A total of 23 matric markers in Limpopo, including 13 who were based at the Northern Academy Secondary School in Polokwane, have tested positive for Covid-19.

Limpopo education department spokesperson Tidimalo Chuene said the immediate contacts of the 23 markers had been isolated.

Chuene however said that marking across the centres in Limpopo is near complete.

“A total of 23 markers have been released from marking centres across the province after showing symptoms or testing positive for COVID-19 and out of this number, 13 are from the Northern Academy Secondary School marking centre in Polokwane and of course their immediate contacts have been isolated in line with protocols,” said Chuene.

“Thus far, marking is proceeding very well and most centres are at 90% towards completion.”

SOUTH African university sport has returned to action after a near two-year hiatus, with six in-person championships and four virtual events.

Karate in kata, chess, e-sport and cycling were all held virtually before the in-person competitions.

The University Sports South Africa (USSA) Netball Championships took place at North-West University in Potchefstroom and the USSA Basketball Championship was hosted by the Nelson Mandela University over five days.

Yoliswa Lumka, Director of Sport at Nelson Mandela University, said: “The championship went well.

“A lot of the challenges were related to COVID regulations and how we would be able to deliver a tournament while maintaining strict protocols, but we had a great team to be as prepared as we could be to deliver.

“I am excited that the tournament went well and that we got to see some good basketball which shows that universities are still good breeding grounds for future stars. 

“I’m really excited that we are back offering sport programmes after almost two years of no university sport, so we have proved that with a lot of communication and planning, we can re-integrate sport into the university sector.”

Other events included the USSA Rowing Championships at the University of Pretoria, the USSA Rowing Championships, and the USSA Swimming Championships, also held in Pretoria.

The USSA Cross Country Championships held earlier this month in Bloemfontein followed.

“It’s amazing to be back and see the vibe, and [it’s] encouraging to see how the athletes have been preparing and how hungry they were to participate,” said winner of the women’s 3×4 kilometres relay Tholoana Peu from the Tshwane University of Technology. 

“We were all so excited and it was amazing to be back.”

* InsidetheGames

PROFESSOR Tinyiko Maluleke has been appointed vice-chancellor and principal of Tshwane University of Technology as from February 1, 2022.

Maluleke is an extremely experienced senior leader with two decades of executive management experience within the higher education sector and joins TUT from the University of Pretoria, where he currently holds the position of Senior Research Fellow and Deputy Director at the Centre for the Advancement of Scholarship.

Maluleke holds a doctoral degree from the University of South Africa and is a full professor.

Tilson Manyoni, the Chairperson of Council at the Tshwane University of Technology said: “I am delighted to congratulate Professor Maluleke on his appointment. This was a rigorous and highly competitive selection process, and the standard was exceptionally high. Professor Maluleke has an impressive track-record of leadership in higher education. He brings a combination of clear strategic vision, a collegiate leadership style, intellectual credibility, a depth and breadth of academic understanding, and genuine global influence to TUT. These are qualities that the Selection Committee viewed as invaluable to lead the University in its aspiration to becoming one of the top global universities.”

Manyoni added: “Under Prof Lourens van Staden’s leadership, the research, education, civic mission, and influence of the University have been transformed, and we are now firmly established as an innovative and pioneering institution of higher learning both in South Africa and globally. The transformation can also be witnessed by the recent launch of the Institute for the Future of Work (IFOW), an ideation hub for global public-private collaboration and invention, designed to respond to the requirements of the rapidly-changing world of work brought about by the 4IR. Prof van Staden’s legacy provides a truly remarkable platform on which to build, one which allows us to establish the Tshwane University of Technology as one of the world’s leading universities. In Professor Maluleke we believe we have found the right person to lead the whole University community in achieving these ambitions,” said Manyoni.

Maluleke is a prominent and internationally-recognised researcher in his field, specialising in religion and politics, as well as black and African theologies.

Over the years, Maluleke has served with distinction at a range of institutions of higher learning. Prior to his position as Senior Research Fellow and Deputy Director at the Centre for Advanced Scholarship, he was the Advisor to the Vice-Chancellor at the University of Pretoria.

He also served at the University of Johannesburg where he held the position of Deputy Vice-Chancellor: Internationalisation, Advancement & Student Affairs; at Unisa where he held the positions of Deputy Registrar; Executive Director: Research; Deputy Executive Dean: College of Human Sciences, and Dean: Faculty of Theology.

As part of his service to the broader society and as an advocate for science in society, Maluleke is also a member of the board of a student-funding NGO called “Get Me to Graduation” and a member of the board of the National Research Foundation of South Africa, as well as the MTN Foundation.

He has also served as judge in the MTN National Annual Radio Awards in the years 2013 and 2014.

“I am thrilled to be taking on this exciting role at a crucial time for the University. Although the backdrop for universities is challenging, the Tshwane University of Technology is very well positioned to take up the role of one of the top universities in the world,” said Maluleke.

“It has been led exceptionally well and has real academic strength, outstanding facilities and opportunities for students, state-of-the-art research facilities, and strong partnerships. My ambition is for TUT to be known as the most innovative, vibrant and exciting place to work or study in South Africa.” 

* Inside Education

THE South African Human Rights Commission (SAHRC) and the University of Cape Town’s (UCT’s) Online High School have partnered on an initiative to accelerate access to online learning in underprivileged communities, particularly girl children in rural areas.

In July, UCT unveiled its online high school, saying it is the first university in Africa to extend its expertise to the secondary schooling market through an online modality.

In its pilot phase, set to be introduced in the 2022 school calendar, the collaboration with SAHRC will initially focus on the communities of the Valley of 1 000 Hills, about 50km North West of Durban, in KwaZulu-Natal, according to a statement.

The Valley of 1 000 Hills has a high level of poverty, with a 48%-50% unemployment rate, and limited access to quality education for the large majority.

It is this fragile ecosystem that contributes to the general under-nourishment, poor health, and emotional and physical insecurities plaguing children in the area.

The pilot phase of this partnership, according to the organisations, will provide resources and facilitate access to a quality online high school education through the UCT Online High School for up to 14 students in the Valley of 1 000 Hills.

“The UCT Online High School’s mission is to create new opportunities for learners throughout South Africa to choose an aspirational school regardless of their circumstances,” says professor Mamokgethi Phakeng, UCT vice-chancellor.

“We are thrilled to collaborate with the SAHRC on this important initiative to level the playing field with an innovative education model, and create access to high-quality schooling for all.”

The online high school offers a National Curriculum and Assessment Policy Statement-aligned curriculum, and enables learners in grades eight to 12 in any corner of the globe with the opportunity to study remotely.

The partnership forms part of the SAHRC UCT Online High School Rural Initiative, which has a mission to promote equal access to basic education (particularly for the girl child); provide advocacy for online education; advocate for policy and legislative changes to promote online education; and ensure the most vulnerable are not left behind in the migration to online education, according to SAHRC.

Learners have full access to resources and a self-paced curriculum where they can progress at their own pace through interactive notes, videos, animations, simulations, practise assignments, and quizzes. Pupils will be issued a learner number to save their unique learning path and data, with unlimited logins permitted.

PUBLIC Protector Busisiwe Mkhwebane has found that the purchase of a new official vehicle for KwaZulu-Natal MEC for Education Kwazi Mshengu was unlawful.

This comes after the KwaZulu-Natal office of the public protector conducted a year-long investigation into the use of taxpayers’ money to rent a car for the provincial education department.

The department bought the BMW X4 in December 2019 despite a one-year-old Mercedes-Benz GLE 350 being available.

Releasing her report on Monday, the Public Protector found that the purchasing of the new BMW was unjustified but has placed the blame with the KZN Education head of department (HOD), Enock Nzama.

“The purchasing of a new vehicle for the official use of MEC Mshengu was therefore not justified in terms of paragraph 2.9 the Guide. Under the circumstances, it is concluded that the approval by the HOD of the purchasing of the BMW X4 for the official use of MEC Mshengu was not in line with the provisions of the Guide and his responsibilities as the accounting officer of the Department in terms of section 38 of the Public Finance Management Act, 1999 (PFMA),” she said on Monday.

“It was therefore improper and amounts to maladministration. It also resulted in irregular and fruitless and wasteful expenditure, as contemplated by section 1 of the PFMA. The conduct of the HOD accordingly constitutes improper conduct as envisaged in the Constitution and maladministration in terms of the Public Protector Act.”

 She said that Mshengu was advised by Nzama that a new car should be bought.

Mshengu also rented a car to use at the expense of the department despite an official vehicle being available.

Mkhwebane said that this amounted to maladministration and had resulted in fruitless and wasteful expenditure.

She has called for an investigation into the conduct of Nzama.

She also called for KwaZulu-Natal Premier Sihle Zikalala to submit a copy of the Provincial Legislature.

She said in addition, the Provincial Treasury must take appropriate steps in terms of Regulations 4.1.3 and 4.1.4 of the Treasury Regulations to ensure that an investigation is conducted into the conduct of the HOD and that of the other officials of the department involved in the purchasing of a new vehicle for the official use of MEC Mshengu as referred to in this report.

“This must happen within 60 days from the date of this report,” she said.

CONRAD HUGHES

READING at home is important. Evidence of the effects of reading and a general culture of reading on adolescents in over 30 countries has shown that reading is good for personal development, intellectual growth, literacy and even numeracy.

A culture of reading is more likely to open doors to grow in society. Research from 2019 showed that, the mere presence of 80 books or more at home is likely to predict better social growth and development for a young child.

This is because having books at home suggests a culture and role-modelling of reading by parents, which in turn suggests that the child is exposed to articulate, informed expressions of ideas by the whole family. In other words, a culture of reading at home is something that can give children references, codes and patterns of fluency that are socially empowering.

It is particularly good for children to see their parents reading and for parents to read to their children. Bedtime stories or afternoon reading time are excellent ways of improving cognition, vocabulary and grammatical structure. Discussing reading as a family is also a positive bonding activity.

It can be difficult to find the time to read since the world we are living in is so fast-moving and there are many sources of information around us, distracting our attention. It takes an effort to pull out a book and read it, but it’s worth it.

My area of specialisation is education and there is no shortage of literature on the subject. However, much of it is specialised and will not appeal to non-educators or the general public: books on theories of cognition, social psychology, assessment and curriculum design. I prefer to take a wide view on education when it comes to recommending books that parents might wish to read or even read directly to or with their children – in the cases of the books I am going to list, from about 14 years old up.

Which books to read?

In the 21st century, being an educated person means being a global citizen: someone who knows at least a little about cultures, stories and histories other than one’s own. There are powerful narratives that should be read and shared. Here are four I have chosen, perhaps to read over the holiday break:

Long Walk to Freedom by Nelson Mandela

This is a soaring masterpiece that takes us through the history of South Africa, the inhumane apartheid system, but also core African ideas and social structures. Nelson Mandela’s story speaks to all of us for it is about resilience, humanity and the victory of light over darkness. I would recommend this as essential reading to know about Southern African history, leadership and moral justice.

The Meditations by Marcus Aurelius

This is a book I have my 15-year-old philosophy students read, but in truth, anyone can read it from about 14 years of age. It is a congregation of aphorisms about how to live one’s life and contains extensive references to Greek and Roman history and philosophy. What transcends the book is an extraordinarily beautiful prose that takes us to the heart of universal psychological themes such as fear, happiness, accepting impermanence and seeking inner peace. The Roman emperor’s text is a bed-side book on education for life.

Dear Ijeawele, or A Feminist Manifesto in Fifteen Suggestions by Chimamanda Ngozi Adichie

A short, concise and compelling read, this book is about empowering girls and educating with feminist principles in mind. It can be read by any parent, not only those with female children. Following her famous TedTalk We Should All Be Feminists, the author drives home some of the messages we can send our children to prevent them from growing up in the shadow of gender stereotypes and sexism. Many of the seemingly innocuous, hetero-normative associations we make and subliminal messages we send to children are, in reality, skewed against women and girls. This book can be read and discussed as a family.

The Upanishads

This gem of spiritual wisdom, thousands of years old, is a powerful gateway into Eastern thought. The German philosopher Arthur Schopenhauer, who kept a copy with him at all times, said that the Upanishads were his consolation in life and would equally be his consolation in death. The text describes the Hindu and Buddhist concepts of the self, the soul and pure spirit. The Upanishads can be read as aphorisms, in short sequences, and would be a good way to start each day: a few lines or pages bring the mind back to the essentials and allow us to put things into a larger perspective.

Whether parents read bedtime stories to their children, gather around as a family to read extracts from a text, stretch out on the sofa to enjoy a work of fiction just for the pleasure or create silent reading time at home, the essential is that there is reading, that we put aside some precious time to be away from screens and to enjoy the power of the text and the mind-improving benefits that this brings.

To me, educating our children in the 21st century is about teaching them to appreciate the human condition in all its diversity and multiplicity. Holiday reading can contribute to this.

The Conversation

THE Motsepe Foundation is funding not only poorly resourced students at the University of Cape Town (UCT) in the form of bursaries but also settling graduands’ fee debt so that they can graduate and play their part in nation building.

The Motsepe Foundation was founded in 1999 by UCT Chancellor Dr Precious Moloi-Motsepe and her husband, Dr Patrice Motsepe.

The Motsepe Foundation’s bursary aid to UCT students

YearNumber of
studentsR amount201421 1 951 450,52201529 2 981 918,06201650 5 310 464,34201738 4 361 029,85201842 5 565 655,29201940 5 631 486,80202051 6 739 904,70202167 9 428 105,40Total33841 970 014,96

In addition, the chancellor has made an additional generous donation of R2 million to assist students who completed their studies at UCT but were unable to graduate and receive their degree certificates because of student debt.

Thus far 55 students have been assisted to graduate: 37 undergraduates and 18 postgraduates

Student support essential to Vision 2030

All forms of student financial assistance support the university’s Vision 2030: to unleash human potential for a fair and just society, said Shai Makgoba, Risk Compliance and Relationship Management Director in UCT’s Finance Department.

“But as we know, many of our benefactors and providers of financial aid have been hard-hit by the economic fallout of the COVID-19 pandemic. And so UCT relies on those private and corporate sector donors such as the Motsepe Foundation, who support education and share our vision, to help us realise our goals.”

A former recipient of financial aid from the Motsepe Foundation said that it had opened doors at a crucial time; he was able to settle his fee debt, graduate and take up a prestigious internship abroad. 

“I would not have been able to apply for this opportunity if I had not graduated and obtained my degree certificate.”

He wrote, “In 2019/20, I studied an LLM or Master of Laws degree, where I specialised in international law at UCT. I pursued this course of study because I wanted to pursue a career at an intergovernmental organisation. I passed all my courses and dissertation, but would have been unable to graduate if it were not for the financial assistance I received from the Motsepe Foundation.

“Despite the disruptions and restrictions caused by the COVID-19 pandemic, I was able to obtain an internship at the United Nations in Vienna, Austria, which is where I am. I would like to thank
Dr Moloi-Motsepe and the Motsepe Foundation because I would not have been able to apply for this opportunity if I had not graduated and obtained my degree certificate. I wish her well in her new role at the university.”

And thanks to the foundation’s generosity, another recipient Mmangaliso Mnguni, who graduated BSc (Hons) Material Science (first-class) in 2017, was able to settle outstanding fees, graduate and is now a research fellow at the National Research Foundation iThemba Laboratory for Accelerator Based Sciences (iThemba LABS-NRF).

Mnguni wrote: “I will forever be grateful for the assistance I received from the Motsepe Foundation without which I would have not achieved my lifelong ambition of being a UCT graduate. May the foundation continue to grow so it will be able to assist more deserving students in the future.

“I am currently based at iThemba LABS-NRF where I conduct multidisciplinary research that involves ion beam analysis, nano-photonics and material science and I will be submitting a thesis (for MSc Solid State Physics) for examination, based on the result from my work.

“I wish our new chancellor everything of the best during her term of office. Our great institution is indeed in good hands.”

Denisha Ramaloo graduated with a bachelor’s degree in management studies in 2019. After graduating, she joined IHS Markit, a market intelligence firm soon to merge with S&P Global.

“I look forward to the opportunities this will bring as well as to potentially pursuing a postgraduate degree, on a part-time basis, at UCT in 2022,” said Ramaloo.

“While completing my undergraduate studies at UCT, I had the honour of being able to tutor students from disadvantaged communities through organisations such as TeachOut and the Students’ Health and Welfare Centres Organisation. These experiences had fueled my passion for individual growth geared towards the benefit of society.

“Without the support of the Motsepe Foundation and many others, I would have never had access to these life lessons or career opportunities.”

“More than an ever-changing set of hard skills, I am a firm believer that a true education is rooted in values. Without the support of the Motsepe Foundation and many others, I would have never had access to these life lessons or career opportunities – so for this, I am forever grateful.”

Alumnus Nozipho Ntuli shared similar thoughts, “The bursary that I received from the Motsepe Foundation has helped me secure a good job in the IT sector and this would not have been possible if I had not graduated from a university such as UCT. Graduating with a UCT degree opened doors for me and it has set me up for success. I feel excited and positive about my career now that I have a UCT degree, and I am eternally grateful to Dr Moloi-Motsepe for helping me and other students.”

Graduate Sechaba Nkitseng remembers the difficulties he faced as a student. “Looking back at my UCT career as a student, student leader and activist, I have bitter-sweet memories of my time at the institution.” He arrived at UCT in 2013 to pursue a degree in electrical engineering. Nkitseng had grown up facing financial hardship but arriving at university the many challenges he faced heightened “the unfortunate realities of where I grew up and the conditions of marginalised black South Africans”.

“It became impossible to hide in the lab as an escape for my true calling, which was to face head-on the issues that still burden our country. I knew then that whatever my future profession would be, I had to become an instrument of change. To do that, I had to make difficult academic decisions to better understand the nuanced realities of South Africa and to fearlessly participate in the retelling of our story.”

But the decision had severe financial implications, he said. He switched his focus to social sciences, grappling with ideas of race, class, history and gender “to give context to the representations which had come to define me”.

Nkitseng graduated in 2017 with a Bachelor of Social Sciences (International Relations and Economics) and the following year with an honours in African studies.

“Like many black South Africans, I was funded by NSFAS for most of my undergraduate studies but experienced great difficulty in financing my honours programme. This led to me not being able to graduate – or even see my marks.” This and other difficult personal circumstances left him feeling directionless. He was unable to find employment or study further. But this changed December 2020 when he received an email from UCT. It brought good news; through the generosity of
Dr Moloi-Motsepe, he would finally graduate – and on his birthday!

“I watched the virtual ceremony from my then fast-food business in the township with tears [remembering] the journey that had felt impossible to overcome. This moment would symbolise the beginning of a new chapter for me. I am currently pursuing my master’s in global media and communications at the London School of Economics on a full LSE scholarship.

“I hope that my journey inspires those [who] continue to fight against inequality and that through my work, I can amplify their voices – and like Dr Moloi-Motsepe did for me, shed light on their journeys and stories. Although the journey has been long, I know that the story is yet to be told. Ke a leboga Dr Moloi-Motsepe!”

Supporting education

In 2013 the Motsepe family were the first in Africa to join the Giving Pledge, started by Bill and Melinda Gates and Warren Buffet.

The Motsepe Foundation’s assistance to UCT students underpins their belief in the positive impact of education “operating as a force that can break the cycle of poverty and improve well-being in society”.

The foundation was founded on the African philosophy of ubuntu: giving and caring for neighbours and community. Its mission is to improve the quality of life for all, particularly the unemployed, women, youth, workers and marginalised communities in South Africa.

The foundation also supports projects that have the potential to assist beneficiaries become
self-reliant. It supports five programmes: education and leadership; gender equality, wellness and leadership; community development; sport, music and arts; and social cohesion.

Acknowledging the need for all stakeholders to play a role in ensuring the youth in South Africa are educated, the foundation has embarked on programmes that give disadvantaged youth an equal chance at quality education. Graduates who have been supported by the Motsepe Foundation become part of the Motsepe Foundation Alumni.

– UCT

THREE PhD candidates from the University of Cape Town (UCT) have been recognised by the L’Oréal-Unesco For Women in Science programme for their excellent contributions to science in South Africa and sub-Saharan Africa.

Dr Cosnet Lerato Rametse, a PhD candidate in the Division of Immunology, and Lusani Mamushiane, a PhD candidate in UCT’s 5G laboratory, had both been selected for the South African National Young Talents Programme 2021 and have received research grants of R80 000 each, UCT said last week.

Hendrina Shipanga, who is completing her PhD in Medical Biochemistry, has been selected for the Sub-Saharan Africa Regional Young Talents Programme 2021, which comes with a research grant of €10 000 (approximately R177 000).

The Women in Science Sub-Saharan Africa regional programme, established in 2010, and the South African National programme, established in 2019, are both joint initiatives by L’Oréal and the United Nations Educational, Scientific and Cultural Organization (Unesco) to promote and encourage the participation of young African women in science.

Shipanga conducted an analysis of driver gene mutations in oesophageal squamous cell carcinoma.

Oesophageal cancer is the sixth cause of cancer-related deaths worldwide.

Rametse looked at the effect of asymptomatic sexually transmitted infections on HIV susceptibility in the penis, while Mamushiane examined 5G RAN network sharing empowered by machine learning and network slicing.

School closures during the COVID-19 pandemic could result in a staggering $17 trillion in lost lifetime earnings for today’s students, according to a UN-backed report issued on Monday. 

The projection is among the findings of The State of the Global Education Crisis: A Path to Recovery, published by the World Bank, the UN Educational, Cultural and Scientific Organization (UNESCO) and the UN Children’s Fund (UNICEF). 

That’s how much this generation of students risks losing in lifetime earnings due to COVID-19 school closures.
The figure is calculated in present value, representing roughly 14 per cent of current Gross Domestic Product (GDP). 

It far exceeds the $10 trillion estimates from a year ago, revealing that the impact is more severe than previously thought. 

Loss ‘morally unacceptable’ 

The pandemic brought education systems across the world to a halt, said Jaime Saavedra, World Bank Global Director for Education.  More than 20 months later, millions of children remain shut out of school, while others may never return. 

Furthermore, the report shows that in low and middle-income countries, the share of children living in “learning poverty” could jump from 53 per cent to 70 per cent. 

“The loss of learning that many children are experiencing is morally unacceptable,” said Mr. Saavedra.

“And the potential increase of ‘learning poverty’ might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youth, their families, and the world’s economies.” 

The report reveals that real data is now corroborating simulations estimating that school closures resulted in significant learning losses. 

Education inequities worsen 

Regional evidence from countries such as Brazil, Pakistan, India, South Africa and Mexico detail substantial losses in maths and reading skills, sometimes roughly proportional to the length of school closures. 

There was also diversity across countries, and by subject, students’ socioeconomic status, gender, and grade level.   

However, evidence from across the world suggests the pandemic has exacerbated inequities in education, with children from low-income households, those with disabilities, as well as girls, less likely to access remote learning. 

Additionally, younger students had less access to remote learning and were more affected by learning loss than older counterparts, especially pre-school age children. 

Furthermore, the most marginalized or vulnerable students were disproportionately impacted, among other findings. 

Reopening, a priority 

Robert Jenkins, UNICEF Director of Education, called for reopening schools, and keeping them open, to “stem the scars on this generation”, while warning of the risks of inaction. 

“The COVID-19 pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide,” he said. 

“In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy.” 

With less than three per cent of government stimulus packages allocated to education, the report underlines the need for greater funding. 

Reopening schools must remain a top and urgent priority globally, while countries should implement Learning Recovery Programmes to ensure students in this generation will attain at least the same competencies as their predecessors.  

At the same time, techniques like targeted instruction can support learning recovery, meaning teachers can align instruction to the learning levels of students. 

Resilient education systems 

Stefania Giannini, UNESCO Assistant Director-General for Education, underscored the need for government action. 

“With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments,” she said, while stressing the need to prioritize children and youth.  

To build more resilient education systems for the long-term, the report calls for countries to consider taking steps such as investing in the enabling environment to unlock the potential of digital learning opportunities for all students. 

The role of parents, families, and communities in children’s learning must also be reinforced. 

At the same time, teachers should have support and access to high-quality professional development opportunities, while the share of education should be increased in the national budget allocation of stimulus packages.

At least 15 schools are looking for teachers in different parts of South Africa to start working from January 2022, but the closing date for applications is December 10.

The posts advertised on EdUpStairs include vacancies in both high school and primary school, and are based in Gauteng and other provinces.

Here are the schools looking for educators;

Gauteng

Dowerglen High School

Dowerglen High School is located at 1st Avenue, Rietfontein 61-Ir, Edenvale, Gauteng. The school has several posts that suitable candidates can apply for:

Post 1: Temporary Post

Life Orientation Grade 8 – 11

Technology Grade 8 & 9

Post 2: Temporary Post

Life Orientation Grade 8 – 11

Creative Arts Grade 8 & 9

Post 3: Full Time SGB Post

Afrikaans First Additional Language Grade 8 – 11

Here’s what’s required:

Comprehensive CVCertified copies of all relevant qualificationsCertified copy of IDCertified copies of SACE Certificate

Send a comprehensive CV and required documentation by email to: admin@dowerglenhigh.co.za

Closing Date: 10 December 2021

Commencement Date:  January 2022

Enquiries: Principal 011 609 8227

Acudeo College Kirnkney (Pretoria West)

ACUDEO College Kirkney (Pretoria West) is located in Kirkney (Pretoria West), Gauteng, and is looking to employ an innovative, dynamic and energetic professional individual to fill the Natural Science (Senior Phase) & Information Technology (FET Phase) educator position.

The candidate needs to have a BEd in Education qualification. An Honours degree will work to their advantage.

Key responsibilities:

Help students apply concepts through classroom instruction and presentationsPrepare lessonsPrepare exam papersManage the classroomStakeholder managementWork closely with school staffCollaborate with other teachers

Requirements

Minimum 2 – 5 years teaching experienceKnowledge of CAPSSACE registeredExperience in teaching Natural Science and Information TechnologyExcellent communication skills (verbal and written)Computer literateOrganising, facilitation, and planning

Click here to apply

Applicants with relevant qualifications and experience must submit a motivation letter stating the subject they are applying for and a comprehensive CV with all supporting copies of qualifications.

Hoerskool Silverton

Hoerskool Silverton is a school at 122 De Boulevard, Silverton, Pretoria, Gauteng. The high school invites suitable applicants to apply for the SGB Grade 10 – 12 Computer Applications and Technology & Grade 8 & 9 Technology Educator Position.

The applicant must have:

A love of CAT and TechnologyExcellent content knowledge of CAT and Technology in totality.An ability to produce high quality assessments and analysis of learner academic performanceIs organised, flexible and self-motivated, with strong interpersonal skillsUses technology to enhance teaching and learning in the classroom.A belief in the potential of his/her learners, and who sees them as active participants in learningA desire to participate fully in the social, cultural, and extra mural programmes

Minimum requirements

CAT and Technology Teaching ExperienceMust be computer literatePolice Clearance CertificateAppropriate academic/professional qualificationsSACE Registration

Should you be interested in applying for the above-mentioned position, please forward CV, together will all the relevant supporting documents and the contact details of at least 3 references to principal@silvies.co.za

Closing Date: 10 December 2021

Commencement Date:  January 2022

Enquiries: Principal 012 804 6719

Ficksburg High School

Ficksburg High School is located at Langstraat 1, Ficksburg, Gauteng Province and invites suitably qualified individuals to apply for the following Departmental Teaching Posts:

Post 1: Grade 8 – 12 English Home Language

Post 2: Grade 8 – 12 Afrikaans Home Language

Post 3: Grade 8 – 12 Geography (with Agricultural Science as a recommendation)

Requirements for the post:

Comprehensive CVApplicable teaching qualificationCertified copy of IDRegistered with SACEMedium of instruction: Afrikaans and English

Send your CV and the required documentation to: office@ficksburghs.co.za

Closing Date: 10 December 2021

Commencement Date:  January 2022

Enquiries: Principal 051 933 2261

Blairgowrie Primary School

Blairgowrie Primary School is located at 40 Gavin Avenue, Blairgowrie, Gauteng, and invites suitable applicants to apply for the SGB Grade 2 Foundation Phase educator position.

Requirements:

Degree in Foundation PhaseSACE registeredPolice Clearance CertificateComputer LiterateAttributes: Team Player, Show initiative, flexible and hardworking

Please forward your detailed CV to: hr@bpschool.org.za 

Closing Date: 10 December 2021

Enquiries: Principal 011 782 5406

Carlswald House Preparatory School

Carlswald House Preparatory School is an established preparatory school in Carlswald, Midrand, Gauteng and seeks applications for the Grade R educator position.

Applicant requirements:

Hold a relevant and applicable Teaching qualificationProof of Covid vaccination requiredHave at least 3 years of experience in teaching Grade RHave a significant level of computer literacyHave experience in working with an iPad in the classroom and integrating IT into teachingHave the ability to develop and sustain new and progressive teaching ideas and work cooperatively with a team of teachersDisplay a willingness and ability to coach sportHave strong people skills and work effectively with management, staff, parents and childrenHave a significant understanding of the 21st Century child.Proof of registration with the South African Council for Educators (SACE) and a criminal clearance certificate.The candidate must be a “go–getter” with a passion for children and sport.

Qualified and experienced candidates should email their CV with a covering letter along with at least two contactable references to the Headmaster – Stewart Tagg on principal@carlswaldhouse.co.za

Closing Date: 10 December 2021

Commencement Date: January 2022

Bryanston Parallel Medium and Pre Primary School

Bryanston Parallel Medium & Pre Primary is situated at Sloane St, Bryanston, Johannesburg, Gauteng Province and invites suitable applicants to apply for the Grade 6 & 7 Afrikaans Home Language educator position.

Requirements:

LOLT: AfrikaansNecessary QualificationSACE RegisteredFully Bilingual (English/Afrikaans)Comprehensive CVRemedial/Intervention experience will be beneficialExtracurricular activity: All mainstream sports

Applications should be sent via email to: secretary@bpmp.co.za

Closing Date: 10 December 2021

Commencement Date: January 2022

Enquiries: Principal 011 706 1116

Acudeo College Crystal Park

ACUDEO College Crystal Park is in Crystal Park, Benoni, Gauteng and is looking to employ an innovative, dynamic and energetic professional individual to fill the Intermediate Phase Afrikaans and EMS educator position.

Qualifications required include a BEd in Education, and experience in teaching Afrikaans and EMS.

Responsibilities:

Help students apply concepts through classroom instruction and presentationsPrepare lessonsPrepare exam papersManage the classroomStakeholder managementWork closely with school staffCollaborate with other teachers

Requirements

Minimum 2 – 5 years teaching experienceKnowledge of CAPSSACE registeredExcellent communication skills (verbal and written)Computer literateOrganising, facilitation and planning

Click here to apply. Applicants with relevant qualifications and experience must submit a motivation letter stating the subject they are applying for and a comprehensive CV with all supporting copies of qualifications.

Closing Date: 10 December 2021

Western Cape

Leap 2 School – Gugulethu

This school is located in Leap 2 Gugulethu, Crossroads, Khayelitsha, Philippi, Cape Town, Western Cape and requires a qualified permanent Grade 10 – 12 Afrikaans Home Language Educator.

The candidate, who is expected to be experienced and competent, needs to meet the following requirements:

SACE registration or provisional registrationValid Police Clearance documentationDynamic and inspiring Educator with excellent subject knowledgeUniversity Graduate with a post graduate teaching qualification. (Post graduate studies in related field an advantage)Proven record of teaching excellence and use of effective, innovative teaching strategies including the use of computer technology within the classroomAbility to cope with a mixed ability classes, stimulating high achievers while providing adequate support to those who find the subject more difficultGood personal time management and organisational skillsStrong interpersonal skillsThe ability to work effectively and positively within a team as well as to work independently, without close supervision/guidanceExcellent written and verbal communication in EnglishCommitment to and embodiment of LEAP’s core valuesDemonstrated commitment to life-long learning and to personal professional developmentActive involvement in the school co-curricular activities with high awareness of and commitment to holistic development of learners

Email a copy of your CV and relevant qualifications to this email address: recruitment@leapschool.org.za

Closing Date: 10 December 2021

Commencement Date:  15 January 2022 (Term 1)

Somerset West Private School

Somerset West Private School is in Somerset, Cape Town, Western Cape. The school invites suitable candidates to apply for the Grade 8 – 12 Physical Sciences Educator and HOD Position.

Minimum requirements:

Must have an appropriate teaching qualification – BSc and PGCE (Senior and FET phase)Have a valid SACE registrationHave a police/sexual offenders clearance certificatePreferred Education and Experience:2 years teaching experienceKnowledge of the IEB or CAPS curriculum deliveryIEB or NSC marking experience will be an added advantage

Technical Competencies:

Computer literacy is imperativeAdvanced Microsoft Word skills for setting up assessmentsBe able to teach effectively on Google ClassroomOnline teaching skillsAbility to work effectively and comfortably on shared drives example: Google Drive and One Drive

Generic Competencies:

Self-motivated and disciplinedAbility to lead curriculum planningCo-ordinate suitable and innovative interventions and strategies to promote effective teaching and learningWillingness to teach other subjects as per the school’s operational requirementsWillingness to teach extra classes outside normal school hoursWillingness to be a Grade HeadVery strong communication skills (verbal, written & presentation)Positive interpersonal skillsEffective time managementStrong planning and organising skillsDemonstrated problem-solving abilityPassionate about the subjects taughtDriven to achieve the best results possible for learners

Attributes:

High EQAbility to build relationshipsResponsiveness to changeFlexibleManage the classroom to create an educational atmosphere in the classroomLeadership qualitiesDemonstrates initiativeSelf-starter

Please submit your CV with contactable reference, as well as certified copies of your qualifications, matric results, ID document, SACE certificate and police clearance to the following email address: generalhr@labourwise.co.za

Closing Date: 10 December 2021

Commencement Date: 17 January 2022

Melkbosstrand Private School

Melkbosstrand Private School is a Christian school situated in Melkbosstrand, Cape Town, Western Cape and is looking to employ an innovative, dynamic and energetic professional individual to fill the Permanent Grade 1 Dual Medium Class Educator Position.

Requirements:

Possess relevant teaching qualification: B. Ed or PGCESACE registered and Police clearance certification are non-negotiablesFully Bi-lingual – Afrikaans (A) & English (E) – is an essential requirementPrevious experience will be advantageous but newly qualified teachers are welcome to applyBe willing to adhere to and participate in the Christian Ethos of the schoolExperience and knowledge of the IEB curriculum will be advantageous.Ability to coach sport and extra–curricular activities would be an advantage: rugby, cricket, netball and/or tennisInnovative and willing to develop own teaching skills through planned teacher training (Keller Education)Dynamic personality with a growth mind-set; commitment to embracing and sharing new ideas and pedagogiesPassionate about teaching and learningBe confident to follow a Thematic Approach where subject integration is part of curriculumenhancementPrepared to be part of a team that is constantly evolving through self-reflection, feedback and instructional coaching

Suitable qualified and experienced candidates are invited to submit a letter of motivation, with the names and contact details of three contactable references and their abridged curriculum vitae to this email address: info@melkbosprivate.co.za

Only South African citizens or people with a valid work permit should apply.

Closing Date: 10 December 2021 @ 12h00

Interview Date: Week of 17 to 21 January 2022

Commencement date: 4 April 2022

KwaZulu-Natal

Maris Stella School

Maris Stella School is located at 558 Stephen Dlamini Road (Essenwood Road), Durban, Kwazulu-Natal. Applications are invited from suitably qualified, enthusiastic, organised and experienced individuals who believe they have the required skills and competencies to take on the Foundation and Intermediate Phase IsiZulu First Additional Language Educator Position.

Requirements:

A suitable academic and professional qualificationAt least 5 years teaching experienceA passion for teaching and for the young people whose learning you would be expected to inspireAn unequivocal commitment to working as part of an accomplished teamA willingness to work within the Catholic ethos and values of the school as well as to participate in the broader life of the school and to be involved in the school’s extramural programme.Registration with SACEAny staff member working within a school is required to have a Sexual Offenders’ Clearance Certificate

A detailed CV, 3 references and a letter of motivation should be submitted to this email address: vacancies@marisstella.co.za OR by hand at school on this address: 558 Stephen Dlamini Road (Essenwood Road), Durban, Kwazulu Natal Province

Closing Date: 10 December 2021

Commencement Date: April 2022

Limpopo

Eric Louw High School

Eric Louw High School is located at 43 Irwin Street, Musina, Limpopo. The school is looking for a qualified, experienced and competent permanent Grade 10 – 12 Mathematics and Grade 10 – 12 Engineering Graphics & Design educator.

Requirements are as follows:

Must be enthusiastic, fully committed with good interpersonal skillsMust be appropriately qualifiedSACE RegisteredMust be fluent in Afrikaans & EnglishPolice Clearance CertificateThe ability and willingness to contribute to the extra-curricular programme is required

Send your CV with the required documentation to: principal.ericlouw@gmail.com with the subject line: Application for Mathematics post

Closing Date: 10 December 2021

Commencement Date:  January 2022

Enquiries: Principal 015 534 0706

Eastern Cape

West Bank High School

West Bank High School is a co-educational facility located in East London, Eastern Cape and invites suitable candidates to apply for a SGB Teaching post to teach History Grade 8 and 9, and Social Sciences Grade 8 and 9.

Requirements

Must be able to teach subjects in both English and AfrikaansMust be registered with SACEMust be willing to participate fully to the extra-curricular programme of the schoolState additional qualifications and experience

Email your CV with the proof of qualifications to The Principal on: office@westbankschool.co.za

Closing Date: 10 December 2021

Start Date: January 2022

Free State

St Anne’s Primary and Technical High School

St Anne’s Primary and Technical High School is at 43 Argon Rd, Saaiplaas, Virginia, Free State and invites suitable applicants to apply for the following Teaching Posts:

Post No. 1: Grade 8 – 12 Afrikaans Home Language & First Additional Language

Post No. 2: Grade 8 – 12 English Home Language

Post No. 3: Grade 8 – 12 Mathematics

Grade 10 – 12 Mathematical Literacy

Post No. 4: Grade 7 – 9 Natural Sciences

Grade 10 – 12 Physical Sciences

Post No. 5: Grade 7 – 9 Creative Arts

Post No. 6: Grade 10 – 12 Life Sciences

Post No. 7: Grade 8 – 9 Social Sciences

Grade 10 – 12 Geography

Post No. 8: Grade 7 – 9 EMS

Grade 10 – 12 Economics

Grade 10 – 12 Business Studies

Post No. 9: Grade 7 – 9 Technology

Post No. 10: Grade 1 – 3 Foundation Phase Educator

Post No. 11: Grade 1 – 3 Foundation Phase Educator

Post No. 12: Grade 1 – 3 Foundation Phase Educator

Post No. 13: Grade 4 – 7 Afrikaans Home Language & First Additional Language

Post No. 14: Grade 4 – 7 English Home Language

Post No. 15: Grade 4 – 7 Mathematics

Post No. 16: Grade 4 – 7 Social Sciences

Post No. 17: Grade 4 – 6 Natural Science & Technology

Post No. 18: Grade 4 – 7 Life Skills

Requirements:

Registered with SACEPolice ClearanceCertified copies of relevant qualificationsCVCertified copy of ID

Applications should be sent by email to: saintannespths@gmail.com OR hand delivered at school at this address: 43 Argon Rd, Saaiplaas, Virginia, Free State

Closing Date: 10 December 2021

Commencement Date: 10 January 2022

Enquiries: Principal 057 101 0342