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Fees Must Fall Activist Bonginkosi Khanyile Arrested For Allegedly Fomenting Pro-Zuma Riots

FEES Must Fall activist Bonginkosi Khanyile has been arrested by the Hawks in connection with the recent civil unrest and pro-Zuma riots in Gauteng and KwaZulu-Natal.

The Hawks did not confirm his identity at the time, but released a statement confirming they arrested a 31-year-old man in Johannesburg.

“It is alleged that the suspect was involved in the incitement of public violence through social media and other platforms during the period of unrest in KwaZulu-Natal. He was arrested at one of the higher learning institutions in Johannesburg and was escorted to KwaZulu-Natal where he was detained,” spokesperson Colonel Katlego Mogale said in a statement on Friday.

Khanyile is due to appear in the Durban Magistrate’s Court on Monday.

The 31-year-old is suspected to have been one of the people who incited public violence during the unrest.

It’s understood that Khanyile was arrested in Johannesburg and transported to KwaZulu-Natal, where he is expected to appear in the Durban Magistrate’s court on Monday.

The former Durban University of Technology student was arrested during the #FeesMustFall protests and charged on eight counts including public violence and inciting violence. 

In January 2019, Khanyile was sentenced to three years under house arrest and a R5,000 fine.

He must also undergo community service every month and refrain from taking intoxicating substances.

The court heard that Khanyile had been accepted to study towards a master’s degree in public management at the University of KwaZulu-Natal. 

Inside Education

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Suspect Arrested After Fort Hare University Law Student’s Body Parts Found in Suitcase and Plastic Bags

EAST London police have arrested a 25-year-old man after the body parts of a 23-year-old woman were found in a suitcase and two black bags.

The victim is believed to be a Fort Hare law student from the University’s East London campus.

These fears were confirmed on Thursday afternoon when Fort Hare issued a statement about her death.

A spokesperson JP Roodt says a delegation from the University will travel with police to inform the next of kin.

The gruesome discovery was made on Thursday morning when a police patrol was alerted by a motorist to the suitcase and a black bag, which were found on the corners of Fleet Street and Fitzpatrick Road.

Provincial police spokesperson, Brigadier Tembinkosi Kinana says that while on the scene, police received information about the suspect who was arrested in Quigney by members of SAPS Crime Intelligence.

Brigadier Kinana says further investigations led to a house where the two had lived for several years, and where another plastic bag containing more body parts was found.

Provincial Police Commissioner, Lieutenant-General Liziwe Ntshinga, has strongly condemned the murder.

The suspect faces a charge of murder and is expected to appear in court on Friday.

The University Fort Hare confirmed that the victim was one of their Law students who resided off-campus in a private residence in East London.

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Southern Africa: Children Press SADC Heads of State and Govt to Address Social and Economic Inequalities

CHILDREN from countries under the Southern African Development Community (SADC) have petitioned their Heads of State and Government, pressing them to urgently remove barriers to the attainment of their aspirations.

Reading the children’s communique during the 41st SADC Ordinary Summit for Heads of State and government, the children’s representative, 16-year-old Victoria Ganamba, challenged that SADC 2050 Vision cannot be realized unless the Heads of State and Government uphold children’s rights.

The children prepared the communique under the banner of Joining Forces, which is an alliance of the six largest child-focused international non-governmental organizations.

The organizations include Save the Children International, Plan International, SOS Children’s Village, Child Fund Alliance, World Vision International and Tere des Homes.

Victoria, who is also the Speaker of Children’s Parliament in Mwanza, further demanded that SADC should find a lasting solution to child trafficking, child abuse and violation of children’s rights including the right to education.

“SADC should put strong measures in place to put to an end these child rights violations. Child trafficking and all forms of child rights violations deny children opportunities for appropriate education and development. SADC should reaffirm its commitment and put in place strong measures towards ending child marriage. Child marriage undermines the contribution of girls to the overall national development and economic growth of their countries and the realisation of the SADC 2050 agenda,” she said.

Victoria further tasked SADC to demonstrate leadership by recognising climate change risks and take appropriate policy responses, stressing that millions of children are living in flood and high drought zones.

She said evidence is abundant to suggest that unless action is taken, such occurrences will continue to increase in the future posing threats to a generation of children, including risks to school disruption.

Victoria called upon SADC, among others, to ensure trees are replaced and to put in place legislation to reduce use of charcoal in order to make the environment clean and safe for the people to use.

“Poisonous chemicals must also be avoided when fishing. Governments must also put laws by showing their political will to ensure there is promotion of cheaper gas and solar products to reduce poisonous gas emissions. SADC should embrace policy that maximised inclusion. Children with disabilities face multiple deprivations and are most disadvantaged. They face increased exposure to abuse and have minimal access to social services, affecting their ability to reach their full potential,” she emphasized. 

The Stella Maris Catholic Secondary School student further asked SADC leadership to envision and take positive steps towards creating a region where all children, boys and girls can hold diverse hopes and dreams for their future and have equal opportunity to make these come true.

She said there is overwhelming evidence that girls drop out of school more than boys as sexual and gender based violence disproportionately affects girls.

She called on governments to put in place strong measures that promote gender equality and to the meet commitment of allocating at least 15% of their national budget towards eradication of imbalances by creating more space for civic education on gender equality in all places.

“SADC should embrace policy that address the plight of child refugees. Child refugees in the region have poor access to education and other social services, are at a greater risk of malnutrition, face greater risks to their safety and well-being,” concluded Victoria.

Save the Children International Senior Technical Advisor on Policy and Advocacy and Government Relations, John Chipeta, said the role of the alliance was to amplify the voices of the children so that their voices are heard.

Chipeta expressed hope that the SADC Heads of State and Government would pay a listening ear to the lamentations of the children in the region.

* Agencies

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Teacher Unions Reject Department Of Basic Education’s Plans To Scrap October School Holidays

THE Department of Basic Education (DBE) plans to cancel the October holiday period for schools in South Africa to help make up for lost teaching time.

Basic Education spokesperson Elijah Mhlanga said that the department was holding talks with partners about the planned change on Tuesday morning (17 August). He added that an announcement on any planned changes would be made shortly.

Under the current 2021 school calendar, government school students are on holiday from 1 October until 11 October. Scrapping this holiday would give students an additional week of teaching time from 4-8 October.

All schools reopened on 26 July as part of the country’s move to an adjusted level 3 lockdown after a month-long level 4 lockdown.

While the education department shifted the June holidays to accommodate the closure, students still lost five teaching days over the period, which the October change will now pay up.

This comes after the lockdown caused severe teaching disruptions for much of 2020 and at the start of 2021.

Primary school students in South Africa returned to full-time teaching for more than a year on 2 August for the first time.

Since South Africa first introduced Covid-19 lockdown restrictions at the end of March 2020, most students have been learning in a ‘shift system’ – with a large amount of course work being done at home to encourage social distancing.

Unions opposed

Teachers unions have already opposed the change, saying that the government did not consult them on the new timetable.

The SA Onderwysers Unie (SAOU) said that it has received communication from the DBE that the following changes will take place:

That the five days from 4 to 8 October 2021 must be utilised to compensate for the lost school days;The third and fourth terms will be separated by a long weekend by declaring 23 September 2021 as a school holiday.

“The absolute fixation to insist on the normal 200 school days per annum despite the fact that the world is experiencing an extraordinary period as a result of the Covid pandemic makes no sense whatsoever,” the SAOU said.

The union said that many educators and parents have also incurred financial expenses for the October holidays.

Lost time 

According to data from the latest National Income Dynamics Coronavirus Rapid Mobile Survey, the impact of disrupted education since the Covid-19 outbreak has been devastating, with learners between 75% and a full school year behind where they should be, according to data from the latest National Income Dynamics Coronavirus Rapid Mobile Survey (NIDS-CRAM).

Rotational attendance, sporadic school closures and days off for specific grades have resulted in school children losing 54% of learning time.

Some 400,000 to 500,000 learners have reportedly also dropped out of school altogether over the past 16 months.

This is most likely for children living in informal urban and rural settings, with household poverty also playing a critical role. The total number of out of school children is now up to 750,000, said UNICEF South Africa.

“The reality is that South Africa cannot afford to lose another learner or another hour of learning time,” said Christine Muhigana, UNICEF South Africa representative. “It is urgent that we get every child back into the classroom, safely, now.”

Being out of school leads to learning loss and mental distress, exposure to violence and abuse, missed school-based meals and reduced development of social skills.

In the longer term, the skills needed to transition into working lives will be affected. Evidence shows that when children are out of school, women are twice as likely to take on childcare responsibilities, affecting their ability to work or search for work.

* Business Tech

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Criminal Syndicates Continue To Target ICT Infrastructure In Some Gauteng Schools

GAUTENG schools have become soft targets for organised crime syndicates dealing in information and communication technology (ICT) equipment and scrap metal collectors.

This was revealed on Friday by the provincial Department of Education to a delegation of the Portfolio Committee on Basic Education and the Select Committee on Education, Technology, Sports, Arts and Culture following oversight visits to schools damaged during last month’s public unrest and pro-Zuma riots in the province.

In a statement, the committees heard that “organised crime syndicates have been targeting schools to steal smart boards, computers, printers and other ICT equipment that is used in teaching and learning. Scrap metal collectors also vandalise schools to steal water taps, electrical copper wires, as well as aluminium window and door frames to sell to recyclers.”

Gauteng MEC Panyaza Lesufi told the committees that the province was losing the battle against school vandalism, and that drastic steps needed to be taken.

Lesufi also told the committees that although 11 schools were vandalised during the recent unrests and looting, more schools were attacked long before the unrest.

The Chairperson of the Select Committee on Education, Technology, Sports, Arts and Culture, Elleck Nchabeleng, said that “the aim of the oversight was to evaluate the damage and determine how can Parliament intervene to ensure that the provincial and national government repair the damaged schools and tighten their security.”

Meanwhile, the committees will conclude the oversight today by visiting more affected schools around Soweto.

* Inside Education

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About 390 Schools In Eastern Cape Are Expected To Be Merged Following Closure Of More Than 1 000 Dysfunctional Ones – MEC Fundile Gade

THE Eastern Cape government has announced the closure of more than 1 000 dysfunctional schools across the province.

About 1 142 schools across the Eastern Cape province were gazetted for closure as part of the rationalisation, realignment and merge of non-viable schools, following a series of meaningful meeting with parents, unions, school governing bodies and civil society leaders.

The program was meant to ensure the augmentation of the limited state resources, for the benefit of every learner in the province.

MEC for education Fundile Gade said the merging of schools will improve the overall quality of education in the province.

He said the Eastern Cape Department of Education has gazetted the realignment and merger of at least 390 schools in the province.

“Unviable, dysfunctional schools in any system are a nerve because they are part of the dysfunctionality of the entire system but the intention is not to close them,” said Gade.

“The intention is to get a sense of what then becomes a broader view of the communities that are being served and how do you save government unnecessary expenditure out of those institutions that are dysfunctional from that one thousand already about 400 of them are likely to be re-purposed.”

The gazetted schools had less than the prescribed number of learners for either a primary or high school hence the move to merge them for better learner performance and outcomes.

The Norms and Standards prescribes that a minimum number of enrolled primary school learners should be 135, while a secondary school should have at least 200 enrolled learners.

These schools, according to Gade, do not meet any of those regulations and merging or realigning them will guarantee that each learners receives public quality education.

The realignment and merger of schools is prescribed by the South African Schools Act (Act 84 of 1996). Primarily, the program is meant to ensure that learners receive quality public education at all times as prescribed by the Constitution of the land, said the department.

The need to rationalise schools in the Eastern Cape started a few years ago.

The province not only inherited a large number of very small schools from the Transkei era, but out-migration to urban centres both within and outside of the province has also made many schools unviable.

Data from 2016, when the Government Technical Advisory Centre (GTAC) project began, showed that close to 50% of schools had fewer than 250 learners, and another 17% have fewer than 100 learners.

Previous rationalisation efforts in the province were characterised by non-compliance with the provisions of South African Schools Act on the closure of schools, along with fragmented planning that affected teacher placements (from old to new schools) and the provision of scholar transport, resources and infrastructure in receiving schools.

This lack of transport for learners moving to more distant schools created distrust among communities, which fuelled resistance to the rationalisation efforts.

* Inside Education

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Gauteng Hails 100 000 Online Applications Processed For Grade 8 Learners As A Significant ‘Milestone’

THE Gauteng Department of Education (GDE) Education MEC Panyaza Lesufi has welcomed the successful first week of online admissions applications after more than 100 000 applications for Grade 8 were completed.

The department’s 2022 online admissions applications system opened last Tuesday for Grade 7 learners currently enrolled in the public school system in Gauteng to apply for Grade 8.

“We are vindicated that the two-phase process was in the best interest of both learners and parents,” Lesufi said.

“There have been three main problems, one being the issue of ID numbers where we are linked to the home affairs database but there were challenges and limitations but we managed to rectify that.”

The process for Grade 1s and 8s was split into two phases this year to ensure that the high demand for school placement was managed more efficiently.

By Friday, the number of successful applications from Grade 8 was at 104 504.

“Accordingly, this milestone is indicative of the hard work that has been put in by the GDE staff who are handling an average of 5 000 calls a day at the GDE contact and walk-in centres across the province. Our gratitude must go to parents and guardians whose patience and understanding have made this process smoother,” education spokesperson Steve Mabona said.

Learners who were outside the public schooling system and eligible for Grade 8 would have to wait until September 13 to apply, as well as eligible Grade 1 learners.

The system began smoothly last week with some parents and guardians having to overcome a number of challenges including incorrect ID numbers or home addresses – even after the parents had verified their details at schools. “Indeed our back-office support – including the districts and schools – has been extremely busy providing assistance to parents and guardians so that they are better able to navigate the system,” Mabona said.

The provincial department has encouraged parents who have not yet verified their information to communicate with their child’s school to check if schools have updated details.

If the schools do not prove to be helpful, parents have been urged to visit the GDE’s district office, walk-in centres or call the GDE’s contact centre.

The first phase of the 2022 online admissions process, which is for parents and guardians whose children are currently in Grade 7 at a public school in Gauteng and would be going to Grade 8 in 2022, will end on September 3.

Phase 2 would begin on September 13 and focus on parents and guardians whose children would be going into Grade 1 in 2022 or Grade 8 but were not in a public school in Gauteng. It would end on October 8.

* Own Correspondent

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STEM| Women In Tech On The Rise, But Barriers Persist

DESPITE concerted efforts to narrow the gender gap in Science, Technology, Engineering and Mathematics (STEM) education, major inequalities persist. 

According to UNESCO, women account for a mere 28% of those pursuing STEM careers in Sub-Saharan Africa, below the global average of 30%.

On a positive note, South Africa is bucking the trend by producing more female ICT graduates. The country has the highest share of female graduates in Sub-Saharan African at 32%, and even more female ICT graduates, at 38%, according to a recent report. Supporting this positive trajectory are statistics from HyperionDev, South Africa’s leading tech education provider, which recorded a 60% increase in female students since the beginning of 2021.

HyperionDev CEO Riaz Moola says that although the number of women in tech is improving in South Africa, there is still much to be done to minimise barriers to entry, inspire girls to take STEM subjects and help young women take advantage of the opportunities that the tech industry offers them.

Giving women a competitive edge is vital, as they were the hardest hit during the first COVID-19 hard lockdown last year. Out of the 2,8 million jobs lost, two-thirds were women, according to the National Income Dynamics Coronavirus Rapid Mobile Survey (NIDS-CRAM). In the latest survey released earlier this year, although many have recovered their jobs, re-employment rates for men were greater than those for women.

“Considering that the job landscape is constantly evolving in line with the digital economy, it is essential for girls and women to ensure they are educated and upskilled to ensure their jobs are future-proofed, especially in the face of disruptions such as COVID-19,” comments Moola.

Female representation is critical

Despite the progress made towards gender parity, women still remain critically underrepresented in most STEM fields, both in tertiary education institutions and the workforce.

“It becomes apparent in more informal social settings that there are still fundamentally prejudiced nuances embedded in conversations around women in tech. The underrepresentation of women then equates to a lack of female ICT role models to inspire girls at an age where parental control, peer pressure and self-esteem can heavily influence their career decisions,” says Marianne de Vos, Lead Digital Designer at HyperionDev.

Others concur that gender representation makes a big difference. Onalerona Mosimege, Software Engineer at HyperionDev, recalls how large and diverse her first-year computer science class was at university. But it didn’t stay that way for long. “By my final exam in third year, there were only four girls left,” she says. “A lot of my female friends left computer science mostly because they felt as if they were struggling alone.”

Breaking down barriers to shatter glass ceilings

“While the issues women face in joining the tech industry are numerous and powerful, they’re not impossible to overcome,” says Moola. As such, he believes there are a number of strategies that schools, businesses, and parents can take to support girls and women as they pursue their passion and interest in technology. These include improving female representation in companies, celebrating female role models in tech, such as South African powerhouse Aisha Pandor, co-founder of Sweep South and American Whitney Wolfe Herd, 31-year-old founder of the global dating app Bumble, who was named the world’s youngest female self-made billionaire on Forbes’s Billionaires List 2021. Subsequently, it is crucial to ensure that the tech industry listens to women’s challenges and addresses gender inequality.

Tech education is the perfect starting point 

“Accessible tech education is the future of social upliftment and mobility,” asserts Moola. “As coding is an essential language for many 21st century jobs, it is the perfect starting point for women and girls to grow their careers in tech.

“Our coding boot camps give young women a fighting chance to become confident, job-ready developers in mere months rather than years. We have hundreds of proven success stories of students who became professional developers and engineers shortly after graduating,” he says. “Our focus on practical work skills and the human touch makes all the difference in helping young women achieve their tech dream and excel in their new career,” Moola concludes.  

Africa.com

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Sports Corner: Kenya, Jamaica – Models for development of sports industry in Africa

SEGUN ODEGBAMI|

SPORTS development in Africa is on my mind. I am asking myself probing questions. Uganda produced a John Akii-Bua in the early 1970s. He was the greatest hurdler in the world at the 1972 Olympics.

Tanzania produced Filbert Bayi in the mid- 1970s.  He was the greatest middle distance runner in the world in the early 1970s.

Zambia produced Samuel Matete in the 1980s into the 1990s. He was a World 400 metres hurdling champion for a spell. Of course, Kenya had its own long list of world and Olympic champions since the early 1970s.

These are all East African countries populated by blacks in a region with similar environmental features and conditions that influenced their athletes’ performances.

In the group, why is it that it is only Kenya that has had a record of consistent successes through the decades and, today, have become the foremost achiever on the African continent in global sports?

The Ethiopians, and occasionally the Moroccans and Algerians, have produced some of the best middle and London distance runners also. But not like the Kenyans.

What is common to all these countries that is helping them breed quality runners in this corner of the world?
I don’t intend to provide any of these answers here. What is of interest to me is what Kenya is doing right that the others are not doing, that made the country to have a name considered bigger as a global brand than Nike or Adidas.  ‘Kenya’ is a massive global brand.

The country’s athletes are achieving global success and visibility. They are in almost all middle and long distance races, including the marathons, cross country and grand prix all over the world. Thousands of Kenyan runners win most of the races and take home the trophies and the prize monies.

Many countries that intend to train their athletes to complete favourably in any of the middle to marathon races look towards Kenya for guidance. They go and train in the high altitude areas of the country for long periods of time.

In order to accommodate them, the Kenyans have built camps in the training areas of simple and unsophisticated sports infrastructure. The environment is their perfect training grounds. This has influenced the establishment of an authentic sports tourism business to compliment the well-established Safari-tourism that has been the mainstay of the Kenyan economy for decades.

These days, as the results from Tokyo confirm, Kenyans have become valued raw materials for countries that are offering them citizenship and using them for international competitions. Many Kenyans ran for many foreign countries. There are big opportunities for Kenyan runners to migrate abroad for studies and for running career in countries willing to adopt them.

Seeing how profitable the business of running is in the world, the Kenyan government commissioned studies and research into how to institutionalise the process and make it sustainable and a win-win for all Kenyans. 

Without going into the details of ‘how’, the whole of Kenya has gradually become the ‘running capital’ of the world, everybody runs (or walks).

I sat with a group of consultants many years ago at the Jomo Kenyatta University, working on the urban renewal project of the City of Mombasa on the Indian Ocean coastline of Kenya. I watched them discuss their project – to make the city an environment where everyone is moving and exercising for general wellbeing and health purposes. The towns and cities now have special lanes on the roads, in the parks and gardens for runners, cyclists and even those that want to walk.

The motto of the project was unofficially tagged “Move or Die.”
With all these as deliverables, all Kenyans saw and embraced the opportunities that running creates for the young, the fit and the healthy, opportunities to be rich, famous and a celebrity, and started an endless production line of runners, honed by the environment in the high altitude areas of the country, and motivated by immeasurable opportunities in a business that is global and can take all comers.

So, when you look at the medals table of the most successful countries at the Olympic Games, Kenya would never be in the single digits, yet the whole world considers them a global force in the area of their specialisation.

It is interesting. It presents a model for other African countries to emulate, but are not. Why not?
In looking at the case of Kenya, another country, whose name is also bigger than most global brands these days, one sees a similarity with Jamaica.

Jamaica is the most successful country of Black persons of African descent in the world of the sprints event. The country is doing with sprinting what Kenya has been doing for decades with the middle and long distance racing, but navigating through a different route to a similar destination.

Jamaicans are loaded with the genes of the fittest and healthiest of the Black human specie from the West African sub-region.

From what we know of young persons from that part of Africa (Nigeria’s performances in the 70s to the 1990s are a shining example of the possibilities) they are born to sprint and to jump. They use their natural power, speed and strength to do well in some particular sports particularly sprinting and the jumps, in Track and Field.

Unlike what obtains in East Africa where open fields in high altitude areas are the only requirements to hone natural talents, for the sprints events, the requirements are more technical and sophisticated. Tracks are needed.

That’s a major difference
Jamaicans initially were like Nigerians, sending their best young sprinters to the American Collegiate system for better grooming and training. Like Nigerians, ultimate control of the athletes was not in their hands. Like Nigeria, the sports industry at home did not grow. Like Nigeria, sprinting did not grow astronomically, locally, suffering from the vagaries of the external interest of external forces feeding. Like Nigeria, they fed the American sports eco-system of development through Collegiate and professional systems with endless talent, the best of whom eventually competed in America and in Europe, driving one of the biggest industries in the world in the United States Industrial Sports and Leisure complex.

A few Jamaican coaches, working in conjunction with some African American coaches went to the US and received the required training in the San Jose University established tradition of training sprinters. They returned to Jamaica and, for close to to decade, struggled to convince the government to domesticate the process of developing this throng of natural sprinters within Jamaica by copying the Collegiate system that worked so well in America.

That story is not my interest here.
What followed, in a nutshell, is that Jamaica redesigned its discovery-of- talents and grassroots sports development strategy along the American Collegiate system, embraced the training methodology of the most successful American coaches out of San Jose University ‘school of sprinting’, imported some Black American coaches, did a train-the- trainers program, introduced measures that made sprinting in athletics a spectacle, and introduced measures that promoted sports as a culture for schools in Jamaica. They built simple inexpensive infrastructure for training and competitions and within a decade they succeeded in turning Jamaica into the sprinting capital of the World.

The result is what the world has had to confront since Usain Bolt.
Like Kenya, the sprinting tradition is now well established all over Jamaica in all schools, etched into the environment in parks and gardens, for health, recreational, educational and business purposes. Sprinting has become an integral part of life in Jamaica. Today there is an endless production line of sprinters being churned out of Jamaica’s sports complex now produces athletes that fill the Athletics tracks in nooks and crannies all over the world. Jamaicans have become exportable products raking in good revenue into the country, the country has developed a sports tourism industry, its camps have become training base for sprinters from other parts of the world desirous to learn from Jamaica, and the name of the country has become, like Kenya, a massive global brand.

The finals of the women’s 100 metres event had three Jamaicans. They won gold, silver and bronze medals, in one of the greatest sprints races ever held.

The thought of Africa, her present place in the world of sports, her potential and the possibilities of what sports could do for the continent in a world deliberately and unfavourably re-constructed by the West so that Africans never succeed, often deposits a heavy burden on my heart.

The tragedy is that the evidences are all around us of the possibilities of what could be achieved by these most-gifted of homo sapiens, if only their political leaders, those that control the levers of power, can see and appreciate these evidences, and chart a course that will move the continent, her people and the rest of the Black race, away from a ‘slavery mentality’ in a new direction of commanding heights in economic, social and political development, using the innocuous instrumentality of sports as a vehicle.

It will not take reinventing the wheel for the rest of African countries to take useful lessons from the examples of Kenya and Jamaica, focus their attention on some specific sports that they are gifted in and that would not require sophisticated infrastructure that they cannot afford, and can impact the whole country when successfully deployed.

Between Kenya and Jamaica, they have found the antidote to the exploitation of The Black man’s natural gift and talent.
Their focus is not on quantity, an expensive ‘competition’ that any Third World country cannot win, but on quality and maximum use of the natural gifts in physiology and the environment, deployed strategically, domestically, and without breaking bank vaults to fund infrastructure for maximum impact and socio-economic and political effects.

Nigeria, with a population of over 200 million Black persons that are designed by nature to run and jump at no cost, within an environment that spans through low and high altitudes, and with rich human capacity in knowledge, and history of successes and potential, with the resources to domesticate the processes, won only one medal at the 2016 Olympics, almost 20 places below a neighbouring poor country, Niger, that won 2 medals.

At Tokyo 2020, Nigeria won two medals. That is seen by some as growth. For a country that has become one of the richest sources of raw athlete-materials to the rest of the world (Nigerian athletes are representing several Western and even South-East Asian countries), it is a big shame to the Black race.

It does not require a degree in rocket science to see that what is missing and needed is the right kind of leadership, plus a clear direction.

The Guardian Nigeria