans Bridge and the Tsitsikamma Canopy Tours through Outeniqua Yellowwood trees that are up to 700 years old.
After a special celebration in Kareedouw with dignitaries, cultural groups and performances by local entertainers, the NWC trophy was taken to the Tsitsikamma Khoisan Village, where Eastern Cape MEC for Sport, Recreation, Arts and Culture Nonceba Kontsiwe officially completed the handover to Anroux Marais, the Western Cape Minister of Cultural Affairs and Sport.
Pictures: Eddie Mtsweni
“The Western Cape Government is pleased and honoured to receive this trophy and to embark on a tour across our province to get all communities excited for the Netball World Cup,” said Marais. “Cape Town is ready and looking forward to hosting the Netball World Cup for the very first time on African soil.
“Although all the matches are being played in Cape Town itself, we want to include the whole province in the build-up and actual tournament, and so we are delighted that various municipalities have partnered with us to host fan zones and viewing centres.
“These will ensure that people across the province can watch the live matches for free at a venue close to their homes. “During this trophy tour, we will also encourage people to watch the matches at these venues so that we can make sure that no one is left out in supporting our home team,” added Marais.
In a statement, members of the Cabinet headed by President Cyril Ramaphosa called on ‘everyone in the country to support our girls as they strive to make history by winning gold on the African Continent’.
“In the next few days, the eyes of the sporting world will turn to Cape Town, in South Africa, for the start of the 2023 Netball World Cup from 28 July to 6 August. This is the first time this prestigious global showpiece is being held on the African continent.”
Earlier, the Cabinet urged South Africans to get into the spirit of the 2023 Netball World Cup tournament, where 16 nations will be participating, including our own Proteas. South Africans are urged to fly the flag and the Protea colours on Fridays each week, and communities in Cape Town and elsewhere are encouraged to prepare to host international players and guests who are likely to visit all parts of the country.
“South Africa works diligently and innovatively to attract such global events which place a spotlight on the country and create economic opportunities and support jobs in a range of sectors,” Cabinet said in a statement.
Defending champions New Zealand may come to Cape Town as favourites, but their coach Noeline Taurua reckons the trophy currently belongs to every team.
“We don’t believe that we have ownership of that cup,” said Taurua. “The cup now belongs to everybody so that every game will be tough. That mentality to win every game is paramount, so it’s not a guarantee at all.”
New Zealand claimed the trophy for a fifth time when they beat Australia by just one goal in the final four years ago in Liverpool. Six of the players from that squad will compete in this year’s tournament. Having since had to settle for bronze at the Birmingham 2022 Commonwealth Games after being beaten by Jamaica in the semi-final, the Silver Ferns are aware that repeating their heroics of four years ago will come with its challenges.
“I think there is pressure that goes along with whether you’re defending or not. Our messaging that we’d like to put across is that we are out there to win like everybody else,” explained Taurua, who has coached the Silver Ferns since 2018. “I think Australia are number one
because they are the best, and you can’t deny the consistency of their ability to perform under intense pressure. “I think another thing that we have to be mindful of is that everybody has the opportunity to put out a good performance every time [they are] out on court; you can’t negate anybody. Home support for the Proteas would also put them in with a shout! Let’s rally behind the Netball South Africa team.
Nelson Mandela University has launched a multi-year global Giving Campaign, to raise R30 million to support four projects, based on empowerment and social redress.
University Vice-Chancellor Professor Sibongile Muthwa is leading the campaign with the endorsement of the Nelson Mandela Foundation, whose Mandela Month theme for 2023 is “Climate change and food security”.
Prof Muthwa explained that funds raised would go towards projects that address student hunger, bursaries, support a greenhouse project and empower sustainable community food kitchens.
“We are launching this fundraising drive in the build-up to international Mandela Day on 18 July. It is an opportunity to pay tribute to Nelson Mandela, South Africa’s most beloved statesman and global icon, someone who became the world’s moral compass.”
Prof Muthwa said the story of how Mandela, a young man born in a remote rural village, became one of the greatest statesmen of the 20th century was one of overcoming hardship and never losing sight of hope.
“It is a story that inspires generations of young people the world over.
“We are seeking your help to provide opportunities for thousands of young people who, because of their social circumstances, are faced with hardship and adversity.
“Who knows? With your assistance we could be nurturing the next generation of Nelson Mandelas.”
The new campaign is over and above the University’s day-to-day fundraising initiatives, which range from raising funds for postgraduate bursaries, to capital projects such as new buildings and laboratory equipment.
Globally, student numbers at universities have significantly increased. This has also been the case in South Africa.
However, government subsidies to universities in South Africa have been declining in real terms, made worse by, among other factors, rising inflation and the effects of COVID-19.
“This is why all universities need to raise third stream income. It helps to maintain high quality education, as well as broaden the net to accommodate academically deserving students who cannot fund their studies,” said Prof Muthwa.
She appealed to all stakeholders to donate any amount to the campaign, “as every cent counts”.
The campaign will benefit four projects aimed at helping students and the broader community: deal with financial exclusion challenges, student hunger, provision of community kitchens and a greenhouse project tackling unemployment by supporting a group of technical and vocational education and training college graduates with a greenhouse and community food systems project, using environmentally sustainable technologies.
THE National Student Financial Aid Scheme (NSFAS) met with the South African Students Congress (SASCO) to iron out problems surrounding defunded students and direct payments, NSFAS spokesperson said in a statement on Wednesday after a meeting in Irene Pretoria.
Nsfas teams were dispatched to engage Student Representative Councils and University Management on direct payments and related matters. This comes after weeks long student protests.
The meeting also dealt with student complaints, such excessive charges, inaccessibility of the service providers, lack of clarity on how to access funds and allegations of funds not reaching their intended beneficiaries.
Nsfas said that it will not allow a system that was established in good faith, to be muddled with activities that defeat the purpose of direct payment and its spokesperson Slumezi Skosana said investigations will be conducted and where the allegations are proven true, appropriate action will be taken.
“Service providers will be instructed to increase their physical presence at institutions of higher learning so that they can respond directly to student queries on direct payment.
“There should be an immediate enhancement of explanations on how students can access their funds to avoid delays in the distribution of allowances” .
Skosana added that there will be a three-way meeting between student leaders, Nsfas management and the service providers on 11 July to iron out all relevant matters.
However he stressed that it should be kept in mind that the transactional costs are standard across all partners.
In addition, Nsfas urged students to complete their onboarding process to speedily access their Nsfas bank accounts by going to the Nsfas website, under the heading “For Students and Learners’ ‘ click on Nsfas Bank account (under student support). There they will find the name of their institution and can click on the register here button and then follow the prompts.
The EFF said “the inability of Nsfas to streamline its processes and ensure timely assistance has caused immense frustration and despair among those who rely on its support.
“Year in, year out, these failures have had far-reaching consequences, affecting the lives and aspirations of countless students”.
Furthermore, the EFF claimed that the new direct payment service provider which came with high recommendation from Nsfas management and the ministry of Higher Education, as an alternative for distributing funds for unfunded students.
However, up to date only a few students received allowances, and those who have, received less than what they deserved and with high transitions.
Team Nkangala TVET College has been named as the second best College in the country to have more partnerships for students placement.
STAFF REPORTER
EWSETA, in partnership with RES4Africa and Nkangala TVET College, marks a significant milestone in the RE-skilling Lab program.
The successful upskilling of ten lecturers from Nkangala TVET College equips them with the necessary knowledge and expertise to deliver high-quality education in the renewable energy sector.
The partnership between EWSETA, RES4Africa, and Nkangala TVET College is crucial as South Africa focuses on defining the necessary skills and implementing them to prevent communities from being left behind during the just energy transition.
The collaboration emphasises the importance of collective efforts between government, the private sector, and local and international partners to enable communities to participate in the green economy with the proper knowledge and skills.
EWSETA applauds RES4Africa for working with their member industries to further support Nkangala TVET by significantly enhancing its training capacity in renewables. The state-of-the-art infrastructure, including inverter systems, photovoltaic panels, batteries, a wind turbine, and a solar pump, has bolstered Nkangala’s ability to provide comprehensive training that includes theoretical and practical exposure.
As a result, Nkangala TVET can now issue accredited formal certifications to students undergoing training recognised by the QCTO and EWSETA.
“With our progressive policies, emphasis on energy efficiency, and accessibility to renewable
energy, we aim to achieve a just energy transition that guarantees a fair and sustainable future for all in South Africa,” stated Candice Moodley, EWSETA’s Corporate Services Executive, highlighting the importance of addressing poverty, inequality, and unemployment through reskilling and upskilling strategies and the capacitation of local communities through a strengthened Public Education and Training system.
As part of its commitment to fostering upskilling and re-skilling in the renewable energy and energy efficiency sector, EWSETA acknowledges the vital role of lecturers in training learners and emphasises the integration of renewable energy, energy efficiency, and entrepreneurship modules into the TVET curriculum to ensure the delivery of high-quality training that will not only lead to more excellent employability prospects but to self-employment.
EWSETA has also awarded the college an internship for 25 electrical students for 18 months.
Says Linky Nhlabathi, Electrical Lecturer (NCV) from the Nkangala TVET college, “The Renewable energy course on PV Solar Energy was a great experience. It is one of the skills that are relevant and responding to the needs of our community and the country, especially during this load-shedding crisis.
“My attitude and my lessons have changed in a way that I am enjoying my teaching.
I want to encourage students and qualified electricians, especially females, to integrate the Renewable Energy course with the electrical trade as there are many employment opportunities available, which will also contribute to our economy.”
Industry experts are encouraged by EWSETA to collaborate closely with SETAs and TVETs, leveraging their expertise in curriculum reviews and the development of new qualifications. Moreover, the organisation invites industry partners to provide valuable work-integrated learning opportunities, such as internships, for TVET learners.
Addressing guests at the black-tie affair, including President of BBC Elias Monage and the Leadership Collective of the BBC; BBC Chief Executive Officer Kganki Matabane. Picture: Eddie Mtsweni
EDWIN NAIDU
IN a strong rallying call for the Black Business Council and the private sector to join South Africa’s skills revolution, Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, has reiterated the government’s commitment to creating opportunities for the country’s youth.
A sum of R1,7 billion was disbursed by the National Skills Fund towards its bursaries programme in 2021/22, benefitting students enrolled in undergraduate and postgraduate programmes in scarce and critical skills.
“The central mandate of the Department of Higher Education and Training (DHET) is to develop a skilled and capable workforce whilst broadening the skills base of our country to support an inclusive growth path,” he said on Friday in Kempton Park at the Black Business Council summit.
Addressing guests at the black-tie affair, including President of BBC Elias Monage and the Leadership Collective of the BBC; BBC Chief Executive Officer Kganki Matabane; the Minister said he was delighted to have joined the gathering under the theme: “20 years of the Broad-Based Black Empowerment Act – Accelerating Implementation, Creating Jobs and Growing the Economy”.
In his address on the topic: “Skills Development and the Fourth Industrial Revolution – Their Roles in Economic Transformation- Skills for the Future”, Nzimande said a variety of strategic interventions to support the college sector to remain relevant to the country’s economic needs had been undertaken.
This includes the establishment of thirty-four (34) Centres of Specialisation at twenty (20) TVET Colleges with an investment of R68 million, and sixteen (16) Colleges have thirty-three (33) Trade Test Centres.
The Centres of Specialisation are well positioned to prepare students for the workplace, or self-employment, by maintaining close working relationships with employers in their areas of study.
“I must indicate that through these centres, we now can conduct trade tests in all thirteen (13) of our priority trades at TVET Colleges. These trade test Centres have already trade tested over 500 people that have qualified as artisans,” he said.
When the department was established in 2009, Nzimande said there was only one trade test centre for the country at Indlela, which presented an obstacle in the pipeline of producing more artisans.
Entrepreneurship is an excellent priority following the entrepreneurship hubs at TVET Colleges to support students to move into self-employment after completing their programmes.
In collaboration with Universities South Africa (USAF), Nzimande said a national program called Entrepreneurship Development in Higher Education (EDHE) Programme that aims to build an entrepreneurship system in universities focused on developing student entrepreneurship, entrepreneurship in academia, and entrepreneurial universities has been introduced.
Concerning the 4IR in skills development, Nzimande has established the Ministerial Task Team to look into the implications of the 4th Industrial Revolution in the post-school education and training system.
Ten (10) colleges have introduced a new programme in Robotics as part of the curriculum transformation strategy for the TVET sector to ensure that colleges remain responsive to the needs of a changing economy.
“One of my priorities is to continue to work closely with the private sector, including the BBC, in a partnership for skills development and innovation,” he said.
Nzimande added that the department is also involved in the development of critical skills for the economy, which includes the Hydrogen Economy within the context of the Hydrogen Society Roadmap for South Africa, the Agriculture, Health and Energy sectors and the development of skills for both the public and the private sector.
As part of implementing this mandate, the Department of Higher Education and Training (DHET) will oversee an institutional landscape comprising twenty-six (26) universities, fifty (50) Technical and Vocational Education and Training (TVET) colleges, nine (9) Community Education and Training (CET) colleges, twenty-one (21) Sector Education and Training Authorities (SETAs), National Skills Fund (NSF), Quality Councils as well as Private Providers.
“Our key outcomes, in this drive, include, amongst others, expanding access to post-school opportunities and improving the quality of provision and the responsiveness of the post-school system,” he said.
SOUTH Africa takes a giant leap towards becoming a global leader in astronomy and astrophysics as Professor Sunil Maharaj of the University of KwaZulu-Natal (UKZN) has received the esteemed Annual Harry Oppenheimer Fellowship Award.
The accolade recognises Professor Maharaj’s exceptional work in gravitational processes within evolving stars, a key area bridging science, mathematics, and astronomy.
Under the creative partnership with the Square Kilometre Array (SKA), South Africa’s strategic vision of advancing astrophysics is being realised through this groundbreaking project. Professor Maharaj’s research explores the intricate workings of gravitational processes within stars, offering crucial insights into our understanding of the universe. This pursuit has been a fundamental scientific challenge since the early days of gravity research.
With a focus on collaborative efforts, this transformative project has brought together a dedicated team from South Africa, Tanzania, and India. Their collective expertise and contributions play an instrumental role in unravelling the mysteries of the cosmos. By fostering international collaboration, this initiative showcases the power of uniting diverse minds and resources towards a common goal.
“Professor Maharaj’s achievement not only highlights the exceptional talent within South Africa but also underscores the nation’s commitment to fostering scientific excellence and becoming a leader in the field of astrophysics. The collaborative nature of this project serves as a testament to the power of international cooperation and knowledge sharing”, said Jonathan Oppenheimer, Chairman of the Trust.
The award comes at a time when South Africa is making huge strides in astronomy, as SKA, the world’s largest radio telescope, is currently being constructed by South Africa jointly with Australia. Professor Maharaj adds that although South Africa is still catching up to developed countries in astronomy, the SKA is to the country’s advantage.
Upon winning the award, an elated Professor Maharaj said: “It has been a very humbling experience to be shortlisted for the award and to receive it. It surprised me as I thought it would go to something more observational and practical like a product or a cure for COVID”.
UKZN Vice-Chancellor and Principal Professor Nana Poku expressed immense pride. They congratulated Professor Maharaj on receiving this award, “His exceptional research in gravitational processes within evolving stars is a beacon of scientific excellence, demonstrating South Africa’s progress in astrophysics. This monumental achievement is a testament to Professor Maharaj’s unrivalled dedication and expertise and a clear demonstration of South Africa’s capability to be a global leader in astronomy. As we celebrate this momentous occasion, we look forward to further pioneering breakthroughs in astrophysics and other fields from our esteemed academic community.”
The Harry Oppenheimer Fellowship Award is granted to scholars of the highest calibre who are engaged in cutting-edge and internationally significant work that has particular application to advancing knowledge, teaching, research and development in South Africa and beyond.
THE University of Cape Town (UCT) did not participate in the new Times Higher Education (THE) Sub-Saharan Africa (SSA) ranking released last week.
In a statement, UCT notes concerns about the proliferation of rankings, particularly at a time when universities in many parts of the world are reducing their funding dramatically.
This is particularly true of institutions on the continent. Each new ranking increases the resources required to participate.
“While rankings can be useful as a benchmark and comparator, they can distract higher education institutions from focusing resources on their core business – which in our case is delivering excellence in research, teaching and learning, societal engagement and impact – in a manner that, as our Vision 2030 states, ‘unleashes human potential towards a fair and just society’,” it said in a statement.
UCT is already stretched to provide data for the many rankings in which it takes part and has yet to take on another easily. Sub-Saharan Africa ranking as it stands in this first cycle does not fit its mission.
The various metrics suggest that it is aimed at covering the vast diversity of higher education institutions on the sub-continent, which is admirable in its intent but needs to be revised with comparability. UCT positions itself as a research-intensive global university with relevance and impact in Africa, and it is important to us to be ranked against universities with a similar mission for the comparison to be meaningful.
“We have had further concerns with some of the metrics, which we have raised directly with THE,” said UCT.
Following this engagement with THE, UCT might, at a later stage, reconsider its participation should the ranking methodology evolve appropriately, and the resources to support participation be available within the university.
THE Department of Basic Education (DBE), in partnership with the French Embassy, has embarked on a mission to revolutionise the teaching of Science in South African schools through the Inquiry-Based Science Education (IBSE) approach.
The approach is packaged through the La main à la pât (LAMAP) Project, a French acronym meaning stick your hands in the dough or to get involved in the thick of things.
The Project targets Grade 7 Natural Science teachers and advisors from 50 schools in five provinces, namely the Eastern Cape, Free State, KwaZulu-Natal, Limpopo and the Northern Cape.
The capacity-building session was attended by the French Embassy, represented by Mr Jerome Cosnard and the two French trainers, Messrs Fillipe and Gilles. Deputy Director-General for Basic Education, Mr Paddy Padayachee, opened the session. In addition, the Nkomazi Science Centre, Eskom Science Expo and the Cuban Specialists, led by Ms Yadeleidi Collot, made meaningful contributions to the quality of the week’s programme.
The Natural Science advisors and teachers were exposed to top-notch expertise in the hands-on approach to the teaching of Science. The group of 65 participants was divided into two equal sub-groups. One group was under the tutelage of science specialists from France who advanced the IBSE approach as an effective pedagogy for conceptual understanding of Science. Understanding the process of scientific investigations is one of the critical elements of this approach to science teaching. It calls upon several skills, such as asking questions, observing, predicting, creating experiments, analysing data and supporting conclusions with evidence. The process generally uses readily available resources and relatively inexpensive equipment, which augurs well for participation by a range of science educators anywhere in the country.
The Nkomazi Science Centre, the Cuban Specialists and the Eskom Science Expo handled the second group. This group focussed on Grades 6, 7 and 8 Natural Science experiments using the science kits that the DBE supplied to schools. Although, in the beginning, the participants seemed overwhelmed, they quickly acclimatised to the LAMAP approach and engaged in active participation during the hands-on activities.
Both groups handled the Senior Phase Natural Science curriculum using different approaches. The creation of the two groups was a strategic decision with subject advisors evenly spread across the two groups. The science advisors are the continuity and sustainability lifeblood of the project. Whilst the LAMAP Project is relatively small in reach, it is loaded with learnings that can be up-scaled in the system to improve the teaching and learning of science.
Basic Education Minister Angie Motshekga.
[Photo: GCIS]
STAFF REPORTER
BASIC Education Minister, Angie Motshekga, supported by Director-General Mathanzima Mweli, attended the G20 Intergovernmental Forum, which took place in Pune, India, last month.
The theme highlighted by the Indian G20 Presidency was: “Vasudhaiva Kutumbakam – One Earth, One Family, One Future” during the meeting from 19 to 22 June 2023.
The Group of 20 Countries (G20) is a leading forum of major economies that seeks to develop global policies to address the world’s most pressing challenges.
Due to South Africa’s advanced economy, South Africa became the first African country in the G20; and continues to be the only full member of the African continent. The Education Working Group (EWG) was established in 2018 under the Argentinian Presidency. Both the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) actively participate in this forum.
Minister Motshekga attended the G20 Education Ministers on 22 June, where she delivered a Statement on behalf of South Africa.
“As South Africa, we strongly contend that expanding objective cooperation and collaboration within the G20 Member States will promote and strengthen global responsiveness, as well as focused research and innovation in areas prioritised by this Forum.
We have developed several responses to support the intended upward trajectory of the education enterprise post-COVID, including a recovery programme to reboot the system to recover lost ground to use the lessons we learned, such as streamlining our curriculum, strengthening our e-learning platforms, also working with our teacher unions to develop teaching skills and competencies, to build back better.
We will continue to reflect on the four priority areas to improve and strengthen the development, implementation, as well as monitoring and evaluation oversight of our national education legislation, policies and practices. This, we will do from primary education, including early childhood,” said Minister Motshekga, who represented the DBE and the DHET as one Ministry in the G20.
On the sidelines of the G20 Ministers of Education Meeting, Minister Motshekga held bilateral talks with the Minister of Education of Brazil, Mr Camilo Santana; the Second Minister for Education of Singapore, Dr Mohamad Maliki Bin Osman; and with the United Arab Emirates (UAE) Minister of Education, HE Dr Ahmed Belhoul Al Falasi. The Minister also met with the Deputy Secretary of the OECD, Mr Yoshiki Takeuchi.
I AM an author, poet and essayist. I am also a blogger, novelist and screenwriter. I have written over twenty books. I am forty-four years of age.
The reason I am writing this is to help someone in the same situation where I found myself twenty-eight years ago so they can benefit from my own funny, unique, sometimes hurtful, painful, uncomfortable and even humiliating personal experience.
I am writing this to answer the questions I had about myself, the discovery that my depression was not clinical depression but that it was manic depression, the onset of my mood swing and Christianity in my own life. If North America can be described as the “Prozac nation” by the North American author Elizabeth Wurtzel and the USA coined the terms “hype” and “spin”, then why is mental health such low on the list of priorities of the people we voted into power when it affects everyone around us directly or indirectly, in a significant manner or otherwise?
It is a psychiatric illness also known as a bipolar mood disorder or mood swings. I have lived with this debilitating, mysterious and deadly disease my whole life. I have struggled to overcome the stigma attached to this disease by people who are intimidated by anything they do not have any control over.
This is my story. Sometimes I imagine that I am standing on a stage giving a seminar when I say those words.
I am just like you. Nothing is extraordinary about my life except how I choose to live it. Some people have to have physical proof that something is amiss with their bodies. We put so much of our faith into the hands of healers. Faith is a supernatural force of will. Time, God, homoeopathy, holistic repatterning, reflexology, full body massage, tea, herbal infusions, therapists, psychiatrists and doctors are all healers. We don’t have time to visualise and reflect on what our bodies are trying to tell us why we are hurting.
The illness was there for a long time. Now when I look back, the truth about it is undeniable. It can be cured or, at best, prevented from recurring to the best of the patient, the doctor and the pharmacist’s ability.
I don’t believe in labels like gifted, talented, creative genius or eccentric.
It is such an acceptable illness that influences subtle nuances in an individual’s behaviour that it takes a cluster of specific symptoms to diagnose it. It takes charge of your brain’s serotonin and dopamine levels. The feel-good hormones in your brain are when your slow descent into a personal and very private hell begins (your secret pain).
I was raised in a liberal-minded household by parents who believed that love, happiness and peacefulness were greater aspirations than prestige, position and status. I am part of only a lucky few. I was taught not to bear grudges. I was told that when someone hurt my feelings, to ignore them and see them for who they were. I was introduced to being forgiving and understanding and that there wasn’t any difference between the rich and the poor children at my schools. I was taught that the noblest profession in the world was being a teacher and reinforcing values and excellence, as well as enriching wonderfully young lives filled with so much hope and promise.
My parents taught me by example. My father is a community leader, and my mother is a teacher.
The word stigma is a synonym for phobia or fear (for a better word). People choose to see the very best in someone, and their judgement is clouded when they ignore the rest. Acceptance is something that comes at a very high price. The denial of human dignity comes at a significant cost with unforeseeable circumstances.
The signs and symptoms of a hypomanic episode are as follows. You behave wild and free, have depressive slumps, and spiralling depression. You don’t sleep. You don’t nap. You are the focus and become the centre of the universe. You are beautiful, intelligent, and determined, but the reflection everybody else sees is militant, horribly annoying.
You feel humiliated in later introspection, while others feel uncomfortable in your presence. You were Dr Jekyll incognito and Mr Hyde in the flesh.
There is a genetic predisposition to depression and mania as well. My father’s side has had a history of mental illness, including alcoholism, depression and suicide. Depression is a devastating illness that affects millions of people worldwide. The more family values are on the decrease, the more suicide is on the increase.
People refer to their depression as sadness and stress. Mental health seems not to be a moot point for people in government. To the world at large that is still suffering in silence, I say, break the silence and add a visible, outspoken voice. There are more of us out there than you realise. Keep on fighting. I did. I do every day, and as I take my first breath for the day, I thank God I am alive. It’s not brave when you’re not scared; sometimes, I have good days and bad days.
I had no idea I was sick for a long time. Later, in the beginning, stages, it defined who I was. My whole life revolved around hiding my disease. Sometimes it was easy to hide, and sometimes it wasn’t. It was cerebral. It was a catalyst. There was no scarring, no wound, no stitches and sutures required. I have changed. I have changed for the better only just these last few years. I am a more sociable person. I am kinder. My rough edges are softer. Perhaps it is a cliché, but it has become true. As the famous song goes, “We can find love if we search within ourselves”, but also, I believe, everywhere if we look hard enough.
People who have mental illness think they are a burden to society. Fact. The suicide rate amongst teenagers (the most vulnerable group) is growing. Fact. Social grants are also increasing due to a decrease in family values, growing up as orphans or having a single parent, poverty, unemployment, depression and stress. The list goes on. Rape, domestic violence, battered woman syndrome and the stigmatisation of mental illness are never-ending.
Fact. Some people continue to have blind faith in their medical aid or fund, that is, if they have one. Ignorance is like scar tissue, subterranean and lurking beneath the surface. Whoever said ignorance is bliss was duping her or himself. Unless a forum or a platform can be raised to break the silence and annihilate in one blow the stigma of mental illness and prejudice. Suffering in silence from depression and stress, families will break up, and kids will be caught in the crossfire of divorce. There is nothing more devastating in the world than a child who feels unloved and has no self-esteem.
Both Princess Diana and Mother Theresa said that the most significant disease today is the feeling of being unloved.
I felt bewildered when I read “The Girl in the Parisian Dress”, an article published in another famous women’s magazine on Ingrid Jonker, a celebrated South African poet. She was a genius that goes without saying, but also profoundly emotionally unstable because of her childhood and her past, and the one man whom she would never gain approval or love from – her father. You can’t colour happiness outside the edges of your life and imagine it’s a sea mist surrounding your body when inside, you’re backsliding and waning in gloom and doom. Everything around you is blacker than night. William Styron, an American writer, described depression as “darkness visible”, and that was the name of the book he wrote chronicling his depression as well. I think that no two words describe depression and stress better than “darkness visible”.
There is one thing that I have learned during the past eighteen years. The future is still in my power, even though the past cannot be changed. Mental illness is not a human stain. Currently, I am working on an anthology of my poetry, a collection of short stories, and I am beginning work on a novel co-authored with my father called “From hell to Eternity: A Memoir of Madness”. I have received grants from the National Arts Council which encouraged me to begin to write again. This time with both my survival and my experience in mind but to put together some of my earlier poetry in a collection entitled “Africa, Where Art Thou?”
Yes, my life has turned out rather unconventionally from who, what, and where I’d envisaged myself being, but not a day goes by now that I am not thankful. I do not question why I am here or my divine purpose. I am no longer driven by fear and uncertainties, and I behave self-consciously. Although there is still a sorrow here, I cannot reform, that yields stillness in quiet moments of reflection or contemplation; every event in my life composes furious life anew. Through all the infinite wisdom of my mistakes that came before, the love of my family remains. It is a reminder of what came before and what lies ahead in my future.
Dr Blade Nzimande, the Minister of Higher Education, Science and Innovation, said he was deeply troubled by the wide range of problems facing several institutions beset recently by governance, administration, leadership and business continuity challenges.
“The only feasible way to resolve difficult challenges is by an inclusive stakeholder model of governance which allows for voices of dissent, disagreement and dialogue in a peaceful manner inviolable of the rights of all stakeholders,” he said.
Several institutions, including the University of South Africa, the University of Cape Town, Mangosuthu University of Technology, the Vaal University of Technology, the University of KwaZulu Natal and Fort Hare, have been dogged by ongoing challenges.
Nzimande said he had robust discussions with the Council of the University of Fort Hare last Friday as a follow-up meeting on issues raised with him by stakeholders, including Council members.
However, Nzimande noted that universities were given powers of self-governance through the Higher Education Act (1997), which offers capabilities to Councils accountable for the daily administration of universities.
To ensure that Government exercises its proper role, Nzimande said he had tasked the Department to put all these institutions under a watching brief, using all the available instruments provided for in the Higher Education Act.
“This entails close and regular monitoring and all interventions required,” said Nzimande.
The Ridge School, renowned for its commitment to holistic education and instilling values of responsibility and leadership in its learners, took part in World Environment Day earlier this month.
The school’s young boys have taken a resolute pledge for the environment, vowing to reduce pollution and positively impact Earth’s conservation through tangible actions in their everyday lives.
Under the guidance of their dedicated teachers, the boys have enthusiastically embraced the ideals of sustainability, recognising the urgent need to protect and preserve our planet for future generations. Their pledge demonstrates a remarkable level of awareness and commitment to creating a greener and healthier world.
Headmaster, Frank Rumboll, expressed his admiration for the boys’ dedication and sense of responsibility, stating, “I am immensely proud of our boys for taking this important step in safeguarding our environment. By committing themselves to make a positive impact, they are setting an inspiring example for their peers and future generations.”
Felipe Robert, a Grade 1 learner at the school, said in his pledge: “I’m going to switch off the lights when I leave the room.”
Zaeem Thokan, Grade 2, committed to recycling paper, plastic, and glass and picking up litter when walking around.
Grade 5 learner James Olivier said: “I pledge to use reusable shopping bags instead of plastic bags, to use lunch boxes instead of plastic packaging, to turn off the water while I brush my teeth, and to take shorter showers.”
World Environment Day on 5 June is a global platform to raise awareness and encourage action for environmental protection.
Celebrating the 150th anniversary of the University of South Africa, Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, on Monday urged the world’s oldest distance learning institution to draw on its inspiring former student heroes to reclaim its greatness.
Founded in 1873, Nzimande said UNISA occupies a unique place in the annals of higher education history as the oldest university in the country, birthing the university system in South Africa.
Stalwarts of the struggle against oppression and Apartheid, ZK Matthews and John Langalibalele Dube were amongst the first Africans to receive degrees from Unisa since Simon-Peter Mihlali, the first black student to matriculate in 1879.
The Minister reminded guests, including former president Thabo Mbeki, Deputy President Paul Mashatile; Ambassadors and High Commissioners representing various Countries in South Africa; several ministers, and academics, that UNISA boasts among its million and more alum community, the likes Youth League President Anton Lembede, Former President Nelson Mandela, Archbishop Emeritus Demond Tutu, Anti-apartheid activists and Rivonia Trialists Ahmed Kathrada and Denis Goldberg, former Chief Justices of South Africa, among others.
“UNISA is also the alma mater of our very own President Cyril Ramaphosa,” he added.
In the 1940s, he said notable figures such as Oliver Tambo, Getrude Nhlabati, Sir Seretse Khama and Robert Mugabe, amongst others, received their degrees from the University of Fort Hare, registered as external Unisa students.
“Those who study with Unisa today should thus be proud that they share an alma mater with such distinguished personalities,” he added.
Nzimande urged Unisa to take advantage of its added leverage of having Mbeki as Chancellor, whom he described as an inspirational leader who has distinguished himself as a philosopher and leading thinker known for his ground-breaking revitalisation of the African Renaissance, the repositioning of Africa and South Africa as prominent international economic and political role players,” he added.
With enrolment projected at 370 000 plus students across 130 countries in the world, Unisa is one the mega-universities in the world today.
Despite the august nature of the occasion, Nzimande expressed concern about the current developments at the institution regarding its strategic direction, quality of administration and academic outcomes, governance and leadership problems which had been facing several administrations and Councils over the past decade.
A report has been tabled to his Ministry, and I shared this with the UNISA Council. This was followed in 2022 by the appointment of an Assessor, Professor Temba Mosiua, to probe specific matters for further investigation. This report has also now been handed to the Ministry, and the next steps will be announced shortly.
Nzimande said he wants UNISA to be restored to its foundational mandate. It must accelerate the modernisation of its technology platforms to fully manage and apply for promising use innovations such as Generative AI (for example, ChatGPT) as tools to assist it in carrying out its operations efficiently across vast geographical distances and, of course regulating its applications in teaching and learning, and research settings.
Celebrating the 150th anniversary of the University of South Africa, Minister of Higher Education, Science, and Innovation, Dr Blade Nzimande, urged the oldest distance-learning institution in the world to fix its problems by drawing on the inspiration from the likes of elder statesmen as Thabo Mbeki in “service of humanity”.
“The revolution in massive online technology providers – many offering free online courses – pose serious challenges to our universities, and UNISA has to compete in this unpredictable, innovation-intensive space successfully,” he said.
“I urge Unisa to take advantage of its added leverage of having as your Chancellor, Former President Thabo Mbeki, an inspirational leader who has distinguished himself as a philosopher and leading thinker, known for his ground-breaking revitalisation of the African Renaissance, the repositioning of Africa and South Africa as prominent international economic and political role players,” he added.
Gauteng Education MEC Matome Chiloane has extended the closing date for the 2024 Online Admissions application period for Grade 1 and Grade 8 to 21 July 2023 because the department has noticed that some parents still prefer submitting their applications physically.
The extended deadline will give parents and guardians an opportunity to submit documents after the school recess, which is due to commence from 23 June 2023 until 17 July 2023, said Chiloane.
The department has also announced that the Online Admissions System has successfully processed over 400 000 applications since the start of the application period a week ago on Thursday, 15 June 2023.
“As of Thursday, a total of 408 714 applications were processed by the System. This amounts to 176 975 Grade 1 applications and 231 739 Grade 8 applications,” the Department said in a statement.
Despite this extension, parents and guardians are still encouraged to apply by visiting www.gdeadmissions.gov.za and register to proceed with the application process.
“We have seen it fit to give parents and guardians more time to apply and upload or submit documents at schools. We are also proud of having processed over 400 000 applications within a week, this is a testament to our system’s improvement and the demand of the quality education which Gauteng offers,” said Chiloane.
Basic Education Minister Angie Motshekga. Picture: Eddie Mtsweni
EDWIN NAIDU
THE Department of Basic Education is implementing the Presidential Youth Employment Initiative to tackle unemployment among youth in South Africa.
Now in its fourth phase, the Basic Education Employment Initiative (BEEI) seeks to give effect to the objectives of the PYEI, which is South Africa’s most comprehensive response to addressing rampant youth unemployment.
Phase IV will see 255 000 young people appointed in ordinary public schools and schools for learners with special education needs across the country, said Basic Education Minister Angie Motshekga in Pretoria at the weekend.
“We also have a responsibility to create employment opportunities, particularly for the youth who are neither in employment, education, nor training,” said Motshekga.
Providing an assessment of Early Childhood Development since the DBE assumed responsibility for its function from Social Development a year ago, Motshekga said much work had been taken forward over the last 12 months, and not all of it is visible outside government.
She said the government was committed to elevating the early years as the foundation of all education and learning and injecting momentum into the government’s commitment to delivering access and quality for every child.
Motshekga said that during the function shift process, the DBE listened carefully to the ECD sector to learn about the challenges faced on the ground and to make sure that its priorities became the government’s focus.
A key priority has been to ensure that government takes standardised approaches to help ECD programmes become registered and access the ECD subsidy. “We have also prioritised training on the National Curriculum Framework and developing a plan for workforce development – which are key planks in our strategy to build quality.”
Referring to government efforts to give youth a hand up, Motshekga said the Second Chance Matric examinations are written mainly to give those young people who seek a second opportunity to improve their marks or rewrite.
These young people recognise that a matric certificate is essential in their lives. More than 279,000 candidates enrolled for the May/June examinations. The examinations started on 3 May 2023 and concluded this week on June 14. Marking starts this coming week on June 21, and the results will be released on August 7 2023.
The public hearings on the Basic Education Laws Amendment Bill have been concluded. The Portfolio Committee on Basic Education led the public hearings, which began in March this year.
On the Basic Education Laws Amendment Bill (BELA) Bill which seeks to amend certain sections of the South African Schools Act of 1986 to respond to administrative challenges facing schools and continues transforming the education system, Motshekga said it was not a wholesale Bill that covers all aspects of the sector, focusing mainly on the administrative processes of the department and schools.
“It is a Bill that responds to the current needs in terms of the changing demographics of our communities, findings by the courts and our observations as we monitor schools,” she said.
The Bill has 56 clauses ranging from the introduction of Grade R to learner attendance, Code of Conduct for learners, Home Schooling, rationalisation of schools, abolishment of corporal punishment and initiations, language policy, admission policy, and the criminalisation of school disruptions.
“It is concerning to note that some members of the public are debating the content of the Bill along racial and political lines. We urge members of the public to engage more meaningfully and constructively on this matter,” she added.
Deputy President Paul Mashatile told hundreds gathered to commemorate Youth Day in Mangaung on Friday that collaboration across sectors is key to securing the country’s prosperity.
Named the National Youth Day Commemoration, this year’s theme is aimed at effecting positive youth development efforts from local, provincial and national levels in South Africa.
Mashatile said given that the majority of the country’s population is youth, it is incumbent upon all sectors of society to collaborate in equipping the youth with the skills necessary for development and our collective prosperity.
“If we fail to do so, we would have failed South Africa’s future, as young people represent the future, and it is our responsibility to secure it.
“As we work with the private sector, toward an inclusive economy that employs young people, we recognize that the path to an inclusive economy has not been simple, but like the youth of 1976, we are motivated by their undying spirit,” he said.
Mashatile said the government remains focused and determined to ensure that the youth have access to socioeconomic opportunities.
“Minister Dlamini-Zuma briefed me about the work we are doing to invest in youth that is being exhibited at the Opportunities Expo. She informed me that we are investing in real-time education, funding and mentorship opportunities that young people are now accessing.
“What was impressive was that the initiatives at the expo were led by the youth,” he said.
Mashatile said the government has placed the education and training of young people at the top of the national agenda.
Education is one of the most crucial enabling factors for attaining economic emancipation, he said.
“Over the years, the government has invested hugely toward a transformed education system.
“The government will continue to invest in the development of an inclusive education system in which children from low-income and working-class families also have access to quality education from the foundation phase and at higher education levels”.
Mashatile said the country has been investing in the modernisation of the delivery of education. This includes ensuring that curriculum content is responsive to the rising demand of skilled labour, high-speed internet access, and that educational delivery methods are now innovative.
The country has seen educational outcomes, particularly the improvement in output demonstrated by the province of Free State, which has held the top position for the longest time in terms of matric results.
As part of exciting new disciplines in schools, the Department of Basic Education system has introduced robotics and coding subjects at the foundation phase of learning.
This will improve reading for meaning and understanding of concepts at an early phase and thereby give young children a strong foundation for the future.
The Department of Basic Education is also introducing the Three-Stream Education system to ensure that not only academically oriented students benefit from education, but that learners can also choose the vocational or occupational stream that suits their needs.
In addition to Technical Mathematics, Technical Science, and Marine Sciences, the sector is introducing 13 new vocational disciplines. This is part of the Government’s aim to guarantee that schools not only encourage academic accomplishment but also vocational and occupational skills for young people.
To expedite the delivery of pertinent and acceptable skills, the government remains committed to providing essential resources and infrastructure from the earliest levels of basic education to the tertiary level, Mashatile said.
To guarantee that learners have access to the latest equipment, he said the government has recapitalized 540 of the potential 1,050 technical schools.
The programme focuses on youth entrepreneurs who are at intentional, promising and new stages of enterprise development.
Mashatile highlighted some of the achievements in the recent past, including;
2320 youth and youth-owned enterprises funded through financial interventions. 34209 youth-owned enterprises supported with non-financial development interventions. 6796 jobs created and sustained through supporting entrepreneurs and enterprises. Furthermore, under the Presidential Youth Employment Intervention, the Government has launched several youth development and empowerment initiatives to assist young people in entering the workforce.
Mashatile said the Presidential Employment Stimulus remains a crucial Government intervention to generate employment and livelihood opportunities, particularly at a time when the economy as a whole is not producing jobs at the required rate.
The Presidential Employment Stimulus builds on the many years of success of public employment programmes such as the Community Works Programme and the Expanded Public Works Programme.
During the last fiscal year, the stimulus enabled the creation of nearly 650,000 new jobs and thereby creating sources of income for the youth.
These opportunities were made available in numerous industries, including agriculture and across several other fields.
Of the people involved in the programme, 83 percent are youth. This brings the total number of participants in the Presidential Employment Stimulus since its launch in 2020 to over 1.2 million people.
More than 3.9 million young people have enrolled on the National Pathway Management Network, also known as SAYouth.mobi. This network provides a platform for young people to access learning and earning opportunities that are both all-inclusive and free of charge for data usage.
Close to 350, 000 young people have secured earning opportunities through the platform, with 68% of these being young women.
14 000 Technical and Vocational learners have secured workplace experience opportunities through the support of the Sector Education and Training Authorities in the Department of Higher Education and Training.
35 000 young people have secured non-financial support from the Department of Small Business Development and the National Youth Development Agency and close to 5 000 have received financial support to start and scale up their enterprises.
He said the government has successfully revitalised the National Youth Service programme and now runs one of the world’s largest National Youth Service programmes with 47 000 participants working across sectors such as Early Childhood Development, Sport, Arts and Culture, Nutrition and Digital Mapping.
Gauteng Education MEC Matome Chiloane officially marked the start of the 2024 Online Admissions application period for Grade 1 and Grade 8 on Thursday, at Winterveldt Multipurpose Hall in Tshwane.
Education spokesperson Steve Mabona said as of Thursday noon, 161 407 Grade 1 and 8 applications were successfully processed by the Online Admissions System, reflecting a slight decrease compared to the 2023 application period where over 165 000 applications were made.
“We believe this decrease may be due to this year’s application period occurring at the start of the long weekend. Within the first hour of opening the system, a whopping 60 000 applications were received,” Mabona said.
He said the department has acknowledged the challenge faced by some applicants when entering their ID numbers onto the system.
“The Department of Home Affairs (DHA) verification mechanism used on the Online Admissions was unable to process certain ID numbers, However, this was effectively resolved within a few minutes as we discovered applicants only had to refresh their browsers and proceed to apply successfully,” he said.
A number of applicants who were applying for Grade 8 reported that they could not enter their previous schools on the system.
The department said this issue did not affect all Grade 1 and 8 applicants, but Mabona has assured parents and guardians that the problem has since been resolved and all previous schools are now appearing in the system for Grade 8 applicants.
The 2024 Online Admissions application period will continue until 14 July 2023.
Parents and guardians are urged to either upload the certified copies of the required documents onto the system, or submit them at the schools they applied to within 7 school days.
Parents can also visit District Offices and 80 decentralised walk-in centres to be assisted with the application.
Gauteng Education MEC Matome Chiloane said he was happy with the online admissions on the first day and was proud of the smooth start and at the turnout of parents who succeeded in their applications.
“Many parents reached out to share their smooth experience when utilising the system. Other parents also said the system is faster than the previous years,” said Chiloane.
Prof. Tawana Kupe set out UP's strategic priorities.
PHOTO: SUPPLIED
Edwin Naidu
University of Pretoria Vice-Chancellor and Principal Professor Tawana Kupe has resigned suddenly.
He leaves the university on 31 July, six months before his term was scheduled to conclude in January 2024, said UP Council Chair Kuseni Dlamini in a communication to staff.
“While the process to find his successor will begin immediately, appropriate interim arrangements that will help facilitate the smooth functioning of the institution will be put in place,” he said.
Dlamini said he was confident that these interim arrangements, coupled with the expertise and dedication of the UP staff, would enable the university to operate at the highest level.
“We all remain committed to upholding the university’s mission, values, and long-term objectives and will work tirelessly to maintain our momentum,” he said.
On behalf of the Council, Dlamini thanked Kupe for his contributions to UP during his tenure.
Kupe officially stepped into his role on 14 January 2019, declaring: “It is an honour and privilege to take over the reins at this proud institution at such a key moment in South African and global history” following the resignation of former Vice-Chancellor and Principal Prof. Cheryl de la Rey, who took over as head of the University of Canterbury in New Zealand.
Prof. Kupe holds BA Honours and Master’s degrees in English from the University of Zimbabwe, as well as a DPhil in Media Studies from the University of Oslo in Norway. He served as Executive Dean of the University of the Witwatersrand’s Faculty of Humanities for six years after serving as the Head of the then Wits School of Literature and Language Studies. He was also the founding Head of the Media Studies Department.
On 1 June, UP announced that it had improved its position in the 2023 Times Higher Education (THE) Impact Rankings, rising to position 69 (up from the 101-200 band in 2022) out of 1 705 universities in 115 countries.
UP is also ranked in the Top 20 universities in the world for two SDGs, with a notable 4th place in the world (out of 960 ranked universities) for SDG 8, “Decent work and economic growth” (maintaining its top 50 global placement for SDG 8 from 2022) and 14th place for SDG 5, “Gender equality” (first appearance).
“Once again, UP has proved to be one of the leading universities not only in Africa but also in the world for impact towards the SDGs,” said Kupe at the time, acknowledging that it was a collective achievement from academic and professional staff, students, and partners at all levels.
The Basic Education Laws Amendment (BELA) Bill public hearings in the Northern Cape.
STAFF REPORTER
THE Portfolio Committee on Basic Education has concluded successful public hearings on the Basic Education Laws Amendment (BELA) Bill in eight provinces.
Public hearings took place in the Northern Cape Province last weekend.
The DBE said it was satisfied with the process thus far, as public hearings have been conducted in an organised and peaceful manner.
Those who supported the Bill said that it would improve the quality of the education system, particularly for those from disadvantaged households, through the proposal for the inclusion of Heads of Departments in determining language and admission policies at schools. They added that Clause 37 of the Bill, requiring home-schooled children to be registered, is necessary as it allows the Department to account for every child in the system whilst ensuring uniformity and access.
Those opposing the Bill said that it would undermine the constitutional right of parents to make decisions on behalf of their children. They further argued that the Bill primarily intends to take power away from School Governing Bodies (SBGs) to determine language and admission policies, undermining mother-tongue education.
They added that home-schooling is currently available to low-income families, but the new proposals that require independent accessors and continuous assessments will have profound cost implications. There was, however, a general agreement that alcohol sales be banned from schools as it could encourage further substance abuse within communities.
Other changes to the Bill include: making grade R compulsory as opposed to Grade 1, which is currently the case, and criminalising parents who do not ensure that their children attend school, with fines or jail time for up to 12 months.
In addition, it would also compel parents to supply specified documentation when applying; hold SGBs accountable for disclosures of financial interests, including those related to their spouses and family members; prohibit educators from conducting business with the state; and abolish corporal punishment.
Unisa is a distance learning University.
PHOTO: SUPPLIED
PHUTI MOSOMANE
SUSPENDED University of South Africa (Unisa), Registrar Professor Steward Mothata has hit back over the “unlawful” reasons behind his suspension.
Mothata was placed on a precautionary suspension a week ago for the reasons outlined in a confidential letter to him.
However, his lawyer, Modidima Mannya, Mothata, described the actions by Unisa as an:” abuse of power”, adding that Vice-Chancellor Professor Lenka Bula does not have any powers whatsoever to suspend him.
The Registrar claims he is being victimised over acts of alleged sexual misconduct levelled against him by a staff member 13 months ago. The details of these were lodged with Unisa Council, but no action has been taken.
“The power to suspend and take any disciplinary action vests in the Council of the university. For this reason alone, the suspension is unlawful as a matter of law.”
In the legal response, Mothata said Council appointed an external advisory firm PWC to investigate allegations of sexual misconduct against him. However, the preliminary report of the investigation confirms that the complaint is void of any truth and points to gross misconduct on the part of Prof Lenka Bula.
“The report specifically indicates the non-cooperation of Prof Lenka Bula. It is clear that the suspension is retaliation for the fact that the purported sexual misconduct complaint has been found to lack merit and exposes the participation of Prof Lenka Bula in the abuse of sexual misconduct.”
In another twist, in February 2021, Prof Mothata said in the lawyer's letter that he had reported to Council the misconduct of Prof Lenka Bula concerning the renovations at the Vice Chancellor’s house. These allegations were not investigated and subsequently were investigated by the Independent Assessor, who made damning findings against Prof Lenka Bula.
On 28th May 2023, Prof Mothata reported to Council what is unlawful conduct on the part of Prof Lenka Bula in making a payment of R500 000 (five hundred thousand rands) to Ms More, the claimed complainant in a sexual harassment complaint against Prof Mothata.
Prof Mothata accepted the findings of the Independent Assessor.
But Unisa has noted with concern the spurious allegations attributed to Prof Mothata, in which he is said to have told some media that he is being targeted for telling “the truth” and that the suspension letter is “vague.”
“We want to put it on record that the university needed to put Prof Mothata on precautionary suspension owing to his conduct which is in breach of the Unisa’s University Code of Ethics and Conduct and the Employee Disciplinary Code.”
“It is the university’s view that the suspension is necessary for the continued functioning and
governance of the University. The university believes that due processes were followed, which informed the decision to place the Registrar on suspension.”
Meanwhile, according to City Press at the weekend, the Unisa council has asked Higher Education Minister Blade Nzimande not to disband them but to appoint an additional three members to assist them in performing their duties.
The newspaper said that the council pleaded with Nzimande, following an explosive 309-page report by Themba Mosia, after investigating allegations that the council was ineffective and maladministration claims against principal and vice-chancellor Professor Puleng LenkaBula.
Mosia recommended to Nzimande that the council be disbanded, LenkaBula sacked, and an administrator appointed for Unisa.
THE University of South Africa (Unisa) has confirmed that the Registrar, Professor Steward Mothata, has been placed on precautionary suspension without providing reasons for the decision.
“The issues leading to the suspension have been outlined to him in a confidential letter shared directly with him and only him. Please note that this is a matter between Professor Mothata and the university, and the standing practice in the university is not to discuss such matters in the public domain, including through the media. There are existing internal platforms for addressing such matters, which all employees are fully conversant with,” said Unisa spokesperson Tommy Huma.
He added that Unisa has noted with concern the spurious allegations attributed to Prof Mothata, in which he is said to have told some media that he is being targeted for telling “the truth” and that the suspension letter is “vague.”
“We want to put it on record that it was necessary for the university to put Prof Mothata on precautionary suspension owing to his conduct which is in breach of the Unisa’s University Code of Ethics and Conduct and the Employee Disciplinary Code.”
Huma said it is the university’s view that the suspension is necessary for the continued functioning and governance of the University. “The university is of the view that due processes were followed, which informed the decision to place the Registrar on suspension.”
The university also noted rumours in the public domain that Council is no longer quorate and cannot hold meetings. The university has obtained a legal opinion stating that Council does quorate and should continue with its business.
The university also reassures its community and other stakeholders that the business of the University is continuing as usual, i.e., teaching and learning, research and innovation and engaged scholarship.
Staff are encouraged to continue going the extra mile in promoting the academic project and providing support services to students.
South Africa’s trend score from 2016 dropped significantly from 320 to 288 (a difference of 32 points). 81% of Grade 4 and 56% of Grade 6 learners did not reach the benchmark of 400 points.
PHOTO: SUPPLIED
STAFF REPORTER
BASIC Education Minister Angie Motshekga, supported by DBE senior managers, provided a comprehensive briefing to the Portfolio Committee on Basic Education on the recently released Progress in International Reading Literacy Study (PIRLS) for 2021, in which 57 countries participated.
“Through PIRLS, the Department heeds the National Development Plan (NDP) call for South Africa to participate in international benchmarking against the best systems in the world to improve education outcomes, and not to compete, as reading comprehension and performance are interlinked.
These findings were complemented by initial insights on reading literacy from the Early Learning National Assessment (ELNA) in Grade 1 for emerging literary skills and the national Systemic Evaluation study in Grade 3, which have demonstrated the severity of learning losses suffered globally due to COVID-19”, the Minister said.
During the virtual briefing, Mbinqo-Gigaba, Committee Chairperson, said that South Africans were concerned about the PIRLS findings as learners cannot read for meaning.
“A reading culture should be nurtured in the early years, with classrooms providing learners with adequate reading resources in their various home languages to develop language and comprehension skills for all indigenous languages.”
A total of 12,426 Grade 4 learners in 321 schools and 9,317 Grade 6 learners in 253 schools were assessed. Grade 4 learners were representative of the 11 official languages and nine provinces, whilst the Grade 6 learners only represented Afrikaans and English.
South Africa’s trend score from 2016 dropped significantly from 320 to 288 (a difference of 32 points). 81% of Grade 4 and 56% of Grade 6 learners did not reach the benchmark of 400 points. Grade 6 learners scored 384 points, with Afrikaans scoring an average of 456. The best-performing language was Afrikaans (387), and the lowest was Setswana (211). The Western Cape had the highest scores. The findings also indicated that girls achieved higher reading literacy scores than boys.
Dr Mark Chetty, Director for National Assessment at the DBE, delivered the presentation to the Committee, saying reading culture and literacy are interrelated; both context and complexity must be highlighted for decoding and language comprehension to organise thoughts, evaluate information and conclude to analyse text to improve reading for meaning across all academic subjects.
Chetty indicated that, in the future, the PIRLS findings will be analysed, and a detailed diagnostic report will be published. In addition, the DBE will be reviewing the National Integrated Reading Plan and reading literacy progress will be tracked through the Thrive by Five Index, measuring early learning, ELNA, tracking school readiness, a reading survey to track foundational reading skills in Grades 1 – 3; and systemic evaluation to calculate the outcome of reading comprehension”.
ON the 31st of May 2023, during its Autumn Graduation ceremonies, the Durban University of Technology (DUT) acknowledged Prof Salim Abdool Karim for his exceptional contributions to the global health environment and outstanding service to humanity.
At the ceremony, hosted at the Olive Convention Centre in North Beach, Durban, the Faculty of Health Sciences at DUT conferred an honorary Doctor of Philosophy Degree in Health Sciences to South Africa’s leading epidemiologist and infectious diseases specialist.
In honour of Prof Abdool Karim, the university also hosted a celebratory gala dinner to celebrate this award further.
On receiving this honorary doctorate, Prof Abdool Karim said: “I am deeply honoured by this accolade. It recognises the importance of science in dealing with infectious disease threats. More broadly, it highlights the value of science in making the world a better and safer place.”
On behalf of the South African Medical Research Council (SAMRC), we congratulate Prof Abdool Karim on this excellent achievement.
Born in Mobeni Heights, south of Durban, Prof Abdool Karim (63) is the director of the Centre for the AIDS Programme of Research in South Africa (CAPRISA) and CAPRISA professor for Global Health in the Department of Epidemiology at the Mailman School of Public Health at Columbia University.
Prof Abdool Karim also serves as an adjunct professor of Immunology and Infectious Diseases at Harvard University, Boston, adjunct professor of Medicine at Cornell University, New York, and pro-vice-chancellor of Research at the University of KwaZulu-Natal, Durban.
As a distinguished health expert, Prof Abdool Karim has played a leading role in the HIV/Aids and COVID-19 pandemics. His expertise has extensively contributed to HIV/Aids prevention and treatment, as well as the COVID-19 response, thereby saving many lives.
During the outbreak of the COVID-19 pandemic, Prof Abdool Karim led the 41-member Ministerial Advisory Committee on COVID-19. This committee guided the South African government’s response to the COVID-19 pandemic.
On the 31st of May 2023 the Durban University of Technology, acknowledged Prof Salim Abdool Karim for his exceptional contributions in the global health environment and his outstanding service to humanity. Picture: Supplied
Prof Abdool Karim played a critical role in providing the public and the government with scientific advice on the coronavirus, how it causes COVID-19 and the measures for preventing infection.
In 2022, he was appointed as a special advisor on pandemics to the Director General of the World Health Organisation (WHO). To date, the award-winning Prof Abdool Karim has published over 500 journal articles, 12 book chapters, co-editing three books, and holds six patents. He has been ranked amongst the world’s most highly cited scientists by the Web of Science.
Prof Abdool Karim also previously served as President of the SAMRC.
With a vision to become a frontrunner in university broadcast communications, #UJTV aims to deliver educational and intellectually stimulating programming to both the university community and the wider public. Picture: Supplied
STAFF REPORTER
“NOBODY is going to tell stories on our behalf; we have to tell our own stories,” said the University of Johannesburg (UJ) Vice-Chancellor and Principal, Prof Letlhokwa Mpedi, at the launch of UJTV.
This ground-breaking platform, a collaboration between UJ’s University Relations Division, the Department of Communication and Media (COM), and the Information and Communications Technology (ICS), was unveiled on May 31, 2023.
Prof Mpedi added that UJTV came at a time when the University was entering a new era that prioritises societal impact in the context of the 4IR. “TV presents us with an opportunity to engage with our mandate in new and exciting ways.”
With a vision to become a frontrunner in university broadcast communications, UJTV aims to deliver educational and intellectually stimulating programming to the university community and the wider public. It seeks to transcend campus boundaries, carrying knowledge from UJ into the homes and lives of viewers in South Africa and around the globe.
Viewers can expect to see new and exciting content, including in-depth conversations with UJ executives about their roles and the inner workings of the university. It will also showcase student lifestyle events on campus, including wellness topics and balancing the pressures of studying and living a healthy lifestyle. Other shows will focus on the 4IR narrative and topical discussions affecting UJ students and the broader society.
The launch episode aired on Friday and is available on the official UJTV YouTube channel. New episodes will be broadcast on Mondays, Wednesdays, and Fridays.
Team CSIR announced a major investment, which seeks to strengthen Africa’s #health innovation & #biomanufacturing capabilities through a workforce training & skills dev programme, worth R80 million from the Bill & Melinda Gates Foundation. Picture: CSIR
STAFF REPORTER
AFRICA’s plans to build capacity to respond to future pandemics received a significant boost as South Africa’s Council for Scientific and Industrial Research (CSIR) received an investment worth $4 458 033.00 (around R80 million) from the Bill & Melinda Gates Foundation to drive skills and health innovation.
The investment, which seeks to strengthen Africa’s biomanufacturing capability through a workforce training and skills development programme, is a significant milestone that will reduce the continent’s dependence on imported critical health products.
“Skills development and the establishment of the necessary infrastructure in the field of biomanufacturing require urgent action to strengthen our capability to manufacture health products that are accessible and cost-effective locally. This will reduce the continent’s reliance on imported therapeutics and promote the development of tailored health products for the African population.
Therefore, this workforce development programme will have a significant catalytic role in stimulating local biomanufacturing by providing hands-on training and competency building,” says Dr Santosh Ramchuran, CSIR Research Group Leader: Bioprocess Technologies.
This grant will support local training and workforce development for the manufacture of active pharmaceutical ingredients, biopharmaceuticals and vaccines on the African continent. The investment will also contribute to the modernisation of infrastructure and equipment that are key to building a robust local biomanufacturing capability.
“The grant from the Gates Foundation will allow for the expansion of the existing microbial production facility and the establishment of bench-scale production using mammalian cell-culture systems. This is a key focus area for us because, quite often, lead biopharmaceuticals discovered in Africa remain in the research and development phase and never reach commercial reality,” Ramchuran says.
“This work, which will support product development, is in keeping with the CSIR’s role in research translation and innovation – we provide knowledge, skills and infrastructure to drive industrial sustainability in the Biotech sector,” he added.
The initiative aims for black female candidates and applicants from other African countries to make up most of those who will benefit from the programme.
THE University of Cape Town (UCT) has launched ‘The University of the Future’ (UoF) project, an initiative that aims to create a vibrant and modern campus designed to attract talent, foster community engagement, and support UCT’s vision of a fair and just society.
The event was simultaneously live-streamed to an online audience. It began with a video introducing the project. In the video, the project steering committee chairperson Professor Salome Maswime (also the head of the Global Surgery Division in the Faculty of Health Sciences), asked viewers to consider the question: what will UCT’s spaces, places, services and functions look like in 2034?
The Programme Director, Professor Graham Fieggen, Head of the Division of Neurosurgery and a member of the project steering committee, pointed out that it is difficult to make predictions about the future. Referring to a quote by Thomas Sankara (former President of Burkina Faso) referenced in the introductory video, Professor Fieggen said that we need “the courage and extreme clarity today to invent our future”.
UCT’s Chief Financial Officer, Vincent Motholo, said the UoF project brings about “hopefulness for the future”.
Vice-Chancellor (Interim) Emeritus Professor Daya Reddy delivered the keynote address.
“All of us who have been attracted to be at UCT should be able to be accommodated and to work in spaces in which we are able to thrive.”
Professor Reddy said that the UoF project had to do with physical infrastructure, which is “an absolutely central consideration in the planning of the university”. He said that in the longer run, how we plan and develop our critical infrastructure will determine whether we will meet our objectives. It is, therefore, important that we get this right.
“All of us who have been attracted to be here [at UCT] should be able to be accommodated and to work in spaces in which we can thrive.”
The VC (Interim) stated that the project draws inspiration from Vision 2030 strategy, which seeks to unleash human potential for a fair and just society. At the core of the UoF project is a compelling vision: to establish an enabling environment that unlocks human potential. UCT aims to create spaces, services and functions that empower students, staff and the broader community to thrive and contribute to society’s betterment.
The project’s strategic importance is recognised by the UCT Council, which supports its vision of a modern and striking campus capable of attracting top talent, local businesses, donors, and industry interest.
Reddy thanked the members of the project steering committee for their hard work, which has brought the university to this point. The committee boasts diverse representation from UCT, including academic and administrative staff, student representatives, unions, and the Cape Town community. This inclusive approach ensures that the project’s outcomes align with the university’s and its stakeholders’ aspirations.
Primary schools learner in Kampala, Uganda. Picture: Twitter: @CathyNimurungi
STAFF REPORTER
THE Global Partnership for Education (GPE) is deeply concerned by the passage into law of the Anti-Homosexuality Act in Uganda and the potential impact on children’s human right to access education free from fear, violence and persecution.
The Act calls for harsh sentences, including life imprisonment and the death penalty, for anyone convicted.
GPE reiterates the rights of all children and young people to quality education, irrespective of their sexual orientation, gender expression or identity, said Laura Frigenti, chief executive officer, in a statement.
GPE is a shared commitment to ending the world’s learning crisis, mobilising partners and funds to support nearly 90 lower-income countries to transform their education systems so that every girl and boy can get the quality education to unlock their full potential and contribute to building a better world.
Frigenti said the GPE is considering the next steps in coordination with partners to assess the potential impacts of this law on the rights of all children to access quality education.
“Working closely with partners, GPE remains committed to supporting inclusive education in Uganda and elsewhere in the world.”
Head of Telkom Foundation Sarah Mthintso. Picture: Eddie Mtsweni
PHUTI MOSOMANE
More than 400 unemployed youth will be equipped with ICT skills to help improve teaching and learning in schools, the head of the Telkom Foundation Sarah Mthintso told delegates at the Gauteng City Region Academy (GCRA) Workforce Development Partners event on Thursday.
Mthintso said the foundation will focus its investments on young people by increasing its intake from 120 young people in 2022 to 200 this year and another 200 in 2024.
Speaking to Inside Education on the sidelines of the breakfast event, Mthintso said Telkom was partnering with the GCRA in an effort to continue investing in the development of young people with ICT skills.
“Telkom will train 400 young people to be deployed to various schools in the coming two years, an intake of 200 each year to support schools in the integration and adoption of ICTs.”
“In our research, we found that if you simply give schools any technology without providing technical support, in most cases teachers struggle on their own,” she said.
Having identified the ineffective use of technological tools by educators, Telkom together with the Gauteng Department of Education identifies unemployed youth in communities close to schools to help facilitate the effective use of these ICT tools in a school environment.
“Last year, we trained 120 young people, this year we have increased the number to 200 and next year another 200. So we train young people for four months on technical support. They then get deployed into schools to provide the much needed technical support to the teachers, principals, SGBs and learners,” Mthintso said.
The candidates will spend eight months providing technical support on ICT tools already deployed by the Gauteng Department of Education in partnership with Telkom.
The GCRA will pay candidates a monthly stipend for 12 months, thereafter the school can choose to extend the contract.
The Telkom Foundation will secure facilitators, moderators and assessors to enable candidates to get accredited certificates at the end of the 12 months.
Last year’s programme resulted in the placement of 120 candidates at 60 schools. For the training programme, Mthintso said the Telkom Foundation would spend R30 000 per candidate.
“We do not spend less than R3 million, this is excluding the stipend funded by GCRA. It is just one of the many programmes that we are doing as Telkom Foundation,” she said, also adding that the telecommunications giant trained over 210 learners in systems development, and business analysis who then get placed in companies with a budget of R15 million solely funded by Telkom.
Telkom approaches various entities in both private and public to identify ICT skills gaps, and then recruit young people to equip them with skills.
“For example, a company would approach Telkom with specific skills required. An entity would approach us and say ‘we are digitising our libraries – can Telkom assist?’ We have done this in Soweto and Tembisa,” Mthintso added.
Head of Telkom Foundation Sarah Mthintso says Telkom cares about South Africa’s prosperity. Picture: Eddie Mtsweni
MEC of Education Matome Chiloane applauded Telkom and other partners for assisting in helping unemployed youth with workplace skills.
“Youth unemployment is a ticking time-bomb, this challenge requires everyone. Give youth opportunities and keep them,” he said.
Department of Higher Education and Training led by Minister Dr. Blade Nzimande presented the
2023/24 Budget Vote. Picture: Supplied.
EDWIN NAIDU
SOUTH Africa is expected to get a new comprehensive student funding model, based on the considerations of a report which will be submit to Cabinet before the end of the year, said Minister of Higher Education, Science and Technology, Dr Blade Nzimande, in the 2023 Budget Vote in Parliament on Tuesday.
“In relation to student funding, we now are working towards the finalisation of a new Comprehensive Student Funding Model, based on the considerations of this report which we aim to submit to Cabinet before the end of this year,” he said.
“We aim through this also to introduce measures to support all the categories of students including those who are not supported by the current National Student Financial Aid Scheme (NSFAS) funding policy,” the Minister added.
He told Parliament that NSFAS is currently funding 1.1 million students with a budget allocation of R47,6 billion in the 2023 academic year. Of this amount, universities have been allocated R38.6 billion and TVET Colleges R8,9 billion for the first time we have passed the 1million mark.
At its inception in 1991, the scheme had a budget of R21.4 million allocated to the first cohort of about 7000 students. In 2023, SASSA beneficiaries account for 49% of the funded students in 2023.
To date, the scheme had improved its student application portal and it has introduced a WhatsApp and USSD functionality to assist students with the tracking of applications for 2023 and to receive responses directly to reduce the reliance on the call center.
The Minister said NSFAS pays for the full cost of study which includes full tuition, accommodation limited to R45 000 per annum, a measure to ensure overreaching by student accommodation service providers was curbed.
It stands to reason, that NSFAS should be involved in the student accommodation space and introduce controls as it spends approximately R14 billion a year on student accommodation.
In this regard, NSFAS has opened its accreditation portal to accommodation providers to apply for accreditation. Already, 8196 beds have been accredited covering the Eastern Cape, Gauteng, and KwaZulu Natal Provinces.
NSFAS also pays living allowances in the sum of R 1750 per month and personal care for distance students to the value of R 3 045 per academic year. Students not living in residences and private accommodation qualify for transport allowances of R 7 875.
On average, a student is funded to the tune of R 95 552, excluding Unisa students who only receive books as allowances because they offer distance learning.
Last year NSFAS also introduced direct payments through the NSFAS bank card for TVET Colleges.
Groundwork is being done to onboard universities in a phased in approach from the 1st of June this year.
Outlining the goals for the National Plan for Post School Education and Training, Nzimande said there were six goals and associated objectives and four ideas as the new drivers for the system.
First, Nzimande said was the massification of the college system with 1 million enrolled in the Community Colleges and 2.5 million in public and private TVET colleges by 2030.
Secondly, he referred to the diversification of the public universities based on their strengths and the needs of the communities in which they are located supported by a 1.6million enrolment target.
This is the reason that the immediate task for the department is to change the size and shape of the post school education and training system particularly to expand the college sector.
“The time has arrived for us to drastically increase intake in TVET and Community Colleges,” said Nzimande, adding that through HIGHER HEALTH, the department has reached over 2 million students in all public universities, TVET and CET campuses by leading the COVID-19 response for the sector.
Last year, over 700 000 students were beneficiaries of Higher Health’s health and psychosocial support programmes. In August, Nzimande will host a summit to mobilising men based on the UNESCO programme in fighting toxic masculinities Skills development is a key priority in the current financial year. Nzimande said the department would be updating the National List of Occupations in High Demand and piloting the provincial lists of Occupations in High Demand in collaboration with Mpumalanga and Western Cape.
In addition, the department is working on the skills for the hydrogen economy project, in collaboration with Department of Science and Innovation (DSI).
Through the Sector Education and Training Authorities (SETAs) combined, 52 701 learnership opportunities to the value of R1.6 billion were made available in the last financial year.
In addition, there were 14 475 internships opportunities to the value of R758 million.
Taking it further, another 14 954 TVET placement opportunities to the value of R726 million was achieved and the department remains committed to its target of 20 000 placements of TVET graduates work placements.
The SETAs combined opened 7095 university students work placements to the value of R311 million and 13 169 bursaries were awarded in various fields on skills in high demand to the value of R970 million.
Another 34 514 skills programs opportunities for the unemployed to the value of R278 million was opened.
“We also reskilled and upskilled 36 502 individuals in various sectors of the economy to the value of R494 Million,” the Minister said.
The National Skills Fund disbursed R1.7 billion towards its bursaries programme in 2021/22, benefitting students enrolled in undergraduate and postgraduate programmes in scarce and critical skills.
In the current financial year, at least 5 000 students will receive NSF funding for undergraduate and postgraduate studies.
For the 2023/24 financial year, Nzimande said the following targets have been set as part of expanding training opportunities: •110 500 workplace-based learning (WBL) opportunities; •149 000 learners to be registered in skills development programs; •23 000 learners to enter artisanal programs; •21 000 learners to pass artisanal trades; •32 550 learners to complete learnerships; and •6 450 learners to complete internships.
Currently 26 of the country’s colleges are engaged in entrepreneurial training through Entrepreneurship Hubs. “We are working to ensure that all our colleges are involved in some form of entrepreneurship training in the next three years,” he said.
Centres of Specialisation have expanded from 26 to 34 Centres at 20 TVET Colleges with a further investment of R68 million and 16 Colleges now have 35 Trade Test Centres.
These trade test centres have trade tested over 600 artisans of which over 500 have qualified as artisans.
Last year, Nzimande hosted the first-ever centralised national artisan graduation ceremony for artisans qualifying on the top thirteen (13) of the trades in high demand.
The department we will also be hosting a TVET Curriculum Review and Transformation seminar from the 28th -30th August 2023.
“We are standardizing our registration and admission processes in our TVET colleges to do away with different processes which have been applied by our colleges. This will include standardization in the processes of issuing of certificates,” Nzimande said.
This standardization process will also help us in the migration from manual to online registration processes at TVET colleges. “We have also witnessed student growth in several colleges that have now begun to embrace the use of technology in their enrolment processes and reducing the number of walk-ins at TVET colleges,” he said.
Through Community Colleges, the department has made the youth an important focus and a priority particularly for the youth that is “Not in Education, employment, or training (NEET).
“We have also created opportunities for our older generation who wish to enter our educational institutions.”
Nzimande told Parliament that a R200 million allocation from the National Skills Fund would ensure that the objective of increasing offerings of skills programmes in TVET Colleges are met.
“Through the National Skills Fund, we have allocated funds for capacity building of Community College lecturers, introduced skills programmes, learnerships and non-formal programmes. This includes the introduction of Civic Education,” he added.
Relating to tertiary education, Nzimande added that the University Capacity Development Programme (UCDP) would be intensified.
Over a period of seven (7) years, 758 lecturer posts have been allocated to universities and in the current financial year additional 85 posts will be allocated to universities as part of the New Generation of Academics Programme (nGAP).
This brings the total allocated posts to universities to 843 by end of the current financial year.
Of the total of 583 lecturers participating (nGAP), 338 (58%) are Female and 245 (42%) are Males; 569 are Black (African, Coloured and Indian) and 14 are White.
“We are also continuing to rollout development programmes through the Professor Sibusiso Bhengu Development programme to strengthen our historically disadvantaged universities. I have also commissioned the Council on Higher Education to conduct a study on blended learning,” he added.
Concerning infrastructure development, the Minister said that to date, the department has invested more than R3.701 billion for the maintenance and repairs of TVET Colleges’ infrastructure through the Capital Infrastructure and Efficiency Grant (CIEG) since the grant inception during the 2018/19 financial year. In addition to maintenance and repairs, CIEG is also used for upgrading the Information Technology (IT) infrastructure.
In relation to TVET Capital Projects, a total of nine (9) TVET College Campuses have been completed at a cost of R2.6 billion. The total amount currently available for investment in infrastructure projects across all the 26 existing universities during the 2023/24-2025/26 MTEF period is R8.662 billion.
Feasibility studies for the establishment of the University of Science and Innovation in Ekurhuleni and the Crime Detection University in Hammanskraal have been completed with construction expected to start in two years. In addition, a feasibility study for the establishment of the Giyani Education Precinct through the establishment of a University Campus with the Tshwane University of Technology has also begun.
The construction design phase for the Ulundi Campus of the University of Zululand will commence in this current financial year and that the actual construction should commence in the 2024/25 financial year.
The budget for the 2023/24 financial year is R133.8 billion, with an annual average increase of 5.3%.
DG of Higher Education & Training, Dr Nkosinathi Sishi, Deputy Minister Buti Manamela and Minister Nzimande. Picture: Supplied.
University of Cape Town Council Chairperson Babalwa Ngonyama has resigned immediately after finding herself in conflict with the very panel which forced out former vice-chancellor Professor Mamokgethi Phakeng.
“After thoughtful consideration and deep and thorough reflection, I have decided to step down as Chair and member of Council of the University of Cape Town (UCT),” said the chartered accountant and business woman in a communication to staff.
“This decision, which was not a light one, will come into effect immediately,” Ngonyama added in the statement which has not yet been distributed to the university community.
Currently in Paris on business, Ngonyama said that her decision was taken considering her unreserved commitment expressed when taking up this role and during her tenure – to put the interests of the institution first at all times.
With experience spanning more than two decades, Sinayo Securities founder and CEO Babalwa Ngonyama has enjoyed an illustrious career in the financial services sector.
Under Sinayo Securities Ngonyama leads several passion projects – notably the company graduate training programme dubbed ‘Project Funda’, which assists young graduates by equipping them with the necessary knowledge and skills required for future employment. To date, more than 60 graduates have secure direct industry exposure, either with Sinayo Securities and its clients.
“I have also taken this decision having considered the impact of the current circumstances on my wellness and health,” she added.
Phakeng reached an exit settlement with UCT in February 2023.
This intensified since Council announced an independent investigation panel late last year to look into governance-related issues at the university.
“I wish to also state, as I always have, that I remain committed to the work of the panel and I have always been unwavering in my willingness to appear before and cooperate fully with the panel.”
As part of the panel’s ongoing work, Ngonyama was invited and also informed that there were allegations made against her by some individuals who had appeared before the panel.
“It is one thing to focus on improving governance at UCT, it is a completely different matter to use the process in an attempt to lay blame.”
“As part of the process and in the interest of procedural fairness but also to ensure efficiency in how the claims made against me are addressed, I requested that I be furnished with the statements of the individuals beforehand.”
“The request was made so that I could thoroughly respond to them and be afforded an adequate opportunity to address them. I also requested that I be allowed to cross examine the witnesses as part of testing the allegations against me. I was not afforded that courtesy.”
She said that it was important for any person appearing before the panel who needs to respond to claims against them to be given access to any statements or evidence presented by those making the claims against them.
“Unfortunately, the panel has been unwilling to grant me this opportunity, which conflicts with a basic tenet of procedural fairness.”
Ngonyama asked the Western Cape High Court to decide on the fairness of the process and the nature and extent of the panel’s powers under the revised terms of reference, the Institutional Statute and the Higher Education Act.
But this prompted the panel to release a pre-emptive interim report to Council, recommending that steps be taken to remove her.
“It would be a disservice to see a situation where the university returns to the days of instability or sections within the university once again becoming polarised by this matter. It is for this reason that I have concluded that it was best for me to resign and deal with this matter outside Council through the available legal mechanisms,” she said.
Pending the resolution of the contested issues, Ngonyama said she is willing to cooperate with the work of the panel as it presents UCT with an opportunity to address the challenges that beset the university.
“What is important is that fairness, transparency, justice and due process prevails,” she said.
THE South African Democratic Teachers’ Union (SADTU) Free State Provincial Secretary Mokholoane Moloi said the union welcomes the appointment of MEC for Education Makalo Mohale.
“We believe that the Premier has made a good choice in appointing MEC Makalo Mohale as he has been the MEC for the Department of Economic, Small Business Development, Tourism and Environmental Affairs (DESTEA) and understands the operation of government,” Moloi said.
He brings with him the knowledge and experience he acquired in DESTEA that the union believes could benefit the education sector, which is not new to him as he was once appointed as MEC for Education on an acting capacity in the absence of the late MEC Tate Makgoe.
Moloi said Mohale is a seasoned leader of the ANC who understands education policies of the movement that government must implement.
“We have full confidence in his capabilities and competence that he demonstrated in DESTEA to improve education.”
“As SADTU we are looking forward to a cordial, yet robust working relationship with the MEC that will enhance labour peace in the interest of education in the province,” Moloi concluded.
Gauteng Education MEC Matome Chiloane officially launched the Multi-Certification Skills Programme on Wednesday, at Katlehong Engineering School of Specialisation, for it to be rolled out at primary and secondary schools across the province.
Pictures: GDE Media.
The GDE Multi-Certification Skills Programme is a learner-focused skills programme that will equip all learners with critical and practical skills, apart from them only receiving a National Senior Certificate upon completing their basic education. The programme will ensure that every learner in the province acquires a minimum of one accredited skill per academic year from Grade R to Grade 12, thereby accumulating thirteen skills certifications upon their exit of the schooling system.
The Multi-Certification Skills Programme will guarantee learners in primary and secondary schools (from Grade R – 12) accreditation in the following skills: Coding Robotics; Swimming; Entrepreneurship; Sign Language; Peer Mediation; Microsoft Digital; Rocketry; Artificial Intelligence; K53; First Aid; Drone Technology; Values & Diversity; Music Enhancement.
At our technical schools, the Multi-Certificate Skills Programme will provide learners (from Grade 10 – 12) accreditation in the following skills: Plumbing; Woodwork; Bricklaying and Plastering; Electricians Part-Qualification; Electronics & Digital Security Installation; Electronic Appliance Repair; Automotive Repairs & Maintenance; Welding; Fitting & Machining; Basic CAD Competency; Elevator Installation, Maintenance & Repair; Forklift Operation, Maintenance & Repair.
The skills provided to technical schools from Grade 10 – 12 through the Multi-Certification Skills programme will be Katlehong Engineering School of Specialisation was earmarked for the launch as it already offers learners some of these skills.
To ensure the efficacy of this programme, we have partnered with numerous experienced companies who provide invaluable expertise in each skill. During the launch, learners demonstrated their diligence in each of these skills alongside our partners.
“We are excited to have introduced such an innovative programme that will give learners practical skills which are credible enough to use in our vast economy. We want to assure the public that this programme will be rolled out at all our schools, and we are working with various SETAs to ensure the credibility of the certificate obtained for each skill.
We are grateful to all our partners for their immeasurable support and contribution towards this initiative, and for helping us grow Gauteng together,” said MEC Chiloane.
BELA BILL public hearings held in Mahikeng. The hearings were held in the North West Province this past weekend. PHOTO. CAPS MEDIA
PHUTI MOSOMANE
THE high rate of substance abuse in South Africa was cited as the main reason for the strong objection to the provisions of clause 8 of the Basic Education Laws Amendment Bill which regulates the possession, consumption or sale of alcohol on school premises.
These were the views the residents of greater Ngaka Modiri Molema District Municipality shared with the Portfolio Committee on Basic Education during the public hearings on the Bill at the Mmabatho Civic Centre in Mahikeng.
The hearings were the second of three hearings in the province which form part of the nationwide public participation process on the Bill.
The promotion of public participation is an obligation on Parliament in line with Section 59 (1) of the Constitution, which compels public involvement in the legislative-making process of the National Assembly. This ensures that laws are reflective of the views and wishes of the people and enhance participatory democracy.
A considerable number of participants highlighted that the presence of alcohol on school premises will send a wrong message to leaners especially when schools are already challenged by taverns and shebeens that sell liquor closer to schools.
While the majority of those against this clause supported the Bill for its broader objectives, they said this clause should be reconsidered.
Other participants argued that those who opposed the clause misconstrued its intention, in sharing their understanding of the clause, they said its intention is to regulate the consumption of alcohol on school premises in the event of school property being rented.
The regulation of home schooling in the Bill also provoked opposing views in Mahikeng. Those who opposed it expressed concerns that the Bill seeks to regulate an environment relatively unknown to the department.
According to residents, the Bill is unimplementable in the sense that the department is unable to hire enough educators, yet the Bill promises that assessors will monitor the implementation and progress of a home schooled child.
Also, they argued that the overregulation of the environment such as the requirement for annual assessment will create an additional financial burden on parents. They called for the complete removal of clause 37 and the drafting of a researched and well thought out Bill on the home schooling environment.
Those who supported the retention of clause 37 in the Bill, emphasised that regular schools are regulated and clause 37 will ensure standardisation and control over the home-schooling environment.
Another contentious point was the determination of language and admission policy at schools with some participants raising a concern that the Bill centralises power in the office of the head of department. The concern centred around the view that the School Governing Bodies (SGBs) are the appropriate and legitimate structures to make such determination due to their proximity to schools. Those against the clause advocated for the department to only intervene in cases where there is clear evidence that the SGB is unduly using the Bill to exclude learners.
Those who supported the clause said it is necessary to stimulate transformation and ensure standardisation across all public schools. Also, there was a fear that not adopting the clause will allow the perpetuation of the legacy of apartheid in the basic education system that continues to disadvantage and marginalise the majority of learners.
Chairperson of the committee Bongiwe Mbinqo-Gigaba said there was an agreement on the clause proposing compulsory attendance of school from Grade R as that will ensure qualitative preparation of learners to enable them to cope well at school throughout their basic schooling trajectory.
Mbinqo-Gigaba said the committee considers the public hearings successful thus far given “the high level of contributions it received from participants. The committee had projected about 300 participants, but ended up with over 700 participants.
“In all the hearings held thus far we have received great numbers and quality inputs and this points to the burning desire to ensure a quality education system for the children of this country. All the inputs made will be taken into consideration when the committee deliberates on the submissions,” said Mbinqo-Gigaba.
On Sunday, the committee held last hearings on the Bill in the North West Province in Vryburg. In line with the intention to enable broader access to the work of the committee and to enable extensive consultation as much as possible, the committee has resolved to hold its public hearings in the afternoons and on weekends. The public hearings are open to every individual and organisation wishing to make their submission.
Free State Education MEC Tate Makgoe has died in a horrific car crash on Sunday morning.
This was confirmed by Free State Premier Mxolisi Dukwana, who described Makgoe’s passing as a big blow to the provincial government.
“Makgoe improved the overall quality of education. This is a big blow to us, the people of Free State. He became a life-long learner,” Dukwana said.
The Free State Premier said provincial government officials visited the accident scene on Sunday morning.
“It was a horrific accident and two cows were hit,” said Dukwana.
Basic Education Spokesperson Elijah Mhlanga said Makgoe took education in the province to the highest level since he was appointed MEC for education in 2009.
“We recieved the sad news of his passing.
Mr Simply the best (as he was affectionately known within government corridors) really wanted every child to succeed. He loved economics and would at times teach learners,” said Mhlanga.
Said Basic Education director-general Mathanzima Mweli: “It is a sad morning as we wake up to the news of the untimely passing of Free State Education MEC Tate Makgoe.”
“He contributed greatly to the sector and the provincial education department. We thank you for your service MEC. Rest in peace brother.”
Gauteng Education MEC Matome Chiloane said Makgoe exemplified the excellence of South Africa’s public schooling system after he led Free State to retain the number one spot for four consecutive years.
“MEC Makgoe’s invaluable contributions towards our country’s basic education sector and the incredible achievements he pioneered within his own province will never be forgotten. His passing is a insurmountable loss to our sector, however, the standards he has set will remain as a legacy that will continue to inspire generations of leaders to come,” said MEC Chiloane.
“As the Gauteng Department of Education, we wish to express our deepest and sincerest condolences to MEC Tate Makgoe’s family, loved ones and the Free State Department of Education at large,” MEC Chiloane said.
SADTU General Secretary Mugwena Maluleke said the teachers union was deeply saddened by Makgoe’s passing.
“This is a man who showed great commitment, invested more in Grade R and quality education.”
Maluleka said Makgoe was a “simple and easily accessible man” who treated education as an enabler, supported teachers, a person who did not enjoy just being in the cameras.
He said Makgoe instilled a spirit of team work and supported teachers in the Free State province.
Makgoe understood that Apartheid dispossed black Africans of education, and he was therefore driven by the fact that a black child must recieve quality education to undo that legacy.
Department of Higher Education Spokesperson Ishmael Mnisi described Makgoe as a hard worker who performed his work with diligence to serve his people.
“Minister of Higher Education Blade Nzimande sends condolences to the Makgoe family, friends and the entire Free State province for the ultimately passing of MEC Makgoe,” Mnisi said.
Makgoe joined the Free State provincial legislature in 1994. He served in different portfolios including as MEC for Agriculture, Finance and later Education. He also served as a member of the ANC’s provincial executive committee in Free State and was tipped as the next Basic Education Minister.
Protesting students want Wits to lift the R10 000 upfront payment to access Wits residences. Picture: Twitter
Protesting Wits University Students marched through Braamfontein on Friday afternoon.
At around 13:20 some students, accompanied by a group of about 150 people from Braamfontein, broke through the Yale Road South and Station Street Gates, many wearing political party regalia.
“They came armed with water bottles, rocks and teargas, which they threw at private security officers. Three security officers were hurt and have been taken to the Campus Health and Wellness Centre. The exchange continued for about 20 minutes outside the Great Hall before the crowd dispersed,” the university said.
It said the situation has calmed down now and campus protection services is trying to get those trespassing off the campus as possible.
But entrances have been closed and staff and students will be allowed to leave. No one is currently being allowed onto our campuses.
“We have already illustrated our commitment to trying to support our students as far as possible, and to address many of the systemic national issues. We have shown restraint in the face of student protests but condemn the acts of intimidation and the destruction of property,” the University said in a statement.
The decision by the university on Friday to instruct campus security personnel to remove journalists and photographers covering the student protest was criticised as “censorship and an assault to media freedom.”
The university said lectures proceeded well in the afternoon.
Lets look at some of the demands by the students, and University responses;
1. Students demand: Wits must do more to assist students with funding
University response: Wits has committed R150 million for bursaries and scholarships this year. Last year, Wits administered R1,6 billion in financial aid, scholarships and bursaries which helped over 26,000 students.
2. Students demand: Wits must add R30 million more to the Wits Hardship Fund
University response: R28 million has been committed through the Wits Hardship Fund to assist qualifying students to register and to secure emergency accommodation. To date, 503 students have been assisted. Wits also matched the R6 million raised by the SRC rand for rand = R12 million. In total, there is R40 million available to assist students in need, of which about R36 million has already been allocated.
3. Student demand: Wits must register all students who owe R150 000 and below
University response: Wits cannot agree to this request as it amounts to hundreds of millions of rands, which would make the University unsustainable.
4. Students demand: Wits must register all 6 000 students on the SRC’s list
University response: There are about 200 students who qualify academically in 2023, and who owe funds to the university. Some of the protestors who want to register have failed multiple times, have lost their funding, and are now demanding to return. In one case, a student has been in the system for eight years, and is only in his second year of study.
Wits is committed to welcoming as many academically deserving students as possible. We cannot enrol students who have performed dismally simply because they feel they must be admitted. If they are not passing, they are taking the place of other academically deserving students.
5. Students demand: Wits must cover the shortfall created by the R45 000 NSFAS annual cap on accommodation
University response: Wits can’t change NSFAS policies but accredited private accommodation service providers have agreed to accommodate students within the R45,000 cap. Wits has challenged NSFAS on this cap and will continue to address this matter with NSFAS.
6. Students demand: Wits must secure 150 more emergency beds for students sleeping in libraries
University response: Wits secured 350 beds + 150 additional beds to assist students in need, particularly 40 vulnerable students who had no place to stay.
7. Student demand: Wits must lift the R10 000 upfront payment to access Wits residences
University response: The University already has an option for students to defer the first fee payment.
8. Students demand: Wits has not made any other concessions to help students
University response: A number of other concessions have been made including:
– Allowing students who owe R10 000 or less to register, – Allowing students whose total household income is below R600,000 to apply for registration assistance by paying 50% of the outstanding debt due and by arranging to pay the balance of the debt during the course of the academic year, and – Allowing students who owe R15 000 or less to graduate.
9. Claim: Wits is suspending students who protest University response: Wits will never prevent peaceful protests. However, when students break the University’s rules, damage property and infringe on the rights of those who want to learn and work, the University has no choice but to act against these students. Several students have been suspended to date.
GIVEN the country’s energy crisis, which affects all citizens, it’s not surprising that education does not feature highly on the Government’s current compelling priorities, says Equal Education, Head of Research, Elizabeth Biney.
In fact, Biney said it was clear where the priorities lay as education featured just three times in Wednesday’s Budget Speech by Finance Minister Enoch Godongwana.
“In all fairness, we are all struggling with Eskom and it’s a huge problem but there’s also a secondary crisis that is overlooked. It is the crisis in our public education sector, which is struggling to get onto an upward trajectory,” she said.
Biney said the crisis is at the foundation, but throughout the system with terrible infrastructure and backlogs that will take years to get rid of. All this, she said was affecting teaching and learning.
“Funding is a huge aspect as well because even though government will have you believe that we are getting a bigger chunk of the budget on education, it has been decreasing over the years,” she said.
Speaking to Inside Education, Biney said the annual increases in education spend were not in keeping with inflation.
Over the medium term, the Department of Basic Education will continue to focus on improving school infrastructure, providing high quality support materials for learners and teachers, and providing nutritious meals for learners through the national school nutrition programme.
The department’s total expenditure is set to increase at an average annual rate of 7.2 per cent, from R23.4 billion in 2020/21 to R28.8 billion in 2023/24.
According to the Budget allocation for Basic Education, over the medium term, the department will focus on: improving school infrastructure; providing support to improve matric completion rates; providing high‐quality support materials for learners and teachers; facilitating the increase in supply of quality teachers while preparing serving teachers to teach new subjects that will prepare learners for a changing world; improving services provided through the early childhood development (ECD) function taken over from the social development sector; and providing nutritious meals for learners through the national school nutrition programme.
According to the Budget, the department’s allocations increase at an average annual rate of 5.6 per cent, from R29.7 billion in 2022/23 to R34.9 billion in 2025/26.
Transfers and subsidies account for 84.9 per cent (R85.1 billion) of the department’s allocation over the MTEF period, increasing at an average annual rate of 6.4 per cent, from R24.8 billion in 2022/23 to R29.9 billion in 2025/26.
“So when we adjust that budget allocations with inflation, what we are seeing is that the overall or the total allocation to basic education is not actually as high or as big as Treasury will have to believe in fact, it is decreasing,” said Biney.
Godongwana said R22 billion would be allocated to basic education to cover the shortfall in compensation budgets and to improve services. The Budget also provides additional funding for safety and security, education and health. In health, the funds are to hire new staff, address shortfalls in compensation budgets, and retain additional health workers appointed during the pandemic, as well as to clear the backlog in health services.
A huge chunk of the budget will go towards improving school infrastructure and physical infrastructure with emphasis on ensuring that the environment of every school is safe and appropriate for teaching and learning.
To achieve this, R48.7 billion is allocated to the education infrastructure grant and the school infrastructure backlogs grant over the MTEF period, accounting for 95.9 per cent of spending in the Planning, Information and Assessment programme.
The school infrastructure backlogs grant was given allocated R2.1 billion in 2023/24 to address infrastructure backlogs at schools that do not meet the basic norms and standards. In 2023/24, funds from the grant will be used to build a targeted 9 new schools to replace those that are built with inappropriate material such as mud, provide sanitation to 350 schools, and supply water to 1 school.
Over the period ahead, the department plans to use funds from the grant to repair school infrastructure damaged by flooding in KwaZulu‐Natal and Eastern Cape, and to reduce overcrowding in classes and schools. A grant of R42.2 billion over the MTEF period, which includes an additional R283.2 million in 2023/24 to repair schools damaged by the floods was allocated for this purpose.
To reduce the learner dropout rate, the Second Chance Matric programme provides support to matrics who do not meet the pass requirements of the national senior certificate examinations or senior certificate (amended).
Over the MTEF period, the programme aims to increase the number of learners obtaining subject passes from 50 000 to 100 000, partly driven by its expansion to include learners with barriers to learning, starting with visually and hearing‐impaired learners in 2023.
The programme is allocated R182.1 million over the medium term in the Curriculum Policy, Support and Monitoring programme.
Money will be made available to:
Increase the number of learners who complete grade 12 by providing the Second Chance Matric programme for learners who failed to meet the national senior certificate and the senior certificate (amended) requirements annually. Improve the learning and teaching of critical foundational skills by developing, printing and distributing 2 volumes of workbooks for grade R, grades 1 to 6 literacy/languages, grades 1 to 3 life skills (quintile 1 to quintile 3), grades 1 to 9 numeracy/mathematics, and grades 1 to 6 English first additional language to all learners in public schools annually. Improve learners’ reading proficiency in the foundation phase in all underperforming rural and township schools by using the early grade reading assessment toolkit to assess learners’ reading levels by 2023/24. This includes phonic knowledge, word recognition, and fluency and comprehension skills in the early grades.
In addition, there is a programme to fast‐track the rollout and implementation of ICT in schools by providing teacher training, ICT devices, digital content, software, connectivity, IT support to schools, and online learner and teacher support materials annually.
For the tertiary sector, over the medium term, the Department of Higher Education and Training will focus on supporting the post‐school education and training system by expanding access to higher education and facilitating the transition to work and enhancing performance by upgrading infrastructure and increasing capacity. Total expenditure over the MTEF period is expected to reach R432.4 billion.
This is a file picture of a school in KZN by the UNFPA South Africa.
The Portfolio Committee on Basic Education is visiting KwaZulu-Natal this week to assess readiness of schools to roll-out the 2023 academic year.
The visits form part of Parliament’s constitutional responsibility to oversee the work of the executive and follow the money Parliament appropriates, to ascertain the impact on the lives of South Africans.
“The ability of the system to roll-out the academic year is dependent on adequate preparedness, the availability of Learning and Teaching Support Materials, adequacy and availability of learner Transport, effectiveness of governance structures such as school governing bodies at schools, adequate support by district and circuit offices. We will assess those multiplicity of issues to ascertain readiness,” said Bongiwe Mbinqo-Gigaba, the Chairperson of the committee.
The oversight visit programme follows the announcement of the 2022 National Senior Certificate results which saw KwaZulu-Natal achieve 83% matric pass rate.
The committee will also use the opportunity to assess the results, find areas where there is potential for improvement to ensure further progress by the system.
“But improvements at National Senior Certificate level are based on a functioning system at lower levels. Also, the inculcation of coding and robotics into the curriculum is necessary to produce a cohort that is needed by an evolving economy,” Mbinqo-Gigaba emphasised.
Education MEC Mbali Fraser said her department will this year provide greater support to schools that did not perform well in the 2022 academic year.
”We will also be providing the necessary support to the schools that performed below 40% and they will have to appear before the provincial accountability committee.”
”A special intervention plan for Umzinyathi District will be developed and implemented so that it can join sister districts in the 80% bracket,” KZN MEC for education Mbali Fraser told Inside Education.
The visits to the province would include an interaction with the Provincial Department of Education including district officials, associations of school governing bodies, and organised labour.
The committee will also conduct in-loco site visits to schools where members will hold meetings with school management teams and relevant stakeholders in order to learn first-hand the state of schooling and to discuss the challenges faced by schools with a view to support them in finding solutions.
The committee will visit three educational districts in the province namely: Zululand, Harry Gwala and King Cetshwayo.
Details of the visit (Day 1) Date: Monday, 30 January 2023 Schools to be visited: Visits to School in Zululand Education District
THE first day of the 2023 academic year for grade 8 learners in Ponelopele Oracle Secondary school, in Midrand Gauteng were characterised by tensions between school principal and some parents.
The school has capacity to enrol 900 with only 24 classrooms which takes in between 35 to 40 learners but has already enrolled 1484 learners admitted in the school.
The school standard capacity for Grade 8 class is 150 learners.
Through the Online Admissions system, the school has accepted 209 new Grade 8 learners, and the Department of Basic Education through the district has transferred additional 136 learners who have applied on time and met all requirements.
On the first day of schools reopening on Wednesday, there were no signs of mobile classrooms or a plan in place by the school to cater the 136 learners who received SMS notifications last year December that they have been “successfully placed through transfer”.
The principal of the school addressed angry parents who went to school on Monday and were told to return on Wednesday for updates on learners who were transferred by the department.
But on Wednesday, parents were frustrated because there was new information except that the school now has a bigger number of learners who were told to come to the school.
Parent Comfort Makhadi.
“My experience has been a nightmare since Monday. I registered my child last year and I got an SMS that said my child was accepted into the school. To my surprise on Monday when I got here I was told she is not accepted but placed through a transfer. I have siblings, and I was told to go to the police station to certify documents which I did,” a parent Comfort Makhadi, reveled to Inside Education.
Makhadi said as a parent, she is upset because the principal instead of giving feedback he told them that there is no space and only today he was going to call the department of education.
“The principal said to us, being placed through transfer means there is no space in the school, but I have already bought the uniform and stationery because the SMS said my child has been successfully placed through parent transfer,” she said, adding that this is the only school she was offered despite applying to multiple schools.
Makhadi said she applied on time and is hopeful that the department of education will assist the school in making more spaces available.
Jabulani Mbese says he has already bought school uniform.
Another parent Jabulani Mbese told Inside Education that he came to the school as soon as he received an SMS last confirming placement to verify and I was told that my child was placed through transfer.
Mbese: “I was told to bring a school report and go buy a uniform which I did. I was disappointed when I heard the principal saying that he will not take learners placed through transfer. How possible is it that the district would transfer our kids to his school, and he is telling us he can’t take them?”
Mbese urged the department to change the system because every year parents go through the same challenges.
Roots of confusion
Some parents are saying the online system has always worked, the issue lies in the messaging from the auto generated ”offer status”.
The school has taken in learners whose parents received a message that said ”accepted as final” and not those who received a message that said ”your learner has been placed through parent transfer”.
In simple terms, “the ‘offer status’ that said ‘accepted as final’ meant that the placements were made within the school capacity, and those placed through ‘parent transfer’ represents a decision of the department irrespective of whether there is a space or not- hence there are problems,” one educator who preferred not to be name tells me.
During the COVID-19 period, the school enrolled 1449 learners because the rotational system made it possible to accommodate more.
MEC Matome Chiloane said townships are the backbone of the public education system in the Gauteng province but the growing number of overcrowded classes means educators will not be able to give each student equal attention.
SADTU secretariat officer Xolani Fakude said the trade union has been getting reports about the Online admission system.
“We are getting reports of admission challenges especially in provinces where an online system is used. The intention may have been good in terms of increasing accessibility. However, the very same method is beginning to be an inhibitor of sorts. We are receiving reports of learners who have not been placed,” Fakude said.
The teacher unions said they want to see teaching and learning on the first day of schooling but there are “overcrowded classrooms and mobile classrooms that must still be put in some schools in Gauteng.”
Fakude urged the department of education in Gauteng to have a resource plan in place in an effort to solve growing challenges of infrastructure.
Department of education has not responded to questions by the time of publishing this article.
The department said it will also be rolling out the project to other parts of the province. Picture: Youth Space
THE Unemployment Insurance Fund (UIF), an entity of the Department of Employment and Labour, has finally resumed processing and paying UIF benefits to former teaching and general assistants in the KwaZulu-Natal Province.
The campaign started in the Amajuba District Municipality area in November 2022 where the Fund disbursed R7,7 million to 1746 former Educator Assistants and General Assistants.
“The campaign subsequently proceeded to eThekwini in December 2022 where the Fund paid out R28,8 million to 6204 beneficiaries. To date, R36,5 million has been paid out to 7950 clients,” the department of labour said.
As of 9 January until 20 January 2023, the fund will be processing and paying out claims in the Zululand District Municipality area as follows:
9-10 January 2023: Nuwe Republiek Primary School Vryheid.
11-12 January 2023: Masibumbane High School in Ulundi.
13,16 & 17 January 2023: Bhekuzulu High School in Nongoma.
18-19 January 2023: Pongola Akademie.
20 January 2023: Paulpietersburg Primary School.
Beneficiaries were urged to bring along their Identity or valid Passport Documents, a fully charged Smartphone with data, and proof of account (banking details).
The former Educator Assistants were employed as part of the Presidential Youth Employment Initiative (PYEI), which was implemented as the Basic Education Employment Initiative (BEEI) across all nine provinces to reduce youth unemployment in the country.
When their contracts ended, the former employees qualified to claim unemployment insurance benefits from the UIF.
Due to the large volume of claims anticipated and to prevent long queues at Labour Centres, the UIF team in KwaZulu-Natal says it has met with the Provincial Department of Education in Amajuba and agreed on a consolidated approach.
“This included the Department availing venues while the fund confirms the compliance of the former workers in terms of their employment history, declarations, and contributions,” it said.
The department said it will also be rolling out the project to other parts of the province and will announce dates and details in due course through its social media platforms and the media.
The U.S. Supreme Court asked President Joe Biden’s administration to weigh in on whether the justices should decide whether a publicly funded charter school in North Carolina may have violated the rights of female students – deemed “fragile vessels” by the school’s founder – by requiring girls to wear skirts.
The justices are considering whether to hear an appeal by Charter Day School, located in the southeastern North Carolina town of Leland and operated by a private educational management company, of a lower court’s ruling that found that the dress code ran afoul of the U.S. Constitution’s 14th Amendment guarantee of equal protection under the law.
The court, which has a 6-3 conservative majority, asked U.S. Solicitor General Elizabeth Prelogar to file a brief expressing the Biden administration’s view on the litigation and whether the Supreme Court should take up the matter.
Aaron Streett, a lawyer for the school, called the Supreme Court’s decision to seek the solicitor general’s input rather than reject its appeal a “positive sign” that “indicates that the court views this as an important case that may merit further review.”
Three female students, represented by the American Civil Liberties Union, filed a lawsuit that accused the school of violating their civil rights. The U.S. Justice Department earlier in the litigation filed a brief agreeing with the ACLU argument that the 14th Amendment applies to the school, which is state-chartered but privately run.
“Girls at Charter Day School have the same constitutional rights as their peers at other public schools – including the freedom to wear pants,” Ria Tabacco Mar, director of the ACLU’s Women’s Rights Project, said in a statement.
Charter Day School, which enrolls students from kindergarten through eighth grade, emphasizes “traditional values” and has implemented a dress code that its founder, businessman Baker Mitchell, has said would “preserve chivalry” and ensure that girls are treated “courteously and more gently than boys.”
Mitchell, as explained in the lower court’s ruling, viewed chivalry as “a code of conduct” under which women are “regarded as a fragile vessel that men are supposed to take care of and honor.”
Charter schools are publicly funded but operated separately from school boards run by local governments. They usually are independently run as stand-alone entities but also can be managed by for-profit companies or nonprofit organizations running multiple schools, as in this case.
The school’s lawyers said the 2022 ruling by the Richmond, Virginia-based 4th U.S. Circuit Court of Appeals posed an “existential threat” to a conservative-backed movement to increase alternatives for parents who want their children to receive public education by expanding the numbers of charter schools.
Charter Day School argued that the 14th Amendment does not apply to it because it is a private entity, not a “state actor” like public schools operated directly by North Carolina school districts. The 4th Circuit on a 10-6 vote decided that it was a “state actor” because North Carolina delegated to the school its duty to provide free, universal education to students.
The plaintiffs argued that the dress code not only violated the 14th Amendment but also subjected them to discrimination and denial of the full benefits of their education in violation of the civil rights law Title IX, which bars sex discrimination in education. The 4th Circuit agreed regarding the 14th Amendment but did not resolve the Title IX issue.
“Courts may not subjugate the constitutional rights of these public-school children to the facade of school choice,” wrote U.S. Circuit Judge Barbara Milano Keenan in a decision joined by her fellow Democratic appointees on the 4th Circuit.
The six dissenting votes on the 4th Circuit came from Republican-appointed judges including Judge J. Harvie Wilkinson, who said the school’s “chivalric approach should neither be legally banished from the educational system, nor should it be legally imposed.”
The Department of Basic Education says it is on track to release the Matric 2022 results on 20 January.
The Class of 2022 sat for their final school examinations from October 31 to December 7 last year.
The department explained that results for the matric class of 2022 are currently being processed.
“When the results are released, we urge [learners] to collect their results at the centre where [they] sat for the 2022 National Senior Certificate examinations,” the department said.
For learners who will return to school this year, the academic year will kick off on Wednesday for learners attending school in Gauteng, Free State, Limpopo, Mpumalanga and the North West.
In the coastal cluster – Eastern Cape, KwaZulu-Natal, Northern Cape and Western Cape – learners will have their first day of school on 18 January.
Meanwhile, Higher Education, Science and Innovation, Minister Blade Nzimande, has condemned the murder of Mboneli Vesele who was a bodyguard of University of Fort Hare Vice Chancellor Professor Sakhele Buhlungu.
This after an alleged attempted assassination of the vice chancellor on Friday.
“I outrightly condemn this barbaric murder of Mr Vesele and the attempt on the life of Professor Buhlungu. This attack is not only an attack on the University of Fort Hare but also an attack on the entire Post School Education and Training sector.
“I also encourage all the Vice Chancellors (VC) and TVET College Principals to engage with my Department on all security related issues to enable us to engage with the Cabinet Security Cluster, particularly on security concerns that have an impact on the institutions’ ability to perform their duties,” Nzimande said.
The department is providing psycho-social support to Vesele’s family and university staff. – SAnews.gov.za
Registration for the Department of Basic Education’s Second Chance Matric Programme will close on 8 February 2023.
The programme is aimed at those who have not met the requirements to pass the National Senior Certificate (NSC) or the extended Senior Certificate (SC) examinations.
The programme is also open to those who want to improve their results.
In reply to questions regarding the programme in the National Council of Provinces in October last year, Minister Angie Motshekga revealed that at least 400 000 learners have been assisted through the programme to “achieve their subject passes towards their NSC or SC qualification”.
“The programme plays an important role in retaining learners beyond the formal schooling programme. Learners who are disappointed by their failure or poor performance at the end of their schooling career, are able to continue with their studies at their own pace.
“They are able to register for one, two or more subjects, and write the examinations either in May/June or October/November. The face-to-face centres keep learners motivated, as they prepare for their examinations. Learners migrate within provinces, seeking job opportunities and the SCMP allows learners to continue with their studies, irrespective of the province they have relocated to,” she said.
Subjects that learners can register for include:
Accounting
Agricultural Science
Business Studies
Economics
English First Additional Language
Geography
History
Mathematics
Mathematic Literacy
Physical Sciences
Life Sciences
“The programme offers face-to-face support, online support and a wide range of learning support materials. The programme facilitates the development of learning and teaching support materials (LTSMs) that is based on diagnostic reports, so as to ensure that the support materials focus on common areas of poor performance emanating from previous examinations.
“The LTSMs are government-owned, printed and distributed to learners at no cost to the learner,” Motshekga said.
To register for the programme online go to www.eservices.gov.za or visit any Department of Basic Education office with an ID document and statement of results.
Community Education and Training
Those who are older and/or those who have not had the opportunity to complete matric due to various reasons and those who do not qualify for higher education can register at Community Education and Training (CET) colleges across the country.
According to the Department of Higher Education, Science and Innovation website, the colleges are supported by some 200 community learning centres.
“These colleges…target post-school youth and adults who wish to raise the base for further learning, improve their skills for employability and/or progression to opportunities in the TVET colleges and university education.
“In essence, community education and training…offer(s) programmes that contribute to improving community cohesion and social capital, and responsive to the geographic and sectoral needs and challenges,” the department said.
The colleges offer training and academic learning opportunities, including the General Education and Training Certificate for adults (GETC), courses in computer literacy and applied agriculture.
In his budget speech last year, Minister Blade Nzimande said at least R200 million has been committed to support CET colleges which are critical to closing South Africa’s skills gap.
“In addition to academic skills and occupational programmes already on offer, CET colleges will offer two new accredited programmes which are Entrepreneurship and Digital Skills programmes.
“Nine Hundred CET college lecturers will be trained in accredited training programmes. We will also accredit 35 pilot community learning centres, which will be an addition to the 15 community learning centres accredited in 2021/22,” he said.
More information on CETs can be obtained on the department’s website. – SAnews.gov.za
The FUTURE (Fibre optic sensing and UAV-platform techniques for innovative mineral exploration) Project is funded by a consortium of European-South African governmental agencies for the next two years and sees Wits step up as project lead. It pulls together collaborators from the University of Venda, Uppsala University in Sweden, Politecnico di Torino in Italy as well as Geological Survey of Sweden (SGU) and French company Sercel. Stakeholders such as Nordic Iron Ore in Sweden and Gold Fields in South Africa are also partners and benefit from the outcome of the solutions.
In this latest phase of the project, the global team of 22 researchers and scientists gathered in South Africa to set up an array of 400 wireless sensors for active and passive recording at Gold Fields’ South Deep Mine operations in Westonaria, which is among the world’s deepest gold mines.
The project has been a breakthrough in synchronising a range of seismic testing on a working mine and also to meet the aims of being cost effective and environmentally sensitive in its research footprint.
Professor Musa Manzi from Wits School of Geosciences, co-ordinator of the FUTURE project, says: “For the first time we’re deploying wireless sensors on the surface as well as sensors in mine tunnels and in boreholes in such a scale. This testing is also all being done in on an active production mine at a depth of about three km, that’s so remarkable. “
“We have continuous recording on surface and we’re testing a prototype GPS-time system developed under the Smart Exploration Project that can be used inside a mine tunnel or GPS-denied environment. So, we are synchronising surface sensors with tunnel sensors and also using fibre optic sensing cables so that we have both passive and active seismic recordings to map the ore body and complex geological structures ahead of the currently mined-out area.”
Manzi says extending the life of mines and achieving sustainable extraction of critical metals at deeper levels are the next direction for modern mining. But he says it will call for greater emphasis on technology and innovation for safer ways to mine, mitigating risks, ensuring less impact on the environment and being able to keep costs down.
Their testing at South Deep mine has made use of a mini mobile seismic vibration machines that causes less damage to the environment but is powerful enough to send vibrations three kilometres underground to be recorded and analysed as sound waves. He adds that having more comprehensive seismic data means better analysis and mapping. In turn, it means more accurate identification of viable ore bodies and being able to mitigate risks associated with deep mining such as mining-induced seismicity.
For Manzi and his European colleagues this project has been 18 months in the making. It successfully merges multiple research targets at this one site in the spirit of deepening scientific understanding, knowledge sharing and skills transfer especially between the cohort of up and coming young scientists from South Africa, Sweden and Italy.
Manzi adds: “One of the key strengths of this project is that we have a lot of young professionals – postdocs, PhD and MSc students. It’s important for them to be exposed to this level of scientific research and also to be able to start creating their networks with other young people from different countries, because in the next five or 10 years they will be developing their own projects and technologies that can enhance the future of sustainable mining and mineral exploration for the next generations.”
Geophysicist Professor Valentina Socco at Politecnico di Torino in Italy is one of lead researchers and partner on the FUTURE project. On this project she has focused on modelling and analysing guided seismic waves in the South Deep mining tunnels. Socco says guided wave records can be processed to generate images that give geophysicists better understanding of the properties of the materials and minerals that lie behind the tunnel walls.
“It means that one can get closer to the target exploiting existing mine infrastructure – like the established tunnels – more effectively,” she says.
Socco says the research from the FUTURE project has potential to inform how Italian mining can be revived after a downturn for close to a century already. It needs to make a comeback that using cleaner and smarter technologies for exploration.
She adds: “South Africa has a unique geology so it’s a very important opportunity for us to be able to work on a pilot project at the depths of South Deep mine because in Italy, we don’t have such operations.
“With the FUTURE project we can work with colleagues to integrate different approaches to improve our global capability.”
For Professor Alireza Malehmir from Uppsala University in Sweden, he and Manzi have enjoyed years of collaboration, testament to how universities can forge stronger partnerships for shared knowledge building. He and his students under the FUTURE project banner have focused on using fibre optic seismic sensing for collecting big data sets for processing and mathematical modelling.
Malehmir says the data from seismic testing in South Africa has the potential to enhance Sweden’s ability to find mineral resources in hardrock environments and to be able to apply the techniques for “upscaling and for commercial surveys”. Future applications could also include the likes of identifying sites of carbon capture and storage, an essential component in adapting to a world facing a climate emergency. Opportunities are tremendous if realised.”
Malehmir adds that the success of the FUTURE project in this phase of the testing lays stronger foundations for long-term collaborative research that will impact industry positively. But he says the practical experience has had great value in sharpening different skillsets for the students.
“Students taking part in this project have been able to have hands-on learning and to work with modern equipment directly. They’ve also been able to understand and see how data they use are collected. Importantly, they’ve also learnt to develop their managerial skills in managing a big project like this and understanding what it takes to pull together so many different elements.“
“It is a different kind of challenge but it allows them to also think like managers, like entrepreneurs, and to become people who note problems and find solutions,” he says.
The Swedish, Italian and French teams return to the home countries in the middle of December but the next in-the-field phase of the FUTURE project will resume with more active testing in the first quarter of 2023 in South Africa.
All areas in which persons with disabilities face discrimination through, for example, increasing job and training opportunities, promoting inclusive education and ensuring access to health care services must urgently be removed.
EFFORTS must be made to ensure quality inclusive education for children with disability, President Cyril Ramaphosa told delegates at the Summit on Economic Empowerment for Persons with Disabilities in Ekurhuleni on Thursday.
“We need to provide quality inclusive education for children with disabilities. This entails improving and strengthening reasonable accommodation support measures for learners in both special and ordinary schools,” Ramaphosa said.
[EXHIBITION]: Economic Empowerment of and for Persons with a Disability
He urged stakeholders to ensure that children with disabilities in ordinary schools have accessible learning materials no matter where the school is located.
[EXHIBITION]: Economic Empowerment of and for Persons with a Disability
The government has developed a process to review Education White Paper 6 on Inclusive Education towards developing full-service schools and inclusive methods in mainstream schools.
Ramaphosa emphasised that all children, including children with disabilities, need to receive a quality education wherever they are and whatever their circumstances. “Let us work together to build an inclusive and transformative society where the needs of all are advanced with equal priority and equitable resourcing. Let us work to give practical meaning to the principle of ‘nothing about us, without us,” said Ramaphosa.
“Let us emerge from this summit not only with a clear sense of what needs to be done to empower persons with disabilities for economic and financial inclusion, but also with a renewed determination to make it happen.”
Ramaphosa directly asked Minister of Women, Youth and Persons with Disabilities Maite Nkoana-Mashabane to ensure that barriers that impede the meaningful participation of persons with disabilities in all areas of public life are practically removed. All areas in which persons with disabilities face discrimination through, for example, increasing job and training opportunities, promoting inclusive education and ensuring access to health care services must urgently be removed.
These outcomes include the prohibition of discrimination on the basis of disability across the employment value chain, and that persons with disabilities have equal access to just and favourable conditions of work.
He said role players can assist to enable persons with disabilities to access technical and vocational guidance programmes, placement services and continuing training.
In an effort to actively promote employment opportunities and career advancement for persons with disabilities, appropriate policies will be looked into which will include affirmative action programmes, incentives and other measures.
The President promised to mobilise collective resources in both public and private to promote opportunities for self-employment, entrepreneurship and the development of cooperatives.
For its part, the government has introduced targeted programmes on economic empowerment that include a procurement target of 7% for companies owned and run by persons with disabilities.
Ramaphosa urged delegates to critically consider what role science should play in protecting and enhancing human dignity. PHOTO: SUPPLIED
President Cyril Ramaphosa urged participants at the World Science Forum to explore ways to use science in restoring human dignity, reducing inequality and poverty.
He delivered a keynote address at the opening session of the World Science Forum (WSF) in Cape Town on Tuesday.
“Today more than ever, science is called upon to assist humanity in responding to the key challenges of our time, including disease, climate change and food insecurity,” Ramaphosa said.
President Cyril Ramaphosaand Minister Dr Blade Nzimande meeting and greeting exhibitors at their various stalls as they entered Exhibition hall 2, World Science Forum opening session
Delegates must ensure that the Forum will not only be a platform for vibrant discussion, but will also lead to concrete actions harnessing science as an instrument for social justice, he added.
The theme for the Forum is Science for Social Justice. He told delegates that inequality within and between countries is neither just nor sustainable.
For the event to be successful, he said it must inspire concerted global action for science to challenge and address inequality, injustice, poverty, environmental destruction and marginalisation.
“By hosting this Forum, South Africa is demonstrating its strong commitment to international cooperation in science. Science progresses when nations work together,” Ramaphosa said.
It is the first World Science Forum taking place in Africa, it is hoped that it will contribute to advancing the African agenda for science, affirming the crucial contributions Africa has to make in enriching global science.
Access to significant collective resources, including cooperation instruments, which can be mobilised for investment in science for social justice.
He said there is a need for collective will and determination to ensure science makes a difference by informing policy that will create a more just and equal world.
Ramaphosa urged delegates to critically consider what role science should play in protecting and enhancing human dignity and in fighting poverty, unemployment and inequality.
Ramaphosa cited the inequality in access to vaccines during the COVID-19 pandemic as an example of a gross violation of human rights and contributed to further loss of life.
The global scientific community demonstrated the value of cooperation in responding with unprecedented urgency to produce COVID-19 vaccines.
Yet, the benefits of that extraordinary scientific work did not benefit all of humanity equally.
This experience, Ramaphosa said, has informed South Africa’s development of a national vaccine manufacturing programme, which includes a partnership with the World Health Organisation through hosting the mRNA technology transfer hub in Cape Town.
SECTION27, on behalf of @UPChildLaw
& 2 parents, will advance to the SCA to #EnforceTheCorporalPunishmentBan, ask court to review SACE's lenient sentences to 2 violent educators.
WENDY MOTHATA
Section27, which represents the Centre for Child Law and two parents, was on Tuesday granted leave to appeal the corporal punishment judgment case involving the South African Council of Educators (SACE).
The case concerns two ‘violent’ teachers who imposed corporal punishment on school learners.
On Tuesday, Judge Dawie Fourie of the High Court of South Africa, Gauteng Division in Pretoria, granted Section27’s application for leave to appeal.
Section27 spokesperson, Julia Chaskalson, said the two teachers who imposed corporal punishment on the learners received lenient sentences from SACE.
Chaskalson said Section27 wants the names of the two teachers to be struck off the roll of educators for 10 years.
“Section27, on behalf of the Centre for Child Law and two parents, will now proceed to file papers at the Supreme Court of Appeal (SCA) in Bloemfontein. The children of the parents we represent were severely injured by teachers, who – despite pleading guilty to corporal punishment – received very lenient sentences from SACE. Both teachers were fined R15,000 but only paid R5,000 each because R10,000 of the fines were suspended. They also received another suspended sentence of having their names struck off the roll of educators for 10 years, which means that the teachers are still in classrooms unless they are found guilty of another offence,” said Chaskalson.
“We would like the SCA to order SACE to review these sentences so that these violent teachers are no longer allowed to teach after being found guilty of corporal punishment.”
In August 2015, a teacher beat a 7-year-old with a PVC pipe, causing a head injury. The teacher then allegedly assaulted another pupil and left him with a bloody nose.
In a separate incident, in February 2019, a teacher beat and slapped a 10-year-old pupil over the head, causing her ears to bleed.
After being granted leave to appeal on Tuesday, Section27’s Faranaaz Veriava said: “Advancing to the Supreme Court of Appeal is an important step towards better accountability for teachers who employ corporal punishment in classrooms.
“Despite corporal punishment being illegal since 1996, SACE continues to allow teachers off the hook when they are found guilty of corporal punishment. We need a stronger institutional response to enforce the corporal punishment ban so that classrooms are safe from violence.”
GAUTENG Education MEC Matome Chiloane has urged parents to be patient as the department was not able to place every learner who applied for Grade 1 or 8 for the 2023 academic year by Wednesday, as earlier agreed.
As of December 1 this year, the GDE is expected to continue with efforts of placing applicants who were unable to provide the department with their proof of address during the application process.
“It must be noted that, after conducting a thorough analysis on the Online Admissions System, it is unlikely that the remaining number of learners will be placed by end of business today (Wednesday), as purported in our previous communication to the public. As such, we wish to profusely apologise to parents for this inconvenience,” the GDE said in a statement.
The department said 31 549 (Grade 1: 8 142 and Grade 8: 23 407) remain to be placed.
It said officials across the province are working tirelessly to ensure that these learners are adequately placed.
Chiloane assured parents that the placement process will continue until all unplaced learners are placed.
“We wish to assure parents that when the 2023 academic year commences, we are adamant that every Grade 1 and Grade 8 learner in Gauteng will be at a desk with learning material in a class with an educator receiving quality education. As such, we appeal for patience among parents as we embark on the process of finalising the placement of all unplaced learners,” said Chiloane.
He said the biggest challenge to the department is increasing capacity at schools in high pressure areas that have received large volumes of applications which exceed the number of learners a school can accommodate.
“We have therefore decided to increase capacity at all identified high pressure schools by providing mobile units that will be delivered before the commencement of the 2023 academic year,” he said.
By Wednesday, 30 November 2022, a total of 268 192 Grade 1 and Grade 8 learners, whose parents applied using the GDE Online Admissions System, had been successfully placed.
A total of 135 465 Grade 1 learners and 132 727 Grade 8 learners have been placed in preparation for the 2023 academic year.
Officials at the department said they have also strengthened the transfer placement system, meaning that some learners who could not be placed at preferred schools due to capacity constraints will be transferred to schools with available space.
From Thursday, 1 December 2022, the GDE will commence with the process of placing all applicants who were unable to provide their proof of address during the application period.
During this process, all applicants who submitted incomplete documents (proof of residential address) will be offered placement at schools with available space.
Parents will receive transfer placement offers via SMS, and may also log on to the system to check their placement status.
“We wish to reiterate that the system will be open from 20 December 2022 until 20 January 2023 for late applications to accommodate parents who were unable to apply. Parents who applied during the application period MUST NOT re-apply during the late application period,” the GDE said.
It said applications made during the late application period will be placed at schools with available spaces.
Schools that have reached full capacity will not be available for parents applying during the late application period.
Late applicants will be allowed to submit only one application, which will result in immediate placement.
Upon submitting a late application, applicants must submit all documents physically at the school they applied to from 9 January 2023 to finalise their placement.
In an exclusive interview with Inside Education, Gauteng Education MEC Matome Choloane said the department will be continuing with “progressive programmes” such as the re-organisation of schools. As part of improving the pace of service delivery, the department will launch 14 additional schools of specialisation in the next 12 months.
Some parents took to social media and encouraged the department to focus on delivering quality toilets. Picture: Supplied/Twitter
THE Department of Basic Education said on Wednesday that it has noted with disappointment media reports about plans to introduce unisex toilets in public schools.
The department said speculation in the media was based on a leaked document about consultations that are currently underway on the Guidelines for the Socio-educational Inclusion of Diverse Sexual Orientation, Gender Identity, Expression and Sex Characteristics (SOGIESC) in Schools.
The @A_C_D_P notes with shock and disapproval that the @DBE_SA has proposed a set of new ‘gender guidelines’ encouraging schools to install unisex toilets. This set of radical rule-changes for schools will allegedly move communities away from the usual ‘gender norms’ in society.
“The media reports are based mainly on an initial draft discussion document which has since evolved following consultation before it is published for public comment.”
“This is a matter blown out of proportion, which may have arisen from the consultations that are currently underway on the Guidelines for the Socio-educational Inclusion of Diverse Sexual Orientation, Gender Identity, Expression and Sex Characteristics (SOGIESC) in Schools,” the department said in a statement.
The department said a narrow focus on “unisex toilets” is unfortunate as it misses the bigger debate on the elimination of gender discrimination in all spheres of society.
The document, although still under continued consultation, asks pertinent questions about inclusion of sexually and gender diverse children pertaining to school admission, curriculum, co-curricular programmes, uniforms, and facilities.
“It is not entirely true that the Department is proposing unisex toilets. Instead, the Department is probing about relevant response mechanisms to ensure the constitutional obligation for socio-educational inclusion of sexual minorities, and avoid the currently overwhelming litigation,” said DBE.
DBE said the bigger part of the document is an exploration of how the education system supports schools to create a safe and caring environment so that all children may experience a good living and learning experience without discrimination or prejudice.
“The petitions conducted by some political parties are premature because a formal public engagement process will take place once the current phase of consultations are concluded,” the Department said, appealing for calm as the matter is still being processed in terms of the normal protocols.
The guidelines are still undergoing district consultations as recommended by the Council of Education Ministers and will be published in 2023.
THE Minister of Higher Education, Science and Innovation Blade Nzimande has called upon the institutions under the Educor group to find alternative places of learning for its students in order to complete their studies.
Minister Nzimande gave a media briefing on Tuesday in Pretoria on the deregistration of Educor colleges, namely City Varsity, Damelin, Lyceum and Icesa City Campus.
This follows the department’s cancellation of registrations for these institutions, due to their failure to submit annual financial certificates and tax clearance certificates for the 2021/2022 financial years.
The Minister said his department is willing to offer assistance in finding replacement for the many students left behind in the wake of the announcement.
“It is incumbent upon Educor and its institutions to find alternative institutions for the students to complete their studies either public or private. And by the way, we are a very generous department. We are also willing to assist on that score in the identification of relevant institutions where students will be able to complete their studies,” Nzimande said.
Nzimande said for years, the national department has been inundated by students at Educor campuses complaining about the poor quality of teaching and learning; lack of proper administrative support; poorly qualified staff; corruption and bribery; lack of response for requests for refunds; lack of professionalism; exploitation of poor students; non-payment of staff salaries and underpayment of staff salaries.
The Educor institutions were, therefore, being unreasonable in seeking further extensions, he said.
“They think I must be among the kindest of ministers to keep on granting extension after extension, where they know that they are supposed to comply in terms of the law,” he said.
Furthermore, Nzimande said after “serious issues” were brought to his attention, the Higher Education Quality Committee previously withdrew the accreditation of some programmes for City Varsity, Damelin and Lyceum College.
“Another matter is misrepresentation of student numbers. Educor claims to have 50,000 learners in the system – so they claim. This information is incorrect,” said Nzimande.
The Minister said according to the 2022 annual reports, student enrollment with City Varsity was 540, Damelin had 4012 students, Icesa City campus with 145, and Lyceum College with 8399, for a total of 13096 students under the Educor group.
The Minister reminded the group of its obligations under Regulation 17 which stated that the institutions had to inform its students within two weeks of the deregistration, issue to each enrolled student a copy of his or her academic transcript as contemplated in the regulations, reimburse or compensate any enrolled student who has a lawful claim, make adequate arrangements for affected students to complete their programmes at a comparable public or private institution, cease operating before or at the end of the academic year, and ensure that no new students are enrolled after the date specified by the Registrar.
In conclusion, Nzimande said that there is not much information available about the current leadership structure at Educor and there is no credible evidence to suggest that the management of Educor is working to improve or correct some of the serious governance and compliance failures.
“What we are seeing, instead, are students and staff being left stranded and we wish to urge the affected staff to seek the assistance of the Labor Court and the CCMA,” the Minister said.
Basic Education Deputy Minister Dr Reginah Mhaule delivered the welcoming address at the recent annual conference, saying, “The Lekgotla is a testament to our collective commitment to actively construct a future where every learner has the foundation to thrive in a rapidly changing world, whilst the theme is a clarion call for action, reflection, and innovation across the entire spectrum of our basic education sector.”
Dr Mhaule added that “a multidisciplinary approach to learning is required to equip learners adequately. This approach transcends traditional subject boundaries, encouraging learners to make connections between different areas of knowledge and apply these insights to real-world problems.
“The role of digital technology in basic education has never been more critical. The COVID-19 pandemic has underscored the importance of digital literacy as a subject of study and a means of access to education”.
The role of teachers in equipping learners with the skills and knowledge for a changing world cannot be overstated, she said: “Investing in teacher development and support means not just enhancing their subject knowledge, but also equipping them with the skills to integrate technology into their teaching, adapt to new pedagogical approaches, and support the holistic development of their learners.”
Deputy Minister Mhaule also spoke to the subtheme, derived from the 2024 African Union central theme, Educate an African Fit for the 21st Century: Building Resilient Education Systems for Increased Access to Inclusive, Lifelong, Quality, and Relevant Learning in Africa.
“To educate an African fit for the 21st century, we must commit to providing every learner with access to education that is foundational and flexible, enabling them to navigate the lifelong learning path with agility and confidence. This requires an unwavering dedication to inclusivity, ensuring no child is left behind, irrespective of their background.
“Our goals for this Lekgotla compel us to scrutinise our current strategies within South Africa and globally to strengthen Early Childhood Development and foundational learning. Furthermore, we are tasked with harnessing digital technologies and the emerging phenomenon of Artificial Intelligence (AI) effectively.
“Equipping our learners with knowledge and skills for a changing world, particularly in entrepreneurship, requires reimagining our curriculum to prepare learners for tomorrow’s opportunities.
“We will further delve into the modernisation of learner assessment policies and practices, another critical area of focus. Our assessment methodologies must evolve to reflect these changes as we move towards a more skills-based and knowledge-driven basic education system.”
From left to right: Professor Sunil Maharaj (UP), deputy Minister Buti Manamela (DoE) and Sir Nick Clegg (Meta) at the Javett Art Centre
Inside Education Correspondent
What are the implications of Artificial Intelligence (AI) in higher education and what does applying such a technology responsibly look like for the African continent?
These are some of the questions that were explored during the recent UP – Meta AI Policy Dialogue that was held at the University of Pretoria’s Javett Art Centre at the Hatfield Campus. The policy dialogue brought together leaders and practitioners from the higher education, government and private sectors who explored the use of AI under the theme: “Responsible AI: Current Realities and Future Possibilities for Africa.”
“One of the things we foster at the University of Pretoria is what we call trans-disciplinary work because the world’s problems are not an engineering problem or a computer science problem or a law problem. They encompass different facets and we try and bring all facets to work on challenges and opportunities,” said Professor Sunil Maharaj, Vice-Principal: Research at UP.
“I hope that through this dialogue we’ll have today, we’ll develop actionable and context-specific recommendations and contribute to the development and governance of AI in South Africa and more broadly, in Africa,” he said.
Prof Maharaj added that the dialogue can also “offer guidance to inform the actions and decisions of AI developers, researchers, funders, and policy makers and of course, how we teach and learn going into the future.”
Deputy Minister of Higher Education, Science and Innovation, Buti Manamela, who delivered the keynote address at the dialogue said: “As a continent, we have immense diversity of potential and are standing on the cusp of a technological renaissance. The possibilities for artificial intelligence in Africa today are vast and diverse.”
Manamela said in order for the continent to fully tap into the potential offered by AI it needs to address challenges such as access to technology, infrastructure, data privacy, security concerns and skills development.
“We have to, probably under the African Union, consolidate our discussions as governments so that we have a clearer African agenda in terms of the use and deployment of artificial intelligence,” Deputy Minister Manamela said.
“AI is not just a buzzword,” he added. “It’s a tool that can be used to leverage some of our most pressing challenges from predictive analysis in healthcare, improving patient outcomes and managing diseases, to AI- driven agricultural technologies that promise higher yields for farmers.
“We’re also seeing artificial intelligence transform the educational sector by personalising the learning experience and making education accessible to all, regardless of geographical location.”
Dr Chijioke Okorie, the founder and leader of UP’s Data Science Law Lab, emphasised the importance of context-specific solutions when developing AI solutions for the African continent.
“Within the AI policy space for the continent of Africa we know what to do, and what we need to do is focus on our context and our realities and use them to inform how to do AI policy research and how to devise policy implementation strategies,” she said.
Dr Okorie pointed out that even within the continent “there are comparable and similar experiences – but the engagement and impact of those similar experiences differ across the board, and so we must be nuanced and contextual in our approach in dealing with this”.
Sir Nick Clegg, the President of Global Affairs at Meta said events such the policy dialogue are important because being clear about what generative AI does and doesn’t do allows society to marry innovation and responsibility with the right blend.
“Transparency and openness are two foundational principles for us when it comes to innovating responsibly,” he said.
“I think it’s important to remember that this technology, far from disempowering people, will play a really vital role in empowering people. It isn’t realistic to imagine that very soon, every single person in this room will have an online AI assistant equal to the very best executive assistants found in corporate life. The degree of personalised help that can be given to people, I think, should lead to an immense democratisation of power.”
Clegg said the value exchange of AI is immensely beneficial for people.
“It’s not just a one-way street where your data is being sucked into some impenetrable machine and you get nothing out of it. We will all get a lot out of this and we can already see the beneficial applications of the technology in education, health, agriculture and in raising productivity across the economy.”