AS THE nature of work is changing in a digital economy, so too are approaches to learning to meet both the needs and demands of those requiring flexible, collaborative, and digital solutions. While teaching and learning techniques evolve constantly, the Covid-19 pandemic has accelerated innovation and adoption of learner-centred online approaches.

Organisations have discovered that through creative online approaches they can deliver highly effective and scalable training solutions to CXOs and entry level executives alike. These trends in education are far-reaching and here to stay.

The flipped classroom

One such solution gaining momentum is the ‘flipped classroom’. This flips a more traditional model, where the learner is a passive recipient of a teacher’s lecture and then applies that knowledge independently in their homework and assignments to consolidate their learning.

Engaging with a subject at a deeper level (evaluating, analysing and so on) is more difficult for the learner, yet this is the part that the traditional model expects learners to do alone, at home, without the teacher’s guidance.

In a flipped classroom approach, the learner activates their knowledge in their own time, typically using online materials such as activities, videos, and texts; and in the class works with the teacher and classmates to apply that newly acquired knowledge with practice using real-life examples, critical analysis and peer review, group work, and feedback.

Teacher training project using flipped classroom

In 2018, a teacher training project was run using a flipped classroom approach for government school teachers across India.

Over 570 primary and secondary teachers took a six-week online English course to develop their English language skills. In their pre-class activities, participants studied communication skills through online video, audio, and text with interactive practice exercises.

In the classroom, participants engaged in meaningful, practical real-life communication scenarios with the help of their trainer’s facilitation.

Participants rated the acquisition of new knowledge and skills at over 90 percent. In pre- and post-course self-ratings of English skills, there was a jump of over 20 per cent in just six weeks.

External reviewers of this project stated, “That such outcomes have been achieved in a BYOD technology model for a Global South user group with little or no familiarity with online learning is a genuine breakthrough. TOPDI potentially marks a major turning point in the models for raising teacher skills in emerging economies.”

Studies in the US, India, and beyond have shown that the flipped classroom can promote student engagement and a greater personal accountability for learning. Further studies have demonstrated improvement in performance and grades for students.

The parallels with the core skills sought after by employers to futureproof their businesses are clear an increase in self-direction, responsibility for one’s own development and the nurturing of critical thinking skills.

Peer-assisted learning

Another training approach that builds on these skills and adds more vital core employability skills, collaboration and cultural fluency, is peer to peer learning, or peer assisted learning. This approach encourages students to work through concepts and material together.

This provides them opportunities to learn from one another, expand their knowledge and communication styles and build meaningful connections, under the teacher’s facilitation.

The affordances of online learning such as breakout rooms foster safe spaces for students to negotiate and experiment with new concepts.

In a 2021 IELTS training programme for nurses, a facilitated peer-assisted learning programme (PALs) where participants were given tasks to work on together in peer-only weekly meetings was integrated into an online, flipped classroom intervention.

This course component was found to enhance learner engagement in live online classes and build greater engagement and motivation in the purely independent study tasks assigned.

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Interviews with participants highlighted the perceived value of building collaboration and self-management skills and the usefulness of scaffolding to motivate independent learning and achieve better test outcomes.

That these outcomes were achieved with learners who were medical professionals during the Covid-19 pandemic underscores the success of these online learning models.

For learning and development professionals, CXOs, and educators taking decisions about human resource development, these models are a genuine boon as they offer better learning outcomes with greater scalability and cost efficiency.

Research shows that certain online blended learning courses offer more than four times learning to trainer effort while delivering a 95 percent self-reported improvement in communication and soft skills.

Even prior to the Covid-19 pandemic, the nature of work was evolving. The value of a new set of core skills for employability, from collaboration to self-direction to digital and cultural fluency, has been further highlighted by the new ways of working adopted by many in response to the pandemic.

It is time for educational approaches that develop such skills to take front and centre to build up the workforce of tomorrow, and clearly, the flipped classroom and peer learning approach have an important place in that structure.

– Article by Beth Caldwell, Head of Blended Learning and Shivangi Gupta, Assistant Director English, British Council India.

ADULTS who qualify to write the 2022 Senior Certificate examinations can now register for the examination to be written in May/June 2022.

All Senior Certificate subjects that were passed prior to June 2015, at Higher Grade and Standard Grade levels, excluding Lower Grade conversions, will be recognized.

The Senior Certificate also allows candidates to obtain University endorsement. As in the case of the NSC exam, they can also qualify for admission to Bachelor, Diploma or Higher Certificate programmes at Higher Education institutions.

See the Notice issued by the Minister of Higher Education and Training below:

Admission to the Senior Certificate Examination 

The following learners will qualify for admission to the Senior Certificate:

Adult learners who are 21 years and older who have:a General Education and Training Certificate (GETC); ora Grade 9 school report (or the old standard seven). stating that they have passed Grade 9 or Standard 7; ora recognised equivalent qualification obtained at NQF Level which requires two official languages.Adult learners who are 21 years and older with an incomplete Senior Certificate qualification.Adult learners who are 21 years and older with an incomplete National Senior CertificateOnly in exceptional cases, out of school youth, who are 18-21 years old and who could not complete their school education due to circumstances beyond their control, as verified by the Head of Department in the Provincial Education Department.Adult candidates who are 21 years and older with an incomplete NSC may choose to complete the NSC, or convert to the Senior Certificate.  Should the candidate choose to convert to the Senior Certificate, they may not revert to the NSC and attempt to complete the NSC qualification.Adult candidates who have already obtained a qualification but wish to improve their results/status.

Subjects to be offered

Table A: Official languages at Home and First Additional level

SUBJECTNUMBERAfrikaans Home language13300019Afrikaans First Additional Language13310029English Home Language13300039English First Additional Language13310049IsiNdebele Home Language13300059IsiNdebele First Additional Language13310069IsiXhosa Home Language13300079IsiXhosa First Additional Language13310090IsiZulu Home Language13300099IsiZulu First Additional Language13310109Sepedi Home Language13300119Sepedi First Additional Language13310129Sesotho Home Language13300139Sesotho First Additional Language13310149Setswana Home Language13300159Setswana First Additional Language13310169SiSwati Home Language13300179SiSwati First Additional Language13310189Tshivenda Home Language13300199Tshivenda First Additional Language13310209Xitsonga Home Language13300219Xitsonga First Additional Language13310229

Table B2: Business, Commerce and Management Studies

SUBJECTNUMBERAccounting12320249Business Studies12320259Economics12320269

SUBJECTNUMBERGeography16320279History16320289Religion Studies16320299

Table B4: Physical, Mathematical, Computer and Life Sciences

SUBJECTNUMBERComputer Applications Technology19320309Information Technology19320319Life Sciences19320329Mathematical Literacy19320339Mathematics19320349Physical Sciences19320359

The Curriculum and Assessment Policy Statements for the above-listed Senior Certificate subjects are available here.

Subjects to be recognized

Senior Certificate subjects credits that were passed prior to June 2015, at Higher Grade and Standard Grade levels, excluding Lower Grade conversions, will be recognized.

With the exception of Business English N3, Second Language, and/or Sakeafrikaans N3, Second Language, no N3 subjects will be recognised.

In the case of learners, who have attempted the National Senior Certificate examination, but were unable to complete all the subject requirements, such candidates will have all their previous credits recognised.

Examinations

Candidates that qualify to write the Senior Certificate examination will write the examination in May/June 2021. Candidates writing the Senior Certificate will be exempt from School Based Assessment, and this implies that the examination in the subject will constitute 100% of the final mark.

Examinations will be administered at designated examination centres determined by the Provincial Education Department. The examination may also be offered by the independent assessment bodies accredited by Umalusi.

Promotion requirements 

A Senior Certificate will be achieved by an adult candidate who satisfies the following requirements in these examinations:

Pass three subjects at 40%, one of which must be an official language at Home Language level.Pass two subjects at 30%, one of which must be an official language at First Additional or Home Language level.Obtain a subminimum of 20% in the sixth subject.

Registration for the 2021 Senior Certificate Examination

Registration for the 2021 exams may be done online or at any education district office. Both online registration and manual registration will close on 26 March 2021.

Preparation for the Senior Certificate Examination

Learners that intend to write the Senior Certificate examination must commence with preparations for the examinations immediately, given that the curriculum is a year programme. Learners may obtain the Curriculum and Assessment Policy Statement (CAPS) for the relevant subject from the DBE website or the nearest provincial education office. The Department of Basic Education (DBE) has made available an Examination Guideline, which provides a framework on the structure and format of the examination.

Exemplar question papers based on CAPS are also available on the DBE website.

Registration for the 2022 Senior Certificate examinations is now open and closes on 31 January 2022!

* Inside Education

IF intellectual giants in history – legendary names such as Sigmund Freud, Albert Einstein, Niels Bohr, Karl Marx and many others – had been instructed in isiZulu to the exclusion of their mother tongue, would they have attained the intellectual milestones for which they are now renowned around the globe?

This question was posed by the Deputy Vice-Chancellor and Head of the College of Humanities at the University of KwaZulu-Natal (UKZN), Professor Nhlanhla Mkhize, as he reflected on milestones in the effective implementation of a language policy at the university.Professor Mkhize was one of the speakers participating in the online Colloquium on the New Language Policy Framework for Public Higher Education Institutions this week. The Colloquium was hosted by Stellenbosch University (SU) under the auspices of Universities South Africa (USAf).

The audience comprised vice-chancellors their deputies and language experts of most of South Africa’s 26 public universities. Also in attendance were higher education policymakers and other government stakeholders.

He continued: “Paradoxically on the African continent we are told that instruction in African languages retards mental thoughts where, in fact, it has been shown that instruction in the mother tongue is preferable.”

Mkhize emphasised that from its inception in 2004, the University of KwaZulu-Natal took seriously the understanding that an African university or institution cannot shy away from the question of the role of language in knowledge construction.

“We are also mindful that language is not a mere medium by means of which we can communicate our thoughts to others. Rather, it is the process through which higher mental functions such as thinking, cognition, memory and problem solving are formed. The exclusion of African languages for teaching and learning has a detrimental effect and excludes the experiential reality of the learner in the classroom.”

He gave an example of a rural boy, growing up looking after cattle and goats, who can easily classify more than 100 species of plants and trees: “His profound botanical knowledge is being lost because indigenous African languages are being ignored.

“At the University of KwaZulu-Natal, we were also aware of the disconnect between the African learner and their communities; that we were producing learners who were disconnected from their communities, and this exercise is contrary to the primary function of education which is social and community advancement.

“I was painfully aware of this 15 or 20 years ago, when many of my students in psychology, were coming back to me and saying, ‘what you are training us to do in the field, we cannot articulate in our own language and we cannot make it work’!

“The learners are, as a result, not well equipped to play the historical role that has been played by other intellectuals in societies. They are not fully equipped to address themselves to the challenges of the African continent such as poverty, illiteracy and disease. In every society, you will need intellectuals to develop their language in any domain; it may be in mathematics, it may be physics or history. People seem to forget that English hasn’t always been the major language of intellectual discourse. People were once instructed in Latin. Why do we argue then, that when it comes to African languages, it cannot be done? It is an intellectual activity that we all need to apply our minds to.”

He explained that a language experiment at UKZN began in 2004 and led to the approval of the UKZN policy of bilingualism in 2006. He demonstrated that more than 55 percent of the South African population do not speak English as their first language.

“So what are we doing to these people if we’re sending them to the classroom, using a tool that they have not mastered? They get to university and they haven’t fully mastered the English language as a vehicle of intellectual thought.”

Professor Mkhize went on to highlight some of the key milestones in the development of the language policy of the University of KwaZulu-Natal which was approved by council in 2006. Rather than being prescriptive, he believes this is an invitation for dialogue and debate.

“There were many fears that we were lowering the standards and there were a lot of emotions at the time as we embraced multilingualism at the university. Amongst the aims of the policy is to achieve for isiZulu the institutional and academic status of English and to provide facilities to enable the use of isiZulu as a language of learning, instruction, research and administration. The policy was approved in 2006, was revised in 2014 and is currently undergoing a further round of revision.”

Phase two has now been implemented although, he admitted, some areas in phase one have still to be addressed.

He explained the UKZN charter which states that:

It recognises the importance and value of African languages as academic languages.African languages will be promoted as academic languages of discourse among other things.

Professor Mkhize also shared the experiences and achievements of the SANTED (South Africa Norway Tertiary Education Development Programme) which, in his view, was a major catalyst for the development and implementation of the UKZN language policy.

Involving disciplines such as IsiZulu studies, psychology, nursing and education and dental assisting; several bilingual discipline specific terminologies and instruction manuals and handbooks were developed in 2006, an activity that still continues today. Several publications are the result of these efforts and contribute towards the intellectualisation of African languages.

He said that the most controversial aspect of the implementation of the language policy at the university was the BR9 Rule when UKZN in 2014 introduced a compulsory isiZulu module (equivalent to a semester of study) to new entrant undergraduates. To date more than 3100 students have successfully completed this compulsory isiZulu language module.

In November 2016 the Senate at UKZN approved the Doctoral Rule change (DR9b) to require an abstract in both English and isiZulu in all doctoral dissertations.

Every aspect of the language plan implementation at the University of KwaZulu-Natal is linked to the strategic plan of the institution including the development of the Zulu lexicon which includes, among others, a mobile application and spell checker.

In conclusion:

Several advancements have been made towards the implementation of the language policy of UKZN.There was a particular focus on the intellectualisation of isiZulu.The greatest challenge was monitoring the implementation process.

Said Professor Mkhize: “I want to highlight that at the University of KwaZulu-Natal, what has been key is the actual intellectualisation of the isiZulu language because we see it as a scholarly enterprise. We are determined to leave a legacy that the next generation can build on.”

According to Professor Ahmed Bawa, Chief Executive Officer of Universities South Africa, the Colloquium succeeded in enabling understanding in the executive leadership of universities, of the philosophical, constitutional, and legislative base of the Language Policy Framework, and the broader systemic issues informing the foregrounding of multilingualism, transformation, and decolonisation in the higher education agenda.

The Colloquium was the first in a series of events to be hosted by universities on the revised Language Policy for Higher Education. It paved the way for individual institutions to engage further on the matter, and for universities to craft or strengthen their own implementation strategies while contemplating the resources required to successfully implement multilingualism – within the context of broader transformation and decolonisation of South Africa’s higher education.

Janine Greenleaf Walker is a contract writer for Universities South Africa.* USAF

THE DA in Limpopo says for over two months, a school in Makgopong Villiage in Zebediela have not had educators due to a proposed merger with another school, but the Limpopo Department of Education has been ‘twiddling thumbs’ to solve the situation or provide clarity on the way forward.

The parents of learners at the school claim that the learners at the school have not had any educators for over two months.

The crisis stems from learner’s objections to their school being merged with Makgwading High School.

The DA said after extensive correspondence to the MEC of Education, Polly Boshielo, that fell on deaf ears, the party is now calling on her to finally meet with parents, learners and the school governing body of Mpotla Senior Seconday School to urgently find solutions.

“The major concerns and reluctance for the merger are centred around a lack of the provision of scholar transport, safety fears due to the long walk in the bushes and crossing a river on their way to Makgwading High School and the fact that their school has a good pass rate while the other school has underperformed in previous years,” said Risham Maharaj, acting DA provincial spokesperson for Education.

Maharaj said district officials of the Limpopo Department of Education met with the learners as well as the SGB and after discussions they allegedly withdrew the issue of the merger and promised six educators.

“It is also further claimed that another official came to the school months later and threatened the learners with not writing their exams unless they move to Makgwading High School,” said Maharaj.

“While we acknowledge the need for school mergers in certain circumstances, it is important to have the support of the parents, SGB and most importantly the learners to ensure a workable long-term solution.”

He added: “We call on MEC Boshielo and her department to engage the community and settle on a long-term solution for these learners. It is extremely concerning that these learners, especially grade 12s, have no educators at the school at present as we approach exams.”

“We believe the provincial government has a responsibility to ensure that every learner’s right to basic education is ensured.” 

* Inside Education

SOUTH Africa’s most exhilarating schools’ athletics meet, the PUMA School of Speed Series will boast three events in 2021 and entries are now open.

Launched in 2016 with a clear goal to identify South Africa’s exceptional talent, the PUMA School of Speed Series is said to deliver on all promises.Michael Meyer, MD of Stillwater Sports, said they are excited to open entries for the 2021 PUMA School of Speed Series. “The pandemic has impacted all our lives and our children have not been spared with school sports being postponed on numerous occasions. After a very exciting 2020 Olympic Games in Tokyo, SA’s junior track and field stars are hungry to compete. The PUMA School of Speed Series is the perfect event to curb that hunger,” he said.

He also said they were pleased to offer this opportunity.

“We are proud to give our junior track and field stars the opportunity to compete against top competitors at a world-class event. With PUMA, we look forward to continuing growing this sensational sport in South Africa while paving the way for ‘future stars’,” said Meyer.

PUMA marketing director Brett Bellinger reiterated they are excited to continue supporting the exhilarating sport of track and field.

“Launched in 2016 and headed by the World’s Fastest Man, Usain Bolt, the goal of the PUMA School of Speed is to identify exceptional young South African athletes. The energy experienced at the PUMA School of Speed meets is unsurpassed and we can’t wait to see SA’s junior track and field stars in action ready to prove that their future is #ForeverFaster,” said Bellinger.

The PUMA School of Speed Meets are endorsed by athletics federations, finishing times will count as official qualification for provincial and national championships.

The PUMA School of Speed Series welcomes individual athletes or schools who believe their future is #ForeverFaster.

Junior track and field stars between the ages of 14 to 19 can follow in the footsteps of Usain Bolt.

All entrants will stand a chance to be scouted and contracted to the PUMA #ForeverFaster Squad. The top identified talent will be awarded PUMA contracts after the series.

For further information, contact Stillwater Sports on 082 991 0045, alternatively, via email on info@schoolofspeed.com or visit www.schoolofspeed.com

EDUCATION has been described as a tool for development. In certain instances, a good, stable and quality educational system is synonymous to development. But to play this role, education systems need to stay relevant. Institutions of learning and training centres must adjust their educational systems as well as their curricula to suit the demands of current times.

This has happened through the centuries. As major changes have occurred in society – or put another way as industrial revolutions have taken root – higher education institutions have adjusted their systems accordingly.

I did a literature review to understand this process, with a view to gaining insights into what it means for rural education institutions in African countries. The research was aimed at understanding how institutions were adjusting the type of education they provide.

Rural institutions are usually established in rural areas to aid development and proffer solutions to challenges faced by the community. The focus is often on addressing illiteracy. I selected rural institutions for my study because they are likely the most vulnerable in terms of preparedness for the current social and economic shifts.

I also wanted to find out the factors hindering rural institutions of learning from preparing for current conditions. And what rural African institutions should be doing. Lastly, I wanted to know what they should focus on.

I concluded that public education has to be overhauled to prepare people for the jobs of the future. This is to ensure that the educational systems fit into the demands of the current age, or what has become known as the Fourth Industrial Revolution.

This digital revolution is a blend of technology fields like artificial intelligence, robotics, the Internet of Things, 3-D printing, nanotechnology, biotechnology, materials science, energy storage, and quantum computing with biological and physical worlds. This digital age is capable of transforming the world’s industries through automation.

An overhaul of the education system in preparation for the Fourth Industrial Revolution implies revisiting the curricula as well as study programmes to ensure they fit the demands of future world of work. If this is done, students will be able to contribute to the development of the communities they live in.

How education progressed

My literature review shows how formal education adjusted during the first, second and third industrial revolutions. A major effect of the first three industrial revolutions on formal education is that they caused a continuous educational shifts.

The first industrial revolution spanned from around the end of the eighteenth century to the beginning of the nineteenth century. The focus of the economy shifted from agriculture to industry.

The second industrial revolution, otherwise called the “Technological Revolution”, took place between 1870 and 1914, shortly before WWI. It was characterised by the growth of pre-existing industries and expansion of new ones – such as oil, electricity, steel and mass production through the use of electric power.

New technologies, especially in the refining of internal combustion engine and petroleum, alloys and chemicals, electricity and communication technologies, were also improved.

The third industrial revolution took place in the twentieth century. The period saw Henry Ford master the moving assembly line and introduced the age of mass production. It was also characterised by digital technology.

In a bid to ensure that institutions of learning were relevant in all three revolutions, curricula were revisited.

Earlier studies show that African higher education struggled to cope due to lack of infrastructure. For instance, several institutions of learning are still struggling to adjust to the use of power point during teaching and learning with the use of overhead projectors. This influences the level, type and quality of education provided to students.

Recommendations

Public education has to be overhauled to prepare people for the jobs of the future.

The gap between what’s in place and what’s needed is vast. Some countries, such as South Africa, have done some work. The country has done this mainly through the support of local innovations.

But most countries are way behind the curve which means they will continue to struggle to remain relevant. Steps governments need to take urgently can include:

Redesigning education systems to ensure that there’s lifelong learning. This can be done through curricula redesign to enable learning and relearning at various levels.Revise Science Technology Engineering and Math courses to bring them in line with developments.Revamp Technical and Vocational Education and Training with the involvement of the private sector. This can be done through internships and mentorships. Private organisations can be encouraged to partner with selected rural universities to practically train young people in relevant Science Technology Engineering and Math areas. A good example is the Ford Motor internship in the US.Education policies for rural based institutions of learning should be revisited.Establishing more institutions that specialise in Science Technology Engineering and Math, business, social sciences related areas that would be relevant for the Fourth Industrial Revolution.* The Conversation

THE Department of Higher Education, Science and Innovation is currently working on an overhaul of South Africa’s TVET colleges and universities to improve job opportunities for students and reindustrialise the economy.

Addressing a national skills conference last week, Higher Education minister Blade Nzimande said this would include an increased focus on apprenticeships and work-based learning as part of college training.

“It is my intention and plan as the Minister to build and refashion our technical and vocational education system to be apprenticeship based,” he said. “Ideally, every TVET college student should be apprenticed in industry or in a workplace, rather than the current system of a theoretically biased TVET system.”

Nzimande said that the country’s higher-learning institutions would also be ‘restructured’ to promote innovation and digitalisation in the skills development ecosystem.

This will include introducing new programmes and subjects in emerging interdisciplinary fields to more efficiently provide trained workers in areas such as biotechnology, nanotechnology materials, and artificial intelligence.

“Substantial and constant changes to the curricula of our institutions remain critical to allow for students to develop capacities to deal with emergent and unknown challenges of the future brought by the 4IR.

“Clearly, Science, Technology, Engineering and Mathematical (STEM) subjects have a crucial role to play in equipping students in rapidly developing fields such as genomics, data science, Artificial Intelligence (AI), robotics and nanomaterials, which are all 4IR concepts.”

Nzimande said that these new subjects would not be limited to a focus on technology but would also include changes in the outcomes of what students are taught, with new entrepreneurship programmes also being introduced at universities to promote new local businesses.

“The innovation and digitalisation put a premium on adaptability and in self-directed learning and thinking,” he said. “Therefore, lifelong learning will be key as the shelf life of any skills development ecosystem has limitations in the present-day environment.”

– Business Tech

CYRIL RAMAPHOSA|

IF we are to achieve meaningful equality between men and women, which is one of the principal aims of our Constitution, we need to ensure the full and equal participation of women in the economy.

As a country, we have made progress in promoting equality for women in areas like government, civil society, the administration of justice, sport and culture. Unfortunately, we haven’t made the same progress in the economy.

There are more men in employment than women. Men are more likely than women to be in paid employment, and women are more likely to be doing unpaid work.

The most recent employment numbers show the unemployment rate of black African women is the highest at 41% per cent, more than 4 percentage points higher than the national average.

The inaugural Women’s Economic Assembly, which will convene in Gauteng later this week, is part of our national effort to change this.

The assembly will bring together delegates from government, civil society and the private sector to develop a common plan of action for advancing women’s economic empowerment.

Last year, government announced that at least 40 per cent of public sector procurement will go to women-owned businesses. As we work towards this target, we are calling on the private sector to make a similar commitment.

The Women’s Economic Assembly will consider how supply chains can be used to benefit women-owned businesses, address the policy impediments to women’s economic empowerment, and improve access to financing for women-owned businesses, especially rural enterprises.

A number of economic sectors, such as automotive, agriculture, mining and energy, will present commitments and action plans to enhance the participation of women-owned businesses. Some government departments and state-owned enterprises will also present their commitments.

Over the past year, government has been erecting the scaffolding for women’s participation in procurement, establishing an institutional framework for operationalisation, holding capacity building and training workshops for women-owned businesses, and linking up women-owned businesses with public sector opportunities.

Although some departments have increased their procurement spend on women-owned businesses, effective monitoring is needed to ensure this translates to tangible growth and sustainability.

For us to realise our ambitious goals, business needs to be on board. The financial services sector must work to broaden access to credit and digital financial services like e-commerce and online banking. Lack of financing impedes the expansion and sustainability of many women-owned businesses, especially SMMEs.

Supporting women-owned businesses through procurement is not the only area where this administration is actively working to empower women.

Women continue to be prioritised for work opportunities through a number of public employment programmes. In the first phase of the President Employment Stimulus, for example, 66% of participants were women.

Of the 206,000 hectares of state land released in the last year, 54,000 hectares – comprising 78 farms – were made available to women beneficiaries. However, we need to do more to improve women’s access to productive land for farming, and the Department of Agriculture, Land Reform and Rural Development aims to allocate at least 50% of alloted state land to women.

We also need to address the inadequate representation of women in managerial positions in the private sector. Some 67% of managerial positions are held by men compared to 33% by women.

Even though we have solid policies that outlaw gender discrimination in the workplace, wage differences between men and women persist. According to a report by the National Business Institute, women earn R72 for every R100 earned by a man.

We need to ensure greater social and other protection for women employed in the informal sector and in elementary and domestic work occupations.

The first-ever Women’s Economic Assembly is a milestone to be celebrated by us all. It brings us all the closer to meeting our Constitutional aspiration of equality and will be a vital tool through which we can accelerate the transformation of our economy to benefit all.

In the final decade towards meeting the 2030 vision of the National Development Plan, let us work together as the public and private sectors and all of society.

Let us act with renewed urgency to realise the full economic empowerment of our country’s women, of the women of Africa and of women everywhere.

* From the desk of the President

CABINET has appointed the new director-general of the Department of Higher Education weeks after former DG Gwebinkudla Qonde was suspended from the department.

The cabinet confirmed that Dr Nkosinathi Sishi is the new DG of Higher Education.

Qonde and Higher Education Minister Blade Nzimande were later embroiled in a legal battle after the former challenged his suspension from the department.

But he lost the case in the Labour Court in Joburg.

Nzimande, when he suspended Qonde two months ago, said this was based on the disclaimer of the Auditor-General Tsakani Maluleke.

Nzimande said he also welcomed the finding of the court that ruled in his favour.

Qonde had argued that his suspension by the minister was unlawful.

Qonde had been in the department for more than a decade and was part of it when it was formally separated from basic education to form two different departments of education.

This had followed a resolution of the ANC in Polokwane in 2007 that education must be split into two.

When the new administration took over in 2009 higher education and basic education became standalone departments with two ministers.

Nzimande had insisted that he had done nothing when Qonde was suspended a few weeks ago.

But the former DG said the suspension was unlawful and he lost his bid in court.

The former DG was suspended in July and he took the matter to the Labour Court in August, but the ruling went against him in September.

Qonde was suspended following a forensic investigation into the National Skills Fund.

This after the department received a disclaimer audit opinion by the Auditor-General of South Africa.

The National Skills Fund received the disclaimer audit during the 2019/20 financial year.

The AG found the National Skills Fund’s budget was materially underspent by R1.8 billion.

It also found that the entity did not have adequate systems to maintain records of commitments and earmarked funds.

In addition, it found adjustments in the financial statement could not be determined whether it was necessary to the skills development funding expenses stated at R2.5 billion.

In March the Nationals Skills Fund said it had lodged a dispute over the disclaimer audit.

* Inside Education

MORE than 2.7 million applications from unemployed youth have been received by the Department of Basic Education (DBE) for the second phase of its Basic Education Employment initiative.

The department said that, as of 7.30am on Saturday, it had received more than 2.7 million applications from 475 918 young people in Phase II of its Basic Education Employment Initiative.

It said “extremely high” volumes of traffic had led to its site slowing down and at times crashing.

The applications for Phase II opened on September 27 and the deadline has been extended to midnight on October 10.

The Presidential Youth Employment Initiative (PYEI)-Basic Education Employment Initiative (BEEI) was started this year to provide unemployed young people employment and training opportunities in the education sector.

“Phase I of the Presidential Employment Stimulus (PES) was successfully implemented from 1 December 2020 until 31 April 2021, in the basic education sector as the Basic Education Employment Initiative (BEEI). Approximately 300 000 young people participated in Phase I of the BEEI,” said the department.

“Phase II will focus on addressing the reduction of youth unemployment, as the data collected throughout the initiative has shown that most of the young people are unemployed graduates, who lack the relevant experience to propel them to employment.
The BEEI initiative will go a long way in assisting the department to mitigate the unfortunate fallout from the COVID-19 academic disruptions we have experienced since the first 2020 national lockdown aimed at containment of the pandemic. The
Initiative also aims to provide a protective net for learners at risk of dropping out of school, due to psychosocial challenges.”

The department is seeking to provide 287 000 unemployed young people with 192 000 education assistant and 95 000 general school assistant positions.

Statistics South Africa’s Quarterly Employment Statistics survey, released last week, showed that total employment fell by 86 000, or 0.9 percent, from 9 652 000 in March, to 9 566 000 in June.

“The department would like to take this time to thank young people for the enthusiasm shown towards making a difference in the Basic Education sector, and wish them great success with their application,” the department said.

The department said in a statement that the application process did not work on a first-come, first-served basis. However, all applications must be submitted by October 10.

“Since the opening of the application process on September 27, the site experienced extremely high traffic volumes, causing it to slow down and occasionally time out. The SA Youth toll-free number was also affected due to receiving up to more than 50 000 calls per hour,” the department said.

As a differentiated application process, the department has introduced an alternative avenue for applicants to submit their application.

SA Youth has added another web-based or electronic application form that is not linked to, nor dependent on, the SA Youth mobi-site in terms of connectivity or stability.

“We would like to notify the public that the web-based or electronic application form is an alternative application method, however, it is not zero rate and will require a small amount of data (3MB) to complete.

“The mobisite (sayouth.mobi) is still available for submission of applications,” the department added.

The department further emphasised that all application forms must be submitted online, as no walk-ins to schools would be allowed due to the Covid19 restrictions and preparations for final exams at both primary and high schools.

“Youth between the ages 18 and 35, who are currently neither in education and training nor receiving any form of government grant, as well as young people with disability, and women, are eligible and encouraged to apply,” the department said.

The department also cautioned young people against falling victim to fake news regarding the initiative.

To qualify as an Education Assistant, you must have passed matric English, while an NQF Level 4, 6 and 7 qualification certificate, will be an added advantage. However, for placement as a General School Assistant, a matric certificate is not required for Infrastructure support and Sports and Enrichment Agents, although Trade certificates
will be an added advantage.

To apply for placement, young people are urged to visit sayouth.mobi to create a profile and submit their application. No walk-ins will be allowed in schools due to Covid19 restrictions.

Applicants must submit their application online.

Should you receive notice that you have been selected for shortlisting, you will be
required to prepare the following documents:
· Curriculum Vitae (CV)
· Testimonials (former school, local chief, church leader, etc)
· Police clearance certificates
· Affidavit/Declaration by applicant stating he/she has no criminal record while
awaiting the Police clearance
· Certified qualifications such as Matric, (where applicable: NQF Level 4
qualification certificate, for Education Assistant applicants with NQF level 6
and 7 an added advantage)
· Certified copy of identity document/ passport.