Edward Webster and Jacklyn Cock

AS the number of black students increased at the University of the Witwatersrand (Wits) in South Africa in the 1980s, township struggles spread onto the campus and management came under increasing grassroots pressure to implement change within the university.

In response, social scientists in the Faculty of Humanities, with the financial support of the university’s research office, undertook an extensive survey of perceptions of Wits. It included organisations in black communities as well as of international academics, students and staff at Wits. They even had a meeting with the then-banned African National Congress (ANC) in Lusaka.

The outcome of this Wits-initiated research project was published at the height of apartheid in 1986 Perspectives of Wits: Tomorrow Begins at Wits Today: The Role of the University in a Changing South Africa. It revealed a disconnect between black South African’s perceptions of Wits and the image the administration had been attempting to convey of the university as a progressive opponent of apartheid.

The research revealed that a large proportion of the community members surveyed thought Wits served mainly white, corporate interests.

The report recommended further transformation of the university.

Knowledge for whom, for what, by whom?

Nearly 40 years later, university leadership, staff and students are increasingly representative of South Africa’s demography. Wits has made progress towards what the late anti-apartheid cleric Reverend Beyers Naudé described during the interviews as: “securing a democratic, educational future for all in South Africa”.

However, we must ask whether the university’s responses to the multiple crises South Africans face today are not reproducing a similar disconnect. A growing number of students are struggling to pay their fees, and impoverished masses are eking out an existence in the country.

Do we need another survey to establish whose interests and needs the university is serving?

This survey needs to be framed by three crucial questions: Knowledge for whom? Knowledge for what? And knowledge by whom?

Mind the mines

These questions are of relevance because of the university’s long-standing relationship with the mining industry. Its origins go back to the South African School of Mines, established in Kimberley in 1896.

At the time of the Perspectives of Wits survey, the Chamber of Mines – and Anglo American in particular – was the university’s largest private donor.

Of course, there have been occasions when the Chamber, now Minerals Council, felt it was not receiving a satisfactory return on its investment in the university. An example was the attempt by the asbestos industry to suppress the findings in the 1950s by the Wits Pneumoconiosis Unit of a link between asbestos and cancer – the hidden disease of mesothelioma.

On balance, however, it can rightly be claimed that Wits has served mining capital well over the years.

Today, extractivism – the process of extracting natural resources from the earth to sell on the world market – particularly of coal, is under attack because of its relationship to climate change and deepening inequality. As in the past, there are various responses to these crises among Wits’ diverse constituencies.

The establishment of the Southern Centre for Inequality Studies and the recent appointment by Wits of a Pro-Vice Chancellor on Climate, Sustainability and Inequality is an exciting response. It places Wits at the forefront of two central national challenges. These are climate change and the persistence of South Africa’s position as the most unequal country in the world in terms of income and wealth.

The high levels of inequality have been sustained, and in some cases have deepened, in the post-apartheid era.

Will researchers at Wits help promote a shift in the dominant view of coal? From being seen as a source of energy, jobs and foreign exchange, will coal be seen as a driver of inequality and environmental damage?

Will it help promote a democratic “just transition” from coal, which includes the lived experience of people in coal-affected communities?

In the present cacophony of voices addressing the question of a just transition, we hope that these marginalised voices will be heard.

Commodifying knowledge

Much has changed over the past four decades as Wits and universities globally have been restructured according to a market logic. Knowledge is largely valued in terms of its capacity to be commodified.

As the state has defunded universities, funds have been sought through raising student fees, the provision of short and online vocational courses, trusts and foundations, and endowments from wealthy alumni.

One of Wits’ biggest mistakes, which it has since rectified, was to try to cut costs by outsourcing its service staff to avoid paying benefits.

Furthermore, over time, the balance of power has shifted from academics to the administration. A form of academic managerialism triumphed and Senate was in danger of being sidelined. The Senate is accountable to the Council for regulating all teaching, learning, research and academic functions and all other functions delegated or assigned to it by the Council.

The Australian academic Jill Blackmore suggests that this market logic results in epistemic injustice … it ignores the social and material conditions of knowledge production – the social relations of collegiality and collaboration, the emotional labour of teaching and researching.

She warns that this is “dangerous for democracies”.

As Wits proudly celebrates a century of independent critical thought, maybe it needs to revisit the perceptions of its external stakeholders. This is particularly pertinent in the face of increasing inequality, casualisation of labour and ecological devastation.

Indeed, is it not time for all South African universities to revisit their multiple publics and explore with them what a public university in southern Africa in the 21st century could – and should – become?

(Edward Webster, Distinguished Reserach Professor, Southern Centre for Inequality Studies, University of the Witwatersrand)
(Jacklyn Cock, Professor Emerita in Sociology and Honorary Research Professor in SWOP, University of the Witwatersrand)

This is an edited version of an article that first appeared in the University of the Witwatersrand’s special Curiosity edition to mark the institution’s 100th anniversary.

WITS University has secured R54 million in funding from the Department of Science and Innovation (DSI), to kick-start the South African Quantum Technologies Initiative (SA QuTI).

This follows a written proposal by a national consortium led by Wits professor Andrew Forbes, which saw the DSI commit the first tranche of funding up until March 2025, to set up the national quantum technologies initiative.

Approved by the DSI last year, the SA QuTI is a national undertaking that seeks to create conducive conditions in SA for a globally-competitive research environment in quantum computing technologies, and to grow the local quantum technology industry.

According to Wits, the funding will focus on human capital development, development of emerging leaders, access to quantum computers and advocacy, as well as support for quantum communications and quantum sensing and metrology deployment through start-up entities.

In addition, it will help in the establishment of quantum nodes at five centres, namely Wits University, University of Zululand (UniZulu), Stellenbosch University, University of KwaZulu-Natal (UKZN) and Cape Peninsula University of Technology (CPUT) – eventually increasing the number of active centres across the country by finding and supporting new emerging quantum leaders.

“We managed to convince government that quantum research is too important to leave to a small research group, and that they should invest in a national programme,” says Forbes.

“It means we can drive the technology and get many quantum nodes up to scratch,” he states, adding the emphasis is on quantum technology, rather than quantum science.

“The aim is to develop people who can do something with the science, so that we can be part of the quantum revolution and develop a quantum economy.”

Quantum computing technology and quantum technology-driven research is not a new concept for the Braamfontein-based higher learning institution.

In 2019, US-headquartered computing giant IBM announced the expansion of its quantum computing efforts to Africa in a new collaboration with Wits.

The partnership saw the institution become the first African partner on the IBM Q Network and the gateway for academics across SA and to the 15 universities that are part of the African Research Universities Alliance.

In the case of the SA QuTI, Wits will manage the project, as well as administer and distribute the funding, while strengthening other research nodes with existing quantum projects, such as Stellenbosch University, CPUT, UKZN and UniZulu, the university reveals.

The aim will also be to start and support new nodes at other research institutions, it notes.

Says Forbes: “The aim is to eventually have a well-established critical mass in the national quantum community and to work with government to draft new legislation, where it comes to quantum technologies.”

While SA is not the first country to adopt a quantum policy framework, the professor is of the view that the move will put the country on the “quantum map”.

As an example, new legislation might be needed to govern the use of quantum computers to crack existing bank security codes. In a new quantum world, a bank would, for instance, not be able to say its systems are secure, if they are not “quantum secure”.

“The moment quantum computers can crack the code, current encryption systems are going to fail. You will need to have quantum security in place,” he says.

The national quantum project will not be focused on building quantum computer hardware, but will focus on writing software and building apps for quantum computers, which Forbes believes is where SA can play a strategic role in the international quantum community.

“It is important to see this not as a physics initiative. We want to involve people with different skillsets, wherever they are, so that we can build a vibrant quantum community and a viable quantum industry,” he concludes.

ITweb

AFRICAN governments are meeting at the ADEA Triennale in Mauritius to discuss solutions as a new report shows that, while all children are born to learn, those in Africa are five times less likely to learn the basics than children elsewhere.

The ability of education systems in the continent to ensure even rudimentary literacy skills for their students has declined in 4 out of 10 African countries over the last three decades.

The findings are published in the first of a three-part series of Spotlight reports on foundational learning in Africa called Born to learn, published by the Global Education Monitoring (GEM) Report at UNESCO, the Association for the Development of Education in Africa (ADEA) and the African Union. The continental report draws from five accompanying country reports developed in partnership with ministries of education covering the Democratic Republic of the Congo, Ghana, Mozambique, Rwanda and Senegal and a series of case studies from various African regions.

“Africa has a complex past that has left parts of it with linguistic fragmentation, conflict, poverty and malnutrition that have weighed heavily on the education systems’ ability to ensure universal primary completion and foundational learning. Our partnership is shining a spotlight on this issue together with education ministries to help find solutions that work. The social and economic consequences of low learning outcomes are devastating for Africa. This report’s findings give us the chance to find a new way forward, learning from each other,” says Albert Nsengiyumva Executive Secretary of ADEA.

The report finds that, in addition to socioeconomic challenges, the limited availability of good quality textbooks, lack of proper teacher support, inadequate teacher training and provision of teacher guides, limited progress in the introduction of home languages in teaching and insufficient school feeding programmes, are key factors that have resulted in poor learning outcomes in sub-Saharan Africa. 

Yet, recent interventions show that progress is possible if efforts are focused on classroom practices that are informed by evidence. These positive practices highlighted in the report and other experiences are to feed into a peer-learning mechanism on foundational learning hosted by the AU that has been launched alongside this report, the Leveraging Education Analysis for Results Network (LEARN), building on the Continental Education Strategy for Africa clusters.

“The COVID-19 pandemic has thwarted our efforts to ensure all children have fundamental skills in reading and mathematics. This is why a focus on basic education within our continental strategy’s policy dialogue platform is warranted. The work of the new LEARN network on basic education within the AU launched this week will draw from the experiences of countries that have taken part in the Spotlight report series,” says Mohammed Belhocine, African Union Commissioner for Education, Science, Technology and Innovation.

“Every child is born to learn, but they will not do so if they are hungry, if they don’t have a textbook to learn from, if they don’t understand the language they are being taught in and if their teachers are not supported appropriately. Every country needs to learn too, ideally from its peers. We hope this Spotlight report will guide ministries to make a clear plan to improve learning, setting a vision for change, working closely with teachers and school leaders, and making more effective use of external resources.”

The report makes the following recommendations:

Give all children a textbook: Ensure all children have learning materials, which are research-based and locally developed. Each textbook is shared on average by 3 students and yet owning their textbook can increase children’s literacy scores by up to 20%. Senegal’s Lecture pour tous project ensured textbooks were high quality. Benin is celebrated for its system-wide curriculum and textbook reform that has provided more explicit and direct instruction for teachers, as well as making efforts to reduce the cost of textbooks to less than US$1.

Teach all children in their home language: Give all children the opportunity to learn to read in the language they understand. Just one in five students are taught in their home language. Mozambique’s recent expansion of bilingual education covers around a quarter of primary schools, with children learning under the new approach achieving outcomes 15% higher than those studying the monolingual curriculum.

Provide all children with a school meal: Give all children the minimum conditions to learn: zero hungry pupils in school. Today, only one in three primary school students in Africa receive a school meal. Rwanda has committed to deliver school meals to all children from pre-primary to lower secondary education and offered to cover 40% of the cost.

Make a clear plan to improve learning: Define learning standards, set targets and monitor outcomes to inform the national vision. There is no information on the learning levels of two-thirds of children across the region. This represents 140 million students. The Ghana Accountability for Learning Outcomes Project is working on a framework for learning accountability, which includes development of national standardized assessment tests at grades 2 and 4.

Develop teacher capacity: Ensure all teachers use classroom time effectively through training and teacher guides. A recent study covering 13 countries, 8 of them in sub-Saharan Africa, found that projects with teacher guides significantly increased reading fluency.

Prepare instructional leaders: Restructure support mechanisms offered to teachers and schools. The Let’s read programme in Kenya, which combined school support and monitoring with effective leadership has seen improvements equivalent to one additional year of schooling for children.

Learn from peers: Reinvigorate mechanisms for countries to share experiences on foundational literacy and numeracy.
Focus aid on institution building: Shift from projects to provision of public goods that support foundational learning.

The Report was launched along with a campaign #BorntoLearn with the support the First Lady of Malawi, H.E Monica Chakwera and the First Lady and Minister of Education of Uganda H.E Janet Kainembabazi Museveni, alongside six other ministers of education: Ghana, Rwanda, Somalia, Sierra Leone, Zambia, Zanzibar.

The Spotlight on Primary Education and Foundational Learning in Africa report, Born to Learn, is the result of a partnership between the Global Education Monitoring (GEM) Report, the Association for the Development of Education in Africa (ADEA) and the African Union. The report, which was launched alongside the #BorntoLearn campaign, analyses the current situation of foundational learning, recognises ongoing challenges, and identifies key policy solutions to improve the access to, and quality of, education across Africa.

SUPPLIED

Confucius Institute at the University of Johannesburg (UJCI), the fifth Confucius Institute opened in South Africa, was established in 2016, offering Chinese language teaching to students and nearby communities.

After six years of development, the institute has set a successful example of cultural exchanges.

Today, with the deepening cooperation and better courses, the role of UJCI will become increasingly imperative.

Recently, students of international communication at the Renmin University of China, who were intrigued to know about the experience of the Confucius Institute in cultural exchanges interviewed Peng Yi, an associate professor at the School of Law and Politics, Nanjing University of Technology.

From January 2018 to February 2022, she worked as the Chinese Director of the Confucius Institute at the University of Johannesburg (UJCI), South Africa.

In this discussion, Peng narrated her work experience in South Africa and reveals the landmark cultural exchanges during Chinese language teaching.

What informed your decision to work at the Confucius Institute, and how was the selection process?

It was one of my colleagues who mentioned that we have this cooperative program with Confucius Institutes in South Africa and Spain during a small talk. He believed I can fit into any situation smoothly with a responsible attitude, and encouraged me. I applied for it without much hesitation because such a platform would be a rare opportunity for me to sharpen my skills during work.

More than that, it would be a great honor if my efforts could make a small contribution to promoting cooperation between the two universities and friendship between the two countries. That’s how I applied to be a candidate for the Chinese director.

As for the selection, I would say the whole process was very rigorous. Firstly, I obtained a school recommendation to the headquarters after a strict selection. Then it led me to another selection which was a full-day task that included written tests and interviews in both Chinese and English. The tasks were wide-ranging. It was quite a brainstorming day. It’s not hard to tell that the two-step selection was very strict, so the directors are indeed the best choices.

Although English is the official language of South Africa, it is not the most spoken in everyday life. Did you learn any other languages or had difficulty communicating?

During work, although our courses are open to the public, we mainly get along with students as well as staff in universities and local government agencies. Therefore English was sufficient for the past four years.

There are 11 official languages in South Africa. Apart from English, one of its native languages, Zulu, is spoken by the largest number of local people. I encouraged teachers to learn some Zulu from the students or teach themselves, to better communicate with the local community.

I also learned some French and Spanish when I was in graduate school. I think language can promote friendship and communication between people and countries. An extra language is an extra pair of eyes, where people can read your sincerity.  During cultural teaching and research activities, speaking Zulu brought me closer to local people, even though they were just very simple words. People there would show more respect and interest when they know you have tried to communicate with them sincerely, so the effect of the activities naturally speaks for itself.

What would you say was the motivation for the South African students in learning the Chinese language?

Some of them simply like the Chinese language and culture, and the motivations of others are multifaceted. For example, university students want to study, travel and work in China, or work in some Chinese enterprises in South Africa. University teachers want to have international exchange and research cooperation or to jointly apply for projects, publish articles, and so on. And some employees in local companies want to expand the Chinese market.

Before the epidemic, every year, South African young scientists, young student leaders, and international students went to China for visits and study. The Chinese Embassy in South Africa (CESA), the South African Department of Higher Education and Training (DHET), and the South African Department of Science and Technology (DST) invited us to do pre-departure training in Chinese language and culture.

So, can we correctly assume that if one understands the needs of the local students and be willing to offer assistance, all teaching and research can be vital, and it would be easier to go deeper and farther in knowledge exchange?

Yes, I couldn’t agree more with what you said. One’s energy is limited. Students have heavy school work already, and others like company employees are busy as well. If all we offer is regular Chinese teaching classes, people would hesitate to decide to devote relatively more time to studying Chinese here.

That’s why we later started 6-8 hours classes in Chinese medicine and culture for Johannesburg University Health College, tourism Chinese classes for tourism students and practitioners, and other short classes such as Chinese technology and more. Students can get in touch with the core of Chinese culture quickly and learn some basic professional terms they need.

In this process, we are appealing by showing that our courses can be helpful and flexible, much lower cost of time for students to judge whether our courses are practical. Once they find it worthwhile, the participants will adjust their schedule and devote more energy to the regular Chinese language courses, cultural courses, and other research activities that UJCI offers.

Besides, we were often invited by the South African government or South African companies to provide language and cultural training. In early 2021, we were invited by the South African National Tourism Department (NTD) to conduct a two-month language training course for selected South African tour guides. NTD reported in seven consecutive tweets about the training on its official Facebook account. We were invited by various ministries such as DHET, and we trained over 100 local employees for Huawei’s program in South Africa “Seeds of the Future” program.

We trained and recommended a lot of local talents for the South African government or South African companies, and received extensive support.

Therefore, I think that we as teachers at Confucius Institute should reflect on and refine constantly on our curriculum. The courses should be divided into different levels and categories to cover as much of the needs of everyone. We need to seek cooperation with multiple social entities. By doing so, we can go deeper and farther and enhance our reputation in the local community day by day.

How easy was it for the UJCI to introduce students to Chinese customs, such as traditional festivals?

In China, we celebrate a number of festivals each year. In January and February, there is the Chinese New Year festival, and in September and October, there are the Mid-Autumn festival and a National Day celebration. On these occasions, we put up shows, while informing students about the festival’s history and symbols.

Our celebrations emphasize cultural exchanges between China and South Africa rather than just sharing Chinese culture.

The performances at festivals feature elements from both nations. On the 2020 Chinese New Year celebration, an elegant traditional Chinese dance and a dynamic African dance met. One could appreciate the performance of the renowned choir, the University of Johannesburg Choir, after being moved by the Chinese song “My Motherland”.

South African students demonstrated their talents in addition to that. Calligraphy and martial arts were displayed by the first-place winner of the Chinese Bridge Chinese Proficiency Competitions in South Africa. Chinese artistes also performed face-changing masks and paper-cutting.

Interactive games were part of the sessions. Students from South Africa and China engaged in cooperative games like chopsticks challenge and tongue twisters. Laughter was heard everywhere. Everyone in attendance was able to savor the traditional cuisine of both nations after the performance.

Up to 200 people attended before the COVID-19 epidemic, including the University of Johannesburg’s Chancellor, deans and staff members of several faculties, friends from South African politics, commerce, and academia, members of the community, and our partners, among others. That party was fantastic.

In addition to major events, we occasionally held the Qixi (Chinese Valentine’s Day) Song Festival in August. Students from the two nations get together and sing love songs. A loving mood is created by lovely music.

We took part in South African festivals as well. September 24, 2019, was South Africa’s Heritage Day. I was invited by Wits University students. A group of Quanzhou, China, intangible cultural heritage masters were visiting there at the time, so I invited them to the celebration. The South African students were ecstatic as they watched their performance and thanked us for providing such a fantastic show to support their festival.

How, in your opinion, would culture introduction and language instruction be combined more effectively?

The cultural introduction complements the language instruction. On special days like Dragon Boat Festival and the 24 Solar Terms, our teachers will explain the history and festival of the customs to students in the language class.

We also provided cultural classes in Chinese painting, calligraphy, and martial arts. They were quite popular among students.

In this way, students gain knowledge about Chinese culture and participate in activities while they learn the language.

We also presented cultural activities outside the classroom on various occasions. Many students enrolled in our classes after viewing the performances. They claimed that it never occurred to them how beautiful Chinese calligraphy and music are, how rich Chinese history is, and how advanced Chinese technology is. In order to study in China, they want to learn the language and culture of the country.

We can understand that the primary force behind cultural exchanges is interest. Also from your narration, UJCI has been active in a variety of areas, particularly technology. How did you achieve that feat of exciting their zest?

Simple. By creating a system that addresses multiple aspects of interests, without limiting it to the language part. We offered many platforms and chances for interactions and win-win cooperation between the two countries.

We hosted a seminar on women’s status in China and South Africa on International Women’s Day to empower women. Leaders of the student union and other interested students took part in the discussion. Together, they identified issues that both nations shared and resolved them. The students felt closer after the activity and were more curious about one another’s cultures.

Along with organizing events, we operated as a link between various parties to promote China-African cooperation in research and other sectors.

In 2018, we pushed for the foundation of a university-level Center for African-China Studies.

In 2019, we built a link between Nanjing Tech University and the University of Johannesburg. Both universities are strong in engineering. Nanjing Tech University is an engineering-based institution, and the University of Johannesburg is a comprehensive university with a good engineering base.  Two colleges have national laboratories for environmental and chemical engineering. Through our matchmaking, both institutions recommended strengthening the research interchange and collaboration between the two universities in the environmental and chemical industries. In 2019, South Africa-China Joint Research Centre on Chemical and Environmental Engineering was founded.

Many academic members and students in relevant fields who travel to China for research or exchange benefit directly from this program, which is supported by the departments of science and technology of both nations and the Chinese Embassy in South Africa.

In addition, in August 2021, we held the first high-level forum on cultural and tourism cooperation between China and South Africa. Since then, there has been a number of tourism industry practitioners and university students, and teachers coming to UJCI to learn the Chinese language and culture.

Working for UJCI, we need to think out of the box and situate ourselves within a larger, deeper context. When we have a broader perspective and construct a system that is not confined to the field of language education, any portion of the entire system will be beneficial since they are complementary to each other.

When we see the potential of a certain field, whether it be language teaching, cultural activities, scientific research, etc., we grasp every chance, drive initiatives, establish platforms, and bridge between various parties in an effort to realize it. In this way, we may not only improve that field but also contribute to bilateral cooperation.

Report by Guan Yilun, Lin Qianyu, and Sadakat Yussayin, postgraduate students at the School of Journalism and Communication, Renmin University of China; Jiang Xiancheng, a Ph.D. student at the School of Journalism and Communication, Renmin University of China.

ALEC BASSON

WILL a four-day work week be a hit in South Africa? This was the question Prof Mark Smith, Director of the Stellenbosch Business School, explored in a recent Stellenbosch Forum lecture. The lecture, the eight and last in the series for 2022, was themed ‘A Four-Day week: time to work smarter?’

The Stellenbosch Forum lecture series was started in 1990 and provides regular opportunities to SU staff and students as well as members of the public to learn more about the world-class research conducted at SU. Presented in an accessible and understandable way, these lectures offer both academics and non-academics a platform for critical debate across disciplinary boundaries.

In his lecture, Smith said the current proposal to pilot the four-day work week in different parts of the world (a six-month pilot will be run in South Africa in 2023) shows that in the post-pandemic environment, we all have a reflection of how much we work, how much time we spend in the household, and how much time we have with our loved ones, family and children.

“We are interested in the four-day work week because of the pandemic and post-pandemic effects. We are questioning how we work and live in that environment.

“In a short period of time, we demonstrated that the impossible is possible. Everybody can work online, we run organisations, we can run countries, we can deliver services at a distance and we don’t all need to be at the office on the same days.

“The pandemic also accelerated concerns about work-life issues, retention, recruitment and productivity.

“Previously the nice kind of flexibility might have been reserved for managers and white-collar workers, whereas the pandemic showed that many more people could work from home, from a distant, and also have autonomy about how and when they work.”

According to Smith, results from the pilot show that a four-day work could lead to greater work-life integration, productivity gains, and an improvement in people’s quality of life as they have more time for leisure in principle. He added that it is also close to the ideal “target” working time and that companies involved in the pilot showed improvements in retention and more people wanted to work for them.

There are, however, potential downsides to a four-day work week.

“What if we can’t get the job done in four days? For some organisations it might not be possible. How would workaholics cope? The increase in intensity is a potential risk. There is also a potential risk that we may exclude some groups with some enjoying three days of leisure and others working five days.”

Smith said there is a perception that a four-day work week is a magic bullet that would solve all our problems. Focusing specifically on South Africa, he said there is also the risk of unintended consequences of implementing a four-day work week.

“We have relatively long hours, high levels of employment, and low levels of productivity. There is a legal framework that strictly defines how many hours people should work. The employer-union relations are also more contentious and conflictual than in some countries.”

Smith added that we will also have to think about the impact of loadshedding and extreme inequalities.

He said it is important to dispel any misconceptions about the four-day work week.

“It not working part-time; it is not a compressed working week; and not everyone works the same four days. It is also not partial employment which exists in some countries where instead of people being retrenched, everybody works less.”

Smith pointed out that the four-day work week is not a new idea. In the 1920s, British economist John Maynard Keynes predicted that we would be working 15 hours a week in future, and in the 1950s former president of the United States Richard Nixon also anticipated a four-day work week.

He added that the eight-hour day and 40-hour week are a norm that emerged in the 20th century.

“It is a kind of imaginary rule. It has grown out of the manufacturing context of what was a normal and regular working week. It is the norm that dominates how we might think about time in society, but it doesn’t apply to everybody. Students work part-time, people in the service sector work fragmented hours. There are many people who are not working the standard working time of 40 hours a week.”

SUPPLIED| Stellenbosch

THE University of the Western Cape (UWC) has launched She-Bobo at institution, a soccer league established exclusively for girls under-8 and under-10.

According to the universty, the lack of competitive soccer among young girls hampers the grassroots development of the women’s game in a country where Banyana Banyana already participated in their first FIFA World Cup and have recently won the Women’s African Cup of Nations (WAFCON).

Dr Danny Jordaan, South African Football Association president and UWC alumnus, said the league’s launch could not have come at a better time.

“It is a project that we are certainly delighted about and will support. It’s in the context of us making a bid for the Women’s World Cup in 2027. We are going to launch our intention to bid and then a full bidding process will be outlined by FIFA … around the time that we will see the launch of She-Bobo. It is indeed a wonderful initiative,” said Jordan.

“UWC has made its contribution. More than 15 of our national team players come from UWC – both in terms of sport and education. Many of them are graduates and it’s no wonder that 80 percent of the Banyana team are graduates. It is something we encourage. We hope these girls that start at an early age will eventually enrol at the University to continue their studies. This is one of the most important things: sport and education, and not a choice between a sporting career and having an education.”

Professor Tyrone Pretorius, UWC Rector and Vice-Chancellor and himself a notable soccer alumnus, said: “It is our hope that She-Bobo becomes the blueprint for how universities around the country can engage communities through sport and become the drivers for social change as the anchor institutions in our society.”

“As we celebrate our heroes as the WAFCON champions, we welcome the new cohort of future stars gracing our sporting fields in the She-Bobo at UWC league. We will be watching with great interest the progress of these little superstars, from goals to graduation gowns.”

She-Bobo at UWC will include soccer clubs in neighbouring communities and across the Cape metropole to play in a league of their own in 2023.

The league is the brainchild of UWC Media and Marketing manager, Gasant Abarder, off the back of the University already being a hub for women’s football.

UWC is home to a senior women’s football side that finished 3rd in the Hollywoodbets-sponsored national football league in 2021 and won the prestigious 2021 Varsity Women’s Football tournament in the same year.

“We believe that creating a platform for junior girl footballers is an investment in young girl children. We want to be a game changer as a catalyst for social change and a conduit to the girl child realising her full potential – from excelling on the playing field to eventually graduating from UWC as a well-rounded citizen of the world,” said Abarder.

“At UWC, we know full well how talented girl footballers are in a league of their own. We want to be their springboard for a whole new world that connects possibilities.”

INSIDE EDUCATION

THE Covid pandemic has reminded institutions of higher learning to revisit their curricula with a view to engage with deep programme reform in order to remain relevant, says professor Ahmed Shaikh, MD of Regent Business School.

Professor Shaikh said educators find themselves in a changing world wherein the rate of change, uncertainty and flux is without precedent.

He said higher education was already facing deep challenges before the pandemic, largely because of the impact of exponential and disruptive technologies, and those challenges have been compounded by the lasting impacts of a global pandemic.

Individuals from various institutions were invited to express their views at the Southern African Association for Institutional Research (SAAIR) Quality Forum with the theme: “New Innovations in Teaching and Learning: Do these innovations lead to quality teaching and learning?”

Lerato Makuapane, a research and project coordinator of the Analytics and Institutional Research Unit at the University of the Witwatersrand, touched on staff experiences of how they coped with the adaptation, abandoning the ‘old’ and familiar for a new way of teaching under Emergency Remote Teaching (ERT).

“Work and life balance together with much higher workloads appeared to be a major challenge, and while a range of previously under-utilised technology enablers were introduced into the Teaching and Learning (T&L) environment, a key success factor in the T&L process had been lost – the human interaction.

“Of course, the pandemic became a double-edged sword, in some respects, as it took such a catastrophic phenomenon to force all of us to adopt and accept technology as a vital medium in the T&L process, but at the cost of person-to-person connections that are part of our hardwiring,” she said.

Dr Carin Stoltz-Urban, the quality assurance manager for Teaching and Learning at the Inscape Education Group, shared some interesting insights from her institution on how they have strengthened the student and academic relationship through technology with a strong emphasis on staff development, mentioning that an effective approach has been to introduce Continuous Professional Development (CPD) in a non-threatening manner through communities of practice.

Hoosen Essof, the redHUB and operations manager at Regent Business School, drew close attention to the traits required for the future world of work and the tension between realistic expectations of students and what can be achieved through the curriculum.

Essof’s presentation also reminded the participants of the value and importance of work-integrated learning and how to think differently about traditional approaches to internships.

Dr Kirti Menon, a senior director of the Division for Teaching Excellence at the University of Johannesburg, stressed that technology is not the driver of the curriculum and related pedagogy but is rather an enabler, stating that we now have the opportunity as we emerge from the pandemic to reflect deeply and intentionally on how technology can be used to shift the way we teach and the way students learn.

Students who attended the event highlighted the disparity between their backgrounds and levels of preparedness for the remote teaching environment.

They also highlighted that the levels of anxiety experienced under remote teaching conditions were a significant challenge that placed a huge strain on their own mental health and well-being.

Students underscored the need to train the teachers – specifically in terms of assessment methodologies and, more importantly, to facilitate these with students.

They also raised questions on the need to reflect on how learning may occur rather than following the old familiar path of memory retention under timed conditions, which yield little benefit.

The students closed the discussion by saying that institutions have so much to learn from one another and that they should be open to sharing these with one another.

Business Tech

THE National Prosecuting Authority (NPA) has confirmed it will prosecute former Stellenbosch University Theuns Du Toit for allegedly urinating on the desk, laptop and books of Babalo Ndwayana.

Du Toit was expelled from the university after he was filmed urinating on Ndwayana’s belongings in May.

The university found that Du Toit has also been found guilty of contravening the university’s disciplinary code for students, saying, “…no student shall, without good and lawful reason, willfully engage in any conduct which adversely affects the University, any member of the University community, or any person who is present on the University campus at the invitation of the University.”

NPA spokesperson Eric Ntabazalila said: “I can confirm that the NPA has decided that he must be prosecuted on malicious damage to property and crimen injuria but gave instructions that investigation must be finalised before the matter is placed on the roll.”

In May 2022, du Toit was filmed urinating on the desk, laptop and books of Ndwayana.

After the incident took place, Ndwayana laid a criminal complaint against du Toit.

The charges included housebreaking, crimen injuria, and malicious damage to property.

Crimen injuria is a wilful injury to someone’s dignity, caused by the use of obscene or racially offensive language or gestures.

INSIDE EDUCATION

WITH the 2022 National Senior Certificate examinations set to begin at the end of the month, Cabinet has urged parents and guardians to play their part by encouraging and motivating learners and creating a conducive environment for studying at home.

“Cabinet wishes the Class of 2022 well as they embark on the final leg of their school journey. The continued support from teachers, parents and guardians will go a long way in helping these learners to face these exams with confidence,” Minister in The Presidency, Mondli Gungubele said on Thursday.

Addressing the media on the outcomes of the Cabinet meeting that was held on Wednesday, Gungubele said the exams are set to start on 31 October and end on 7 December 2022.

“The 2022 National Senior Certificate examinations begin on 31 October and end on 7 December 2022,” said Gungubele.

Cabinet urged parents and guardians to play their part by encouraging and motivating the learners and creating a conducive environment for studying at home.

INSIDE EDUCATION

THE Department of Basic Education has released the Grade 12 National Senior Certificate (NSC) examination timetable; this means that exams are around the corner.

Exam season can be an incredibly stressful time for all learners, especially with the weight of expectation in these economically challenging times. How are learners supposed to cope?

According to Dr Bernadette Aineamani, director at Pearson South Africa, many learners feel overwhelmed by the amount of information they are required to retain.

“This problem is particularly where a lot of material is covered, learners may not know where to start, and endless amounts of content available simply doesn’t mean that information gets adequately retained or remembered when needed,” says Aineamani.
Aineamani recommends ten ways in which learners can tackle their exams with confidence:

Be at your exam venue at least 30 minutes before your exam starts.Stay calm and do not panic. Approach every question in a calm way, take deep breaths when you feel overwhelmed.Read the instructions and entire question paper before starting the examination.Read each question carefully to ensure that you understand how to best answer the question.Write neatly.Adhere to the mark allocation of each question. Refrain from giving too much or too little information.Show your workings and calculations in brackets if required.Do not use correction fluid or tippex.Do not leave questions out – even if a question looks unfamiliar, at least try to provide some answers.Remember you are competing with yourself. Do not start panicking when another learner completes the question paper before you do.

“I also encourage learners to take time off to rest and recuperate when needed. It is vital that mental health is looked after because stress and pressure are in abundance while calm and focus are the key to examination success,” advises Aineamani.

Courtesy: Pearson