LINDA CHISHOLM and DAVID FIG

SOUTH Africa’s stance on Russia’s invasion of Ukraine isn’t that surprising in light of its treatment of the Cold War in the school history curriculum and textbooks. In these it’s reflected as having had a negative impact on Africa.

The Cold War (1945-1990) ranged the United States and its allies against their rival nuclear superpower, the Soviet Union. What textbooks contain is significant for being the officially approved representation of the nation’s history. This “official knowledge” usually embeds social controversies in ways that favour ruling groups.

We recently contributed a chapter to a book about how the Cold War is being handled in history textbooks and classrooms worldwide. We examined selected textbooks for Grade 12 (the final year of senior secondary school) for the officially sanctioned images of the Cold War.

The Russian invasion of Ukraine has once again caused fissures between “the west” and the Soviet Union’s principal successor state, the Russian Federation. The potential nuclear stand-off between them could be termed a new Cold War.

South Africa’s image of its own history as represented in the school curriculum and textbooks suggests that it is unlikely to result in a stance aligned with the west.

Choosing textbooks

Textbooks follow curriculum prescriptions closely but are also mediated by textbook writers’ own readings and understandings. Since 1994, the South African curriculum has been revised four times, including the latest COVID-induced “trimming”. These changes have not substantively altered the section on the Cold War.

After each revision, publishers are invited to submit textbooks for consideration in a national catalogue. Using criteria provided by the Department of Basic Education, teams of evaluators screen textbooks for the catalogue. Based on schools’ choices, provinces make selections from the list of approved textbooks.

We selected two textbooks – Focus History and New Generation History – from those topping the list for most provinces in 2016. We compared these with prominent apartheid-era textbooks.

Textbook representations of the Cold War

Under apartheid, the history curriculum was divided into two sections, international and South African history. Until 1982, the curriculum for international history included France, Germany, Italy, Russia, Japan and the United States, while neglecting the rest of Africa and the global south. From 1982, China, India, Vietnam, Latin America and independent African countries were included.

The Cold War was part of the section on international history. A 2018 study on textbooks’ views of Russia specifically showed that a fear of Communism was embedded in apartheid textbooks.

The post-apartheid curriculum revised this approach. The Cold War frames a section that begins with “Independent Africa” and moves on to “Civil Society Protests” (in the US and the UK) from the 1950s to the 1990s; “Civil Resistance in South Africa in the 1970s and 1980s”; “The Coming of Democracy in South Africa” and “Coming to Terms with the Past”. The section closes with “The End of the Cold War” and “Globalisation to the Present”. It thus integrates African and South African history into world history, within which the Cold War is central.

The curriculum specifies that “blame for the Cold War” be taught and learnt through the presentation of different interpretations and differing points of view.

Nonetheless, there is a new narrative. In both the curriculum and textbooks, the “baddies” are no longer the feared Communists. Instead, the then-superpowers, the US and the Soviet Union, representing different ideologies, are both seen as responsible for the Cold War and for creating spheres of interest and conflict through proxy wars. They are presented as manipulating more vulnerable states through extensive military and financial aid, espionage, propaganda, rivalry over technology, space, sport and nuclear races.

The section on Independent Africa compares the former Belgian Congo as “a tool of the Cold War” with the African socialism of Tanzania. It closes with the way Africa became drawn into the Cold War, using Angola as an example. The Soviet Union, the US, Cuba, China and South Africa were all involved militarily in Angola. The section on the Cold War ends with the West seen as becoming dominant.

The Cold War was a binary conflict between two blocs, but also generated a more independent, neutral position led by the Non-Aligned Movement, a mostly Afro-Asian bloc. The leaders tried to assert themselves as independent of the superpowers. This isn’t dealt with in the curriculum, but is an important dimension.

Although the role of Africa and Africans is more prominent than in apartheid-era textbooks, the current books position Africans as both passive victims of the superpowers and as fighters for freedom, imbued with agency and initiative.

South Africa’s current perspective on the Russia-Ukraine conflict claims to be in line with this as well as its own history of negotiated transition.

The question is how anticipated curriculum revisions will update treatment of the Cold War and contemporary conflicts. Curriculum designers and the writers of textbooks may wish to retain an emphasis on multiple perspectives.

This would enable the small minority of school students who study history to examine all sides of the complexities of the new Cold War so that they can decide on ethical issues for themselves.

(David Fig Honorary Research Associate, University of Cape Town)

(Linda Chisholm Professor of Education, University of Johannesburg)

THE CONVERSATION

TECHNICAL and Vocational Education and Training (TVET) in Ghana has received its highest student enrollment since its establishment. 

TVET schools across the country collectively recorded 44,000 student enrollment, an almost 100 percent increase in previous admissions. 

Director-General of TVET, Mawusi Nudekor Awity, says the impressive statistics indicate that the Ghanaian populace is grasping the concept of the programme. 

“This means that parents and wards are now understanding the importance of TVET. The government is passionate about the programme knowing that TVET is the main contributor to national development. 

“If you want to reduce unemployment rate among the youth, it’s about giving them employable skills,” she said.  

Addressing the media after a stakeholder consultative meeting with the Ministry of Education, Mrs. Awity revealed that measures are being put in place to ensure all students who are yet to be enrolled onto the programme are duly admitted. 

“This would help us achieve 98% or 100% increment other than the usual 80%,” she said. 

According to Mrs. Awity, the government is keen on improving the programme as it is presently challenged with infrastructural and resource deficits. 

She acknowledged that the few TVET schools in the country lack adequate resources to ensure the smooth running of the programme. 

“The schools lack tutors, workshops, and many infrastructural deficits. However, the government is bent on expanding, retooling and modernizing these schools,” she said. 

Mrs. Nudekor Awity is hopeful her outfit would record significant figures when the deficits are fixed. 

Meanwhile, a Memorandum of Understanding has been signed for the construction of three TVET incubating centers and ten specialized schools. 

Mrs. Nudekor Awity says the incubators would facilitate in refining graduates from the TVET schools.  

“We have been able to get funding and we are going to put up 3 TVET incubating centres in the lower, middle and upper belts and ten specialized schools. 

“The sites for this project are being looked at and constructions will soon begin,” she said. 

SUPPLIED|

THE 18-year-old Benjamin Richardson (TuksSport High School matriculant, TuksAthletics Academy graduate and now UP-Tuks student-athlete) seems to love nothing more than to medal at ASA National Championships. His tally for this season is three gold medals and a bronze. 

It should be no surprise. Over the last four years, the Tuks sprinter has improved his personal best time over 100 metres by nearly a second. In 2019, it was 10.87s. It is now 10.08s. It means he is faster than Akani Simbine was when he was 18. 

If he can run 0.03s faster, he will qualify for the 2022 World Senior Championships in the USA. He has qualified for the 2022 World Athletics U20 Championships in Colombia.

His progression over 200 metres is equally impressive. In 2020, his personal best time was 21.01s. This season, he clocked a time of 20.67s. 

Still, Richardson is not one to rest on his laurels. One would have expected that he would have been chuffed to run 10.08s at the end of April in Gaborone. But the Tuks athlete has mixed feelings. He has finished second, and that is not on to him. 

“I guess it is a big deal, but it does not make me happy. I knew I could have done better. But I think I have got to accept what I have achieved. Hopefully, soon I will run a faster time.”

Asked what he has to do to gain that hundredth of a second, Richardson said – “I need to work on staying calm. As soon as I get out of the starting blocks and someone is ahead of me, I start to rush things and not think clearly. It is costing me.”

The one thing Richardson has going for him is never giving up. He proved it over the weekend during the USSA Championships in Cape Town. The Tuks athlete was certainly not the fastest out of the starting blocks. It took him 50 metres to draw level, but there was no stopping him once he did so. He so nearly got Tuks to win the 4x100m-relay with his fantastic acceleration. 

Richardson is also the South African Under-20 champion in the 100m and 200m events. During the recent South African Senior Track and Field Championships in Cape Town, he won a bronze medal in the 200 metres. The Tuks athlete credits his success to his coach Paul Gorries.

One can’t help but compare his running style to Usain Bolt’s. Richardson will be the first to admit there is still a lot of hard work to be done before he can be compared to the sprint legend. 

But from a physical perspective, he is on par with Bolt. The Jamaican is 1.95 metres tall and wears size 13 shoes. Richardson is not quite sure how tall he is. He guesses 1.91 metres. He wears a size 12 shoe. 

100 or 200 metres?

“At the moment, I like the 100 metres, but I think the 200 metres will suit me better in the long run.”

Tuks is the 2022 USSA Athletics Championships title winner, collecting 28 medals and two medals in the A and B section. North-West University finished second and UJ third on the final medal standings.

Tuks gold medal winners at the recent USSA Athletics Championships are:

Benjamin Richardson (100m)Bradley Olifant (200m)Jovan van Vuuren (long jump)Zeney van der Walt (400m)Chane Swart (800m and 1500m)Taylon Bieldt (100m-hurdles and 400m-hurdles)Women’s 4x400m-relay and mixed 4x400m-relay.

UP/TuksAthletics

THE Higher Education, Science and Innovation Ministry has established entrepreneurship hubs at Technical Vocational Education and Training (TVET) colleges to support students to move into self-employment after the completion of programmes.

Higher Education, Science and Innovation minister, Blade Nzimande, revealed this in Parliament on Thursday while delivering the department’s 2022 Budget Vote.

This forms a part of the government’s overall strategy to train young South Africans and develop skills in areas that are needed by the economy. The strategy stretches from basic education all the way to tertiary learning.

In basic education, a host of new subjects has been added to the school curriculum over the last five years to meet this strategy, with tech-led subjects like robotics and coding expected to be added in the coming year.

Some new subjects include:

Art and designAgricultural studiesAncilliary healthcareAquaponicsAviation studiesCivil technologyConsumer studies8. Digital technologyEarly childhood developmentElectrical technologyHospitality studiesMaritime sciencesMaintenance and upholsteryMechanical technologyPersonal careTechnical mathematicsTechnical sciencesWholesale and retail

In addition to this, the department is looking to introduce a new General Education Certificate (GEC), which is being piloted by select schools in 2022, with plans to roll out the certificate to all schools in the country by the 2024 school year.

The GEC is intended to give learners recognition of their accomplishments at the end of grade 9, to allow for them to move into vocational training. The Department of Basic Education has stressed that it is not a school-leaving certificate, but rather a certificate for further training.

Higher education minister Nzimande on Thursday (12 May) unpacked how the government’s vocational strategy will continue in the tertiary education sector.

Vocational training

In the current financial year, the minister said the department projected that the skills levy would increase to R20.6 billion from last year’s R18.9 billion.

Nzimande said the department had also taken the decision to prioritise the sector by re-allocating additional funds from the National Skills Fund.

“We have begun a process of crafting one country, one skills plan – a Master Skills Plan. This process will promote a more efficient and effective mechanism for our country-wide skills planning.

“As part of my service level agreement with the Sector Education and Training Authorities (SETAs), they will incorporate government priorities – especially those that address the triple challenges of poverty, unemployment and inequality as captured in the National Development Plan – in their Sector Skills Plans.”

These would therefore develop their Annual Performance Plans (APPs) to address skills challenges in various sectors of the economy and country in general.

Both university and TVET college curricula are being reviewed and strengthened to be relevant to the skills required by local employers, communities and the economy.

The minister said SETAs would process qualifying trade test applications within 40 days of receipt for trade testing and develop credible Sector Skills Plans. SETAs would in this regard produce reports on the implementation of the Skills Strategy.

“To further ensure the rapid skilling and training of our youth, particularly those in rural and townships, we are going to focus our attention to their training in areas such as agriculture and information and communication technologies,” he said.

“Our SETAs will be supporting my Department of Science and Innovation (DSI) in the development of critical high-end skills in selected technology areas such as the bioeconomy, space science, technology energy, intellectual property management.”

During the 2022/23 financial year, the ministry will increase its work-based learning programmes from 78,317 to 107,000.

“We will also Increase our learners registered in skills development programmes from 43,885 in 2020/21 to 148,000 in 2022/23 and increase our learners entering artisanal programmes from 10,302 in 2020/21 to 22,000 in 2022/23.”

The ministry anticipates that 20,500 learners will pass the artisan trade test in 2022/23, a 5,000 increase from the last financial year.

Learners who complete learnerships will also increase from 24,136 in 2020/21 to 31,300 in this financial year, while learners who complete internships would stabilise at 5,200.

The SETAs combined placed 44,619 unemployed people into learnerships, of which over 34,710 were youths below 35. Over 25,550 of these were female.

In the previous financial year, SETAs placed 9,901 interns, of which 9,096 were young people below the age of 35 years old and 6,455 were females. The SETAs spent just over R883 million in this regard.

For TVET placement, SETAs placed about 8,539 learners, with 5,656 being females at a total cost of R393 million.

For university placement, SETAs placed 5,183 learners in workplaces at the value of R300 million.

NOMBULELO SHANGE|

IF black men have faced the worst of fates, then black women have also placed their lives and bodies on the line. Black women have stood by black men, marched with them, nurtured, and guided them, only to be rejected and oppressed by them. Even while mired in racial-patriarchal oppression, black women still find ways to thrive. One of the places where we see this tragedy play itself out in the most vulgar of ways is within higher education in South Africa. 

The irony of this is that universities are supposedly spaces for knowledge production, acceptance, and collective engagement. The unspeakably painful irony of this is that universities have been spaces in which black men have made important strides in advancing democracy. Black men were, for example, leaders in the South African Students’ Organisation, which was rooted in Black Consciousness ideology.

Today discourses on decoloniality often echo statements by luminaries such as Steve Biko. So it hurts that those black men have not learnt to value the contributions and leadership of black women at every step of the blood-stained march to freedom, even in the hallowed halls of universities.

At every turn black women in higher education have to navigate tremendous obstacles in order to make it to senior positions. Many move to other industries, hoping to find acceptance. Others reluctantly give up such ambitions and find meaning in junior roles. 

Black female leaders facing challenges 

It is worth thinking of this when remembering how, in 2014, Professor Nthabiseng Ogude was pushed out of office after only serving two years of her five-year contract as vice-chancellor of Tshwane University of Technology. She was portrayed as being aloof, not engaging with unions and not being close to students. 

The University of Cape Town’s Vice-Chancellor, Professor Mamokgethi Phakeng, has also been met with misogynistic attacks that included having her qualifications questioned. Few lauded her professorship, and fewer commented on the patriarchal obstacles she would have had to overcome to progress in the manner she has. Despite the questioning of her qualifications, Prof Phakeng has managed to cement UCT’s top ranking among universities on the continent. 

More recently, the University of South Africa’s first black woman leader, Professor Puleng LenkaBula, has been placed at the fore of the hit list of sexists at universities in this society that too often loves to see black women in pain. Just a little over a year ago, we celebrated her appointment as the first black female vice-chancellor. Her resilience led her to smash the patriarchy that has left black women out for almost 150 years.

A little over a year later, there are calls for her to step down, based on issues that are not unique to her or her leadership. Amidst challenges arising from Unisa’s and higher education’s apartheid legacy of systemic exclusion, are problems related to NSFAS and student funding. 

I agree that we have to hold our leaders to high standards and those who promise to bring much-needed transformation should be held to even higher standards. But it is bizarre to me that people think a 150-year complex history of structural injustice and exclusion can be changed almost overnight now that a black woman is in leadership. These same unrealistic expectations are seldom placed on black men, at least not as quickly. 

A lot of the violence directed at Prof LenkaBula is coming from breathless black men who hurl innumerable slurs about her “menopause” and insults about the “slay queen” who they say must be removed from power. Yet, we know these strategies well. History is full of notes on men discrediting women by claiming they are irrational, fragile, emotional and incapable of making decisions because we are “so burdened by our menstrual cycle or menopause”.

History is also full of injustices faced by beautiful and powerful women who are necklaced alive. Note this as we observe that the enduring resilience of Prof LenkaBula led to more hypersexualised vitriol, further illustrating how normal the sexual objectification of women is, even at our highest citadels of education, even from men who are her subordinates. 

Black men must account for their actions pushing women further to the margins

If it is hurtful that black men are prominent in these attacks. It is calamitous that black men use trade union structures to pull black women down. Their new kind of black-on-black violence is frightening, where black men take out their angst on black women in the workplace and other social spaces.

Even amidst all these attacks, Prof LenkaBula and her stalwart colleagues at Unisa have kept the academic ship sailing. She has captained the institution to winning the Excellence for Research Impact award at the 2022 Zairi International Awards hosted in Dubai. This makes me think it matters to honour this good woman leader’s achievements, here in her home.

But in the moments when we acknowledge the successes and excellence of black women, we should interrogate and rethink our societies. We must question why black women have to be so strong in the first place.

In particular, and sadly, black men must account for the ways their actions push us further to the margins so that we have to have superhuman strength to survive and succeed. This feels treacherous when one would think black men would show solidarity and support for black women, with whom they share a history of fighting against unjust systems. They must reflect on why they take a page out of their own oppression to marginalise and inflict trauma on black women. They must find and uproot the self-hate that leads them to refuse to recognise the excellence of black women. They must deworm themselves of the things that make them treat black women with such hate and disdain. 

I still dream that we can see all womanist leaders, such as Profs Ogude, LenkaBula and Phakeng, as the important symbols and changemakers they are. Perhaps then, they and all of us, will be met with more honesty and grace than we are giving them. 

Opinion article by Nombulelo Shange, Lecturer in the Department of Sociology at the University of the Free State and Chairperson of the University of the Free State Women’s Forum.

UFS NEWS 

ADRIANA BANKSTON|

THROUGH my own career transition from academic research into science policy, I have realized the importance of universities supporting the next generation of scientists. Over the years, I have written several articles on the needs of early-career scientists during training, professional development and career progression both within and outside academe. In this essay, I want to emphasize the need for the next generation to get involved in shaping the future of science, technology, engineering and mathematics through policy change.

Early-career scientists should have a say in shaping the policies that can help them in the short term as well as benefit the scientific system in the long term. I have always advocated for their voices to be heard and their contributions to be included in policy making, and I want to focus on that idea in this essay.

The future of our country is in the hands of the next generation. Therefore, the involvement of students, postdocs, policy fellows and early-career scholars in shaping education, training and the job market in ways that are equitable and create opportunities for all is imperative for developing a better future for our nation.

In order to empower the next generation to positively influence the future of STEM education and workforce development, several avenues exist. Due to the importance of changing policies in these spaces both by and for early-career scientists, a holistic approach to policy making that can benefit tomorrow’s innovators is necessary.

The effects of the COVID-19 pandemic on the next generation of scientists and their future in STEM have been widely written about. Some of the negative impacts include reduced access to education and jobs that may have been available before the pandemic, as well as an increase in mental health issues and feelings of isolation among a large portion of this country’s early-career STEM professionals.

However, one could argue that the pandemic has also had a few positive outcomes on education and labor, including a shift to virtual learning, which can open avenues for collaboration that may not have existed before. This environment has likely also encouraged a number of employers to offer remote instead of in-person positions, or to shift toward a hybrid work model.

At the same time, given the dependence on technology for scientific education, training and jobs, the pandemic has probably only increased the digital divide. Young scientists from certain countries or particular regions of the world are still unable to take advantage of this technology due to lack of access to the internet, a working computer or other necessary resources that can facilitate their studies and work from home.

In short, due to the pandemic, STEM education and workforce structures have globally changed in a number of ways—both good and bad—that have very likely altered the landscape of this space permanently. In a practical sense, these changes may ultimately lead those of us working in the higher education industry to help broaden avenues for young people into the STEM workforce by shifting away from traditional pathways.

We can encourage K-12 students to enter higher education as a stepping-stone into the STEM workforce. We can also help enhance career and technical education for students in community colleges, supporting their upskilling so that they can enter the STEM workforce. Indeed, we need to broaden the skill sets of students at all levels as they enter the new normal for STEM training and work environment.

Policy changes are also required to support the STEM education and workforce landscape of the future, and we must find or build avenues for these changes to be brought to light. One such avenue is through publishing scholarly work on policies related to this topic.

Recently, the Journal of Science Policy & Governance, for which I am CEO and managing publisher, produced a special issue in partnership with Sigma Xi, the Scientific Research Honor Society. The special issue invited students, postdocs, policy fellows, early-career researchers and young professionals from around the world to submit op-eds, policy analyses and other articles that addressed topics at the intersection of science and policy and which were focused specifically on education and the labor market. We wanted to hear from them about what’s needed to create bold, innovative, timely and equitable policies for re-envisioning STEM education and workforce development for the post–COVID-19 era.

The articles they wrote focused on issues such as civic science, graduate education reform, inclusion of individuals with disabilities in STEM education and careers, and empowerment of STEM workers in the workforce. I invite you to read the special issue to learn what the next generation envisions in terms of problems and solutions to important policy questions that can redesign the landscape of STEM education and workforce development in the future.

I hope this is the start of a discussion in which the next generation of scientists are actively engaged in conversations that shape their own future in STEM, and that we continue to follow and engage with their innovative ideas for effective, long-term policy change in these spaces. And to bring this back full circle, I also hope that universities where many young scientists study and work will continue to encourage the next generation to develop and share such ideas for the betterment of our society as a whole.

Adriana Bankston is a principal legislative analyst at the University of California Office of Federal Governmental Relations.

A GRADE 10 learner from Thaba-Jabula Secondary School in Soweto was stabbed to death by a Grade 9 boy during break time. The learner later passed away in hospital.

It is alleged that the attacker was defending his brother when he stabbed the youngster.

Gauteng Education MEC, Panyaza Lesufi said that a fight broke out among the boys at Thaba-Jabula Secondary School in Pimville on Thursday.

“On Thursday, 12 May 2022, a Grade 10 boy learner of Thaba-Jabula Secondary School in Pimville was stabbed by a Grade 9 boy learner during break time and later passed away in hospital,” he said.

Lesufi said he was disheartened by the incident that occurred at Thaba-Jabula school.

“According to information at our disposal, the incident took place on school premises during break time. It is alleged that the Grade 9 learner was defending his younger brother from being bullied by the deceased Grade 10 learner,” Lesufi said.

“He then reportedly stabbed the learner four times during the fight and fled the scene.”

The MEC said the learner died while receiving medical attention.

 “The injured learner was rushed to a nearby medical facility by an educator and unfortunately succumbed to his injuries at about 17:00 PM while receiving medical attention,” Lesufi said.

Police have arrested the Grade 9 boy.

The Gauteng Department of Education dispatched its Psycho-Social Unit and a social worker on Friday to provide necessary counselling and support to learners and educators at the school.

“Sadly, this process could not go ahead as some parents stormed the school demanding the release of learners. Subsequently, school has been dismissed for the day because some learners began to fight among themselves,” Lesufi said.

The MEC condemned the violent behavior that took place at Thaba-Jabula Secondary School and encouraged learners to report incidents of bullying.

“We strongly condemn the violent behavior that took place at Thaba-Jabula Secondary School and we always encourage learners to report incidents of bullying so that disciplinary action is taken against perpetrators, revenge cannot be a solution. This is to appeal with parents to allow schooling to resume on Monday, so that the necessary support is provided to the school community. We wish to extend our deepest condolences to the family of the deceased learner.” said Lesufi.

INSIDE EDUCATION

THE Higher Education, Science and Innovation Ministry has established entrepreneurship hubs at TVET colleges to support students to move into self-employment after completion of programmes. 

Higher Education, Science and Innovation Minister, Blade Nzimande, revealed this in Parliament on Thursday while delivering the department’s 2022 Budget Vote.

In the current financial year, the Minister said the department projected that the skills levy would increase to R20.6 billion from last year’s R18.9 billion.

Nzimande said the department had also taken the decision to prioritise the sector by re-allocating additional funds from the National Skills Fund.

“We have begun a process of crafting one country, one skills plan (Master Skills Plan). This process will promote a more efficient and effective mechanism for our country-wide skills planning.

“As part of my service level agreement with the SETAs, they will incorporate government priorities – especially those that address the triple challenges of poverty, unemployment and inequality as captured in the National Development Plan – in their Sector Skills Plans.”

These would therefore develop their Annual Performance Plans (APPs) to address skills challenges in various sectors of the economy and country in general.

During the 2022/23 financial year, the Ministry will increase its work-based learning programmes from 78 317 to 107 000.

“We will also Increase our learners registered in skills development programmes from 43 885 in 2020/21 to 148 000 in 2022/23 and increase our learners entering artisanal programmes from 10 302 in 2020/21 to 22 000 in 2022/23.”

The Ministry anticipates that 20 500 learners will pass the artisan trade test in 2022/23, a 5000 increase from the last financial year.

Learners who complete learnerships will also increase from 24 136 in 2020/21 to 31 300 in this financial year while learners who complete internships would stabilise at 5 200.

The SETAs combined placed 44 619 unemployed people into learnerships, of which over 34 710 were youths below 35. Over 25 550 of these were female. 

In the previous financial year, SETAs placed 9 901 interns, of which 9 096 were young people below the age of 35 years old and 6 455 were females. The SETAs spent just over R883 million in this regard.

For TVET placement, SETAs placed about 8 539 learners, with 5 656 being females at the total cost of R393 million. 

For university placement, SETAs placed 5 183 learners in workplaces at the value of R300 million.

Both university and TVET college curricula are being reviewed and strengthened to be relevant to the skills required by local employers, communities and the economy. 

He said: “On the other hand, 95% of SETAs are targeted to meet standards of good governance, with 100% of their allocated SETA Mandatory Grants paid to employers.”

The Minister said SETAs would process qualifying trade test applications within 40 days of receipt for trade testing and develop credible Sector Skills Plans. SETAs would in this regard produce reports on the implementation of the Skills Strategy.

“To further ensure the rapid skilling and training of our youth, particularly those in rural and townships, we are going to focus our attention to their training in areas such as agriculture and information and communication technologies,” he said.

“Our SETAs will be supporting my Department of Science and Innovation (DSI) in the development of critical high-end skills in selected technology areas such as the bioeconomy, space science, technology energy, intellectual property management.”

SA NEWS

THE Gauteng Online Admissions for Grade 1 and 8 for the 2023 academic year will officially commence on 22 July 2022 and will close on 19 August 2022.

In a statement on Monday, the Gauteng Department of Education (GDE) said that it has reviewed the online system, as well as the previous two-phased approach.

Following an analysis of various online parent surveys and stakeholder consultations, the system has now been enhanced to follow a single application process, allowing all applicants to apply at the same time during the application period.

The GDE said that it believes this overall simplified applications process will satisfy everyone.

“The application period will start on 22 July 2022 at 08:00 AM for Grade 1 and Grade 8 applications, and it will close on 19 August 2022 at 00:00 AM. To apply, visit: www.gdeadmissions.gov.za. Parents and guardians will receive SMS notifications of placement offers to either accept or decline from 3 – 31 October 2022,” the GDE said.

Gauteng Education MEC, Panyaza Lesufi, said they are hopeful that these implemented enhancements will be helpful to all applicants.

He urged parents and guardians who will be seeking space for their children at Gauteng schools for Grade 1 or 8 in 2023, to make sure they diarise the announced dates as they are very important.

“Officials incorporated inputs from our stakeholders on how to improve the system. Indeed, we are hopeful that these implemented enhancements will be helpful to all applicants. Accordingly, we must reiterate that capacity remains our challenge in Gauteng, and a factor that applicants must always bear in mind when applying,” Lesufi said.

The department said that Grade R learners will not automatically be accepted to Grade 1 without application, even if they apply to the schools where they are currently enrolled in.

“This means that all learners that are 5 years old turning 6 years old by 30 June 2023 and are currently enrolled in Grade R in a school or ECD centre, as well as learners that are not in any type of school, must apply for admission at a minimum of three and a maximum of five schools,” the department said.

Important documents to submit

Parents and guardians are urged to upload or submit certified copies of the following documents within 7 days of applying:

· Parent and Child ID or Passport
· Refugee Permit
· Asylum Seeker Permit
· Permanent Residence Permit
· Study Permit
· South African Birth Certificate
· Proof of Home Address
· Proof of Work Address
· Latest School Report and Clinic Card/Immunisation Report (Grade 1 only)

Parents and guardians will be given up until 26 August 2022 (7 days after application period ends) to upload or submit their documents.

However, the GDE said that documents that are uploaded or submitted after the application period closing date will be considered as incomplete applications and will only receive placement at available schools between 1 – 15 December 2022.

To eliminate the risk of overlooking an applicant with uploaded documents by a school, during and up to 7 days after the end of the application period, the department said that schools will receive an auto alert each time new documents are uploaded. The system will highlight all uploaded documents for verification.

“In order to hold schools accountable for verification of all received documents, the system will prompt schools to answer the question whether an applicant submitted documents or not. If verified, the system will prompt the school to verify and update document status. If not verified, the system will create an alert on the parent’s profile and an SMS will be sent to parent to submit or upload documents,” the department said.

As part of the system enhancement process, applicants will be afforded the opportunity to make informed choices regarding languages offered when applying to a school.

Language of Learning and Teaching, Home Languages, and additional languages offered by each school will be visible on the system to applicants during the application period.

“All applicants will be granted an opportunity to apply to a school of their choice, according to the selected application option. This is an improvement as previous complaints we received stated that schools were not available for certain application options and, as such, all schools will remain open for applications for all during the application period,” GDE said.

For all applicants to submit completed applications, electronic messages will be sent via SMS reminding parents and guardians to complete their application, and the same notifications will be created on the parent’s profile on the system.

The department said that SMS notifications informing applicants whether their application was successful or unsuccessful will be sent from 3 – 31 October 2022.

Therefore, parents are urged to note that it is highly important that applicants provide ONE reliable and working cellphone number when applying in order to receive notifications and complete their application.

Schools of Specialisation

Schools of Specialisation will admit learners based on an aptitude or talent from 20 May – 20 June 2022, said the department.

Admission tests, written assessments, trials and auditions will also be conducted by Schools of Specialisation for applicants from 20 May – 26 August 2022.

“The outcome of these tests and trials will be communicated to applicants from 20 June 2022 – 9 September 2022. Parents who have applied to Schools of Specialisation are urged to accompany their children to these tests and trials to complete the process,” the department said.

Parents and guardians applying to boarding schools in Gauteng are encouraged to apply directly at identified schools. Applications to boarding schools will take place from 1 June 2022 – 19 August 2022.

Admission Regulations

The department said that placement of applicants with documents uploaded / delivered within the regulated period will be prioritized.

It must be noted that placement will be conducted as per the following admission regulations:

· Home address within feeder zone
· Siblings
· Work address
· Within 30 km Radius
· Beyond 30km Radius

Decentralised Walk-In Centres

To ensure access for applicants who are unable to apply from the comfort of their homes and or offices, the department has identified Decentralised Walk-In Centres in different areas where applicants will be safely assisted.

The department said that some District Offices and the Head Office will serve as walk-in centres.

This information will be made available to the public via schools, districts, the GDE Website and social media platforms.

“Parents and guardians who will be experiencing challenges during the application period are encouraged to visit our District Offices and Decentralised Walk-In Centres or call the GDE’s Contact Centre 0800 000 789.” 

SA NEWS

Who was Phindile Xaba and what was her cause of death? Tributes Pour In As “Seasoned journalist” Dead at 53: Recently, news has been coming out on the internet that Phindile Xaba, former editor-in-chief of Inside Education in Johannesburg, has died. The news was confirmed by her family on Saturday night and people are still expressing their grief on social media about her untimely death. She died at the age of 53. The death cause was her cancer.  She was battling this disease for a long period of time. She follows the doctor’s advice every single day and takes the treatment. But unfortunately, she lost the battle. In today’s article, we gonna take a look at her personal life as well as professional life.

Who was Phindile Xaba?

Phindile Xaba was a normal living person just like you and me. She worked at Media 24, where she was assigned the position of Editor. Every single day, authorities assigned the work to her and she will do it within a limited time frame. She will do it successfully and the staff members will be stunned by how she is able to do it.

After that, she joined another organization Mail & Guardian where she does the same work but at higher prices. She has also shown interest in various activities like True Love, City Press, St. Petersburg Times (USA), The Journalist, and so on.

Phindile Xaba Cause of Death?

When she was in Sowetan, she ran the Sowetan Women’s club where all the women comes together and celebrate it. Her club was going well and the girls love to go into the club because they feel relaxed and stress-free. All t

he pain that the girl was bearing on her shoulders was gone when they attend the party. But when her death news came out on the internet many were sad.

INDIA NEWS|