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DUT student Gugulethu Mngomezulu makes her mark in karate

DUT student Gugulethu Mngomezulu (23) from Empangeni, KwaZulu-Natal, has made her mark in Karate.

Mngomezulu joined Karate when she was only seven years old. Her father was a boxer so she was highly motivated by him to take part in sporting events. Being trained by her own father was really a cherry on the top.

“My father was my role model and I have always wanted to continue his legacy and in that way I got introduced to Karate as I wanted to use both my hands and legs,” explained Mngomezulu.

When she joined the DUT Karate Club they sponsored her with everything that she needed including transportation, a sports kit and also accommodation was fully covered by the DUT Sport department which came as a surprise to her because ever since she started to take part in Karate she used to pay for everything but joining the DUT Karate Club was a game changer for her.

Through her hard work and determination of winning and representing the university in all local and provincial tournaments including national competitions. She is making sure that she is always ready for tournaments and receiving trophies and rewards which has made her to stand out from the rest as her diligence was noticed since her first year till present. Being so dedicated also contributed to her being appointed as the Karate coach.

The challenges that she always encountered as a woman in Karate is that it is known to be perceived as a male-dominated sport. Since she is a woman in a sport that is believed to be harsh sometimes as she does not receive enough recognition, is always working ten times harder than males in order for her hard work to be recognised. She indicated that being underestimated is such a big deal as a woman in sport but she is a hard worker, determined and knows how to deal with the pressure that is against her.

“For me nothing is hard to overcome as I was raised by very supportive parents that’s why I am so confident in what I am doing. I don’t care what the world thinks as long as I reach my goals. During my tournaments my parents would come and support me, so facing any type of stigma is not an issue as I just don’t entertain it at all, I just focus on myself and move forward in a humble manner,” she said.

Balance comes with self-control and discipline, so she makes sure that she always prioritises everything that happens in her life and always having a positive mentality even when bad things happen. She is always confident and believes in herself that everything will be done the way it has to be done. It was a very proud moment for her as she saw that her hard work and determination is being recognised, especially as a woman.

Mngomezulu expressed how she felt when she was appointed as a coach.

“I felt amazing and thrilled that I can finally share my skills and everything that I have obtained all these years with other people as well and guide people step by step and create champions as well. It’s been an amazing journey. Seeing my students winning also feels so wonderful and a blessing from God. In 2021 I was also awarded as the best female fighter trophy,” said Mngomezulu.

She encourages beginners who want or just joined Karate, to believe in their own capabilities and be confident in their craft.

“Never start something that you can’t finish and always know that everything takes time. Karate is a process, there is a wonderful and amazing journey that lies before you but you need to be patient, keep pushing and strive for the best,” she said.

Students are welcome to join karate inside the DUT Sport Centre starting from 17:00 till 19:30. The fees for Karate are R100 for DUT students and R300 for outside members.

North West University education linguist, Professor Carisma Nel, looks at reading literacy crisis in SA
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North West University education linguist, Professor Carisma Nel, looks at reading literacy crisis in SA

THE Covid-19 pandemic has once again highlighted the reading literacy crisis in South Africa. The inaugural 2030 Reading Panel calls for “fundamental reforms” to ensure that all children read for meaning by 2030 at the age 10. Currently, 78% of children cannot read for meaning. Due to rotational timetables and school closures in 2020 and 2021, children in South Africa have lost 1,3 years of learning.

This is according to Professor Carisma Nel from the North-West University’s (NWU’s) Faculty of Education.  

She adds that new assessments show that in 2021 children in Grade 4 knew less than children in Grade 3 in 2018.

“Taking into account South-Africa’s current trajectory, it will take approximately 80 years before all 10-year-olds can read for meaning. Although President Ramaphosa committed his administration to ensuring that all 10-year-olds will read for meaning by 2030, current projections indicate that only 36% will be able to read for meaning by 2030, and currently only 22% of 10-year-olds can read for meaning in any language,” says Prof Nel.

“Teachers are often seen as the frontline of defence in efforts to prevent reading problems. However, far too few teachers are presently proficient in scientifically evidence-based reading instruction, and far too many of the programmes that prepare the country’s teachers are failing to give them the grounding they need to become proficient.”  

Prof Nel is an educational linguist, and her research focuses on finding ways to ensure that South-Africa’s teachers get sufficient practice-based opportunities in scientific evidence-based reading instruction.

“One of the innovations I am currently focusing on is the use of a mixed-reality classroom environment where student teachers are given the opportunity to engage with avatars to practice a variety of core reading practices.

“Mixed reality simulations (MRS) are technology-enhanced scenarios that merge real and virtual worlds, and have been shown to improve pedagogical proficiencies through structured simulated practice,” she adds.

According to Prof Nel, the technology currently used for mixed reality student teacher simulations utilises a combination of immersive virtual environments and human-directed in-the-moment puppetry, a model known as human-in-the-loop (HITL).

The immersive quality of these environments leaves participants feeling as if they are interacting in a real-life scenario, instead of pretending. TeachLivE utilises HITL avatar-based simulated environments, meaning those participating in the MRS interact with computer-based, human-controlled avatars acting as learners or other education stakeholders (e.g., mentor teachers or parents).

“With TeachLivE, student teachers deliver mock lessons, hone their content-specific teaching practices, develop their classroom management skills, and practice new pedagogical skills in a safe and controlled environment. This technology enables student teachers to develop their teaching practice before working with real students,” adds Prof Nel.

SUPPLIED/NWU

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Opinion| We must expand and modernise our higher education system – Marwala

TSHILIDZI MARWALA|

IN an evolving world driven by modern technologies university education is one of the most important aspects of the economy. A study by Stats SA demonstrated that in 2021 while the unemployment rate was 32.6% it was 9.3% among university graduates. This means the chances of employment are on average more than three times better for university graduates.

The message is unmistakable we should create more opportunities for university studies. SA has 26 public universities with a total enrolment of about a million students while 700 000 are enrolled at Technical and Vocational Education and Training TVET colleges.

This ratio of university students to TVET students is not desirable. We need to recreate our education system so that we have more people at TVET colleges than at universities to set our country on a path to re industrialisation.

The 26 public universities in SA cater for a population of 60 million. Canada has 96 public universities for 38 million people while South Korea has 197 public universities for a population of 51million. SA does not have enough universities. How do we expand the higher education system? Part of the solution is to introduce online courses. Unisa should partner with big online learning companies such as edX Coursera Udacity and Udemy to expand its online offerings.

The University of Johannesburg (UJ) has partnered with various online learning companies and now offers many online courses including a Bachelor of Accountancy and a master s in public health. To build a world class university we need to reform the curriculum. The curricula of SA s universities are single discipline orientated. There is strong evidence that multidisciplinary education is essential in this fourth industrial revolution 4IR era. At 111 we have introduced initiatives to make the curriculum and the university experience rich in multidisciplinarity.

For example we now require all our undergraduate students to take one of two compulsory modules Africa insights or artificial intelligence AI in the 4IR. The Africa insights module teaches African literature politics and economics. Al in the 4IR teaches what AI is what it can do and what it means for society the economy and politics. Another aspect of building a world class university entails a curriculum that is up to date and up to the requisite standard. This is done through accreditation which ensures universities offer a good education.

The body responsible for accreditation is the Council of Higher Education CHE . The CHE sometimes delegates part of this responsibility to professional bodies. For example the accreditation of engineering programmes is delegated to the Engineering Council of SA and accounting programmes to the South African Institute of Chartered Accountants. The general problems that affect the quality of education at our universities are lack of infrastructure and inadequate staffing.

Staff to student ratios vary greatly and they tend to be good at previously white universities and bad at historically black universities. This needs to be fixed. Doctoral qualification levels vary across the system with the universities of Stellenbosch SU Cape Town UCT Witwatersrand Wits UJ and Pretoria UP occupying the top level. In contrast previously disadvantaged universities occupy the lower levels of staff qualifications. The government must start a staff qualification project so that by 2030 more than 90% of staff at SA s universities have doctoral qualifications.

The second aspect of building a world class university is improving infrastructure. This should not be limited to bricks and mortar but should extend to the 4IR infrastructure including digital infrastructure. The digital infrastructure should include devices for learning data and telecommunication connectivity. This can be a catalytic industrialisation project to kick start the electronic device manufacturing industry. The question that needs to be answered is whether we have trained enough engineers to achieve this industrialisation initiative.

To accomplish this industrialisation, path the department of higher education & training in cooperation with the department of trade & industry should update the infrastructure development grant strategy. One measure of how well our university system is doing is how the universities perform in global rankings.

The three major global rankings are the QS Times Higher Education; THE; and Shanghai. The latest QS ranking shows that six of the top 10 African universities are South African. It also shows that UCT ranks first in Africa followed by UJ the American University of Cairo and then Wits. The Impact Ranking ranks Ill as the top university in SA followed by UCT. In Africa the top university is Aswan in Egypt followed by UJ then UCT. The latest Shanghai rankings show UCT at the top followed by Wits while IA SU and UP are statistically tied in the 3 5 band. Another aspect of building a world class university is increasing research capacity.

At UJ we have pursued a strategy of doing this through postdoctoral research fellowships visiting academics research centres and institutes. UJ has about 500 postdoctoral fellows which will grow to 650 in the next 12 months. Building a world class university requires funding. Public universities are financed by government subsidies student fees and third stream income.

Wealthy South African universities generally depend more on third stream income while historically disadvantaged universities depend on government subsidies. While fees for the poor are financed through the National Student Financial Aid Scheme NSFAS there is a missing middle of students not poor enough to qualify for NSFAS but not rich enough to afford fees.

Universities such as UJ raise as much as R200m annually to support missing middle students. Given these financial problems what is to be done? Universities must reconfigure themselves as businesses with companies that take research and training into markets as products. Many universities such as UJInvent at UJ and Wits Enterprise are commercialising their research. Historically disadvantaged universities must be brought into commercial spaces. More universities must participate in formations such as Business Unity SA. We should bear in mind that learning is changing and becoming digital.

Therefore, we must galvanise human technological and political capital to ensure that we usher South African higher education into the 4IR. Universities should not only be world class but must also be accessible especially to ordinary citizens. In addition, access should be followed by success in the form of among other things on time graduation.

*The views expressed in this article are that of the author/s and do not necessarily reflect that of the University of Johannesburg.

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School assistant programme is changing lives, says Ramaphosa

CYRIL RAMAPHOSA|

I was recently shown an inspiring and deeply touching post on a Facebook group for participants in government’s school assistant programme.

At the end of this month, the second cohort of 245,000 young people will finish their ten-month placement in schools. They will join the ranks of approximately 600,000 young South Africans that have participated in the initiative since its launch in 2020.

To encourage those leaving the programme, a young man from Modimolle in North West wrote in the Facebook post: “Don’t forget what you’ve done for the teachers and the learners. Don’t forget what you did for the school. Don’t forget the lives you have impacted. Don’t forget the tremendous difference you’ve made. But most importantly, don’t forget the skill and the experience you got from the school.”

This young man’s words capture the essence of this outstanding programme. The school assistant programme is part of the Presidential Employment Stimulus, the largest youth employment intervention in our country’s history, which has to date reached close to a million participants.

The school assistants have either supported teachers in the classroom or performed school maintenance, security, food garden production and other upkeep activities.

Updates sent by participants to the Department of Basic Education show the impact the initiative has had on more than 22,000 participating schools around the country. There are images of new libraries and reading corners. There are before-and-after pictures of barren school grounds now bursting with cabbages and of once dilapidated classrooms gleaming with new paint. There are videos of newly-trained sports enrichment coaches running exercise classes and participants at laptops doing school administration.

There are the stories of young South Africans who had been struggling to find work, and now have been able to make modest extensions to their homes, start small businesses or further their studies. One young participant with a mild mental disability said that he had been surviving off a disability grant and never thought he would be considered for the programme.

Of approximately 60,000 teachers and principals surveyed, more than 95% say the programme has greatly improved the learning environment in our schools and want it to continue. They say it has enabled them to focus more of their time on teaching.

Beyond the monthly stipend, the programme has provided young people with work experience and skills. They have received accredited training across several disciplines, ranging from digital literacy to basic bookkeeping, from child and youth care to bricklaying, plastering and plumbing.

As one participant said: “My CV is no longer empty. Before this programme it was blank, now it has five certificates.”

Having provided opportunities to these thousands of young people, we now need to open their path to formal employment, further education or entrepreneurship.

There are already many opportunities for people leaving the programme. The Youth Employment Service aims to place many of these young people in work experience positions in companies and the National Youth Development Agency will help those with business ideas.

Participants get information on scholarships and bursaries for further study and organisations in the wider education sector are looking to absorb participants into literacy and library programmes.

I am calling on all our partners, especially business, to harness the energies, talent, skills and experience of these young people to grow our economy. The quality work experience and training provided by this programme addresses the concerns of many businesses that young applicants lack skills and experience.

We call on businesses to participate in this process by taking advantage of the Employment Tax Incentive to hire more young people and create learnerships. They can use the SAYouth.mobi platform to publicise opportunities that exist in their companies. There are currently 2.9 million young people registered on SAYouth.mobi and many organisations, companies and departments use the platform to provide opportunities to young people.

The platform is part of the Presidential Youth Employment Intervention, which brings together several government departments, the National Youth Development Agency, the Harambee Youth Employment Accelerator, Jobs Fund, the Youth Employment Service, National Business Initiative and Confederation of Associations in the Private Employment Sector, among others, to create pathways for young people into earning opportunities.

I have been greatly encouraged by the many online groups formed by former participants of the programme where they share work, training and other opportunities among themselves. Some of these young people would have liked to be on the programme longer. One person writes that she was grateful to have been given the opportunity, but understands that others need to be given the same opportunity in the next intake.

As the young man from Modimolle wrote: “Some of you got better opportunities. Some of you chose to further your studies. Some of you decided to come together to start businesses. Your minds are open right now.”

As we build on the successes of this programme and bring opportunities to more young South Africans, I call on all of society – whether as businesses, community-based organisations or places of learning – to be part of building a new future for our young people.

Let us all do what we can to help these young people build their confidence, find decent work and bring dignity to their lives.

From the desk of the President

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Plans to build 2 new universities and more TVET colleges in South Africa

A FEASIBILITY study is underway to make way for the new University of Science and Innovation in Ekurhuleni as well as a new crime Detection University in Hammanskraal.

The Minister of Higher Education, Science and Innovation, Blade Nzimande said his department’s plans to build the two new universities are underway following approval from Cabinet.

He said the process of developing a new university is preceded by a feasibility study to ascertain the demand for new institutions in identified areas or areas of interest.

“A feasibility study, funded through the Infrastructure and Efficiency Grant (IEG) to the value of R6 million, is underway to advise on the size and shape of these two institutions,” he said.

The new University of Science and Innovation is expected to focus specifically on science and innovation subjects, including STEM subjects such as:

Data Science;Machine-learning;Artificial intelligence;Blockchain;Robotics;Hydrogen-powered technologies such as smart transportation and logistics systems.

The new crime Detection University in Hammanskraal is aimed at crime detection and fighting. It is hoped to improve the quality of general and specialised SAPS investigations.

Earlier this year (April 2022), a steering committee to conduct a feasibility study was established. The department said that the committee consists of representatives from city officials, the South African Police Service (SAPS), The National Research Foundation and major universities.

More colleges and renovations

Nzimande said that with respect to the Technical and Vocational Education and Training (TVET) Colleges, the department is in the process of establishing new colleges or college campuses – similar to that set out for universities.

Nzimande went on to list 16 TVET developments and infrastructure renovations being implemented across the country.

Msinga Campus of UMgungundlovu TVET College at CwakaGreytown Campus of Umgungundlovu TVET College at GreytownUmzimkhulu Campus of Esayidi TVET College at UmzimkhuluBhambanana Campus of Umfolozi TVET College at BhambananaNkandla A Campus of Umfolozi TVET College at Nkandla TownNkandla B Campus of Umfolozi TVET College at NkumgamatheVryheid Engineering Campus of Mthashana TVET College at VryheidNongoma Campus of Mthashana TVET College at NongomaKwagqikasi Campus of Mthashana TVET College at NongomaGiyani Campus of Letaba TVET College at GiyaniBalfour Campus of Gert Sibande TVET College at BalfourAliwal North Campus of Ikhala TVET College at Aliwal NorthSterkspruit Campus TVET College of Ikhala at SterkspruitNgqungqushe Campus of Ingwe TVET College at LusikisikiGraaff Reneitt Campus of East Cape Midlands at Graaff Reneit

He added that there are also plans to renovate existing facilities in Limpopo which will be annexed to the Tshwane University of Technology should the feasibility studies support the usage of these facilities.

Lack of confidence

Major infrastructure developments for the education sector in South Africa come off the back of low confidence in the country’s tertiary education system.

A recent survey conducted by Professional Provident Society (PPS) found that the majority of students have no confidence in the standard of higher education offered by South African universities when compared internationally.

The survey also found that 25% of studying professionals felt that they were insufficiently prepared for higher education, while 43% of students said that they had been moderately prepared.

BUSINESS TECH

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Here’s the planned school calendar for 2025 – and two big changes that should be in effect by then

THE Department of Basic Education has published the proposed school calendar for 2025.

The 2025 school calendar runs from 15 January to 12 December – a total of 200 school days. While the year is expected to have additional school holidays compared to 2024 (27 vs 25), this is still fewer than in prior years.

The 2025 school year also marks the deadline for two big changes for South African schools and learners, with the coding and robotics curriculum expected to be in full swing, and the General Education Certificate anticipated to be fully rolled out.

The department plans to fully implement coding and robotics as new schools subject for Grade R-3 and 7 students in the 2023 academic year.

A pilot curriculum for these subjects was initially introduced at some schools in the third term of the 2021 academic year, it said. It plans to expand these tech-focused subjects to other grades in subsequent years.

The coding and robotics pilot for Grades 4-6 and for Grades 8 was planned for 2022 and will be followed by a Grade 9 pilot in 2023. The full-scale implementation for Grades 4-6 and Grade 8 is planned for 2024, and Grade 9 in 2025, the department said.

General Education Certificate 

The department plans to introduce a Grade 9 General Education Certificate (GEC) which will allow students to have some form of qualification before matric.

“The primary purpose of the certificate will be to facilitate subject choices beyond Grade 9 and articulation between schools and Technical and Vocational Education and Training (TVET) colleges as a low-stakes feature of the school accountability system,” the department said.

In January 2022, the department said it will pilot the new certificate at hundreds of South African schools this year, with plans to roll out the certificate to all schools in the country by the 2024 school year.

Basic Education minister Angie Motshekga said broad consultations around the certificate have already taken place with stakeholders, partners, and experts on the most appropriate model for the GEC, and public comments have been considered in introducing the policy.

Confirmed 2023 and 2024 calendars

The proposed calendar for 2025 follows the department publishing the calendar for 2024 last week.

The 2024 public school calendar starts on 17 January 2024 and ends on 11 December, delivering a total of 203 school days – four more than in 2022 and 2023.

There will also be fewer school holidays in 2024, with the calendar making provision for just 25 days off, compared to 32 days in 2023 and 33 in 2022.

To accomplish this, the 2024 calendar is structured in such a way that the school terms are not interjected by as many public holidays, with schools only losing two days to public holidays – one day each in term two and three. In 2022 and 2023, learners lost eight days to public holidays.

Most public holidays in 2024 will take place during school holidays. The department has had to make these changes to the calendar to make up for teaching losses felt during the Covid-19 pandemic which severely hampered teaching capacity and learner hours.

BUSINESSTECH

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Big shift in schooling in South Africa

ONLINE schools had their fair share of critics among South Africans even prior to the pandemic – a perception that has seemingly changed drastically amid a raft of new affordable options including Curro and UCT Online High School.

Has the momentum for online schooling as a long-term option been maintained post the pandemic?

An analysis of the enrolment data from Teneo Online School claims that learners have switched for the long-term and plan to finish their school experience online. The ‘real school online’ has grown by 10,488% in over five years, from 85 learners when it was founded in 2018 to 9,000 learners currently.

“The data clearly indicates that both parents and learners who initially were not convinced merely needed to see it to believe it. Now that they have seen how convenient yet brilliant quality online school is, they are more open to considering it,” said John Shaw, CEO of Teneo Online School.

A majority (94%) of the sample indicated that online school is better value for money in comparison with traditional, brick-and-mortar schools. For example, those who wish to do an international curriculum, such as Independent Examinations Board (IEB), often need to fork out more money for a private school.

“There is also no need to spend money on school uniforms or transport costs – if you have access to a digital device and high-speed internet, you are good to go,” said Shaw.

Teneo operates on a mostly synchronous (live) basis where learners are expected to be live in class in accordance with their timetables – just as they would at a physical school.

However, there are students who benefit from using the asynchronous (recorded) model where they learn using pre-recorded lessons and at their own pace – a great option for those pursuing other interests in the daytime, such as aspiring professional sportsmen.

UCT partnered with the Valenture Institute to launch the UCT Online High School, with admissions opening in July 2021, and classes commencing in January 2022, with in excess of 4,000 students, and fees prices from around R2,095 per month.

Similarly, Curro launched an online-only offering during the back end of the pandemic, attracting in excess of 600 pupils within the first few months of launch and with fees ranging between R3,920 – R4,500 per month.

Homeschooling group Impaq also launched an online school for all grade 7 to 11 learners, commencing in 2022, and expanding to more grades in 2023.

Corporates have also shown eagerness to offer online learning facilities. At the end of October, mobile operator MTN launched its online school, offering a digital curriculum for grades R-12.

The online school, endorsed by the Department of Basic Education, offers additional features like video lessons, assessments and extra-tuition lessons for grade 10 to 12 learners.

It will also focus on areas such as financial skills, entrepreneurship, arts and culture, and career guidance content, with particular attention on critical careers where there are skills shortages in South Africa.

The portal includes an introduction to the early childhood development curriculum and African storytelling, with over 2,000 stories, to equip children with good reading skills and improve confidence, enabling them to learn and read independently.

Ongoing shift 

In South Africa, school closures were announced in March 2020, interrupting the learning of almost 17 million learners from pre-school to secondary school. Close to 2.3 million students enrolled in post-school education and training institutions were affected by the implementation of the strict lockdown rules.

New educational policies and regulations, including the adjustment of the academic timetable, new teaching programmes, mode of delivery, a catch-up of the curriculum, health and safety measures as well as financial relief packages were designed for the education sector.

However, data from Statistics South Africa showed that only 11.7% of schools offered remote learning options nationally. Most schools offered rotational options instead of remote learning, and the urban-rural divide was prominent, as twice as many individuals were given the option of remote learning in urban areas compared to rural areas.

An assessment of households’ readiness for remote learning in 2020 revealed a disparity in access to various resources necessary to participate in remote learning. Most households did not have digital assets such as laptops and tablets at home that would allow learners to learn remotely using digital tools.

While cellphone ownership was high (91.3%) in 2020 among all households with children aged 5–24, computer ownership has remained relatively low (24.7%). Furthermore, seven out of ten (70.5%) children attending Grade 7 did not own mobile phones.

In 2020, close to 7% of households with individuals aged 5–24 had access to the internet at home while most households accessed the internet via smartphones (66.8%).

The workplace and the use of public wifi facilities were the other preferred modes of access to the internet by households with individuals aged 5–24 (15.6 and 13.1% respectively).

In February, basic education minister Angie Motshekga said that the Department of Basic Education is developed a draft framework for the establishment of online private and public schools.

“The framework has been shared with provincial education departments for input and comments before it can be distributed to other stakeholders.”

BUSINESSTECH

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A crisis in university governance: Every Vice-Chancellors’ salary, ranked

FOLLOWING analysis of Australian Vice-Chancellors’ (VC) pay, the University of Melbourne’s Duncan Maskell tops the list with a mammoth $1.5 million salary, followed by Monash, Flinders and Queensland universities.  

Vice-Chancellors presiding over prestigious Group of Eight (Go8) universities take home some of the most generous pay packages in the country, with the University of Sydney’s Professor Mark Scott and UNSW’s Professor Attila Brungs receiving $1.15 and $1.05 million respectively. Adelaide University’s controversial Professor Peter Hoj also rakes in $1.17 million, joining thirteen other VCs who receive salaries exceeding one million dollars. 

Meanwhile, the ANU’s Professor Brian Schmidt receives a comparatively lower salary standing at $660,943 a year within the group, inclusive of superannuation and excluding housing costs which Schmidt is responsible for paying. Others who share Schmidt’s pay range include Charles Darwin’s Professor Scott Bowman and Wollongong’s Professor Patricia Davidson. 

The lowest paid VC is the specialist University of Divinity’s Professor Peter Sherlock, who took home $260,000. The institution, unlike other universities, is an amalgamation of various Christian denominations’ seminaries. 

Excluding America’s exceptionally wealthy universities, Australia’s VCs command some of the most favourable salaries anywhere in the world, drastically dwarfing their European and British counterparts. One of the UK’s highest-paid VCs, UCL Provost Michael Spence—who used to lead Sydney University—commands $960,000 annually before factoring in rent that exceeded $90,000 in 2021. According to information obtained by Honi through a Freedom of Information request, Spence now resides in London’s posh Bloomsbury Mansion.

The figures also reveal that Australia’s VCs are paid far higher than those occupying the nation’s highest offices, with the majority of VCs’ pay packages dwarfing that of the Prime Minister, who receives just shy of $550,000 a year.

Questions raised over the effectiveness of UCC’s Code 

In 2021, the University Chancellors Council’s (UCC) Australian Universities Vice-Chancellor and Senior Staff Remuneration Code was introduced, encouraging disclosures of VC and university executives’ remuneration. This came on the heels of what has been described as “lavish” pay packages for Australian VCs that saw former Federal Education Minister Alan Tudge call for pay to align with “society’s contemporary expectations and norms”.   

“Reporting of governance and remuneration should be included in the Institution’s Annual Reports,” the code said. 

However, the UCC Code is being perceived as an ineffective measure, with standards of disclosure varying drastically from one university to the next. While universities such as USyd and UniSA disclose a broad pay range, others such as Western Sydney University fully disclose the pay of individual executives short of identifying non-monetary benefits. 

One of the key measures the UCC’s voluntary code uses to benchmark the appropriateness of VCs’ remuneration is the gap between an institution’s median salary compared to its senior executives’. 

“UCC will consider other statements of intent or principle such as the relativity between the median salary for a University and that of its VC and Senior Staff,” the code’s guideline reads. 

However, the guideline places the onus of proposing a “statement of intent or principle” on universities, meaning that university management are, as the voluntary nature of the code implies, not compelled to consider median salary to construct a meaningful boundary from which remuneration may be considered inappropriate by the UCC.  

According to a USyd spokesperson, Scott’s pay, exceeding one million at USyd, “sits within the guidelines outlined in the [Universities Chancellors Council’s] voluntary code”. 

Yet analysis by the NTEU’s Ian Dobson in 2018 found that USyd’s median salary stood at Higher Education Worker Level 7 (HEW 7) of $90,160–$98,224. Today, calculations of data from the University’s 2021 Annual Report indicate that its median salary remains the same four years on. This means that Scott’s salary currently exceeds the average USyd professional staff by a staggering tenfold. 

According to public organisation governance expert Dr Rebecca Boden, universities today see themselves primarily as income generators rather than knowledge-building institutions. 

“We found a correlation, albeit I stress correlation, not causation, between these massive pay increases as universities marketised and they move from being a collegial institution to seeing themselves as businesses,” Boden told Honi, referring to research conducted by her and the late Deakin University Professor Julie Rowlands. 

This tectonic shift over the decades from Margaret Thatcher and Bob Hawke’s governments in the UK and Australia, for Boden, came to enable universities to justify exorbitant expenses by citing universities’ monetary contribution to society and institutions’ large size. 

Indeed, the UCC voluntary code’s pay guidelines stipulates that senior executives’ remuneration must be “fair to the individual and the institution”, taking into account “responsibility, accountability, scale and complexity” of the sector’s “30 billion” dollar economic value. 

Lack of controls on remuneration governance and transparency a major issue

Compared to other countries, the pay of Australia’s VCs remains largely shrouded in opacity. This is in contrast to the United Kingdom where, since 1994, universities have been compelled to disclose this information in their annual reports. Aside from the base salary, institutions are required to disclose the relevant VC’s pensions and benefits. No equivalent set of laws exist in Australia to govern the disclosure of salaries nor governance structure. 

Unlike other countries, Australia has relatively lax oversight of VC and executives’ salaries, with no legislated mechanism to compel universities to declare senior management’s payment aside from the press’ routine reporting on the issue every year.  

Compounded in this is the conflict of interest that comes from VCs’ membership of university subcommittees, which presides over their own salary. 

Vice-Chancellors who do not sit in the same committee that determines their remuneration are rare, with Victoria University’s Adam Shoemaker and USQ’s Geraldine MacKenzie not being a member of their institutions’ remunerations committees. In 2017, Bath University’s Glynis Breakwell resigned when England’s university funding council, HEFCE, condemned Breakwell following a sustained campaign by the local University and College Union (UCU) campaign together with student activists.  

For instance, the University of South Australia’s David Lloyd attended all three meetings of UniSA’s Senior Remuneration Committee, and the same applies for other VCs across the country, including former UNSW VC Professor Ian Jacobs and USyd’s Mark Scott. 

In USyd’s case, a university spokesperson confirmed that Scott’s pay is set by the Senate and that the VC has declared a conflict of interest and is not present when his pay is discussed.

However, Boden argues that both arrangements raise serious questions: “Even if they [VCs] are outside the room for when individual discussion of their salary is going on, they set broader strategy and rules surrounding pay,“ Boden said, referring to Scott’s declaration of interest. “Then, their salary almost drops out and automatically gets fixed by the salary strategy.” 

She pointed out that, even if a VC or an executive were conflicted off individual discussions about their pay, the fact that some executives are appointed by the VC means that there is a herd mentality to inflate bonuses and rewards rather than exercise restraint. This comes from her view of the five-year period following Breakwell’s resignation when the UCC’s counterpart in the UK, the Committee of University Chairs (CUC) released its own voluntary code following the Breakwell scandal. 

“The transparency requirements in many ways are a legitimising device for marketisation. My hunch is that it [the CUC voluntary code] hasn’t had any restraining effect [on salaries],” Boden said. “I don’t think these voluntary codes will do anything.”

From her perspective, Australia faces an acute crisis in university governance structure with rampant conflict of interest and a lack of decision-making independent of VCs and their senior executives. 

Sustained student campaigning and Academic Salaries Tribunal needed for genuine, lasting reform

Ultimately, for Boden, the astronomical rise of VCs’ salaries in the past decade represents a critical “market failure”, in the sense that no internal reforms by university executives can attain meaningful transparency and address the widening pay gap. Instead of relying on internal “tinkering” within universities, she says that the government must intervene to curtail VC salaries and restore public trust in higher education. 

Furthermore, she recommends that Australia needs a federally operated “Vice-Chancellors’ Remuneration Tribunal” to oversee VC pay packages, citing Australia’s former Academic Salaries Tribunal, who used to investigate and determine academic salaries, as a model example. 

“I think it [reform] has to come from the government because it has got skin in the game because they fund universities. So this has to be a regulatory matter because the universities are incapable of regulating themselves, a market failure.” 

Ultimately, Boden is certain that it will take sustained pressure and awareness from student, staff and unions such as the UCU or NTEU to push the government to hold VCs accountable and reduce the increasingly significant pay gap. 

“It [Glynis Breakwell’s resignation] was drummed up because of student and staff activism,” said Boden.  

“It needs to be a national campaign where all students and staff have to come together and say: ‘This has to stop’. That would be much more effective because one VC resigning doesn’t solve the problem because you’ve not changed the system.”

Uncategorized

UJ develops new generation of technopreneurs

THE University of Johannesburg’s (UJ’s) Technopreneurship Centre has made strides in helping to develop many new-generation technopreneurs.

This was the word from professor Tshilidzi Marwala, vice-chancellor of the UJ and the next rector of the United Nations University.

Marwala was speaking at CNBC Africa’s Future of Education Summit 2022 during a discussion titled: “Advancing transformation in the education sector”.

Speaking to CNBC Africa’s Fifi Peters in a one-on-one setting, Marwala highlighted the importance of converging entrepreneurship and technology in one space, to ensure today’s entrepreneurs contribute to the digital economy, while creating job opportunities and develop future-fit business solutions which respond to real world problems.

Referencing the UJs Technopreneurship Centre, he noted the centre has seen much success in creating scores of digital entrepreneurs.

“Entrepreneurship is the future… we don’t just train people to go and seek jobs, but we also train people to go and industrialise our society,” Marwala explained.

“There are a number of things that make this possible through the centre. Firstly, it’s the knowledge base – to enable student entrepreneurs to have access to a network of high-level industry experts.

“Secondly, it is access to mechanisms that can commercialise the ideas and concepts these students have – where they can get their patents registered with lawyers and advisors.”

Thirdly, the centre has a space that was created in collaboration with Accenture, to help students develop and test prototypes, he added.

In May 2018, the UJ School of Consumer Intelligence and Information Systems and the Department of Applied Information Systems collaborated to launch the state-of-the-art Technopreneurship Centre, billed as the first of its kind at UJ.

It is an ideation and innovation hub, where industries’ most pressing unresolved challenges can be addressed, researched and solved by UJ students, supported by academics.

According to Marwala, the centre fosters collaboration among students and industry partners with regards to building technologies, by involving students in structuring real-life innovative solutions in the form of intelligent software systems, video games, mobile applications and other forms of technological solutions.

“We have also created a safe space where some of the tools reside – these are tools that are required to create innovative prototypes so that students are able to turn their ideas into products that can make a meaningful difference in society, and serve people and create jobs, while contributing towards the economic expansion of our country.”

As part of UJ’s fourth industrial revolution (4IR) vision, the institution has made it compulsory for all of its more than 50 000 students to take a course in artificial intelligence, he added.

Responding to a question about how higher learning institutions can address SA’s unemployment crisis, he pointed out: “More can be done and more should be done. Universities have a significant role to play in being part of the solution in creating job opportunities – for example, partnering with organisations in order to place students, which is what the UJ is doing.

“Another important element is to ensure the curriculum offered by the universities responds to the changes that are happening around us, in the era of the 4IR.”

ITWEB

Uncategorized

Growing numbers of unqualified teachers are being sent into classrooms – this is not the way to ‘fix’ the teacher shortage

EVERY few days there is another report about the teacher shortage across Australia. Last week, we learned one of Melbourne’s biggest schools is considering a return to home learning to cope with staff shortages.

But as we look at the causes and possible solutions, something we are not talking about is the risks around rushing student teachers into classrooms before they are fully trained and ready.

We are academics with a focus on teacher education and leaders of the Network of Academic Directors of Professional Experience. We are alarmed about the growing trend of sending unqualified teachers into classrooms.

Student teachers are teaching

Our colleagues around Australia are regularly telling us about their students being recruited into paid teaching roles with special permissions to teach. This can be as early as their first, second or third year of study.

In New South Wales, university staff tell us between 20% and 30% of their final year (fourth-year) students are employed in teaching roles. Prior to the pandemic, this only occurred in exceptional circumstances.

In Victoria, as of July, the Victorian Institute of Teaching (the teaching regulator) has approved 782 “permission-to-teach” applications for final-year education students. This is a category specifically established at the beginning of 2022 to help support schools with COVID-related workforce shortages.

In Queensland, we are seeing students teaching in classrooms before they have graduated in the hundreds, rather than handfuls. Industry partners are telling us they predict more than 600 “permissions to teach” for student teachers in Queensland in 2022. This is up from 320 in the state in 2021.

Mixing work and study

All states and territories have schemes to allow student teachers into the classroom in a paid (non-studying) role. For example, in Tasmania, when a suitable registered teacher cannot be found, a school can apply to employ a student under a “limited authority to teach”. In the Northern Territory, a similar process allows schools to recruit people to teach in hard-to-fill or specialised teaching roles.

Western Australia has also opened up opportunities for final year students to work part-time in public high schools (with mentoring) and to register in the casual teacher pool.

The state also uses an existing fast-track to put students into the classroom as paid teachers. The Teach for Australia program employs “associates” in a school after six-weeks of intensive training. From this point on, associates balance study in a master of teaching program with employment as a teacher, with support from mentor teachers and Teach for Australia.

WA currently has 175 full-time equivalent staff in public schools, who may be Teach for Australia associates, or working towards a teaching qualification. This is up from 112 in 2020. Taking into account casual and part-time workers, the actual number of students teaching in the system is likely to be higher.

A risky fix

Putting student teachers in the classroom to help deal with the teacher shortage seems logical. But it is a quick and risky fix.

Arguably, education students are already less prepared for the classroom than their pre-pandemic peers. Around the world, student teachers have experienced disrupted study because of the pandemic with shortened, simulated and irregular practical placements.

This is on top of interruptions to their regular coursework, thanks to disruption the pandemic has caused within and beyond their studies.

Additionally, student teachers are entering a stressed and depleted workforce. COVID has added to teachers’ already demanding workloads, made them sick (and therefore absent at times) and seen some reach the end of their tether and leave.

When more experienced staff are stretched, under-prepared teachers cannot be well-supported by those around them.

While all this is happening, it is becoming harder for student teachers to get supervised practical experience as part of their teacher training – there are less teachers to supervise them.

These factors mean student teachers are less prepared than in previous years and are entering workplaces that are demanding more of them.

Graduates will burn out

From an administrative perspective, this situation is placing a huge strain on teacher registration bodies around Australia, who are not structured to assess and process masses of “special authority” applications.

We are alarmed about the potential fallout here. Under-prepared and fast-tracked teachers cannot be well-supported. Nor can they be expected to perform as highly effective graduate teachers when they are drawing on disrupted university preparation and limited placements.

This leaves them vulnerable to burnout and leaving the profession prematurely.

Importantly, these factors are also likely to exacerbate the impact of COVID on children’s learning and development.

The increased needs of many children and young people have increased the complex demands of teaching them. The training of future teachers needs to prepare them for the new realities and requirements of teaching.

This will not improve ‘quality’

The current approach contradicts the federal government’s talk about improving teacher “quality” and we fear universities will be blamed for the outcomes of putting under-prepared graduates into schools.

We need to put our focus back on preparing high-quality teaching graduates – even if this takes more time and resources to get them into the classroom.

Alongside other strategies and responses, employers need to prioritise placements for student teachers. This will allow them to progress through to career entry under conducive conditions. Good preparation is essential for teacher effectiveness and retention.

What we are doing at the moment is equivalent to giving student teachers an umbrella to go out into a raging thunder storm. This is not sensible, justifiable or sustainable.

This approach also has the potential to worsen teacher shortages in the coming years and risks seeing teacher attrition levels like we have never seen before.

THE CONVERSATION