EARLIER in 2022, South Africa’s Council on Higher Education (CHE), which is responsible for the quality assurance of higher education qualifications, published a comprehensive review of doctoral education in South Africa.

The review was the culmination of a meticulous and elaborate process that started in 2017 when South Africa’s National Research Foundation (NRF), which provides financial support to doctoral degree programmes, invited the CHE to undertake a review of doctoral education in South African higher education institutions to ensure that they meet national quality standards.

Increasing PhD graduates

To understand the NRF’s concern, one needs to go back to 2011, when South Africa launched its National Development Plan (NDP) aiming at eliminating poverty and reducing inequality by 2030.

For the NDP to achieve its objectives, it set out a series of goals for improving education and training and increasing research and innovation capacity over the next 20 years. Two of those goals relate directly to doctoral education.

First, the NDP proposed to increase university student enrolment from 950,000 in 2010 to 1.62 million in 2030, a 70% increase. This would invariably require additional academics, including those holding PhDs. In 2010, the proportion of PhD-qualified academic staff in universities was only 34%, which the NDP proposed to increase to 75% by 2030.

Secondly, noting that South Africa produced only 28 PhD graduates per million population per year, a figure considered very low by international standards, the NDP set the target of 100 by 2030. This would result in an increase in PhD graduate output per year from 1,421 in 2010 to 5,000 in 2030.

By 2017, the figures had already increased significantly. The number of PhD graduates per million of population had increased to 54; the number of doctoral graduates produced per year had more than doubled to 3,057; and the proportion of academics having a PhD had reached 46%. While the numbers were increasing, there was little information about the quality of the graduates.

Another factor that, no doubt, prompted the review was the diverse higher education landscape in South Africa, partly because of the colonial past, and partly resulting from the institutional mergers that took place at the beginning of the 21st century which aimed to redress post-apartheid legacies, but which invariably created greater diversity.

This resulted in 36 public higher education institutions being merged into initially 21, and currently 26 universities. Some of these universities are classified as traditional, others as comprehensive and yet others as universities of technology.

While the majority of them are recognised – several of them internationally – for delivering quality doctoral programmes, some were suspected of having limited capacity to do so as a result of their historical past.

The review process

The first step in the review process was establishing a quality standard specifically for doctoral degrees. The CHE is reputed for having excellent quality assurance mechanisms for accrediting both institutions and their programmes, but the latter are mainly at undergraduate level. Because of the nature of doctoral programmes, their assessment requires a completely different approach.

Accordingly, in 2017, the CHE appointed a group of academic experts with experience in supervision and assessment of doctoral studies to draft a specific standard for doctoral degrees.

The outcome was the Qualification Standard for Doctoral Degrees, published in November 2018.

It specifies standards for the whole process of doctoral studies, from entry to institutional processes to the acquisition of graduate attributes at exit. It is, perhaps, one of the first such specific standards to appear in Africa.

The next step was an assessment by the CHE of all doctoral qualifications in South Africa. In 2019, doctoral degrees were being offered by 23 of the 26 public universities and five of the private higher education institutions.

In accordance with the usual quality assurance process, these 28 institutions were first invited to submit their self-evaluation reports using the standards specified in the Qualification Standard for Doctoral Degrees for evaluation by the CHE during 2020.

Each of these reports was then reviewed by a review panel appointed by the CHE. The resulting 28 review panel reports, together with the 28 self-evaluation reports, were then examined in depth by a team of five senior academics appointed by the CHE with a view to producing a National Review of South African Doctoral Qualifications, which is the document that was finally published in March 2022.

National review report

The national review report on doctoral education is a remarkably rich document. Its objective was not to assess the quality of the various doctoral programmes – that would be done by the CHE on the basis of the respective review panel reports – but rather to take a holistic view of the entire landscape of doctoral education in South Africa.

Without referring to any specific programme or institution, the report clinically examines the whole process of doctoral studies in the 28 institutions, covering issues related to admission of students, their supervision, assessment, graduation rate, funding, and so on.

The last three sections (nine to 11) of the report are particularly illuminating. Section 9 highlights examples of good practice; Section 10 exposes areas of significant concern that need to be redressed; and Section 11 makes recommendations to both institutions and the higher education sector.

What clearly emerges from the report is that, although South Africa has a relatively small higher education sector, there are significant variations in the policies and procedures relevant to doctoral studies among the various institutions, be they in admission of students, their supervision or examination, or in the institutional administrative structures dealing with doctoral studies.

Without identifying them, the report does mention that there are institutions whose doctoral qualifications currently do not meet the Qualification Standard for Doctoral Degrees.

Relevance to other countries in Africa?

While going through the report, one cannot help comparing the South African situation with regard to doctoral education with what prevails in other African countries, especially the anglophone ones which have doctoral studies approaches that are very similar to that in South Africa.

Like South Africa, most of these countries have higher education institutions which are diverse, ranging from some having been set up soon after independence and being well-established, to others having been established barely a decade ago and still undergoing development, to polytechnics which have been upgraded to university status.

Other African countries also face the same two challenges as those in South Africa: having to increase their higher education student enrolment, and hence the proportion of their academic staff having a PhD, and increasing the output of PhDs in appropriate fields in order to boost research and innovation.

Over the past decade, there has been a very significant increase in doctoral enrolment in many African universities, in most cases through initiatives funded by development partners and funding agencies.

But the universities do not necessarily have the capacity to accommodate such increases and the threat to the quality of their doctoral degrees is real.

As pointed out in the South African report, the quality of doctoral education is of critical importance, not only to the national quality assurance agency, but also to the public, the awarding institutions and the students. One could further add to the employers of the doctorates, the whole higher education sector and the development of the country.

Almost all the quality issues addressed in the South African review report are pertinent to other African universities and countries which are currently dealing with the challenge of increasing their doctoral offering.

And yet, none of the quality assurance agencies in these countries has developed a specific quality assurance standard for doctoral degrees and most of them do not have the capacity for developing such a standard.

It should be possible for them to use the South African standard as a framework for developing their own. Similarly, the review report is a very useful document and universities in other African countries should be in a position to use it as a guide to assess the shortcomings and lacunae of their doctoral education and benefit from its numerous and invaluable suggestions and recommendations.

The South African CHE should be commended for having taken on and successfully completed the complex process of assuring quality of doctoral degrees.

With its experience and expertise, the CHE should now consider assisting other interested African countries and their universities in addressing the challenges of providing quality doctoral education, and this for the benefit of the whole African continent.

This commentary was written by Goolam Mohamedbhai, the former secretary general of the Association of African Universities, former president of the International Association of Universities and former vice-chancellor of the University of Mauritius. He is a former member of the governing council of the United Nations University and is a board member of University World News – Africa.

MORE than 85 per cent of the 28,200 students at Dubai International Academic City and Dubai Knowledge Park are from abroad, a recent study has revealed. The foreign students come from 80 countries, including India, Pakistan, Saudi Arabia and the wider GCC region.

The two educational enclaves – Dubai International Academic City and Dubai Knowledge Park – are home to 27 academic institutions, including regional campuses by globally renowned universities such as University of Birmingham and the University of Manchester – both of which rank in the Top 100 universities in the QS World University rankings.

Dubai’s strategic location within the Middle East, North Africa and South Asia (MENASA) region, paired with its emerging reputation for internationally accredited universities, has helped raised its profile as an attractive destination for higher education and talent development. The emirate even ranked as the best student city in the Middle East in the QS Best Students’ Cities Ranking 2023.

Boosting academic programmes

Universities at Dubai International Academic City and Dubai Knowledge Park are continually evolving their curriculum and courses to meet the current and future job market. This year, Middlesex University is introducing programmes in sectors such as digital media, brand management and cybersecurity to meet industry demands.

Dr Cedwyn Fernandes, pro-vice chancellor of Middlesex University and director of Middlesex University Dubai, said: “We have continued to update our curriculums so that our students learn how to apply the latest industry insights from their fields to real-life scenarios and become 100 per cent employable once they graduate.”

The university has also seen consistent interest for courses in Law, Psychology, Business and Accounting and Finance, as well as creative industries, for which the university has launched dedicated facilities.

More post-graduate programmes

At the University of Birmingham, recruiting has been especially strong for newly added post-graduate programmes in the fields of technology, medicine, and business. Professor David Sadler, University of Birmingham Dubai Provost, said: “The University of Birmingham is extremely proud to have established ourselves here in Dubai. Having recently opened our new campus, we continue to invest in growing our student and staff population to fulfil our long-term vision. We are committed to being part of the continual development of the education landscape in Dubai and the pursuit of quality education and research to support Dubai’s overall strategic ambition for the future.”

Courses in Computer Science, Computer Engineering as well as Communication and Media have witnessed growing interest in 2022-2023. Michael Eberle, head of marketing at University of Wollongong in Dubai (UOWD), said: “The quality of education is a high priority for UOWD and we hope to achieve this through carefully-curated curricula and academic courses that are designed to build students’ careers in line with market requirements. As the first international university in the UAE, we shoulder the responsibility to offer students top-class education through innovative learning spaces and state-of-the-art labs and equipment at our campus.”

Affordability

To promote affordability and ensure a wider pool of talent can access world-class learning opportunities, universities at both education hubs are providing merit-based scholarships to students. The University of Birmingham, for instance, offers a 40 per cent scholarship, while Middlesex University provides a range of grants and scholarships, such as the academic excellence scholarship which is up to 50 per cent.

University of Birmingham Dubai’s incoming students can choose from a variety of financial support options to cover their whole programme, from foundational and undergraduate to graduate levels. The Dubai campus maintains strong ties with the original campus in the UK, allowing Dubai-based Year Two students to participate in an exchange program at the UK location whilst maintaining their scholarship.

GULFNEWS

ABOUT half of South Africa’s top earners and university graduates are considering emigration as citizens lose faith in the country’s future, the Social Research Foundation said, citing a survey it conducted.

Out of 3,204 registered voters the Johannesburg-based research group surveyed in July, 53% of university graduates and 43% of those who earned more than R20,000 ($1,138) a month may leave the country, according to the findings. Overall, 23% of those surveyed said they may look to live in another country.

Confidence in South Africa’s future has fallen after more than a decade when average economic growth failed to match the increase in population, meaning the country’s citizens have been getting poorer. The country has been wracked by corruption scandals in recent years and regular power outages since 2014. More than 350 people died in a spate of looting and arson in July 2021.

The number of those considering emigration “rises with social and economic status,” the SRF said in a statement accompanying the survey results on Thursday.

“People between the ages of 25 and 40 are the most likely age groups to be considering emigration,” according to the foundation. “The data is consistent with the foundation’s past findings on confidence in South Africa’s future.”

If an increasing number of South Africa’s richest people leave the country, the number of those paying tax, which supports welfare payments to almost a third of South Africans and other government services, will plunge, the SRF said.

“South Africa is vulnerable to surrendering near half of its top skills base and income earners, and by extension much of its remaining tax base,” the SRF said.

The survey had a margin of error of plus or minus 1.7 percentage points.

BUSINESS TECH

TEACHING assistants were introduced into schools via the Presidential Youth Employment Intervention (PYEI) programme. These assistants receive online training during their time in the programme and are also paid a stipend for the work they do at schools.

The Presidential Youth Employment Intervention (PYEI) programme was introduced to provide employment opportunities for the unemployed youth of South Africa. Through the programme, these individuals will receive training which will provide them with the necessary skills for future employment.

As teaching assistants, they assist the teacher in the classroom with various tasks and also provide additional support to the learners. During their time at the schools, they develop skills which would be useful in other disciplines and also provides them with work experience that many employers look for. 

The teaching assistants receive a monthly stipend for the work they do. While all teaching assistants receive the same stipend, each province provides them with the money through different systems. 

Every month they receive a stipend of R 4 081.44 before deductions. Deductions include Unemployment Insurance Fund (UIF) payment which may be used when they become unemployed or within six months of the termination of their employment. 

UIF payments will either be made from the Personal and Salary (PERSAL) System, the school or the province. Each province will distribute these payments in different ways to the Department of Labour. 

Stipends are provided to assistants via PERSAL or through the schools. PERSAL is a central system used for the administration of the public service payroll. The provinces that use PERSAL, provide the stipends directly to the assistants.

These provinces distribute their stipends in the following way:

Eastern Cape: PERSALFree State: Direct transfer to schools.Gauteng: Direct transfer to schools.KwaZulu-Natal: PERSALLimpopo: Transfer to district then district transfers to schools.Mpumalanga: Transfer to district then district transfers to schools.Northern Cape: PERSALNorth West: Direct transfer to schools.Western Cape: Direct transfer to schools.

February and March 2023 stipends will be paid from unspent funds from Phases 2 and 3 of the PYEI programme. Phase 4 of the programme will use unspent funds from the Phase 3 budget. Approximately 255 100 people are looking to be placed in Phase 4 with a budget of R6 million.

STAFF REPORTER: Careersportal

STAFF WRITER|

A RECENT study has revealed the differences and similarities between South Africa’s National Senior Certificate (NSC) compared to other countries.

Mafu Rakometsi, the chief executive officer of Umalusi – a council that sets and monitors standards for education in South Africa – said the new report aimed to research the standing of the NSC about similar qualifications from five other jurisdictions.

Addressing the portfolio committee on basic education on Tuesday (13 September), he said that the study compared the NSC to the following five other certificates:

The International Baccalaureate Diploma Programme (IB DP)Kenyan Certificate of Secondary Education (KCSE)New South Wales (NSW) Higher School Certificate (HSC)Zimbabwean Forms 5-6 advanced level (ZIMSEC)Cambridge Assessment International Education (CIE)

Its primary findings were that the NSC has a longer duration and more compulsory subjects when compared to others – the NSC is a three-year certificate (Grade 10 – 12). On top of that, according to Rakometsi, the NSC is the strictest in prescribing what is taught, in what sequence and within exactly what timeframe.

“The NSC’s approach of giving guidance on the content and time allocated for each thing appears to be more prescriptive than all other comparator qualifications.”

This approach appears to be motivated by the need to provide uniform student experiences rather than enabling teacher flexibility, said Rakometsi.

The report noted that the NSC had some indication of greater depth and complexity in terms of subject content; however, when it came to mathematics – the report found less emphasis on the topics of mechanics and the use of technology.

The NSC is helicoidal in approach; this makes it unique in that each year the same topic is revisited but in greater depth and complexity, said Rakometsi.

Life Sciences also had less emphasis on mathematical skills in its curricula when compared to other programmes.

The NSC aligns most closely with teaching practices at a standard level; higher-level concepts are less emphasised compared to other programmes. The NSC does, however, have a higher studies standard when compared to the Kenyan certificate, he said.

Rakometsi said that in terms of breadth – ie, the number of knowledge elements in each subject – and depth – the level of deep investigation into concepts – the NSC is appropriate for school-leaving qualifications.

Here’s a breakdown of each subject’s performance under the NSC:

English – is similar to other curricula and is comparable with international standards;Geography – is effectively structured and designed;Mathematics – shows less emphasis on mechanics topics and the use of technology and more emphasis on spatial skills such as interpreting graphs;Life Sciences – South Africa’s is the only curriculum to cover the history of life on earth as one of its topics. The certificate focuses less on mathematical skills in life science compared to other jurisdictions;Physical Science – is unique in that it combines physics and chemistry.

Recommendations

South Africa’s matric certificate could do more to align itself with international standards, Rakometsi said, in terms of the scope for standardisation, the articulation of aims, learning outcomes and the relationship between these, and the key skills that students should be developed.

In terms of mathematics, the international programmes demonstrated a greater emphasis on the development of ICT skills as a learning outcome of mathematics. The NSC could adjust to acknowledge the use of technology in the field.

Rakometsi added that it is worth rethinking the packaging of the subjects chemistry and physics under the umbrella of Physical sciences; he said that the implications of the country’s resource constraints must, however, be taken into account.

BUSINESS TECH

THE Department of Higher Education, Science and Technology has launched an independent investigation into allegations of misconduct and maladministration at the University of South Africa (Unisa).

Unisa is the largest university in South Africa by enrollments, with around 400,000 students from across South Africa, Africa and other parts of the world.

The new probe follows an investigation by a ministerial task team in 2020, which focused on the strategic mandate and purpose of the university within the South African context.

Specifically, the task team examined all contextual and institutional factors that impact the current challenges facing the university and advised on the mandate of the institution and its scope of work as a distance education provider.

It made recommendations on measures required to ensure that Unisa is strategically positioned as an institution with a clear mandate and mission, supported by the necessary structures and capacity for a sustainable future, the department said.

However, the task team, following its analysis, also made a number of conclusions responding to issues relating to the strategic mandate of Unisa – including adverse conclusions which suggest shortcomings, challenges and allegations of circumstances that amount to maladministration, the department said.

The university came under fire earlier this year when representatives of the National Health, Education and Allied Workers Union (Nehawu) alleged that salary adjustments paid to selected academics, professionals and administrative staff took place without the approval of the university council, resulting in millions of rands in over-expenditure.

It also faces allegations of abuse of power in suspending workers, launching disciplinary cases and dismissing staff unlawfully, and misusing funds.

Unisa has called the allegations “unfounded and spurious“.

The department has now gazetted the scope of an independent investigation into affairs at Unisa, and has appointed Professor Themba Mosia as an independent assessor to conduct it.

The overall purpose of the new independent investigation is to advise the higher education minister Blade Nzimande on the source and nature of problems and the university and the measures required to restore good governance and management.

The investigation will look at:

The functioning and efficacy of the university’s governance and management structures.The operations of the Office of the Registrar in relation to the management of academic affairs, registration and certification matters and any other matters that the Independent Assessor believes warrant investigation.The state of policies and procedures of the university pertaining to financial management, supply chain management, and procurement; and allegations of financial irregularities.The state of human resource policies and practices of the university, particularly in relation to enhancing organisational efficiency and employment relations at the university.A detailed analysis and report on the circumstances and reasons for the significant number of staff suspensions, disciplinary cases, and dismissals at the university since 2018.The allegations of misconduct and mismanagement against the Vice-Chancellor.Any other matters that, in the opinion of the Assessor, may impact on the effective functioning of the University from the analysis of problems relating to governance and management.

TWO University of the Western Cape (UWC) students are flying the South African flag high in Brazil where they are competing in the International University Sports Federation (FISU) World University Beach Volleyball Championship from September 6-10.

In the hopes of giving their best shot and bringing the title home, Tamlyn Thomas, a second-year BEd (foundation phase) student, and Lukholo Jooste, an education degree student, joined the South African squad in Maceió to compete for the Beach Volleyball Championship title.

Starting his volleyball journey at the age of 12, Jooste said that playing the sport prevented him from being influenced by negative factors as he was growing up.

“I started playing volleyball at the age of 12 through a non-profit organisation called Yebo Volleyball. They came to my primary school and introduced the sport to us. From there, they took us to trials at the Western Cape Sports School, where I was one of the learners who got selected. In 2014, I started training at the school, learning a lot from my coach, Clinton Stemmet, who is one of the best volleyball players in the country. As a school team in high school, we always looked up to him.

“I am so in love with the sport because it enables me to be more active and prevents me from being influenced by negative factors. Also, being at the beach every weekend is an amazing feeling, to meet lots of people and learn a lot from different individuals, which enables me to grow as a person,” said Jooste.

Expanding on her gratitude at being selected to represent South Africa, Thomas said that knowing that one’s efforts and dedication have paid off is both gratifying and an honour.

“It is both satisfying and an honour (to be chosen for Team SA), knowing that the sacrifices and hard work paid off. I also feel that there is a sense of belief from my coach and teammates for trusting me and allowing me to be in this position.

“Volleyball is one of the few sports where, as much as you are part of a team, your individual contribution can make or break a game. Thus, the fact that I can better myself with every game is great in and of itself. It also allows me to be as passionate and expressive as I want to be,” said Thomas.

With Elmien Cloete selected as head coach of South Africa’s beach volleyball team at the championship, she added that traditionally, the UWC volleyball teams have always been a force to be reckoned with, so having UWC Sport members as part of the overall team travelling to the FISU World University Beach Volleyball Championship is not surprising.

“Testament to this is that both members of the South African beach volleyball men’s team are UWC alumni. Despite having major successes at a provincial and university level, the sport does not receive the same level of support as other codes from the big wigs.

“It’s only through more competition and exposure at the highest levels that athletes can test their skills. They can learn from their experiences, share them upon return, and improve all the time. Sport evolves all the time, and if you are not part of what is happening globally, you will always play the catch-up game,” said Cloete.

Weekend Argus

A rise in harassment and violence against teachers is taking a toll on already-exhausted educators. A recent survey from the American Psychological Association found that 6 in 10 teachers reported student violence or verbal aggression during the pandemic, with nearly half expressing a desire or plan to quit or transfer schools.

To create a teaching environment where educators feel safe, school leaders may want to consider adding evidence-based behavior management strategies to their back-to-school plan. The more preventative maintenance teachers can do through proactive strategies, the less likely they will encounter problem behavior.

Here are five classroom management strategies to help educators regain control of their classrooms: 

1. Understanding students 

Getting to know each student individually will enable teachers to better evaluate the nature of the problem behavior when it occurs and respond appropriately. Additionally, challenging behaviors are much less likely when a teacher and student build a rapport based on trust and understanding. To build this rapport, teachers’ nonverbal behavior and paraverbal communication need to reflect their compassion for each student.

2. Practicing patience

An important de-escalation skill is what the Crisis Prevention Institute (CPI) terms “Rational Detachment”–the ability to manage one’s behavior and attitude and not take the behavior of others personally. When faced with student misbehavior, instead of thinking something like, “I can’t take this disrespect anymore,” teachers can use positive self-talk such as, “I’ve seen this before. This behavior is not about me. What is it about, and how can I help?”

3. Staying Calm

The first step in practicing rational detachment is remaining calm. When teachers encounter disrespectful or challenging behavior, starting with a deep breath will help them relax and remain silent, allowing them to further assess the situation at hand. Conversely, if a teacher overreacts, the entire class will take note of the cause, which virtually guarantees that some students will try it again. However, remaining calm does not mean ignoring the problem. From the students’ perspective, a teacher will have backed down and relinquished authority. Consequently, both overreacting and ignoring the situation result in the loss of control and authority.

The second step is simply to wait calmly and silently while assuming a supportive stance (i.e., standing askance or sideways to the student who issued the challenge) and “model cognition” (i.e., the teacher acts like they are thinking). An example of the latter action is standing with a hand on one’s chin, perhaps tapping the index finger to give the impression of thinking. These body positions are supportive, non-confrontational, and, most importantly, signal a willing determination without adding any more tension to a volatile situation.

The simple act of waiting, combined with a supportive stance, often solves the problem without the teacher ever having to say a word. Teachers have reported experiences where the silent period (usually lasting only five to nine seconds) causes the student to throw up their hands in defeat and say something like, “Fine. I’ll do it even though it’s dumb!” and storm back to his seat. Teachers can later address the student’s misbehavior on their own terms and set effective limits.

4. Setting effective limits 

Establishing clear, consistent classroom expectations can help students monitor their own behavior. Post the expectations where they are clearly visible so they can serve as reminders. Additionally, they should be stated in simple and positive terms that address what students can do. For example, instead of saying, “No side talk,” the posted expectations should say, “Please raise your hand to add to the conversation.”

5. Being aware of the causes of misbehavior

In all cases, a proper response to student misbehavior begins early in the chain of events. Being mindful of precipitating factors–preexisting circumstances that cause distress behavior–and early warning signs can prevent an incident. For example, if a student seems consistently irritable or inattentive in the morning, could hunger be causing the behavior? Can steps be taken to ensure the student gets breakfast in the cafeteria before class, or can the teacher keep granola bars on hand? Classroom management is not just about avoiding student disruptions. It’s also about creating an environment that enables students to focus on learning.

A common saying at CPI is, “Conflict is inevitable, but combat is optional.” Being proactive is the key to reducing the frequency and intensity of incidents so that the classroom can remain a safe, productive environment for students and teachers.

eSchoolnews

CHARLES MOLELE

GENERATION Z is more committed than ever to social good, with businesses’ social impact initiatives influencing their career choices, among others.

This was evident at this year’s 2022 Sasol Solar Challenge, which included the participation of hundreds of eager, high-flying school learners and engineering students from various universities across South Africa trying to show their prowess.

Among the solar car teams taking part in this year’s Sasol Solar Challenge were the high school team Genuine JV from Pretoria and top engineering students from the Free State Central University of Technology, North West University’s Solar Car Team, the Unisa Solar Team, UFS Solar Team, TUT Solar Team and the Brunel Solar Team, a group of talented engineering students from Belgium and the Netherlands.

According to organizers, solar car teams typically partner with leading technology companies to test and develop cutting-edge innovations during the solar challenge.

The students set out on the Sasol Solar Challenge in Brakpan on Friday last week, covering a route with control stops between Johannesburg and Cape Town over the next eight days.

For the uninitiated, there are three major stops on each stage of the challenge: the start line, the control stop and the finish line.

On Monday evening the eight solar car teams – with journalists, engineers, volunteers and event organizers in tow, arrived in Graaff-Reinet, a small town beautifully situated on the foothills of the Sneeuberge, or the Snow Mountain.

The participating students would then proceed to Jeffreys Bay, Riversdale, Caledon and finally arrive in Cape Town on Friday September 16 2022, to showcase the solar-powered car that they designed from scratch and built to travel without using a single drop of fuel.

Before setting out on the challenge, the UNISA Department of Mechanical Engineering hosted an official solar car preview ceremony at the Unisa the Science Campus, to showcase the car to the college and entire university.

“We wish the solar car team well as they start their tour to Cape Town today. We are praying for them and cheering them on to finish strong,” said Professor Simi Dube, Acting Executive Dean of the College of Science, Engineering and Technology.

The UFS, which has entered its solar-powered vehicle, Lengau (meaning Cheetah in Sesotho), said its main objective was to establish capacity in the students and staff through acquired practical knowledge on the management, design, construction, and actual racing of solar-powered vehicles.

“Our long-term aim is to continually improve on the design, technology, science, and project implementation to participate in events and challenges around ‘green’ energy and relevant technologies. An additional aim is the popularisation of electric vehicle (EV) technologies through outreach programmes,” said Dr Hendrik van Heerden from the UFS Department of Physics and project manager of Team UFS.

The biggest surprise at the challenge is the participation of Grade 9 to 11 learners from the John Vorster Hoër Tegniese Skool in Pretoria.

Their solar-powered car is known as the Voltwagen, supported by the Genuine JV Team.

“The 2022 Sasol Solar Challenge is our first competitive solar event. Taking part in this event is a huge opportunity, an achievement and a learning curve for us,” said team manager Dr Marlize Kantor.

“We have been preparing for this moment and it’s finally here. It is going to be an unforgettable experience not only for the team but the entire school … Additional to testing the car, we also practised our respective roles which includes safety, telemetry, communication and strategic planning.”

The Genuine JV team consists of 32 members, including learners from grades 9 to 11, teachers, parents and volunteers, with a combination of skills from electronics, digital systems, mechanics, civil technology, robotics, media relations and logistics.

Tshwane University of Technology’s (TUT) is also taking part in the fierece competition, using their solar car called the SunChaser 4, an energy efficient, high technology solar powered vehicle ,built by the Faculty of Engineering and Built Environment.

The vehicle was designed, built and is driven by a team of staff members and students from TUT.

During the control stops on the journey to Cape Town, the Sasol Solar Challenge made afew stops and invited school learners from various schools in Sasolburg, Winburg and Middelburg in an attempt to give them an opportunity to experience STEM (Science, Technology, Engineering and Mathematics) in the real-world and learn more about the solar-powered car challenge.

On Saturday, the community of Winburg, Free State, gathered at the main street of the town to welcome and support the solar car teams on their second control-stop of the event.

“The reaction that we received from the community of Winburg was overwhelming. The most notable thing is that they were at the control-stop before us. They knew that we were coming, and they were prepared to host us with open hearts and also show support to the teams,” said Robert Walker, owner and director of the Sasol Solar Challenge.

“We hope to continue to impact more communities along the route.”

Eight schools from the area participated in the programme which was conducted at the control-stop.

The learners had an opportunity to learn more about solar technology, robotics and e-mobility through solutions created for real-world challenges.

Brunhilde Rossouw, Councillor of Winburg and town ambassador said: “Our children don’t often get these opportunities to experience STEM in real-life. I was a school teacher for 35 years and there is nothing more exciting than introducing programmes to learners that can entice them to become interested in possible future careers. We are grateful to the Sasol Solar Challenge for bringing this event to our community and we hope to see the event here again in 2024.”

Nozipho Mbatha, Senior Manager: Group Brand and Sponsorships at Sasol said: “One of the key objectives of the Sasol Solar Challenge is to stimulate a sense of wonder and curiosity about STEM among learners – to create awareness, excitement and unique opportunities for them with a specific focus on STEM subjects. Today we have witness this in Winburg, with the excitement that we have received from the community.”

INSIDE EDUCATION

They’re known at school as the group of parents who orchestrate everything from Halloween parties to book fairs, but a parent-teacher organization isn’t just for the kids.

Parents join a PTO for all kinds of reasons. It has helped some revitalize career skills, share passions, find job opportunities, and assuage the middle-age friend desert, all while making sure the kids have fun.

“I thought it was important for my kids to see I thought they were important and that their education was important,”′ said Judy Walters, 54, of central New Jersey, recalling her stay-at-home-mom days raising two little girls. “But really, I wanted to meet people and have a life.”

The PTO was where Walters met some of the people she still considers best friends.

“I got close to a number of my room-mom people, and I met a lot of parents who I wasn’t close to but still really liked and enjoyed,” she says.

PTO is a common acronym for the group of parents and teachers who work together to fundraise, plan activities and provide extra enrichment for students. The term can be used interchangeably with the Parent Teacher Association, a national nonprofit headquartered in Alexandria, Virginia, or the PTC, or parent-teacher council.

As kids return to school this fall, you might see flyers or emails pleading for parents to get involved. PTOs play an important role as school boards face tough budget choices, particularly for “extras” non directly related to the curriculum.

Especially as schools and families emerge from pandemic lockdowns, people are looking for ways to connect. PTOs can provide that at a time in life when making new friends typically slows down because of work and family.

Sara Dean, 46, signed up for her school’s PTA, nervous about assimilating into what she saw as an established group. But by spring, she was happy to have made new friends.

Dean hosts the podcast “The Shameless Mom Academy,” which discusses women’s empowerment, and balancing parenthood and work. She devoted an episode to what she learned from working as the PTA president at her child’s school outside Seattle.

“The opportunities for bonding happen quicker,” she said of working on the PTA. “There is more comradery and ease of building relationships that I wasn’t expecting but that was a lovely experience.”

She also didn’t expect to pick up career-building skills.

Dean was used to working independently, as a writer and podcast host and producer. As PTA president, she was thrown into building teams, helping everyone get along, and finding resolutions to problems the school faced — skills that could easily translate into corporate America or the world of nonprofits.

“That’s not why I signed up but it’s a benefit that is really cool,” she said.

The same goes for Colleen Nolan, 46, of Newton, Massachusetts. The eight years she spent working various roles on an elementary school PTO led, she said, to two nonprofit board positions — at a city food bank and a neighborhood improvement group — and a paid, part-time position as a records keeper.

“I met people in the neighborhood and, over the years, they recognized me as someone who was a `doer,’” Nolan said. “People saw me as someone who could answer questions and they used me as a resource.”

Many parents bring their passion projects to the PTO, said Andy Garlick, an elementary school principal in Needham, Massachusetts. These might include personal finance, diversity, or cultural customs from another country, for example. Parents bring what they know to the table.

“There’s a lot of people who want to use the minimal free time they have to do good in their community,” he said.

There are criticisms and jokes, of course. In the 2018 comedy “Bad Moms,” Christina Applegate and Mila Kunis spar over who is the better PTA presidential candidate. And the Netflix series “Ginny & Georgia” shows a snooty mother from “Wellsbury, Massachusetts” arguing with an outsider from Texas about how to best raise money for the PTA.

In reality, wealthy neighborhoods tend to have far more parental involvement and fundraising power than areas without such affluence. This leads to more enrichment opportunities for students, and more educational necessities like books or tech gadgets. Some argue it compounds inequities in the U.S.

And PTO parents often spend their own money. Some organizations have dues and others don’t, but many parent volunteers end up paying for projects and events.

Kimberly Rae Miller, 39, of Suffolk County, New York, joined the PTA to become more involved and was surprised to find how much money it required out of her own pocket.

But, she said, “If you have the time and financial resources to participate, it’s a great way to have access to a part of your children’s life that you don’t always have access to.”

AP