THE judgment in the matter between Section 27 and the Department of Basic Education has been reserved.

The date of the judgment is expected to be announced by Judge Gerrit Mueller soon.

SECTION27 is asking the court to rule that the DBE’s and the Limpopo Department of Education’s “plan” to abolish pit toilets is unconstitutional.

Section 27 challenged the Limpopo Department of Education at the Polokwane High Court on Friday over its plan to completely eradicate pit toilets.

The civil society group says that the department has underspent on infrastructure at schools.

The state argued that it could only achieve the eradication of pit toilets at schools by March 2031.

“The judge’s office will be in touch with us to let us know when they will deliver judgement. We will certainly follow up because this case has been pending for seven years and we would like to see a final conclusion,” said Section 27.

“We have done research into the annual report of the DBE themselves, and they have said that they are underspending on their infrastructure budget.”

The case was prompted by the death of five-year-old Michael Komape who died after falling into a pit latrine at school in 2014 in Limpopo.

His father, James Komape believes they have presented a compelling case against the state.

“Today’s case went well. I am confident that Judge Mueller will rule in our favour and infrastructure will be taken to schools. There is still a lot of schools in areas like Ga-Mashashane and in Moletji that still have pit toilets,” said James Komape on Friday.

Section 27 has also asked the court to appoint an independent sanitation task team to look into the matter.

In 2018 the court ordered that the Department of Basic Education (DBE) and the Limpopo Department of Education (LDoE) must file plans to eradicate pit toilets and provide the court with an updated audit of sanitation needs at schools in the province.

Thousands of children in South Africa attend schools with filthy, dangerous toilets.

A reliable report in January said 37 Eastern Cape schools had no toilets at all, 1945 had plain pit latrines and 2585 had ventilated pit latrines.

Inside Education

IN many countries where many languages are spoken, English is often the language of teaching and learning in schools. Learners get their knowledge of school subjects through the use of English – be it reading and writing or speaking and listening.

Learners who are comfortable using specific English language structures, phrases and terms as they are used in each school subject have greater academic success. Some school systems therefore aim to teach language and subject content at the same time.

Organising the curriculum this way is known as Language Across the Curriculum. In South Africa – a country with 11 official languages – it’s referred to as English Across the Curriculum.

This is because English is the language of learning and teaching from grade 4, where pupils tend to be 10 years old.

The English Across the Curriculum strategy is to develop English language skills across all high school subjects, not just by studying English itself. It pays attention to how English is used for developing knowledge in other subjects such as Life Sciences, Mathematics or Geography.

Realising the importance of this approach, South Africa’s Department of Basic Education published a Manual for Teaching English Across the Curriculum in 2014. The manual provided high school teachers with subject-specific activities and lesson preparation demonstrations so they could follow the language strategy.

But in 2017, the department reported that high school teachers weren’t using this approach as was expected of them. This meant some high school learners would find it difficult to acquire subject knowledge. Subject concepts and skills can’t be understood outside the language they occur.

We decided to explore whether this problem arose from the training that teachers were getting. Our study explored how student teachers in different universities were prepared for integrating language and subject learning.

Student teachers in our study sample acknowledged the importance of developing English language in subject learning. But most of them indicated that their preparation to use the English Across the Curriculum strategy was largely incidental. Their curriculum didn’t ensure it.

Secondly, they rarely saw their own lecturers modelling the strategy.

We held several focus group discussions with 102 final year Bachelor of Education students from three universities in South Africa.

The Department of Higher Education, Science and Innovation also supports the English Across the Curriculum strategy. It states that teachers who successfully complete an initial professional qualification should be proficient in at least one official South African language as a language of learning and teaching.

We found that at University A, there were no specific English Across the Curriculum courses or activities. A course that the student teachers mentioned as coming close was academic literacy. But this was a generic course that all first-year students took to develop academic language skills. It had little to do with English Across the Curriculum.

At University B there was a well-defined curriculum for the study of English Across the Curriculum. It allowed the students to choose between two languages of instruction, namely, Afrikaans and English.

Student teachers who selected English as the medium for teaching enrolled for a number of courses in their four years of study which modelled how to infuse language and subject learning.

The student teachers seemed confident that they would be able to do this in their future classroom. But they worried that during their teaching practice, they didn’t observe the mentor teachers using the strategy.

At University C student teachers were prepared as English Across the Curriculum practitioners using one course in their fourth year.

The aim of this course was to guide student teachers on how learners acquired language skills that would develop their thought processes in subject specific content. This course focused on how student teachers could use listening, speaking, reading and writing skills in subject learning.

Overall, we found that the student teachers weren’t confident that they could create the conditions for subject learning using English as a language of instruction. They didn’t have a thorough understanding of integrating English language skills and subject learning.

Some universities, like University B, are making efforts to prepare student teachers to follow the strategy. In others, like A and C, this preparation is largely fragmented, unintentional and left to chance. It shows a mismatch between policy and practice.

There’s no perfect teaching approach guaranteed to prepare student teachers to practise English Across the Curriculum. But there are a number of opportunities that universities can use.

Based on our research, we propose a specialised language knowledge for content teaching approach. This is different from the current strategy in teacher education, where English language is used for academic activities but not meant to enhance subject-specific proficiency.

In the approach we recommend, lecturers in different disciplines across the teacher education curriculum use language to represent content knowledge in an accessible way. This goes beyond linguistic forms such as vocabulary and grammar. It looks at how language is used for communication in a specific subject.

Learning activities such as lectures, microteaching, lesson planning, portfolio development, reflection exercises and teaching practice should all be used to develop student teachers’ specialised language knowledge for content teaching.

Our study initiates an important discussion that various universities through their faculties of education can have. But planning for the simultaneous development of student teachers’ subject and language knowledge isn’t easy.

It requires a review of the teacher education curriculum, reworking the knowledge base for student teachers and providing professional development for lecturers who teach student teachers.

With creative thinking, universities and government departments can find practical solutions that should enhance the academic success of school children through quality language and subject learning.

The Conversation

SECTION 27 and Equal Education says the Department of Basic Education has not presented a coherent plan before the court for the eradication of pit toilets and inadequate sanitation in Limpopo and other rural provinces.

This is contained in the organisations’ heads of arguments presented before the high court in Limpopo on Friday.

“Instead of providing a sanitation plan to the Court, the defendants have described several infrastructure programmes, with no indication as to how these programmes relate to one another, how these programmes will advance the right of learners to safe and adequate sanitation and how compliance with these plans may be monitored,” the organisations said in court papers.

“The undisputed evidence before this Court is that there have been at least three other learners nationally who have lost their lives as a direct consequence of the dilapidated toilets at their schools.

Another child has been severely injured and traumatised after a similar fall into a pit toilet. The plaintiffs rely on this evidence
to illustrate that the tragedy that befell Michael Komape and his family, as well as these four other learners and their families, may well recur in the near future. The defendants have simply ignored these concerns.”

Section 27 and EE are petitioning for the Limpopo Department of Education to draft a new plan to fix school toilets, one that is “reasonable” and meets the requirements of the structural order.

The plan should also outline how the department will address the urgent school sanitation problems in the province.

They are also asking the court appoint a special master – an independent person who is normally appointed by a judge to assist the court in making sure the court order is implemented.

“In this case, we want a Special Master to oversee the implementation of the new plan that we want the DBE and the LDoE to produce. A Special Master enhances the court’s supervision by bringing additional resources and specialised skills to the case,” the organisations said.

“We are proposing that the court consider appointing a Special Master – an independent person who is appointed by and reports to the court, who is normally appointed by a judge to assist the court by making sure that what the court orders is actually implemented.”

“We want a Special Master to oversee the implementation of the new plan that we want the DBE and the LDoE to produce. A Special Master enhances the court’s supervision by bringing additional resources and specialised skills to the case.”

Basic Education Minister Angie Motshekga says she is confident that her department will eradicate the remaining 3 898 pit latrines in the country’s schools “within the next four years”.

She said together with Provincial Education Departments, DBE has made great strides in efforts to replace pit latrines with appropriate sanitation
facilities for schools in the country through the Sanitation Appropriate for Education (SAFE) Initiative launched in August 2018 to accelerate the provision of sanitation facilities in the identified schools.

“I would like to thank all of those businesses and individuals who have agreed to partner with the Department of Basic Education to eradicate pit latrines in our schools and restore the dignity of our children, the support has been truly incredible,” said Motshekga

Mathanzima Mweli, the Director-General of the Department of Basic Education, has visited more than 500 construction sites since March 2021 to accelerate the delivery of the much-needed infrastructure.

Mweli was in Limpopo last week where he has visited sites in the Vhembe and Sekhukhune areas.

The monitoring function has assisted the Department to unblock challenges and resolve issues that delayed the building process.

“The SAFE Initiative is a flagship programme and I have resolved that I will carry out the monitoring function until the last school has a proper toilet. The monitoring has pushed our performance up and we are sure to hit our target even before the end of the current financial year,” he said.

 
The Director-General holds weekly update meetings with the chief executive officers of the implementing agents.

The department reports regularly to the Presidency on the work done to replace pit toilets with proper facilities and will continue to do so until the pit latrines have been eradicated in all the schools.

“We have improved the standard of reporting and the progress is satisfactory. Under-performing implementing agents have been warned that there will be consequences for poor delivery,” said Mweli.

– Inside Education

THE Portfolio Committee on Basic Education has condemned the damage and vandalism caused to schools in Gauteng and KwaZulu-Natal (KZN) during the recent pro-Zuma violent protests.

 “It is shocking that the cost of damages and vandalism to schools is estimated at over R141 million. This is money that was not budgeted for. Money that government does not have and money that could have been spent on other much-needed projects,” said
committee chairperson, Ms Bongiwe Mbinqo-Gigaba.
 
“As public representatives we need to have serious discussions in our constituencies that members of the public cannot be targeting much-needed infrastructure, especially schools, when they vent their frustrations for whatever reason. We cannot be comfortable with the current situation. Schools always end up being soft targets during protests and it is the poorest of the poor learners that suffer.”
 
On Tuesday, the committee received updates from the national Department of Basic Education (DBE), the KwaZulu-Natal Education Department and the Gauteng Education Department on the damages during the unrest, as well as the readiness to reopen schools for the third term on Monday.
 
DBE told the meeting that protests and looting affecting 137 schools and offices in KwaZulu-Natal – one school in Pinetown burnt to the ground.

Gauteng Province has four schools affected but fortunately there were no major structural damages. According to the department, it was still in the process of repairing more than 1 700 schools damaged during the Covid-19 lockdowns of 2020.
 
The committee heard that some of the damages during the latest protests include electric wiring, admin blocks, doors, roofs, ceilings, ablution facilities and sanitary fittings.

Looting also occurred during the protests and stolen property include electrical equipment, including laptops, computers, projectors, LTSM screeners, sound systems, routers, furniture (mostly tables), wires, transformer tables, lights and garden equipment.

Kitchen resources and equipment like stoves, fridges, microwaves, eating utensils, school nutrition programme equipment and food items and Covid-19 essentials like sanitisers, soap, and masks were also stolen.
 
The committee expressed its concern that food and equipment were also looted that are used to feed learners as part of the National School Nutrient Programme.

“The programme serves to cater for the most vulnerable learners in our schools. For many of them, this is the only meals they received. How can responsible communities take the food out of the mouths of the very vulnerable young ones that we are trying to make a difference to,” asked Mbinqo-Gigaba.
 
The DBE assured the committee that many of the items have either been replaced or are in the process of being replaced.

The committee resolved to undertake an urgent oversight visit to both provinces in order to establish first-hand the damages to school property.
 

Inside Education

GAUTENG Education MEC Panyaza Lesufi on Sunday announced the launch of online applications for grades 1 and 8 for the 2022 academic year.

The online application process has not been without its challenges, with the department having to attend to numerous technical glitches since its introduction in 2015.

However, Lesufi said this year, the Gauteng Department of Education (GDE) has introduced new changes aimed at making the process easier and more manageable for parents, guardians, and public schools in Gauteng.  

“The applications for Grade 1 and 8 will take place in two phases. The first phase is for Grade 7 learners currently in public primary schools applying for Grade 8 and the second phase for Grade 1 and 8 learners not in Grade 7 in public schools,” said Lesufi.

The department further said the first phase will open on 10 August 2021 at 08h00 and close on 3 September 2021 at 00h00.

The second phase will commence on 13 September at 08h00 and close on 8 October at 00h00.

The placement of phase 1 will happen between 15 October and 30 November while phase 2 will be between November 15 and November 30.

“To ensure access to applicants who are unable to apply from the comfort of their homes and or offices, the department has identified 47 decentralised walk-in centres in different areas where applicants will be safely assisted. In addition, some District Offices and the Head Office will serve as walk-in centres,” the department said in a statement.

Lesufi added that this information will be made available to the public via the GDE Website and social media platforms.

“When a parent or guardian applies to a school for their child, it is critical to remember that the following criteria is considered in order of priority of the following: home address within the school’s feeder zone, sibling and or previous schools, work address within school’s feeder zone and home address which is within 30km radius,” said Lesufi.

“Parents will receive SMSes notifying them about the outcome of their application between 15 October and 30 November 2021. The parent must accept an offer to confirm placement.”

 The following guidelines are important:
· Before parents or guardians apply, they must provide accurate
parent and learner details to schools where their children are
currently in Grade 7;
· From Monday, 2 August 2021 – 6 August 2021, primary schools
will verify and update parents or guardians’ details including the
cell-phone number, Identity Document number and home
address;
· It is important that parents provide ONE reliable c ell-phone
number so that they can receive important SMS notifications
regarding the application process. This process is very important
because from 10 August 2021, an SMS notification with a LINK
will be sent to parents to complete the 5 Step Application Process;
· The parent/guardian will be required to verify the cell-phone
number on the system before starting the 5-step application
process which consist of verification of parent or guardian details,
home address details; learner details, application to a maximum
of five schools and uploading documents to system or submitting
documents at schools;
· In Phase two, parents and guardians will also complete the 5 Step
Application Process without prior verification of details. Parents
will also need to upload or submit certified copies of supporting
documents to schools they applied to within 7 days;
· The documents required for grade 1 and 8 applications are:
Parent and Child ID or Passport; Refugee Permit; Asylum Seeker
Permit; Permanent Residence Permit; Study Permit; South
African Birth Certificate; Proof of Home Address; Proof of W ork
Address; Latest School Report and Clinic Card/Vaccination
Report (Grade 1 only);
· If a parent uses a cell-phone number that differs from the one
provided to the school the system will prompt the parent to contact
the school to correct the number;
· Every step of the application process will be confirmed via SMS
for security and verification purposes;
· Parents who apply to Schools of Specialisation must ensure that
they contact the school to arrange for the auditions or admission
tests.

Inside Education

SADTU says the Department of Basic Education has failed to address several problems and challenges affecting education in South Africa before the reopening of primary schools on Monday.

These included overcrowding, lack of protective personal equipment (PPE), shortage of masks, mobile classes and the lack of water supply and sanitation.  

The union’s secretary general Mugwena Maluleke said that the majority of schools were still without water supply on Monday in several rural provinces, another obstacle to readiness of schools.  

“The majority of schools were unable to comply with Covid-19 regulations, including social distancing. The reopening of schools did not go as planned. We made submissions to the DBE to first allow some provinces to deal with the 1 metre social distancing before reopening. They didn’t agree,” said Maluleke.

“We are very depressed by the situation. We saw shocking things in Gauteng and Mpumalanga where learners had to be sent back because the schools couldn’t comply with COVID regulations. There is also lack of masks at some schools and lack of water supply in the Northern Cape and Eastern Cape. We are extremely disappointed.”

The teachers’ union said that it was ‘extremely’ disappointed that the DBE went ahead to reopen while the majority of schools did not receive PPEs.

“In fact, the Department has not delivered even a single PPE to schools,” said Sadtu. 

The union also said the reopening for the third term took place with teachers, learners and parents having had a lot of uncertainties informed by the incidences of the past two weeks in Gauteng and KwaZulu-Natal, which could not leave out schools. 

About 137 schools were reported as having been vandalised, some had break-ins while others suffered arson damages in Gauteng and KwaZulu-Natal.

Close to 60 schools in Gauteng are not ready to welcome the full capacity return of primary school pupils today because they lack water supply, have insufficient space for social distancing and are plagued by electricity outages. 

The most hardest-hit areas include Orange Farm and Lawley in the south and Diepsloot, north of Johannesburg where erratic water supply is an ever-present challenge.

SADTU in KwaZulu-Natal said many schools were not ready for all learners because the Department of Basic Education did not provide more space to accommodate learners.

“This call is informed by the fact that learners are still required to practice social distancing of 1-1.5m at all times in and out of the classroom,” said SADTU KZN.

“The call from members in schools is that for this to happen the Department must provide mobile classes otherwise majority of schools will not be ready. Zululand, Umkhanyakude and King Cetshwayo districts have majority of schools without water supply – another obstacle to readiness of schools.”

SADTU KZN said it was also concerned that the replacement of the National School Nutrition Programme (NSNP) equipment stolen from schools during the recent break-ins has not been addresses.

This has resulted in learners in these affected schools not getting the meal they usually get from school.

“Failure to feed learners in schools compromises their concentration in class and may lead to poor performance by learners,” said SADTU KZN.

“It is therefore important for the Department to address these issues.”

Kwazulu-Natal Sadtu secretary, Nomarashiya Caluza, said that their situational analysis suggested there was no capacity at most schools in the province to ensure the safe return of all primary school pupils amid COVID-19.

“With the information we have, unless the department does some things differently and drastically, the majority of primary schools are not ready to welcome back all learners,” she said.

Meanwhile, DBE announced on Monday that Minister of Basic Education Angie Motshekga was expected to visit Monde primary school in Ekurhuleni on Tuesday to monitor the return of all primary school learners, from Grade R-7, at full capacity.

This will be done in terms of the risk adjusted differentiated strategy, said DBE.

“The return of primary school learners will enable both teachers and learners to recover learning and teaching time that was lost due to the recently extended school break,” the department said in a statement.

“The return of learners at primary school level comes on the back of a successful vaccination programme for the basic education sector with more than 517,000 personnel having received their vaccines.”

Inside Education

NICOLA DEGHAYE

IN many countries, including South Africa, there is stark economic inequality between adults with disabilities and those without. One key to reducing these disparities is improving access to education for children with disabilities or difficulties.

South Africa developed a White Paper on Inclusive Education in 2001, recognising disability as a factor that hinders learning and participation in schools.

This policy emphasises that learners with disabilities or difficulties should be provided with the support they need, in their local school, wherever possible.

This is in stark contrast to the situation before 2001 where additional support was only available in a vastly inadequate number of special schools. Inclusive education focuses on removing barriers to participation for children. It does this by addressing physical environments, teaching practices and attitudes of teachers or peers, among other strategies.

Despite the publication of the 2001 White Paper and other inclusive education policies, implementation has been slow. By 2017, disability was still the main reason children aged between 7 and 15 were not attending school.

Until recently, the readiness of local schools to provide additional support to learners with disabilities or learning difficulties was seldom assessed in large-scale school surveys. This has hindered accountability.

The Department of Basic Education began to remedy this situation by expanding the 2017 School Monitoring Survey, a nationally representative survey of 2,000 schools. It monitors many aspects of school functioning. The expansion allowed it to take a closer look at implementation of inclusive education.

I used data from this survey to assess the availability of disability support structures, physical accessibility of schools and the adequacy of teacher training for disability inclusion in mainstream schools in South Africa.

I assessed the variation in these factors between schools in wealthier and poorer areas and from different provinces.

My study found that teachers are inadequately trained to adapt curricula and teaching methods to include learners with learning difficulties and disabilities. Ordinary schools receive little external support from districts and specialists such as psychologists, social workers and therapists. There’s still a long way to go to achieve the policy ideals set out in the 2001 White Paper. The policy is currently undergoing a long overdue review.

Can mainstream schools give extra support?

From 2001 onwards, school and district-based support teams, resource centres and outreach teams were meant to be introduced to support inclusive education in practice. Districts are meant to provide training and curriculum support to school-based teams. They’re also supposed to assist schools to identify, assess and address barriers to learning. My study found that two-thirds of schools had established school-based support teams by 2017 (up from 54% in 2011) and 65% of these school-based support teams were supported by the district in 2017.

The number of South African schools with wheelchair accessible toilets almost doubled from 2011 to 2017. But more than 50% of schools report being unable to screen learners for visual, hearing or learning difficulties. This implies that many students who may have these difficulties are unlikely to be identified and aren’t receiving the support they need to participate fully in schooling.

Inadequate teacher training

I found that while 74% of teachers in the sample had some training in identifying learning barriers or supporting learners with learning difficulties, only 57% had covered the critical topic of curriculum differentiation. Only 43% had been trained on setting assessments that accommodate learning barriers.

Teachers generally showed poor understanding of the screening process. These results show that additional teacher training is needed to deliver inclusive education effectively.

My study also found vast inter-provincial inequalities in disability support and teacher training.

Schools in the Eastern Cape, Northern Cape and Limpopo were the least likely to have at least one suitably trained teacher. Gauteng, the Free State and the Western Cape had high levels of training coverage.

On a positive note, teachers in schools in poorer areas were just as likely as those in wealthier areas to have received some training.

Importantly, I found that teachers who have been trained in inclusive education were much more likely to be confident in addressing learning barriers.

Increased depth of teacher training, the creation of school-based support teams in every school and greater levels of district support in lagging provinces will help increase teacher confidence in those provinces.

It’s especially important that specialist support to schools is made available in every district. Effective, realistic strategies to deliver such support must be included in the updated White Paper.

If not, a disabled child’s access to effective education will continue to be a lottery determined by the province in which they happen to live.

(Nicola Deghaye, PhD candidate in Economics, Stellenbosch University)

The Conversation

THE impact of disrupted education since the COVID-19 outbreak has been devastating, with learners between 75 per cent and a full school year behind where they should be, according to latest statistics. Rotational attendance, sporadic school closures and days off for specific grades, have resulted in school children losing 54 per cent 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.

“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,” Muhigana added.

Being out of school not only leads to learning loss but 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 also 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. 

The switch to blended learning, following the COVID-19 outbreak, was quick and included rotational classes, as well as access to online, radio and TV educational resources.

“Remote learning has been a lifeline for some children but for the most vulnerable in South Africa, even this was out of reach,” said Muhigana. Access to the devices, data and skills necessary to navigate online resources are simply not possible for many children. “We need to ensure that we prioritize vulnerable girls and boys in all our efforts to keep children in classrooms,” added Muhigana.

The education system can’t afford any further shocks, such as the recent unrest which resulted in more than 140 schools being vandalized in KwaZulu-Natal and Gauteng. This comes on the back of the more than 2,000 schools that were looted and damaged during the hard COVID-19 lockdown last year.

“The twin burden of COVID-19 and recent disruptions equally affects teachers, supporting and improving their well-being should be a priority,” said Muhigana. “We are glad that the Department of Basic Education is hosting the first ever ‘Teacher Wellness Seminar’ and UNICEF is committed to provide its full support to the education sector,” she added.

To keep every child in class, UNICEF is lending its support to the Department of Basic Education and partners in the ongoing efforts to:

Promote community dialogues that engage parents, caregivers, and community leaders in school life, to increase their ownership over local schools, which in-turn can help ensure their protection.Maintain adherence to the child-friendly COVID-19 standard operating procedures and protocols to keep children, teachers, and educational staff as safe as possible.Cover the last mile in further increasing COVID-19 vaccination coverage in the education sector.Continue improving access to handwashing facilities and hygiene promotion activities for all children. UNICEF and its partners will build on work that has already seen 400 handwashing stations installed in targeted schools that lack decent facilities.Promote and scale-up effective remedial programmes to help students get back on track.Improve access to psychosocial support for children and educational staff to cope with the ongoing stress of COVID-19 and the recent unrest.

UNICEF calls on all stakeholders to ‘Reimagine Education’ to help regain the ground lost, by taking advantage of emerging technologies to accelerate education service delivery, while focusing on equity and broader partnerships for greater impact.

UNICEF

THE case for eradication of pit-toilets at schools in Limpopo will be heard on Friday 6 August 2021 before Judge Muller in the High Court of South Africa in Polokwane, six years after the matter was first instituted.

The hearing, initially set to be heard on Monday, 24 May 2021, was postponed after the Judge President of the High Court indicated that the date had not been confirmed by all parties.

The matter is now set to be heard in court on Friday.

Advocacy group, Section27, instituted legal proceedings against the Limpopo Department of Education and the Department of Basic Education, for safe and proper sanitation in schools in Limpopo in 2015.

“The poor condition of toilets in schools in Limpopo continue to pose an imminent threat to the lives, health and dignity of learners. These unsafe pit-toilets are responsible for the injury and death of learners,” said Section27 spokesperson, Julia Chaskalson.

Section27 took up the issue after tragic deaths of two children in the province – Lister Magongwa and Michael Komape.

In 2013, seven-year-old Lister died when the walls of the pit toilet collapsed on him at the Mmushi Primary School in Limpopo.

A year later, five-year-old Michael Komape was killed when he slipped and drowned in a pit toilet at his school.

In 2018, the High Court handed down a structural order in the Rosina Komape and Others v. Department of Basic Education and Others case, instructing the LDOE to address the need for safe toilets in schools by submitting a plan for the eradication of pit toilets, as well as an audit indicating the sanitation needs throughout schools in the province.

“However, the plan that the LDOE provided is unreasonable and unconstitutional, suggesting that the department will abolish pit-toilets by the end of 2030,” said Chaskalson.   

This will contribute to the continuation of violations to learners’ rights to basic education, equality, dignity and an environment that is not harmful to their health or wellbeing. We are going back to court to seek an order for the LDOE to submit a new and consolidated plan that deals with poor sanitation in schools on an urgent basis.”

Inside Education

WITH the rise of new technology, STEM education has become more and more important across the world.

From health care to food production, it has become clear that our children need to learn more about these subjects to be able to tackle tomorrow’s issues.

But what is STEM education and why is it so important in 2021? We’ll take a look at this article.

What is STEM?

STEM stands for science, technology, engineering, and mathematics, four subjects that we encounter pretty much every day. From the roads, we drive on or the tablet we watch our favorite shows on, we are surrounded by technology and STEM education gives us the tools to understand how things behave and work.

Why is it important?

– STEM jobs are the future.

According to a study from the US Bureau of Labor, employment in STEM occupations is projected to grow 8.8% by 2028. But to be able to fulfill these new jobs, it has become urgent to educate children about STEM subjects across the globe. In fact, according to the United Nations World Population Prospects, over 60% of Africa’s population is currently under 25, the continent definitely has a great potential to improve its economy by producing a generation of young mathematicians and engineers.

Many big companies and corporations have been helping this growth by offering resources and donations, for example, the tech company OKdo has donated 5,000 micro:bit mini computers to young people in Ghana and Kenya.

– It closes the gender gap

According to different studies from UNESCO, just 28% of the tech workforce are women in this sector worldwide and just 30% in Sub-Saharan Africa and it all comes down to a lack of opportunities and education. We need to make STEM subjects more available and approachable to girls. However, it looks like the gap is slowly starting to improve as more STEM opportunities are opening up for girls across the globe.

– It teaches children critical thinking

STEM subjects are not only great for children wanting to go into a STEM job but it’s also a great tool that will help them succeed in any job. In fact, STEM subjects have been proven to improve critical thinking, problem-solving skills, and logical thought process. These qualities matter in any job and career that one wishes to pursue. Overall, STEM education provides a foundation of skills to help children understand the world around them.

African Exponent