WENDY MOTHATA|

THE Gauteng Department of Education (GDE) has announced that online admissions for Grade 1 and 8 would open from Wednesday this week until August.

Applications will open on 22 July at 08:00 and close on 19 August 2022 at 00.00.

The department said that parents will be able to apply to a minimum of three schools and a maximum of five schools for each learner.

The department said it has enhanced the online application so that it was more user-friendly.

In the past parents have raised concerns about the system and the challenges faced when trying to register their children.

“Parents cannot make more than one application for one learner to the same school. Parents must remember to read and accept the terms and conditions.”

The department said that assistance regarding online applications is available at any walk-in centre or school|
• Parents/guardians are required to provide one reliable cellphone number to receive a username and password, and other important information about the child’s application.
• All applicants need to remember to upload certified copies of required documents on the system or submit documents to the schools they applied to within 7 days of making the application.
• Parents/guardians are urged to log on to the system and accept offers of placement that will be sent via SMS from 3 October 2022 to 30 November 2022.

Application process

When applying for Grade 1 and Grade 8 during the 2023 GDE Online Admissions applications period, parents must complete the following 5 steps to submit a complete application|
• Step 1: Register parent details
Step 2: Register address details
• Step 3: Register learner details
• Step 4: Apply to a maximum of 5 Schools
Step 5: Upload or submit documents

Please note the following:
• Parents are encouraged to use home address within school feeder zone application option to see
schools with feeder zones that cover the parent’s home address
• To increase the chances of placement closer to the parent’s home address, parents should select schools with feeder zones that cover the parent’s home address

Documents needed

When applying, parents and guardians must have certified copies of the following documents and either upload them to the system or submit them physically only to the schools chosen when applying within 7 days of applying:
• Parent/Guardian ID OR Passport Child ID or South African Birth Certificate OR Passport
• Refugee Permit OR Asylum Seeker Permit or Permanent Residence Permit OR Study Permit
• Proof of Home Address
• Proof of Work Address (Optional, for those applying at a school closer to work)
• Latest School Report and Clinic Card/Immunisation Report (Grade 1 only)

Meanwhile, parents who wish to apply for Grade R, Grade 2-7 and Grade 9-12 at a public school in Gauteng for the 2023 academic year must apply directly at their identified schools and not on the GDE Online Admissions System.
The department has urged parents and guardians to interact directly with their identified schools to receive guidance on how and when to apply for these grades.

INSIDE EDUCATION

ALEC BASSON|

MANY children in South Africa run the risk of developing foot abnormalities such as hammer-, clawed- and retracted toes and heel spurs because they wear school shoes that don’t fit properly.

This is one of the key findings of a new study at Stellenbosch University (SU).

“Our research shows that habitually barefoot kids wear school shoes that are either too short, too long or too narrow for their feet. Wearing ill-fitting shoes regularly can have a negative impact on the development of their feet which can lead to various foot abnormalities, and musculoskeletal problems such as lower back pain later in life,” say Marise Breet and Ranel Venter from the Department of Sport Science at SU. They set out to determine if the length and width dimensions of prescribed school shoes match the foot dimensions of habitually barefoot children.

The findings of their study were published recently in BMC Pediatrics.

​Breet and Venter measured the feet of 698 kids (431 girls and 267 boys) between the ages of six and sixteen in urban and rural schools. They also measured the length and width of different brands of school shoes currently available in stores. The maximum heel-toe length (HTL) and foot width with an added 10 mm toe and width fit allowance to each participant were compared to the corresponding school shoe length and width.

“Our results show that, comparing the shoe length and maximum heel-toe-length of participants, as well as taking 10 mm toe allowance into account, 59% of children wore shoes that were not the correct length. With regards to the shoe width and the added 10 mm of width fit allowance, 98% of the shoes worn by the children were too narrow for their feet.

“Given the width dimensions of the shoes in our study, many children in South Africa will not have the option of a school shoe with a wider forefoot, as this is not available. Habitually barefoot children have a wider forefoot than those who wear shoes on a regular basis.”

According to the researchers, there are several possible reasons for the prevalence of ill-fitting shoes.

“Recent research has indicated toe and width allowances are not applied effectively. Often too much or too little space is left for the toes inside the shoe to ensure a correct shoe fit. The recommended toe allowance of 10 mm should be considered in addition to the HTL of the child to guarantee the correct fit for shoe length.

“Our shoe manufacturers use a shoe design based on the British system, using foot length as the basic measurement. In this system, each increase in foot length will correspond with a standardised increase in foot girth, based on European data.

“Also, the manufacturing of children’s shoes is often not predominantly influenced by orthopaedic and biomechanical research, but by fashion trends.”

The researchers add that the quality of information available on footwear fit and the rapid increase (up to 1,5 cm per year) in foot length in children between the ages of six and 14 years could also be reasons for ill-fitting shoes.

They recommend that shoe manufacturing companies consider the shoe width of school shoes for habitually barefoot children and adolescents to avoid the long-term negative effects of ill-fitting shoes.

“Shoe designs for these children should produce a shoe to fit the foot properly and mimic the natural shape and dimensions of the bare foot. This should help to enhance the healthy development of the foot.

“It should be pointed out, however, that shoe manufacturers don’t always have the right data to design a standard shape from available measurements. Consequently, they focus on shoe length as a basic measurement without considering the other dimensions.”

The researchers say their study advances and elaborates on existing views on this highly relevant issue, as it places the onus on shoe manufacturers to improve on the basic dimensions of available shoes for habitually barefoot children.

“Results from our study could help to create awareness of the current mismatch between these children’s feet and available school shoes and could also assist shoe manufacturers to make better-fitting shoes for our South African children and adolescents.”

​Source: Breet, MC & Venter, R 2022. Are habitually barefoot children compelled to wear ill‑fitting school shoes? A cross‑sectional study. BMC Pediatrics 22:187: doi.org/10.1186/s12887-022-03263-9

A total of 24 women from South Africa have been admitted to the class of 2023 of the Women Techsters Fellowship, Technology for Social Change and Development Initiative (Tech4Dev) has announced in Lagos, Nigeria.

The Women Techsters initiative is aimed at bridging the digital and technology knowledge divide between men and women as well as ensuring equal access to opportunities for all.

The fellowship received a total of 158 applications from South Africa, while only 24 sailed through the rigorous requirements needed to become a beneficiary.

In all, a total of 1,466 beneficiaries were admitted to the Class of 2023 of the fellowship from a pool of 14,509 who applied from 15 African countries which equals to about 10 percent of total applications.

The Women Techsters Fellowship is a free experiential technology learning and upskilling program for young girls and women between the ages of 16 to 40 across 15 African countries.

A total of 1,167 women from Nigeria were admitted into the program out of 10,912 who applied. Kenya had the second highest number of beneficiaries 68 while 48 Ghanaian women were accepted into the program.

Ethiopia has 32 beneficiaries in the program, Uganda has 29, and 24 South Africans have also been admitted for the 2022/23 calendar year. Egypt has 24, Mozambique 12, Madagascar 12, Tanzania 11, Algeria, and Sudan have six apiece.

Angola and Morocco have 4 students each in the program while DR Congo has a total of three students in the program.

However, 16 beneficiaries from other countries around the world not captured in the original list of 15 African countries were also granted admissions.

The women will be trained in Mobile Development, Software Development, Product Design, Product Management, Cybersecurity, Data Science/ Artificial Intelligence Engineering, Blockchain and Mixed Reality/3D.

Speaking at the announcement press conference, Women Techsters Initiative Lead, Blessing Ashi, revealed that the process of selection was rigorous as the program requires only the best and most dedicated fellows.

“We started the registration process in March 2022 and we had three stages of assessments for the beneficiaries and I can categorically say that we have selected the best based on the performance of beneficiaries across all the three stages,” said Ashi.

“I want to say congratulations to everyone who made it this far and I hope that the skills to be acquired during this learning phase will stand you out amongst your peers. Stay true to the program and I wish you the best.”

Co-founder and Executive Director at Tech4Dev, Oladiwura Oladepo, encouraged the beneficiaries to give their all to the program.

“Congratulations for making it into the fellowship but I must tell you that this is the time to put in work because without putting in the effort, success may not be guaranteed. It takes long hours, sometimes sleepless nights but I can assure you that success is just around the corner if you stay dedicated,” Oladepo said.

He continued that Tech4Dev’s goal is to train 5 million women across Africa by 2030 and that the company believes that when the call for application comes for the next fellowship calendar, it will have not just more applicants from South Africa but more beneficiaries.

The Women Techsters Fellowship, launched in 2021, is a year-long immersive training and experiential learning program for young girls and women across Africa to acquire deep tech skills through 6 months of intensive training, 6-month internship, and mentorship.

In its first year, the Women Techsters Fellowship received over 4,800 applications from 19 countries and accepted 338 beneficiaries into the program, which is a 7% acceptance rate from 5 countries: Nigeria, Ghana, Kenya, Egypt, and South Africa.

The Women Techsters initiative is aimed at bridging the digital and technology knowledge divide between men and women as well as ensuring equal access to opportunities for all.

ITNEWSAFRICA

CYRIL RAMAPHOSA|

TODAY is Nelson Mandela Day, which is commemorated in South Africa and around the world.

In honour of the birthday of the founding father of our democracy, we are called on to dedicate 67 minutes to doing good works, serving others and making a difference in our communities.

At a time when so much of the world is beset by hardship and strife, we are inspired by Madiba’s words that “it is in our hands to make a difference and to make the world a better place”.

Across the length and breadth of our country today, South Africans are taking Madiba’s message to heart. They are making a positive contribution. They are volunteering in shelters and care facilities. They are helping to feed and clothe the needy. They are helping to clean their communities. They are performing acts of kindness and service, both big and small.

Nelson Mandela Day is about inculcating a culture of service that lasts beyond the 67 minutes every year on the 18th of July.

This is a difficult time for our country.

We are in the midst of an energy crisis that is causing great hardship. A spate of violent crimes is heightening fear and insecurity in communities. Even as our economy is recovering from the impact of the COVID-19 pandemic, poverty and unemployment is taking a heavy toll on millions who are struggling to make ends meet. Corruption has eaten away at our nation’s soul and has severely eroded the social compact between the state and citizens.

Nelson Mandela Day is an opportunity to remember that these problems, like so many we have faced before, are not insurmountable. They can be overcome.

This day is an opportunity to recommit ourselves to upholding the values Madiba stood for and to building the South Africa to which he dedicated his life.

He always reminded us that there is no easy walk to freedom and that we share a common responsibility for nation-building.

Time and again, we have been pulled back from the brink by the activism and resilience of our people. Community, faith-based and grassroots organisations have acted in defence of human rights, our Constitution and the interests of our citizens.

At times when the state has faltered, it has been civil society that has reminded us of our obligation to advance the ideals for which Madiba and generations of freedom fighters made such sacrifices.

The programme for democratic renewal launched by a group of civil society organisations earlier this month, which calls for people’s power to be re-ignited, is to be welcomed.

It is a call for communities to organise and mobilise around economic inclusion, social and climate justice and ethical behaviour.

Many civil society organisations are rooted in our communities and have the keenest appreciation of the struggles of our people. Engaging and working with government to overcome the challenges in our society is what participatory democracy is all about.

During the COVID-19 pandemic, this collaboration between government, civil society and other social partners was instrumental in responding to a dire health emergency and providing support to society’s most vulnerable. Such partnerships are vital as we strive to rebuild our economy.

Building a better South Africa requires each and every one of us to make a contribution in whatever way we can. Defending our democracy begins with individual acts, like joining a community policing forum, volunteering at a charity or a shelter, reporting crime or refusing to pay a bribe.

Let us evoke Madiba’s ‘new patriotism’, where South Africans are determined to work together and make our country a winning nation. We cannot leave it to others to realise the South Africa of our dreams. The future of our country is indeed in our hands.

Wherever you may be today, I wish you a happy and meaningful Nelson Mandela Day.

From the desk of the President

CHANTEL KING|

THE long-awaited ministerial task team report on student funding has not been released to the Cabinet and the portfolio committee for comments and inputs, yet Higher Education Minister Blade Nzimande on the eve of him stepping down as the leader of the SACP is jumping the gun to pronounce that the National Student Financial Aid Scheme (NSFAS) will fund all poor and working-class students ahead of the report being released.

We are reminded of a similar stunt pulled by former President Jacob Zuma in 2016 ahead of the Higher Education Commission report. It is time that this long-awaited report be presented for public comment as soon as possible to avoid a looming crisis.

The financial sustainability of fee-free higher education over the last three years has been a serious concern.

Contribution towards the NSFAS bursary in 2018 was R20.6 billion which grew to R49 billion (R10 billion additional funds added to cover the shortfall) for the 2022 academic year. In 2018, 522 176 applications were received and in 2022 more than 900 000 applications were received.

This is an indication that it will not be possible to bail out NSFAS in future and therefore it is urgent to look at a more sustainable funding framework which will incorporate all students (missing- middle and post-graduates).

Socialist grandstanding cannot erase the fact that a more sustainable student funding framework is needed which can only be achievable through the involvement of all government departments and the private sector.

A sustainable funding model can only be achieved as follows:

When the system is geared towards equity to offer students from low-income households comprehensive support and provide proportional assistance to those in the missing middle bracket;

Setting up a national fund for student framework which should encompass multiple funding sources offering students a variety of funding options through a single application process.

Streamlining funding towards degrees, diplomas and courses geared towards demands in the job market; and

Streamlining undergraduate funding more towards TVET colleges.

The ministerial task team report must be put to the test through public inputs, especially inputs from National Treasury on NSFAS bursary sustainability and whether funding should be geared towards Higher Education institutions for their growth and sustainability.

Chantel King is the DA Shadow Minister for Higher Education.

HIGHER Education, Science and Innovation Minister, Dr Blade Nzimande, has sent his heartfelt condolences to the family of South African Student Congress (SASCO) Deputy President, Buyile Matiwane.

Matiwane passed away on Monday after a short illness.

In a statement on Tuesday, Nzimande said Matiwane’s passing is not only a loss to SASCO but to the entire Post School Education and Training (PSET) sector, because SASCO, as a student movement plays a significant role in the sector.

He said that since the election of the current leadership of SASCO into office, Matiwane had a cordial and frank relationship with the leadership in advancing the interest of students throughout the post school education and training sector.

“Such relationship was demonstrated as we were collectively responding to COVID -19 and its aftermath. This includes our decision to provide laptops and data to the students. This process was coordinated seamlessly throughout our institutions,” Nzimande said.

In honour of Matiwane, the Department of Higher Education and Training will continue to offer financial support to the children of the working class and the poor, through the National Student Financial Aid Scheme (NSFAS).

“The Department of Higher Education and Training will continue to increase the total headcount enrolment in higher education, public and private institution to 1.62 million as envisaged by the National Development Plan (NDP).

“The department will also continue to ensure that it finds alternative funding models through the Comprehensive Student Funding Model which will be presented to Cabinet for consideration,” Nzimande said.

Nzimande highlighted that SASCO is an organisation that has given the country great patriots and competent cadres, many of whom carry enormous responsibilities in state institutions and in the business sector.

STAFF REPORTER

THE SA Schools teams return to action in Cape Town on Saturday having last played in 2019 and – judging by the excitement in the camps as they prepared at Hoër Landbouskool Boland near Paarl – the players and their management teams can’t wait for the opportunity to play again.

Two teams – SA Schools and SA Schools A – were named after the U18 Craven Week in Cape Town last week. At their blazer presentation ceremony on Tuesday night, Zachary Porthen (SA Schools) and Camden Schoeman (SA Schools A) were named as the respective captains.

Katleho Lynch, coach of the SA Schools side, says he was filled with gratitude at the opportunity to work with some of the best schoolboy players in the country.

“To witness the excitement among the players and how proud their parents are, is just wonderful,” said Lynch, who was appointed as SA Schools A team assistant coach in 2020, before the Covid-19 pandemic halted the local season.

“For two seasons, we hardly had any schoolboys rugby and now we’re slowly returning back to normal. The boys are really in their element and their eagerness to learn, to make new friends and just to soak up this experience, is palpable.

“I’m honoured to be working with them and all of us are very excited about Saturday’s game.”

The clash between the two SA Schools teams is scheduled to kick off at 12:30pm on Saturday at Hamilton Rugby Football Club in Cape Town, after which the players and management will attend the third Test in the Incoming Series between the Springboks and Wales at Cape Town Stadium.

Cobus van Dyk, who was supposed to assist Lynch last year with the SA U18 team on a tour to Georgia in August, which was cancelled shortly before departure also due to Covid, echoed his colleague’s sentiments.

“It’s a great initiative to get these two teams to face each other and spend time together, work hard and enjoy the week,” said Van Dyk, head coach of the SA Schools A side.

“The talent in this group is special and the players will be better for the experience, but they are also experiencing what true rugby camaraderie is all about – getting to know players who you usually play against and forming friendships that will last for life.”

Due to injury, there were two changes to the SA Schools A side announced last Friday. Hanro Venter of the Blue Bulls will now start on the bench as a replacement hooker in place of Jan Botes, while loose forward Michael Maseti was also ruled out and replaced by Dewald Gerber (SWD).

he teams are:

SA Schools – 15 Michail Damon (Blue Bulls), 14 Alfondso Isaacs (Free State), 13 Litelihle Bester (Sharks), 12 Joshua Boulle (Golden Lions), 11 Joel Leotlela (Golden Lions), 10 Thurlon Williams (DHL Western Province), 9 Steven Nel (Blue Bulls), 8 Sibabalwe Mahashe (Border), 7 Lukas Meyer (Free State), 6 Matthew Fick (DHL Western Province), 5 JF van Heerden (Free State), 4 Thabang Mpafi (Golden Lions), 3 Zachary Porthen (captain – DHL Western Province), 2 Luca Bakkes (DHL Western Province), 1 Sifiso Magwaza (Golden Lions). Replacements: 16 Ethan Bester (Sharks), 17 Ruan Swart (SWD), 18 Casper Badenhorst (Free State), 19 Jack Waterhouse (Sharks), 20 Thomas Dyer (Sharks), 21 Caleb Abrahams (Free State), 22 Stehan Heymans (Blue Bulls), 23 Sha Jehaan de Jongh (DHL Western Province).

SA Schools A – 15 JT Strydom (SWD), 14 Gino Cupido (DHL Western Province), 13 Antonio Bruiners (SWD), 12 Alec McIntyre (Free State), 11 Jameel de Jongh (DHL Western Province), 10 Bradley Giddy (Free State), 9 Emrique Liedeman (DHL Western Province), 8 Camden Schoeman (captain – SWD), 7 Wandile Mlaba (Sharks), 6 Max du Pisani (Eastern Province), 5 Keanu Coetzee (DHL Western Province), 4 Daniel Botha (DHL Western Province), 3 Nic Snyman (Sharks), 2 Christian Everitt (Sharks), 1 Liyema Ntshanga (Sharks). Replacements: 16 Hanro Venter (Blue Bulls), 17 Willem Loubser (DHL Western Province), 18 Bradley Stanfliet (DHL Western Province), 19 Ulrich van der Westhuizen (Golden Lions), 20 Dewald Gerber (SWD), 21 Onelisiwe Fani (Border), 22 Sesethu Mpaka (Border), 23 Jaden Bantom (Valke).

SA Rugby Magazine

THE recently released Early Childhood Development Census revealed that the sector needs significant financial and training support in addition to infrastructure.

The census highlighted several challenges, including the lack of learning material and training and further revealed that only 60% of the ECD programmes surveyed have flush toilets, while around a third of all schools do not have taps to supply water for hand washing.
Ahead of Mandela Day, MySchool, together with Breadline Africa, have committed to continue allocating funds to upgrading classrooms, toilets, kitchens and office facilities at ECD centres across South Africa.

Breadline Africa is a non-profit organisation that uses funds donated from the MySchool programme.

Studies have shown that solid investment in ECD plays a significant role in whether or not children go on to achieve their full potential.

Children do not learn when they are hungry, and many ECD centres do not have adequate kitchen facilities available to prepare meals, the group said.

Children also do not learn optimally in dark, damp, unsafe, cold, unventilated, draughty, leaking spaces where learning materials and resources are in short supply.

The ECD sector has been one of the sectors most impacted by Covid-19, with many nursery schools and crèches having to close their doors due to the severe effects of the lockdowns. This situation was compounded by the Department of Social Development’s delay in paying out money from the R496 million allocated to the sector as part of an employment stimulus relief fund to help it recover.

The pandemic also temporarily halted Breadline Africa’s infrastructure project as its team couldn’t access community projects during lockdown.

Strategic Partnerships manager at Breadline Africa, Diane Laugksch, said that despite these challenges, Breadline Africa’s goal to erect 1 000 school infrastructure units by 2023 remained on track.

“Upgrading facilities is an important aspect to ensuring ECD centres meet requirements for registration with the Department of Basic Education. Once registered, centres are able to access government funding, which contributes to their sustainability,” Laugksch said.

Breadline Africa has so far placed more than 850 structures at community-run projects in resource-poor communities across South Africa, with the goal for this year to secure funding to place 193 structures at community projects. At some sites, the organisation also hopes to test a range of environmentally sustainable infrastructure solutions.

“On average, we have the capacity to place 150 structures per year. Since 1996, Breadline Africa has placed more than 850 structures at community-run projects in resource-poor communities across South Africa. These are predominantly container and prefabricated structures used as classroom, kitchen and toilet facilities at ECD centres and as libraries in quintile 1-3 (no fee-paying) public primary schools,” Laugksch explained.

She said that inadequate and poor ECD facilities impact learner performance and that this year, they hoped to secure funding to place 193 structures at community projects.

“Children do not learn when they are hungry, and many ECD centres do not have adequate kitchen facilities available to prepare meals. Children also do not learn optimally in dark, damp, unsafe, cold, unventilated, draughty, leaking spaces where learning materials and resources are in short supply,” Laugksch said.

At some sites, the organisation also hopes to test a range of environmentally sustainable infrastructure solutions.

Pieter Twine, General Manager at MySchool, said focusing on early childhood development now was crucial to the success of the country and youth.

“We have to ensure that we do our children justice in providing them with early learning opportunities in their formative years, which sets the stage for their success at school as well as later in life,” Twine said.

As MySchool celebrates its 25th anniversary this year, they share their commitment with Breadline Africa – one of its long-standing beneficiaries.

Over the years, Breadline Africa has allocated funds received from MySchool to upgrading classrooms, toilets, kitchens and office facilities at ECD centres across South Africa.

Shoppers can continue supporting Breadline Africa every time they swipe their MySchool, MyVillage or MyPlanet cards at participating retailers, and a percentage of their spend will be donated to the organisation.

For more information, visit www.myschool.co.za

AS part of honouring the legacy of former State President Nelson Mandela, the Justice and Correctional Services minister, Ronald Lamola, handed over a sports field restored by offender labour to Mchaka High School in Bushbuckridge on Friday July 8. Lamola said it would cater for sports such as football and netball.

The entertainment company MultiChoice partnered with the Department of Correctional Services (DCS) to provide much-needed resources for the sports field’s upgrade.

Lamola has often lamented the poor sporting infrastructure in public schools and rural communities, which he said deny young people opportunities to take part in sport.

“Some of our renowned sport icons were identified at school sport tournaments. It is our hope that our work of developing sport fields will revive the vibrant school sport culture and yield more champions,” he said.

“Some of our renowned sport icons were identified at school sport tournaments. It is our hope that our work of developing sport fields will revive the vibrant school sport culture and yield more champions. Projects of this nature are thus aligned to the DCS’s self-sustainability and sufficiency framework, by means of partnering with strategic stakeholders like MultiChoice in order to roll out infrastructure in disadvantaged communities,” said Lamola.

He said the department would also help schools in other provinces with sporting infrastructure. “This has resulted in some schools in Gauteng, Western Cape and Northern Cape benefiting from this project.”

Lamola said at least 40 000 youth are incarcerated in correctional centres, with some lured into crime due to failure to channel their youthful energy to positive activities like sport and recreation. “Such work will serve as a catalyst to promote sport, leading to positive lifestyles among the youth,” he concluded.

NOAM ANGRIST|

THE COVID-19 pandemic placed enormous pressure on education systems worldwide. At the peak of the crisis, school closures forced over 1.6 billion learners out of classrooms. This exacerbated a learning crisis that existed before the pandemic, with many children in school but learning very little.

Widespread school closures are not unique to COVID-19. Teacher strikes, natural disasters, other disease outbreaks and extreme weather conditions all result in lengthy school closures.

The cost of school closures has proved to be substantial, in particular for lower socioeconomic status households. When schools are closed, remote learning is rarely as effective as in-school instruction, and caregivers become the front-line educators.

In well-resourced households, learning material such as textbooks and online internet access might exist at home and caregivers are more likely to engage in their child’s education. But in lower income households, fewer resources exist to support educational instruction.

Reducing learning loss when schooling is disrupted requires outside-school interventions that can effectively deliver instruction to children at scale. But little evidence exists on cost-effective learning interventions during school disruptions.

It’s estimated that globally 70%–90% of households own at least one mobile phone. This suggests that the use of mobile phones has the potential to provide educational instruction in resource-constrained contexts and at scale. But this “low-tech” solution is less commonly used in education relative to “high-tech” approaches that rely on internet-based instruction. This is despite the fact that only 15%–60% of households in low- and middle-income countries have internet access.

To examine the potential of mobile phone-based instruction, we conducted a randomised controlled trial with 4,500 households across Botswana led by Youth Impact, one of the largest NGOs in the country. In Botswana, mobile phone access is high: nearly 1.5 mobile phone connections per person on average. Many individuals have multiple sim cards.

We tested two mobile phone-based methods as low-tech solutions to support parents and their children during the COVID-19 pandemic.

The households were divided into two types of intervention groups. One group received SMS messages with a few basic numeracy problems of the week. A second group received these same weekly SMS messages plus a 15–20-minute phone call from a teacher.

Phone calls improve learning

We found that SMS messages alone had little effect on learning outcomes. But a combination of phone calls and SMS interventions resulted in large learning gains.

Learning levels, as measured by a test focused on foundational numeracy skills such as addition, subtraction, multiplication, and division, increased by 0.12 standard deviations. This equates to more than a full year of high-quality instruction gained per $100 spent. This ranks among the most cost-effective learning interventions.

These results show that instruction through mobile phones calls can provide an effective, scalable method to provide education instruction when schooling is disrupted. The research also shows the importance of live, direct instruction to complement more automated SMS based approaches to provide effective remote education.

We further developed phone-based assessments, as a means to measure learning, and found that this enabled high-frequency data collection to target instruction to children’s learning levels in real-time. For example, children who did not know addition were taught addition; children who did not know subtraction were taught subtraction. The one-on-one phone calls enabled a cost-effective and scalable form of tutoring. They were also highly targeted to children’s learning levels. This approach to targeting instruction was inspired by a well-known model called Teaching at the Right Level.

We found improved parental engagement too. Parents became more confident and accurate in their beliefs about their child’s education as a result of the intervention. This shows they were engaged and involved in the instruction along with their child.

Our findings have immediate policy relevance as the COVID-19 pandemic continues to disrupt schooling. Many schools have reopened since the COVID-19 pandemic, but only partially. For example, in Botswana instruction time has often been reduced owing to social distancing measures such as double-shift systems where half of the students attend school in the morning and the other half attend in the afternoon. Many countries around the world have adopted similar double-shifting systems, necessitating urgent action to provide additional, high-quality educational instruction.

Low-tech education

Our findings also have broad implications for the role of simple, low-tech methods to support education beyond COVID-19. Schooling gets disrupted for many reasons such as public health crises, weather shocks, natural disasters, elections, summer holidays, and in refugee and conflict settings. During these moments, education systems need resilient approaches to continue to provide education.

It’s important to note that our study evaluated only a subset of potential interventions. Other popular low-tech methods of educational instruction, such as radio and TV, require further investigation.

Since the initial trial in Botswana, our research team has engaged in a series of follow-up studies in India, Kenya, Nepal, Uganda and the Philippines. Results will show how well this approach scales across diverse contexts.

(Noam Angrist, Executive Director, Youth Impact, Fellow, University of Oxford)

This is an edited version of an article that was originally published in Nature Human Behaviour.