THE United States has issued a call for South Africans to teach isiZulu at its universities as part of the Foreign Language Teaching Assistant Programme (FLTA).

South Africans who speak isiZulu as their home language, but are also proficient in English, can apply to teach at an American university for a full academic year between August 2022 and May 2023. This is part of the Fulbright South Africa FLTA Programme which opened applications on 5 November.

The Fulbright Programme is an international educational and cultural exchange course led by the US government in partnership with 160 countries.

Students, scholars, and teachers are able to pursue post-graduate studies and conduct independent postdoctoral research for up to nine months in the US through the programme.

This year marks the programme’s 75th anniversary which also comes amid disruptions caused by the global Covid-19 pandemic and international travel restrictions.

The latest Fulbright FLTA programme focuses on isiZulu teachers who have until 15 December to apply.

Successful FLTA applicants will receive a monthly stipend, ranging between $400 to $600, health insurance, covered flight costs, and visa support.

The programme does not allow dependents to accompany FLTA participants, nor does it provide funding for dependents.

Fulbright FLTA participants will teach up to 20 hours of language classes a week and are required to enrol in at least two courses per semester, one of which must be in US Studies.

They’ll also be required to facilitate cultural events, language clubs, language tables, and interact with their host communities in conversation groups, extracurricular activities, and community outreach projects.

More than 400 FLTA participants, sponsored as J-1 non-degree students, are chosen to live, study, and teach at American colleges and universities in the US each year.

South Africans hoping to take part in 2022/23 isiZulu FLTA programme need to meet certain criteria when applying.

South Africans applying to teach in the US

Firstly, applicants need to be citizens of South Arica and fluent in isiZulu, while having proficiency in both written and spoken English language.

Importantly, applicants must be qualified secondary-level teachers with no more than seven years teaching experience in English, English as a Foreign Language (EFL), isiZulu, American Studies, journalism and media, literature, or a related field.

Applications need to be made online, via the Independent Institute of Education (IIE) registration portal.

Before applying, it’s recommended that potential candidates contact the Fulbright Programme Office in South Africa to be sure of the requirements and their eligibility.

Queries can be emailed to EducationUSAdbn@state.gov and KnowlesSD@state.gov, or lodged with the US Embassy in Pretoria.

Applicants will need to create an account with a username and password. Registration also requires personal details, like the applicant’s first and last name, email address, and birth date.

Once the account has been created, an email from apply@iie.org, confirming that the application process has started, will be sent to the applicant’s address.

Preliminary questions on the application form include information on the programme country from which the applicant is applying – in this case, South Africa – and the academic year being applied for.

Personal information, like the applicant’s name, number of dependants, national identification number, any physical limitations, country of citizenship, and contact information is also required.

Work experience and motivations

Applicants also need to upload a copy of their CV – in a PDF format that does not exceed four pages – and more detailed information on their academic background.

The latter relates to all post-secondary educational institutions from which the applicant has received a degree or academic credential.

Professional experience also needs to be listed. This includes information about the applicant’s previous or current positions and jobs and the employer’s details.

Awards and recognitions, like scholarships, academic honours and prizes, self-published books, articles, or thesis, or belonging to any professional societies or fraternities, can also be noted in the application form.

Any experience abroad – including time overseas for education, research, business, or vacation – can be included. Applicants will also need to rate their language proficiency in reading, writing, and speaking.

If the applicant has already completed a standardised test – TOEFL, GRE, GMAT or IELTS – they’ll be prompted to record their score.

If not, the applicant will be prompted to complete these tests in the future before being admitted to a US institution.

Applicants will also need to submit an essay – minimum 700 words in length – on their objectives and motivations for applying for the FLTA programme.

An essay on teaching methodologies and techniques, 300 to 500 words in length, is also required, as is a response to hypothetical scenarios as a cultural ambassador.

The application finishes with the option to list recommenders or references who can vouch for the applicant’s competence.

The application process can be long, but, importantly, applicants do not need to complete the application at one time.

They can re-enter at any time to edit the application but, once submitted, no changes can be made.

CYRIL RAMAPHOSA|

IF a nation’s character can be judged by how it treats women and children, then we are falling desperately short.  
 
A week before the launch of the annual 16 Days of Activism for No Violence against Women and Children, the latest crime statistics released by the South African Police Service (SAPS) show an increase in rapes, domestic violence, and, perhaps most worryingly, in child murders.
 
In just three months, between July and September 2021, 9,556 people, most of whom were women, were raped. This is 7% more than in the previous reporting period.
 
Of the nearly 73,000 assault cases reported during this period, more than 13,000 were domestic violence-related.

The rate of child murders has climbed by nearly a third compared to the previous reporting period.
 
These statistics are shameful. We are in the grip of a relentless war being waged on the bodies of women and children that, despite our best efforts, shows no signs of abating.
 
We have said before that the violence perpetrated by men against women is the second pandemic that our country must confront, and like the COVID-19 pandemic it can be overcome if we all work together.
 
As government, we have a duty and responsibility to devote the necessary resources to combat crimes of gender-based violence.
 
Since the launch of the National Strategic Plan to Combat Gender-based Violence and Femicide (NSP) in 2020, there have been a several interventions to respond to GBV.

This includes far-reaching legislative reform, support to survivors through the provision of evidence kits at police stations and psycho-social services, the establishment of a GBVF Fund and supporting the network of Thuthuzela and Khuseleka Care Centres.
 
The SAPS has indicated we are making progress in reducing the significant backlogs in DNA analysis, which is crucial to securing justice for survivors of sex crimes.

The SAPS also operates 134 GBV desks at police stations around the country and is in the process of establishing more.
 
As work continues to implement all the pillars of the NSP, we must ask hard questions of ourselves as a people.
 
When we hold a mirror up to ourselves, do we see the proud, resilient, peaceful and freedom-loving South Africans we aspire to be?
 
Every year when November comes around, we make pledges to end violence against women and children. We take part in marches, attend mass mobilisation events, and wear regalia emblazoned with powerful slogans like “Sekwanele: Enough is Enough”.
 
But what we have observed over the years is that most of those who take part in the 16 Days of Activism are women and children, those most affected by and concerned about GBV. This needs to change.
 
Gender-based violence is, after all, a problem of male violence. It is predominantly men who are rapists. It is mainly men who are perpetrators of domestic violence.
 
Because it is men who are the main perpetrators, it should be men taking the lead in speaking out and reporting gender-based violence, in raising awareness, in peer education and in prevention efforts.  
 
It should be men in positions of authority in our educational system, whether as school principals, educators or lecturers, who should be making schools and places of higher learning safe spaces for female learners and students, and never, ever abusing their position of authority to demand sexual favours.
 
Men should also be playing a more formative and present role in their families, particularly in raising their sons to exhibit healthy, positive masculinity that is respectful of women and children.
 
Communities and community organisations must work with government to implement interventions that redefine masculinity so that we raise men with empathy, tolerance and respect.
 
Just as ending gender-based violence cannot be the state’s responsibility alone, the onus cannot be on women and children to end the shocking levels of violence and abuse being visited upon them.
 
South African men need to play a greater role in preventing GBV. They need to understand what constitutes gender-based violence, especially sexual violence.
 
The latest crime stats show nearly 4,000 people were raped in their homes or that of the perpetrator, and in 400 reported rape cases the victim and perpetrator had a relationship. This suggests that some men do not understand that sexual activity without explicit consent is a crime.
 
Men must respect their wives and girlfriends and understand that being in an intimate partner relationship is never a justification for domestic violence.
 
If each man gathers two men and the three pledge to never rape a woman, never lay a hand on a woman and hold each other accountable to this pledge, we can start to seriously tackle gender-based violence in our country.
 
This year’s 16 Days of Activism campaign aims to shift from awareness to accountability and create an environment for men to play a greater role in GBVF prevention.
 
It is not enough to intervene only once perpetrators have entered the criminal justice system. We have to prevent gender-based violence before it happens.
 
I call on all South African men, young and old, city dwellers and rural dwellers, modernists and traditionalists, married and unmarried, to be part of the prevention efforts that are sorely needed in homes and in our communities.
 
By refusing to condone violence against women and children, by not being party to it yourself and by reporting such acts, you are setting an example to your fellow men, especially to young men and boys.
 
You will be sending a clear sign that neither kinship, friendship or loyalty can be an excuse for not standing up for the rights of women and children.
 
Let us work together as one to ensure that this year’s 16 Days of Activism campaign is meaningful, that it moves beyond mere words, and that it results in real change in the lives of South Africa’s women and children.

* From the desk of the President

AS the world commemorated World Toilet Day this past week, the National Association of School Governing Bodies (NASGB) in Limpopo said it’s concerned about the continued use of pit toilets in the province.

NASGB Limpopo secretary, Prince Prince Phandavhudzi, said they believe that the education department is dragging its feet when it comes to getting rid of them.

“The continued use of unsafe outside pit toilets worries us. It’s concerning as such toilets do not only pose a health hazard but can lead to death as well. Learners can easily fall and drown inside them,” said Phandavhudzi.

“It is something which we have been trying to raise with the department of education for many years, but they seem to be dragging their feet. The lives of our learners are not protected while at school.”

Phandavhudzi believes it will still take years for the department to remove all of the pit toilets in the province.

“Though the department of education has managed to provide temporary toilets in most of our schools since the start of the COVID-19 pandemic, they still have a long way to go. They need to do eradicate all pit toilets as a matter of emergency,” he added.

Millions paying the price

World Toilet Day is a United Nations (UN) Observance that raises awareness of the 4.2 billion people living without access to safely managed sanitation.  According to the UN, globally, at least 2 billion people use a drinking water source contaminated with faeces. And daily, over 700 children under the age of five, die from diarrhoea linked to unsafe water, sanitation, and poor hygiene.

The World Health Organization (WHO) states that inadequate sanitation is estimated to cause 432 000 diarrhoeal deaths annually.

It’s a major factor in several neglected tropical diseases, including intestinal worms, schistosomiasis, and trachoma.

Poor sanitation also reduces human well-being and social and economic development due to impacts such as anxiety, risk of sexual assault, and lost educational opportunities.

Victim’s sister speaks out

On 20 January 2014, five-year-old Michael Komape drowned in a pit toilet at Mahlodumela Lower Primary School just outside Polokwane.

His death became a rallying call highlighting the effects of poor sanitation in rural schools throughout the country. But Michael’s older sister, Lydia Komape, worries about the continued use of pit toilets at schools.

“There is nothing to celebrate because learners are still forced to use dangerous pit toilets. I feel that the Department of Education doesn’t care about public schools.

These schools are for poor people, and who cares for poor people? If they did, they would’ve eradicated them and created a safer environment for all learners,” said Komape.

She added: “If my brother’s death didn’t do anything to make them realise what a huge problem poor sanitation is, I wonder what will?”

Mabila Primary School’s school governing body (SGB) said they have grown tired of raising the issue of pit toilets.

“We are tired of raising this same issue as nothing is ever done to address the issue of dilapidated pit toilets. These toilets which are being used by our learners are a ticking time bomb and they pose a danger to our children. No one seems to care,”  said Eric Negondeni, SGB chairperson.

Mabila Primary has four outside pit toilets – two for boys and two for girls.

They are all in poor condition despite the education department having delivered building material for new toilets in 2017. There has been silence ever since – no one knows when the building will begin.

“Maybe they are still waiting for one of our learners to drown and then only will they start building,” said Negondeni.

Shortage of water adds to woes

The school, just outside Thohoyandou, is also faced with water shortages, an issue which has been raised.

“The school does not have any form of running water and a borehole is needed as a matter of urgency,” he said.

According to a Statistics South Africa (Stats SA) 2018 report, the percentage of households that have access to improved sanitation increased from 61,7% in 2002 to 82,2% in 2017.

And despite the improved access to sanitation facilities, many households continue to be without any proper sanitation facilities.

Limpopo education dept responds

Limpopo’s Department of Education Provincial spokesperson Tidimalo Chuene was full of promises.

“There are general plans for sanitation infrastructure development that are being rolled out through agents such as Mvula Trust and the Independent Development Trust. Progress will be made public once the information has gone through our quality assurance processes and internal reporting channels.”

Chuene added: “Progress on infrastructure projects was also affected by shortages of building material and restrictions of movement. However, work is underway to address the backlog caused by COVID-19.”

–Health-e News.

WOMEN are significantly underrepresented in STEM professions and for the few who are pursuing science, technology, engineering or math careers – there are a lot of financial challenges.

That’s why a lot of companies and organizations are offering scholarships and other financial assistance to help bridge this gender gap in these crucial fields.

Only 1 in 4 people working in computer and mathematical professions and 1 in 6 in architecture and engineering careers are women, according to the Bureau of Labor Statistics.

What’s more, for every dollar a man in STEM makes, a woman earns 14 cents less, according to the U.S. Department of Commerce.

“Increasing access to higher education opportunities represents one of the best strategies to narrow the gender gap in STEM fields,” said Rachel Morford, president of the Society of Women Engineers.

“Scholarships help start that positive trend by helping to fund a woman’s access to undergraduate, post-graduate, and doctoral STEM programs. Scholarships are also vital to help ensure success in those programs, as they give students more opportunity to focus on their classwork, design projects, and pursue research or internship opportunities – all of which work to help keep women in STEM fields through graduation and beyond.”

Scholarships available for women in STEM

There are a lot of scholarships from organizations, foundations and companies that are available to women pursuing STEM careers.

The Society of Women Engineers (SWE) is a pioneer in supporting students whose gender identity is that of female and in pursuit of an ABET-accredited (Accreditation Board for Engineering and Technology) bachelors or graduate program in engineering, engineering technology, and computer science. 

Along with providing on-campus support to students, in 2020 SWE gave 260+ new and renewed scholarships which were worth a total of $1 million to female students around the globe.

SWE makes the application process easy, with one application submission allowing for students to be qualified for all applications that are relevant to them.

Microsoft conducted a study where they found that only 7% of women, compared to 15% of men, graduated college in 2016 with a degree in science, technology, engineering or math.

Additionally, women tend to pursue science-oriented degrees instead of engineering, math or computer-based fields, and are lower paid than men. Microsoft offers scholarships for women who plan to pursue a career in the STEAM field (Science, Technology, Engineering, Arts and Math) at the college level.

“Having access to scholarships can help to alleviate some of the burden that women face today, and it is vital to them receiving an education that will get them the same seat at a table as their fellow male classmates,” said Sasha Ramani, associate director of corporate strategy at MPOWER Financing, which offers scholarships to women pursuing STEM careers.

“These can all help close the gaps for not only women – but those in underrepresented communities.”

Some other scholarships for women pursuing STEM careers include: The BHW scholarship for women in STEM, the Virginia Heinlein Memorial Scholarship, the Science Ambassador Scholarship funded by Cards Against Humanity, the ABC Humane Wildlife Women in STEM Academic Scholarship, the Girls Who STEM scholarship, the Adobe Research Women-in-Technology Scholarship, the Hyundai Women in Stem Scholarship and the Amazon Future Engineer Scholarship Program.

Scholarships that are specifically for women pursuing engineering careers include: The Palantir Women in Technology Scholarship, the Lynn G. Bellenger Scholarship and the UPS Scholarship for Female Students.

The application process

Kaylin Moss, a senior at Marist College studying computer science, applied to hundred of scholarships, which she found through databases, social media or internet searches. She won a Generation Google scholarship.

Moss says that the “application process was lengthy”  ̶  she had to answer three essay questions and submit a resume and academic transcript.

One of her essays was about how she chartered the Marist College chapter of the National Society of Black Engineers, the second was about her proposed solutions to many challenges underrepresented groups in technology face when pursuing careers in technology and the third illustrated her financial need. 

Applicants were judged based on their financial need, commitment to diversity and inclusion, leadership and academic performance.

Some scholarships require that you write essays, while others ask for videos or artistic works. And, the application process is a time commitment. Moss’s advice is to focus on scholarships that best align with your method of communication.

So, if you love writing – go for the essays. If you’re a natural on camera, go for the scholarships that ask for a video.

An applicant is more likely to win a scholarship if the applicant pool is tiny, so students should apply to smaller, local scholarships in addition to larger national scholarships to increase their chances of winning.

Olivia Haberberger, senior business information systems and accounting student at the University of Pittsburgh, is a recipient of the Pitt Success Grant and the Addison H. Gibson Foundation grant. 

The Pitt Success Grant was given based on need so all Haberberger had to do to receive that was fill out the FAFSA (free application for student aid) every year and meet a certain benchmark for cumulative GPA.

The Addison H. Gibson Foundation grant was also given based on need. Haberberger wrote a thank you letter to express her gratitude.

Strategies for success

Haberberger’s advice to other students is to “advocate for yourself” and to “consider how much time and energy you have to dedicate to applying.”

It’s important to start researching early and stay organized in order to not miss deadlines, according to scholarships.com, a site where students can search for scholarships and other financial aid.

The Education Quest Foundation warns that procrastinating can cause you to rush at the last minute and then you risk making mistakes on your application. They advise students to always proofread applications to reduce spelling and grammatical errors. And, send it in early – sometimes that can make all the difference.

Rachel Morford stresses that you should “start research and preparation early!”

For example, if you dig in to all that the Society of Women Engineers offers, you’ll find that there is a main application for scholarships awarded at the organizational level but several of the local professional sections also have scholarship programs that you may be eligible for as well.

“Talk with your school counselors and advisors, as well as the career center at your college or university since they likely know of available opportunities,” Morford said.

“Financing is often the largest barrier to education, particularly for international and DACA students,” Ramani explained. (DACA stands for Deferred Action for Childhood Arrivals, referring to a policy to protect children who were brought to the U.S. when they were young from deportation.)

“If you are interested in pursuing a STEM degree, the greatest advice we can provide is to do your research and evaluate the options available to you when it comes to funding,” Ramani said. “For example, the Society of Women Engineers has a lot of aid resources on their site, and your university may have resources they can share. Typically, funding is available; it’s just a matter of accessing it and evaluating what’s right for you when it comes to loan repayment terms, scholarship requirements, work-study expectations, etc.”

MPOWER tries to help eliminate barriers for students, Ramani explained. “We evaluate a student’s ability to repay their loan through a unique set of considerations on the lending side. This results in better outcomes and lower instances of deferment or defaults. On the scholarship side, we evaluate each student’s application against their accomplishments, goals, and needs. ”

Grace Ulmer, a senior electrical engineering and linguistics student at Purdue University and recipient of The Palantir Women in Technology Scholarship – North America during her junior year, suggests “regularly looking for scholarships to apply to, and when you find one that interests you, put its date on the calendar!” 

Although Ulmer found the application process to not be as rigorous as expected, she did have to answer questions regarding her grades and courses as well as short essay questions about why she chose her discipline and why it’s important for women to have these opportunities.  

Ulmer decided to write three short essays regarding projects that she was passionate about and how she was able to overcome obstacles to complete them.  She wrote about her passion for student organizations that she is a part of including “TEDxPurdueU, which hosts an annual TED conference each year, and PurdueVotes, which focuses on voter engagement and education in our community.”

She would also recommend looking for scholarships that play to what you’re good at. For example, there are some scholarships that accept presentations or videos about any topic you are interested in.

“These are great options to show who you are and give the selection committee the best view of you,” Ulmer said.

In addition to doing your own research online and connecting with your school’s career centers and financial aid offices, there are many organizations that are aimed at helping you successfully launch a career in STEM.

* CNBC

THE National Student Financial Aid Scheme (NSFAS) is currently holding stakeholder consultations on the proposed eligibility criteria and conditions for financial aid to be effective from the 2022 academic year.

Some transitional arrangements, NSFAS said, would be implemented in 2023.

In a statement issued on Wednesday, the entity noted that NSFAS Act 56 of 1999 mandates the Board to develop criteria and conditions for the granting of bursaries to eligible students, in consultation with Higher Education, Science, and Innovation Minister, amongst other provisions.

“The Board believes that for NSFAS to be an effective and efficient provider of financial aid in a sustainable and responsive manner, all stakeholders must be engaged. It is for this reason that for the first time ever, NSFAS is consulting all the relevant stakeholders on the proposed funding guidelines.

“The stakeholders that are being consulted include the student leadership, university vice-chancellors, Technical and Vocational Education and Training (TVET) college principals, some spheres of government and others.

“All the inputs of these stakeholders will be considered in the final document that will be presented to the Minister of Higher Education, Science and Innovation for consideration,” NSFAS said.

NSFAS said under normal circumstances, it would not have communicated to the public until the consultative process has been concluded and Higher Education, Science, and Innovation Minister having applied his mind on the proposed reforms.

The entity said, however, that the current consultation process that is underway for the proposed 2022 policy changes, has not been concluded.

“More stakeholders in the higher education sector are being consulted [and] all stakeholders are given an opportunity to make inputs, and the process is on-going. All inputs will be considered, and recommendations will be made to the Minister of Higher Education, Science, and Innovation.”

Proposed 75% progression rule

Explaining the proposed 75% progression rule, which was reported in the media early this week, the entity said the proposed policy is aimed at encouraging students to pass their courses and/or modules, and just with “the pass mark”.

“The proposed policy, if implemented, would only apply as of the 2023 academic year, and would not be applied to students who entered higher education for the first time, also referred to as FTEN students. This is in recognition of the transition that many students make from high school to university.

“It should be noted that NSFAS funds students that would not otherwise be able to access higher education to ensure that they qualify and ultimately contribute to the economy.

“Therefore, this progression criteria is aimed at ensuring that students complete their qualifications within the allowable timeframe to ensure return on investment and to provide more opportunities to deserving students,” NSFAS said.

It said all other matters contained in the proposed funding guidelines, including student accommodation, are subject to consultative processes.

“All these policy considerations are aimed at ensuring sustainability of the scheme and for the well-being of students, to ensure that they succeed. 

“In this instance, the entity has the South African Union of Students on the proposed guidelines and as the entity, we are awaiting their submission,” NSFAS said.

#We Teach

                                                                        #We Care

                                                                        #We Protect

                                                                        #We Denounce Violence

 Driven by deep concern over the increase in violence at and around schools, The South African Democratic Teachers Union (SADTU) launched the “I Am a School Fan” campaign against violence in schools in 2019. Starting in August 2021, SADTU partnered with Old Mutual, Brand South Africa and UNICEF to gain more traction and drive awareness throughout South Africa and successfully launched the national campaign in Gauteng, Soweto.  The campaign is also being launched in all the other eight provinces.

The I Am a School Fan is a societal campaign that aims to mobilise all stakeholders including parents, teachers, learners, communities, and government departments to address school-related violence in all its forms. The campaign is in line with SADTU’s 2019 Congress Theme, “Claiming our right to have our human dignity and safety protected and respected in pursuit of a decolonised quality public education.”

The General Secretary of SADTU, Mugwena Maluleke explains, “We invite all peace loving citizens to join in the fight against violence. This fight is for the restoration of the dignity of those in our learning institutions. This fight is for the protection of the future of the children. There are many extensions to this campaign. Ultimately, it focuses bettering behaviours and attitudes in students and teachers. The main focal point is to address the prevalence of violence within the schools. This violence exists on multiple levels”.

As a trade union in the education sphere, SADTU has called on corporate partners for financial aid and added media reach and credibility. Thembisa Mapukuta, General Manager: Alternative Distribution for Old Mutual Retail Mass Market, says, “The right to education is enshrined in the South African Constitution and by supporting the I Am a School Fan campaign, Old Mutual recognises this right and upholds it.

“As a responsible business, Old Mutual is stepping forward to ensure that the education sector’s systemic challenges are addressed, both holistically and collectively. We collaborated with SADTU on this campaign with the objective to raise awareness about violence in schools. However, over the long-term we want to ensure that through this partnership we are able to formulate tangible solutions that will eradicate violence in schools and address the issues that could threaten the future of children in South Africa. This will require participation from all stakeholders; government, educators, parents and the community at large.”

I Am a School Fan addresses violence in the immediate school environment and in broader terms:

The immediate school environment (premises and those involved in this environment)

Violence being committed by teachers towards other teachers: (This is often gender-based) Female teachers are often ill-treated by those who have been in the system longer than them and hold a position of power. Seven out of 10 teachers are females, yet the management positions are still largely held by men.Teachers committing violence against learners: This includes illegal corporal punishment, gender-based violence (for example – there have been instances of teachers withholding marks unless the pupil engages in sexual activity, and pupils being sexually assaulted by school staff).Learner on learner violence: This is the most common and exists on many levels. Physical bullying, emotional bullying and cyberbullying are prevalent. Cyberbullying is still fairly new, and it is taking time for those in authority to learn how to deal with it. Cyberbullying has even, in some instances, lead to suicide. Cyberbullying reaches the child in the privacy of their home or wherever they take their phone or computer.  Due to the viral nature of the internet, humiliation can be very public and spreads far beyond the schoolyard.Learners towards teachers: Teachers know that they cannot respond to physical threats as corporal punishment is not allowed. But they don’t know what systems are in place to support them when they experience abuse at the hands of the learners. The learners are very aware of their rights and use this to their advantage.

The broader environment

Violence committed in schools by community members: South Africa is one of the very few countries where communities destroy schools when protesting external issues such as service delivery. Vuwani in Limpopo is a good example of this phenomenon. Violence erupted in the area after it was recommended that the Malamulele and Vuwani municipalities be merged. Residents turned their anger towards 31 schools and burned them. They also prevented pupils from attending school for more than 18 months. 30 000 pupils were affected. This is a generational crisis.

Theft of resources: Schools are often targets of armed robberies, burglaries, and hijackings. For years, the Department of Education has tried to move with the times and implement E-Learning. But the learning and teaching materials are frequently stolen by community members. They are also sometimes resold withing the same community. This creates a market for the parts. A paradigm shift is needed within communities for education to be protected.

Maluleke adds, “All of these issues are classified as violence in schools. In 2019, we sat for our ninth congress, where 300 000 members agreed that they want us to fight back against violence and mobilise all sectors of society with a positive message. It needed a name that would also contribute to that positive message, hence the birth of ‘I Am a School Fan’.

“We want to work on what we understand South Africa’s psyche to be. South Africans are sports fanatics and sport has often been a great unifier. We want to harness this and use it as a message that supports education with the same passion that one would support their favourite team”.

The campaign has been categorised to speak to all the stakeholders in the schooling community:

Learners: As a learner, what is your responsibility towards ensuring that your school community is a haven? You will not bully a fellow pupil and if you witness bullying you should be the first to report it. You will also respect your teachers and not bully them.Teachers: As a teacher, you will not use corporal punishment. You will not engage in inappropriate relationships with learners. You must respect that you act in loco parentis and should take on a nurturing and supportive relationship in a child’s life.The community: Be alert and protective of the school environment.The Department of Education: Ensure enough funding and resources to ensure a safe school environment.Parents: Make sure that you participate in the school community. Support the school Code of Conduct, take an interest in the daily running of the school. Support your school management team.

Maluleke concludes, “COVID has made us more mobilised as communities. The launch is well timed as this is time when communities are banding together, following the upheaval of lockdown. We need each other more than ever.

“We need to instil mechanisms where there is recourse. For example, if a teacher administers corporal punishment, it needs to be reported and dealt with. An awareness must also be created of steps to take when these issues arrive. It’s all very well to hear the message, but then what?

“Initially, the main purpose of the campaign is to raise awareness of what each stakeholder should and shouldn’t do. We are communicating the message that, ‘as a stakeholder, you should not do this’ etcetera. And ‘as a stakeholder, you MUST do this’ etcetera.

For more information on SADTU and the I Am a School Fan campaign, visit the following.

Website: www.sadtu.org.za

Twitter: @SadtuNational

Facebook: SADTU National Office

THE River States Conference Women’s Soccer Championship took place Saturday under conditions that were not very soccer-like. The high temperature was around 42 degrees, but it didn’t feel like that with the swirling wind surrounding the OVU Soccer Field.

The grim conditions also added to the overall fee of the game – two very evenly matched teams that were getting ready to battle it out for a championship and a berth into the National NAIA tournament.

The game was a yellow card festival throughout and that aggressive play meant scoring would be minimal. In fact, one OVU goal was all it took on this afternoon to lift the Scots to their very first RSC Championship in their very first year in the league.

In the first half, the action was instantaneous and both teams battled back and forth, but no real scoring threats took place. The first shot on goal did not register until the 21st minute when Rio Grande goalkeeper Morgan Nutter made easy work of a Raewyn Murphy kick. It was not until the 36th minute that any team could break the ice on this chilly day.

Ana Rodrigues set up for a corner kick, but instead of sending a cross into the box, she sent a quick entry pass to Anouck Heyer. Heyer immediately sent it back and Rodrigues then sent a shot into upper left hand corner of the goal. Nutter got a fingertip on the ball but was not able to redirect it and OVU took the lead. That is how the half ended with the Scots owning a 1-0 lead.

The second half found two teams pulling out all of the stops to try and win a championship. A total of 13 fouls and 6 yellow cards in the half but not a single shot on goal was registered. The OVU defense was stellar as they surrounded RSC Player of the year Chase Davis and other RedStorm attackers anytime the approached the goal box. In the end, Rio just ran out of time and the Fighting Scots were crowned the champions.

After the game, the All-Conference team was announced. OVU’s Ylenia Cirrincione, Raewyn Murphy, Sindi Kanto, Yuliana Hererra and Oihane Abascal were all named to the RSC Second team. Ximena Jauregui and Manuela Filipe were named to the RSC First team. Filipe was then awarded the RSC Newcomer of the Year and Jauregui was awarded the RSC Defensive Player of the year.

OVU coach Eric Belcher was announced as Coach of the Year in the River States Conference after the game and had this to say about his team.

“What a season it’s been. Regular season champs. Conference tournament champs. So proud of these ladies! On to the National Tournament. There’s more work to do.”

The Scots have earned a right to play in the NAIA National Championship tourney. Their opponent and destination will be determined via a selection show on Monday.

* News & Sentinel

International students are returning to U.S. colleges in stronger numbers this year, but the rebound has yet to make up for last year’s historic declines as COVID-19 continues to disrupt academic exchange, according to a new survey.

Nationwide, American colleges and universities saw a 4% annual increase in international students this fall, according to survey results released Monday by the Institute of International Education. But that follows a decrease of 15% last year — the steepest decline since the institute began publishing data in 1948.

The upturn is better than many colleges were forecasting over the summer as the delta variant surged. But it also reflects continued obstacles as visa backlogs persist and as some students show reluctance to study abroad during the pandemic.

Universities and U.S. officials hope this year’s uptick is the start of a long-term rebound. As international travel ramps up, there’s optimism that colleges will see growth past their pre-pandemic levels.

“We expect a surge following the pandemic,” Matthew Lussenhop, an acting U.S. assistant secretary of state, told reporters. This year’s increase indicates that international students “continue to value a U.S. education and remain committed to pursuing studies in the United States,” he added.

Overall, 70% of U.S. colleges reported an uptick in international students this fall, while 20% saw decreases and 10% remained level, according to the institute. That’s based on a preliminary survey of more than 800 U.S. schools. The nonprofit plans to issue full nationwide data next year.

At least some of the increase is due to new students who hoped to come to the U.S. last year but delayed their plans because of the pandemic. All told, there was a 68% increase in newly enrolled international students this year, a dramatic increase compared with last year’s decrease of 46%.

For many schools, even a modest upturn is a relief. Over the summer, officials at U.S. universities worried that the delta variant would dash any hopes of a rebound. But for many, that did not come to pass.

In August, U.S. embassies and consulates in India reported that they had recently issued visas to a record 55,000 students even after starting the process two months late because of COVID-19. Embassies in China reported that they had issued 85,000 student visas.

At the University of Illinois at Urbana-Champaign, more than 10,000 international students enrolled this fall, which nearly offsets a 28% decline from last year.

“What we’re seeing now is a return to normal for our international populations,” said Andy Borst, director of undergraduate admissions at the university. The rebound is fueled by new undergraduates, with those from India up nearly 70% over pre-pandemic levels.

“We just had this pent-up demand,” Borst said. “A lot of Big Ten schools saw increases beyond what we were expecting.”

At some schools with big brands overseas, enrollments rebounded past their 2019 figures. More than 17,000 international students enrolled at New York University this fall, up 14% over 2019, according to school data.

At the University of Rochester, another top destination for international students in New York, enrollments from abroad surged 70% over 2019 levels, driven by a boom in graduate students, according to school data.

Most students were able to arrive on campus within the first weeks of the semester, but many dealt with visa backlogs at U.S. embassies and consulates, not to mention costly flights and cancellations, said Jennifer Blask, the university’s head of international admissions.

The vast majority of U.S. colleges returned to in-person learning by this fall, but not all international students are physically on campus. After last year’s shift to remote learning, many schools have continued offering online classes to students abroad, allowing thousands to stay enrolled from afar.

Out of all international students enrolled at U.S. colleges this year, the survey found that about 65% were taking classes on campus.

For Chinese students unable to arrive for this semester, NYU is continuing to let them use its academic center in Shanghai, which is traditionally for U.S. students studying abroad. The university also let international students use its London and Abu Dhabi locations last year, but has since returned them to use for study abroad programs.

For some colleges, the new flexibility of online learning helped avoid further enrollment setbacks. In the past, students at the University of San Francisco might have been able to start the term a week late if they faced visa or travel problems. Now, those facing visa delays can arrive halfway through the term or later, and in the meantime study online from abroad.

Facing travel restrictions inside Vietnam, graduate student Vinh Le was unable to get to Ho Chi Minh City’s airport in time for the start of fall classes. Instead, he studied online for more than two months until he could get his first vaccine shot, which allowed him to travel.

Taking classes online was challenging because of the time difference, he said, but professors were “very supportive” and recorded their lectures to be watched any time. He ended up making it to the University of San Francisco on Nov. 1.

International students are seen as important contributors to U.S. campuses for a variety of reasons. Colleges say they help provide a diverse mix of cultures and views on campus. Many end up working in high-demand fields after graduating. And some colleges rely on the financial benefits of international students, who are typically charged higher tuition rates.

Although many colleges have avoided a second year of declines, there’s still concern that the upturn may be isolated to certain types of colleges. The new survey found that, last year, community colleges suffered much steeper declines than four-year universities, with a 24% backslide nationwide.

Researchers are still analyzing this year’s data, but some worry that community colleges may continue to lag behind.

There are also questions about whether the rebound will continue past this year. New vaccine requirements for foreign travelers could make it harder for some students to get here, and colleges are expecting continued competition from colleges in Australia, Canada and other nations looking to boost their international populations.

Still, officials at many colleges are optimistic. More vaccines are being sent overseas, and newly lifted travel bans promise to reduce barriers to travel. Some also credit President Joe Biden for sending a message that America wants students from abroad.

In July, the administration issued a statement promising a “renewed” commitment to international education, saying it would work to make overseas students feel welcome.

Rachel Banks, senior director of public policy and legislative strategy for NAFSA, an international education association, said that’s a shift from the Trump administration.

“In the last administration, there was a lot of negativity and negative rhetoric around international students,” Banks said. “Biden is now trying to telegraph to the world that there’s interest in having international students coming here.”

* AP

THE Gauteng Department of Education said it had not yet experienced water disruptions at schools in and around Johannesburg.

This comes after Water utility Rand Water announced planned water interruptions starting on Monday.

Gauteng education department spokesperson Steve Mabonasaid although no water challenges were experienced most schools had boreholes in place.

Mabona said on Monday: “Because this is a planned project, they (schools) were advised to stockpile water. They utilised different mechanisms to stockpile water. But on the other hand, parents are encouraged to give children water bottles so that after writing their assessments, they are then released.”

He said it was fortunate that maintenance was being done during examination periods when pupils were not expected to be at school for a full day, but were expected to leave after writing exams.

The water cuts were due to maintenance to infrastructure and were expected to last for 54 hours.

According to Rand Water, their bulk water supplier is working on its raw water pipe that supplies the Vereeniging water purification plant.

Rand Water said maintenance would affect the water supply from the Rand Water Eikenhof pump station to the south of Johannesburg, the CBD, and the northern and western areas. It said the water supply will be reduced by 25%.

The planned water cuts have also affected the courts in the municipal area.

Proceedings at the Gauteng High Court in Johannesburg will come to a halt until Thursday.

The National Prosecuting Authority (NPA) said in a short statement, “Kindly note that due to water cuts, matters sitting in (the Gauteng) High Court (in Johannesburg) that were set down from Monday to Wednesday will be postponed to Thursday.”

SENIOR Managers from the Department of Basic Education (DBE) have been using various forms of engagement platforms to reach out to schools to provide urgent support where needed during the National Senior Certificate (NSC) examinations.

These interventions also included school visits conducted by Basic Education Minister, Angie Motshekga, Deputy Minister, Dr Regina Mhaule, and Director-General Hubert Mathanzima Mweli.

School visits and monitoring programmes are essential because they provide the Department with a broad picture of the situation faced by the sector to identify best practices and challenges from which intervention strategies can be developed to provide support to schools.

The Director for Education Management and Governance Development, James Ndlebe, indicated that Covid-19 posed challenges to every education stakeholder within the Basic Education Sector.

He applauded the role played by School Governing Bodies (SGBs), parents, School Management Teams (SMTs) and school principals in ensuring that the phased approach of opening schools, difficult as it was, was successful.

“As the governance of schools is vested in its SGB in terms of section 16(1) of the South African Schools Act 84 of 1996 (SASA), as amended, SGBs must promote the best interest of the school and support school staff and SMTs to perform their duties. During the advent of Covid-19, we saw SGBs becoming a link between the school and communities, leading to the safe return of learners to school and ensuring that there was social distancing; wearing of face masks; and adherence to hygiene protocols, including the availability of meals for all returning grades,” explained Ndlebe.

“Quality education cannot be achieved unless communities are involved in determining the nature, character and the direction that schools must take. The role of parents in supporting their school-going children cannot be over emphasised. It makes a huge difference in the outcome of learner performance. The establishment of SGBs is the way in which we, in the sector, formalise the interaction between schools and parents. This was evident in the many consultation meetings held between the Department and SGBs throughout the lock down period,” he concluded.