Back-to-school planning has never been more different than it is now. School districts nationwide are preparing for multiple reopening scenarios — from full-on remote learning to a hybrid approach — amid health and safety concerns connected to the coronavirus pandemic.

But teaching online is hard, especially if educators don’t have the training and support to do it.

Many teachers can attest to that, after schools unexpectedly closed and transitioned to remote learning as a stopgap measure last spring. Some struggled to keep students engaged with online activities, while others had students who were unable to participate because they lacked access to devices or an internet connection.

Teachers are also worried about managing a classroom virtually for a longer period of time. While the idea of classroom management, which encompasses the techniques teachers use to ensure lessons run smoothly and encourage student independence, hasn’t changed, facilitating it online is still a huge shift for many people, says Emily Kirsch, an instructional technology coach at Educate, which works with New York City metro-area schools to create equitable learning environments.

“I noticed that a lot of teachers have a hard time realizing that those structures they set up in the classroom to promote student independence can actually be transferred into the virtual world,” Kirsch says.

The Challenges That Come with Virtual Classroom Management

Kirsch says that classroom management can be a difficult topic because the name implies teachers must take on an authoritative role as a manager. While this may seem effective, teachers should actually work to find a balance between setting up structures for the classroom while remaining flexible and acting as a facilitator, which supports the idea of increasing student independence and ownership of learning, she says. It’s crucial for teachers to create boundaries and schedules during remote or blended learning, but they’ll also need to set adjustable expectations centered on students’ academic and social-emotional needs.

Additionally, teachers have become increasingly dependent on the support of families as students learn from home, which means school districts will also need to prioritize fostering parent-teacher collaboration. “The phrase ‘It takes a village to raise a child’ really rings true today,” Kirsch says. “For example, teachers need parents to learn how to establish good workspaces for children at home, which a lot of parents may not know how to do if they’re not around when their children are doing homework.”

And then there’s the technical side of things, which many teachers are still trying to get a handle on. Moving instruction online is a massive undertaking and involves the use of many digital tools, such as videoconferencing platforms and learning management systems. Yet 67 percent of educators said their teacher preparation programs have not adequately equipped them to facilitate online learning, according to a recent survey of 600 teachers conducted by Educators for Excellence.

To create and foster productive classrooms virtually while also encouraging student ownership of learning, take note of these best practices.

Establish Structure and Expectations Early On
The reality is that schools are planning for an unpredictable fall, which means education will be in constant flux for many students. One way to help them adjust to that new normal is by helping them build routines and setting clear goals. Doing so can give students a sense of safety and familiarity, Kirsch says.

Some teachers have used platforms such as Google Classroom to display daily agendas and class rules, check in with students to see how they are feeling and keep parents updated with any announcements. Teachers can also post information about how they are grading work or providing feedback on these platforms so that students are aware of what’s expected of them.

Kirsch also recommends incorporating visual cues into online materials to better communicate directions to students. For example, a notebook icon on a presentation slide can indicate that it’s time to work on an assignment, and takes the place of a teacher directing students to take out their notebooks in an in-person classroom.

Follow the Same Format for Your Lessons Another way to promote structure is by having lessons that have a similar format, Kirsch explains. “No matter what tool you’re using, whether it’s Zoom or Google Meet, start with setting your goal at the beginning of the lesson, then follow it up with a check-in with everybody,” Kirsch says. “It might feel like it gets boring or dry, but students can actually thrive with that predictability.”Consider a Flipped Instructional Model Adopting a hybrid or blended learning environment also offers teachers an opportunity to try a flipped classroom approach, Kirsch says. This approach essentially involves students going over school lessons in the form of assigned readings, videos or screencasts at home and then doing a follow-up assignment, practice problems or a project at school.

“Doing homework is really when students get their hands dirty, so it’s nice when the teacher is able to be there and really figure out where the misunderstandings and misconceptions are and how they can address those at that moment,” Kirsch says.

Make Online Instruction Accessible for AllIn addition to ensuring students are connected and have proper devices, Kirsch says it’s important to consider students’ unique instructional needs and home environments to promote equity while teaching online. “For example, is it fair to expect assignments at a certain time of day? What if students only have access to computers at 8 p.m.?” Kirsch says. Some educators have considered assigning weeklong projects rather than daily assignments to account for those gaps.

Another key consideration — particularly for educators teaching in a hybrid environment — is whether students will be able to access the same content and tools they use at school when they’re learning from home. “Are they going to be able to engage in those activities, or will there be a deficit there as well?” Kirsch says.

Have Strong Communication ChannelsCompared with an in-person classroom setting, teachers may not have the same level of interaction with students in a remote or blended learning environment. Therefore, finding ways to maintain connections and establishing proper communication etiquette will be crucial to building relationships with students and making sure their voices are heard — even if teachers don’t see them face to face on a regular basis.

For example, educators have held office hours through videoconferencing platforms to check in with students and answer any questions they may have. Kirsch says having teachers or support staff call home and engage with parents can also help support those connections. “Even just calling parents to let them know, ‘Don’t forget that your child has a live lesson at 1 p.m. every day this week,’ will be appreciated,” she says.

EDTECH MAGAZINE|

AFTER two years, the much-loved Comrades Marathon returns on August 28. Among those preparing for the iconic race is athlete Nkosikhona Mhlakwana who recently crossed the Two Oceans Marathon finish line in second place.

In 2019, Mhlakwana made headlines when he stumbled near the finish line and lost his ninth place position and completed his first Comrades Marathon in 11th place – just shy of a gold medal finish. Despite his struggle in the last leg, Mhlakwana completed the 87km up-run in an impressive time of 05:53:00. The following year, he returned to the Comrades Marathon, completing the virtual down-run (90km) in the same time.

Berea Mail caught up with the runner at Stella Athletics Club in Glenwood last week where Mhlakwana was putting time in at the gym with personal trainer Craig George.

Reflecting on his recent success, Mhlakwana said he completed the 56km Two Oceans Marathon in 03:09:00, running at an average speed of 03:23 per km. This adds to his impressive track record – this year, he also won KZN Best of the Best and PDAC 25km. Last year, he achieved one of his personal best times when he completed the 42.2km Cape Town Marathon in 02:16:33. “This was about 03:13 per km,” he said.

Mhlakwana hails from Howick where he grew up in Sphumelele township and completed his schooling before moving to central Durban to study at the University of KwaZulu Natal. He completed a Bachelor’s degree in Education in 2020.

When the pandemic broke out, he returned to Howick, continuing his studies virtually, before graduating with his honours degree this year.

With his studies completed, Mhlakwana is dedicating his time to his running career. He recently joined Hollywoodbets Athletics Club.

“This is a great opportunity for me. With the support of my team, Hollywoodbets Athletics Club, I am headed in the right direction to do well in my running career,” he said.

Training, diet and nicknames

Mhlakwana trains for three hours a day with a 1.5 hour session in the morning and evening on Monday, Tuesday, Thursday, Friday and Saturday. On Wednesday’s, he tackles longer runs.

The athlete measures 1.67cm, weighing in at 57kgs. His diet consists of the same type of food he ate growing up – mielie meal, rice, potatoes, meat and vegetables including beans, spinach and cabbage.

His determination on the track earned Mhlakwana the nickname Caster, after Olympic gold medalist, Caster Semenya. He was also dubbed ‘pit bull’ after his 2019 Comrades Marathon finish.
“I fell down with about 500m to go until the finish line. I was in ninth position, and two runners passed me, but I didn’t give up. I had to crawl and get up. These characteristics are associated with a pit bull – the way it grabs on to something and never lets go,” he said.

How it all began

The athlete was inspired to take up a running career by Prodigal Khumalo who spotted Mhlakwana’s talent at Moses Mabida Stadium when he took to the track as a school learner. His professional running career began in 2012.

“Because of the background I come from, we have to find ways to survive. Not everyone can survive through education, and jobs are scare in the country, so why not use your God-given talent to make a living and support your family? Instead of struggling to find a job, I decided to use what I have,” he said.

Now he is a bona fide runner with plenty of sponsors including: Hollywoodbets, 32Gi (sports nutrition), Threshhold Real MSM, Adidas, Bio77 and Orange Grove Diary. He works with several specialists, including: personal trainer Craig George, coach Prodigal Khumalo, physiotherapist Shamim Khan, and a manager. As a successful athlete, Mhlakwana is now the breadwinner in his family, supporting his two siblings, mother, partner and five-year-old son. His father passed away when he was growing up.

Future plans
Mhlakwana is passionate about South Africa’s youth.
“My dream for the future is to motivate the youth – to see them doing more than me. I am always going to think of my background and those who are still there,” he said.
The athlete hopes to encourage future generations to value the importance of education and recognising their talents.

Follow the athlete on Facebook, Twitter or Instagram @Nkosikhona Mhlakwana.

BEREA MAIL| SUPPLIED

WENDY MOTHATA

THREE Heidelberg learners have died after allegedly being poisoned by their father.

Preliminary reports by the Education Department allege that the father of the three deceased gave all his five children energy drinks laced with poison, resulting in three of their deaths.

The man also allegedly poisoned the family dog. 

Gauteng’s Education MEC, Panyaza Lesufi, has expressed his devastation at the news of the tragic
deaths of three (3) boy learners – all siblings who passed away on the morning of Thursday 26 May 2022.

The boys are aged 6, 13, and 16 and were learners at Ratanda Primary and Khanya Lesedi
Secondary Schools in Ratanda, respectively.

“Preliminary reports allege that the father of the three deceased gave all his five children energy drinks
in the morning while they were preparing for school. Four of the said learners consumed the energy
drink after arriving at school,” the statement said.

“On Thursday, 26 May 2022. Sadly, two of the said learners died shortly at the school after complaining
of stomach pains while one was rushed to the nearest hospital but died on the way. The fourth sibling is
in a critical condition at the hospital while the fifth, fortunately, did not consume the energy drink.”

“Firstly, I wish to convey my sincerest condolences to the family, particularly the mother, of the
deceased learners. I further extend my condolences to friends, fellow learners and teachers of the
learners, especially those who had witnessed these tragic incidents,” MEC Lesufi said.

At this stage it is not known what led to the deaths and law enforcement agencies are investigating
circumstances surrounding the deaths.

The Gauteng Department of Education has dispatched its Psycho-Social Support Unit to the affected
schools to offer counselling to the school community at large. The services have also been offered to the
bereaved family.

“I am saddened to learn about a father, who this morning allegedly poisoned his 4 children. 2 children
died in our school premises while the 3rd died on his way to hospital. The 4th child is in a critical
condition at the local hospital. My sincerest condolences,” Lesufi said.

“I will visit the affected two schools and the family of the deceased tomorrow morning. Our psycho-
social team was at the school today to offer counseling and support to our school community. The
affected schools are in Ratanda, Heidelberg, Sedibeng Region.”

INSIDE EDUCATION

PROFESSOR TAWANA KUPE| UP

Africa Day, commemorated annually on 25 May, this year marks 59 years since the Organisation of African Unity (OAU) was born. This day celebrates Africa’s strong cultural identity and common heritage – and this year the University of Pretoria (UP) community also celebrates the African Genius Awards (AGA). 

These awards, now in their second year, seek to identify and – through a rigorous nomination and research process – honour outstanding individuals who contribute to Africa’s growth. The awards are not about positions in society or professions, but rather about possessing a unique skill that affects society positively – the Genius should have a proven constructive and encouraging impact. The AGA serves as an inspiration to young people on the continent to be innovative and resilient, despite the continent’s challenges.

Today, as we know, South Africa and Africa urgently need good leaders in every sector; leaders who have foresight and wisdom and who are well-educated, well-skilled, rounded citizens. We also need strong institutions that can anchor sustainable democratic futures, inclusive economic development, and social progress. Among the institutions Africa needs are high-quality universities that are locally responsive, that demonstrate contextual relevance, and that are comparable to the best globally. Universities thus have a critical role to play in achieving sustained, sustainable and inclusive development.

Universities must embrace this role without hesitation. Africa is rich in natural resources and has a growing and youthful population, but has yet to achieve inclusive and sustainable development. To address this paradoxical situation requires scale and critical mass in its knowledge institutions. To be able to play their role effectively in Africa’s futures, universities must enjoy academic freedom and institutional autonomy. Equally as important, universities must be well-governed, effectively and efficiently managed, and be well-resourced to deliver on their mandates. They must also embrace sustainability in everything they do.

I am proud to say that the University of Pretoria is making strides in finding solutions for not only South African challenges, but for the continent as a whole. As a testament to this, we recently launched two strategic centres, the first being the Centre for the Future of Work. The establishment of this epicentre for the study of the future of work in Africa further cements UP’s vision of being a leading research-intensive university in Africa, recognised internationally for its quality, relevance, and impact, and also for developing people, creating knowledge, and making a difference locally and globally. We are excited by how this Centre will advance the knowledge field around the future of work to the benefit of South Africa, Africa, and the rest of the international community. We also look forward to reaping tangible results through a generation of employees and entrepreneurs who are equipped and motivated to take on the complexities of what the workplace will look like in years to come.

We also recently launched the African Centre for the Study of the United States (ACSUS-UP). ACSUS-UP is aligned to the University’s strategic plan and key transdisciplinary platforms such as the Future Africa Institute and Campus, the Javett-UP Art Centre, Engineering 4.0, Innovation Africa @UP, and the Centre for the Future of Work, all of which foster a collaborative research culture across the university community worldwide and help create a critical mass of researchers for new-knowledge generation. We are grateful that we already have strong partnerships with several universities and institutions in the US, and we look forward to extending these as ACSUS-UP promotes scholarly research and interfaculty exchanges for staff and students. The Centre will also foster policy engagement, business interactions and cultural contact between African and American universities and epistemic communities in areas of mutual interest and benefit.

ACSUS-UP is the second such centre in South Africa, after the African Centre for the Study of the United States at the University of Witwatersrand, and the third in Africa, alongside the American Language Centre (ALC) in Morocco. ACSUS-UP’s core activities will include research in a variety of cross-cutting disciplinary areas: geopolitics and geostrategy; food security; water and energy; One Health programmes; inequalities; and social justice and human rights. Other areas include history and heritage studies; economic development and sustainable futures; smart infrastructure and innovation; international trade; climate change; and human and animal interactions with the environment and natural resources. Its mandate will include the publication of both academic and non-academic outputs; the development of short training courses aimed specifically at the diplomatic community; the training of postgraduate students in fields related to the study of the United States; and community engagement in the form of relationships and purposeful interactions with governments, industries, business and civil society organisations on the continent and in the US, bringing universities closer to them and them closer to universities. This will foster intercontinental South–North conversations about mutual challenges and innovations in response to the complex wicked problems that Africa, the US and the world are facing, as expressed by the global Sustainable Development Goals.

It is no longer just a bold statement that the future of the world hinges on the future of Africa. This is because Africa’s population of more than 1.3 billion will double by the middle of this century, potentially rising to four billion people by 2100 – or around one third of the world’s population. It is also the youngest population, and so there is a unique opportunity to educate and upskill a generation who are well versed in African-generated knowledge and will have a nuanced understanding of other nations, which informs their thinking, actions and interactions – whether these be political, economic or trade relations, or cultural intersections and exchanges.

At the University of Pretoria we are passionate about our continent’s potential to thrive as a knowledge economy that relies on itself for solutions to its own challenges. I strongly believe that universities need to be at the forefront of devising these solutions, and need to be strongly and visibly experienced as key drivers and collaborative agents of change on our continent.

BATHOKOZILE MBHELE|

TOGETHER it has always been and is the best way to be for Mhlophe and Mhlophekazi Makhoba. They aren’t just identical twins, they’re inseparable best friends who tackle life as a team!

The twins grew up doing everything together and knew they would go to university together too. This May, they graduated together with the same majors.

The two hail from Inanda, Durban. In matric, they applied to one of the universities in Durban but only one was accepted. Since they cannot stand being apart, one of them going to another institution was not even an option.

Naming children is quite significant in some families. Mhlophe and Mhlophekazi, which when loosely translated means light or fair in complexion, were named by their dad since they were light skinned. He was also prophesying over their lives that wherever they go, there will be light.

From their preschool days, the twins have had a cheerful countenance from achieving success together.

Mhlophekazi recalled that when they were in grade R, they entered a modelling competition. When it was her turn to go on stage she started crying because she was too shy and ended up not participating.

Mhlophe did so well; she worked twice as hard and won. When it was time to take pictures, Mhlophe gave her twin sister the crown so that she could take pictures as well. This has remained a family joke.

“Our mum still uses it to tease us,” chuckled Mhlophekazi. 

“Choosing the same career path has always been our dream. We have always shared the same friends and interests. We have always been best friends. Always. Our love for teaching was partly informed by how we would argue over who got the right answer and helping each other to understand certain topics,” explained Mhlophekazi.

The duo is so intertwined that it often attained similar marks, differing by two or three points. Other times, they simply got the same result. In the end, Mhlophekazi managed to get 15 distinctions and 23 merits while Mhlophe obtained 16 distinctions with 24 merits.

Mhlophe is currently occupying a temporary teacher’s assistant position. She shares her stipend with her twin who has not secured employment yet. “We get the most accomplished when we work together. We are the ultimate study buddies. It meant a lot to graduate alongside each other and I wouldn’t [have] wanted it any other way,” Mhlophe said.  

The twin’s mother, Lindiwe Tshabalala, could not contain her excitement at her daughters’ recent achievement. “I could not be more proud of my girls. They have done exceptionally well!” said Tshabalala.

SUPPLIED| UNIZULU

A TEENAGE gunman murdered at least 19 children and two teachers after storming into a Texas elementary school on Tuesday, the latest bout of gun-fueled mass killing in the United States and the nation’s worst school shooting in nearly a decade.

The carnage began with the 18-year-old suspect, identified as Salvador Ramos, shooting his own grandmother, who survived, authorities said.

He fled that scene and crashed his car near the Robb Elementary School in Uvalde, Texas, a town about 80 miles (130 km) west of San Antonio. There he launched a bloody rampage that ended when he was killed, apparently shot by police.

The motive was not immediately clear.

Law enforcement officers saw the gunman, clad in body armor, emerge from the crashed vehicle carrying a rifle and “engaged” the suspect, who nevertheless managed to charge into the building and open fire, Texas Department of Public Safety (DPS) Sergeant Erick Estrada said on CNN.

Speaking from the White House hours later, a visibly shaken President Joe Biden urged Americans to stand up to the politically powerful gun lobby, which he blamed for blocking enactment of tougher firearms safety laws.

Biden ordered flags flown at half-staff daily until sunset on Saturday in observance of the tragedy.

Mass shootings in America have frequently led to public protests and calls for stricter background checks on gun sales and other firearm controls common in other countries, but such measures have repeatedly failed in the face of strong Republican-led opposition.

Authorities said the suspect in Tuesday’s killings acted alone. Governor Greg Abbott said that the shooter was apparently killed by police who confronted him at the school, and that two officers were struck by gunfire, though the governor said their injuries were not serious.

After conflicting early accounts of the death toll, Texas public safety officials said on Tuesday night that 19 school children and two teachers had died.

The community, deep in the state’s Hill Country region, has about 16,000 residents, nearly 80% of them Hispanic or Latino, according to U.S. Census data.

‘My heart is broken’

The school’s student body consists of children in the second, third and fourth grades, according to Pete Arredondo, chief of the Uvalde Consolidated Independent School District Police Department.

“My heart is broken,” school district superintendent Hal Harrell told reporters late in the day, his voice quaking with emotion. “We’re a small community and we need your prayers to get us through this.”

A group of about 40 family members was led out of the Willie de Leon Civic Center at around 11:30 p.m. Some broke down in the parking lot, wailing and clinging to one another as police escorted people to their cars.

P.J. Talavera, who runs a martial arts school in town, was outside the civic center and said his wife’s niece was among the children killed.

Talavera said the town was in a state of “controlled chaos” in the moments just after the shooting, as false rumors spread of other shooters attacking different schools.

“It’s surreal. It’s unbelievable. There is a hollow emptiness inside,” Talavera said.

Ceaseless violence

A mass shooting 10 days earlier claimed 10 lives in Buffalo, New York, in a predominantly Black neighborhood. Authorities have charged an 18-year-old who they said had traveled hundreds of miles to Buffalo and opened fire with an assault-style rifle at a grocery store.

Tuesday’s bloodshed began when the suspect shot his grandmother before going to the school, Texas Department of Public Safety officer Chris Olivarez said on Fox News, a development Abbott mentioned earlier in the day.

“I have no further information about the connection between those two shootings,” the governor said.

University Hospital in San Antonio said on Twitter that it had received two patients from the shooting in Uvalde, a 66-year-old woman and a 10-year-old girl, both listed in critical condition.

Uvalde Memorial Hospital said 15 students from Robb Elementary were treated in its emergency room, with two transferred to San Antonio for further care, while a third patient transfer was pending. It was not immediately clear whether all of those students survived.

A 45-year-old victim grazed by a bullet was also hospitalized at Uvalde Memorial, the hospital said.

Hours after the shooting, police had cordoned off the school with yellow tape. Police cruisers and emergency vehicles were scattered around the perimeter of the school grounds. Uniformed personnel stood in small clusters, some in camouflage carrying semi-automatic weapons.

Epidemic of gun violence

The rampage was the latest in a series of mass school shootings that have periodically reignited a fierce debate between advocates of tighter gun controls and those who oppose any legislation that could compromise the U.S. Constitutional right of Americans to bear arms.

Tuesday’s shooting was the deadliest at a U.S. school since a gunman killed 26 people, including 20 children, at Sandy Hook Elementary School in Connecticut in December 2012. In 2018, a former student at Marjory Stoneman Douglas High School in Parkland, Florida, killed 17 students and staff.

The day’s horrors were reflected on the Facebook page of Robb Elementary School, where posts this week showed usual student activities – a field trip to a zoo and a save-the-date reminder for a gifted-and-talented showcase.

But on Tuesday, a note was posted at 11:43 a.m.: “Please know at this time Robb Elementary is under a Lockdown Status due to gunshots in the area. The students and staff are safe in the building.”

A second post was more explicit: “There is an active shooter at Robb Elementary. Law enforcement is on site.” Finally, a note was posted advising parents that they could meet their children at the small city’s civic center.

REUTERS|

PRESIDENT Joe Biden has called on Americans to turn their “pain into action” after a mass shooting at an elementary school in Uvalde, Texas, left at least 19 students and two teachers dead.

In an emotional speech from the White House Tuesday, Biden said it was time for “every parent, every citizen of this country” to push for “common sense gun laws.”

The shooter in the deadly attack was fatally shot by law enforcement officers responding to the shooting at the Robb Elementary School in Uvalde, about 80 miles west of San Antonio.

Tributes and messages of support have poured in from around the world in the wake of the school shooting, including from Ukrainian President Volodymyr Zelenskyy, who said “the people of Ukraine share the pain” of those impacted by the shooting.

Actor Matthew McConaughey called on Americans to “re-evaluate” after a mass shooting at an elementary school in his hometown, Uvalde, killed at least 19 children and two teachers.

In a statement published to Twitter Tuesday night, McConaughey wrote: “This is an epidemic we can control, and whichever side of the aisle we may stand on, we all know we can do better.”

The “Dallas Buyers Club” star urged all Americans to “re-evaluate and re-negotiate our wants from our needs” as Texas witnessed its deadliest school shooting since 2012.

“Once again, we have tragically proven that we are failing to be responsible for the rights our freedom grant us,” he said.

Amerie Jo Garza, a fourth grader at Robb Elementary School, “died a Hero trying to get help for her and her fellow classmates,” her grandmother Berlinda Irene Arreola told The Daily Beast.

Arreola said authorities and survivors told her that the gunman told the students, “you’re going to die.” Amerie Jo grabbed her phone to call police. “And instead of grabbing it and breaking it or taking it from her, he shot her. She was sitting right next to her best friend. Her best friend was covered in her blood,” Arreola said.

Amerie Jo had, earlier in the day, received a certificate for making the honor roll, according to The Daily Beast. Hours later, her stepfather pleaded on social media for help from anyone who might be able to help him find Amerie Jo. Not too long later, he returned to post another update.

“She’s been found. My little love is now flying high with the angels above. Please don’t take a second for granted. Hug your family. Tell them you love them. I love you Amerie jo. Watch over your baby brother for me,” he wrote.

Texas Sen. Ted Cruz is facing backlash over his response to the elementary school shooting that killed at least 19 students and two teachers in Uvalde, Texas Tueday.

The Republican senator, who said in a tweet he is praying for the victims and afflicted families, faced swift backlash on Twitter over his support for gun rights and for blocking measures on gun reform.

New York Rep. Alexandria Ocasio-Cortez criticized Cruz, a Republican, over plans to speak at the National Rifle Association’s annual meeting set to take place three days after the deadly mass shooting.

“Aren’t you slated to headline a speaking gig for the NRA in three days — in Houston, no less?,” Ocasio-Cortez said. “You can do more than pray. Faith without works is dead.”

NBC NEWS

WENDY MOTHATA|

THE Department of Education in KwaZulu-Natal has urged all school principals, parents, guardians and school governing to use their discretion on whether or not to send children to school.

“Due to inclement weather conditions, the Department of Education in KwaZulu-Natal advises teachers, parents and caregivers to use their discretion whether or not to send their children and teachers going to school tomorrow, being the 23 of May 2022,” the department said.

The department said it will monitor weather patterns and give further advise in this regard.

This move comes after the province of KZN is hit hard by the renewed floods.

The department also said on Monday that it had already dispatched a delegation of senior authorities led by the Head of Department, Nkosinathi Ngcobo to schools to assess the extent of damage caused by the devastating floods that took place over the weekend.

The department further said it was also working around the clock to ensure that all schools return to normality after the floods devastated the parts of the Province of KwaZulu-Natal and deprived some schools access to basic education.

“The Province of KwaZulu-Natal has again been hit by persistent rainfall over the weekend starting Saturday, 21 May 2022 to the late hours of Sunday, 22nd May 2022. Early reports are pointing to some damage to road infrastructure even though they have not yet
reported on schools. However, it is anticipated that roads across the province may be flooded and unusable by the morning of Monday, 23rd May 2022.”

The department said that some affected learners and educators may be unable to make their way to schools.

“It is for this reason that Circuit Managers and School Principals of affected schools are advised to urgently communicate with parents of learners to ensure that they take extra-caution before sending their children to school in the morning.”

The department said that it cannot afford to lose further lives due to flooding of classrooms.

“Should the situation remain the same on the morning of Monday, 23 May 2022, school principals are advised to ensure that learners who would be in schools already are released immediately to the hands of their parents/guardians,” the department said.

The department further urged that any damage to the school infrastructure or roads to school which affect learners and educators must be reported immediately to the Department of Education.

Office-based employees are also advised to be cautious before leaving their homes and those who may already be in departmental buildings should only leave when it is safe to do so.

More than 630 schools were affected by the floods in KwaZulu-Natal with 101 of them being inaccessible and 124 suffering extensive damage.

Addressing the media in Pretoria on behalf of the Social Protection, Community and Human Development Cluster, Health minister Dr Joe Phaahla said the basic education sector has been severely affected.

“We can confirm that 64 learners have been reported to be deceased. One educator and one food handler have also passed away,” Phaahla said.

INSIDE EDUCATION

DESPITE decades of efforts to drive diversity and increased the number of females within the local Science, technology, engineering, and mathematics (STEM) industry, there is still a wide gender gap that exists across related sectors. This gap could be attributed to the various challenges that women still face when looking to enter the sector and progress in their roles as STEM professionals. 

This is according to the Regional Director of Sub-Sahara at Arçelik and CEO of Defy Appliances, Mustafa Soylu, who points to UNICEF South Africa research, which highlights that women continue to experience a gender gap in STEM-related careers after college, with less than 28.5% graduating to careers in STEM. 

He says that while South Africa has made strides over the past few years when it comes to the number of women in STEM careers, the country and African continent still have a long way to go to bridge the gender gap that exists in the sector. “Corporates in South Africa need to play a pivotal role in addressing and transforming the gender gap across STEM, especially those who do business in the sector.”

Soylu goes on to explain that this deep-seated conviction has underpinned the decision taken by Defy South Africa to take on a mission in line with the social commitments of Arçelik, Defy’s parent company, to support the gender equality movement in technology and innovation in cooperation with UN Women’s Generation Equality Forum. This movement has formed the backbone of the newly launched WE-inTech programme which aims to offer training, internships and job opportunities to women pursuing careers in the STEM field.

“Creating a workforce with STEM skills is critical to achieving global economic growth. And although the number of women in STEM fields has increased over the last 50 years, it appears that the trend has slowed, particularly since the 1990s. Our aim with the WE-inTech project is to raise awareness by emphasising the importance of Research and Development (R&D), encourage young women to pursue careers in related fields, and implement a long-term and effective programme to increase women’s participation in new generation R&D. We are proud to launch a project that reflects our commitment to giving back to South Africa while also demonstrating that we are true allies to women students on their educational and professional journeys. We look forward to welcoming applicants to this exciting initiative.”

ENGINEERING NEWS

Basic education minister Angie Motshekga says a specialist-subject curriculum, which will see learners enrolling for subjects such as agriculture and maritime, has been gazetted for public comment.

The minister said this when she tabled the department’s budget vote during a mini-plenary of the National Assembly on Thursday.

“We are continuing to expand the establishment of Focus Schools to cater for learners with special talents and aptitudes across a wide range of scholastic endeavours.

“These schools constitute a legislatively distinct category of public schools that offer a specialised curriculum, oriented toward 11 learning fields, which include Agriculture, Maritime and Nautical Science, Mathematics, Science and Technology, and Technical Occupational disciplines such as Electrical, Civil and Mechanical Technologies.

“In addition to our detailed progress report we gave last year, we can further report that 35 Occupational and Vocationally-oriented subjects have been gazetted for public comment,” she said.

Motshekga said the gazetting was followed in 2021 by the submission of these subjects to Umalusi for appraisal and quality assurance.

“Public comments have been received, and their infusion in the CAPS [Curriculum Assessment Policy Statements], together with the development of Learner Books and Teacher Guides, has taken effect, and this work was completed between January in March this year.

“In March this year, training manuals were developed in preparation for the training of Subject Advisors and teachers in Occupational and Vocationally-oriented subjects,” she said.

First cohort of marine science learners to sit for matric

Motshekga reported to Parliament last year that the department introduced a new FET [Further Education and Training]-level subject, Marine Sciences.

“We can now report that the first cohort of learners taking this subject will sit for the first NSC [National Senior Certificate] examination, which includes Marine Sciences.”

Motshekga said the Coding and Robotics Curriculum for Grades R – 3 and 7, and the CAPS for Occupational Subjects for Grades 8 and 9 have been developed and submitted to Umalusi for appraisal and quality assurance.

“I can report that this appraisal and quality assurance process is ongoing, including the appraisal of public comments received,” she said.

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