South Africans, especially young South Africans, are drowning in debt. According to the latest figures from the South African Reserve Bank, South Africans are spending more than 75% of their take-home income on debt.

Leana de Beer, CEO of WaFunda, a for-profit social impact enterprise focusing on financial literacy and access to education funding for youth and students, said: “Many South Africans are not making ends meet, the prevalence of illicit loans from illegal micro financiers, or abo mashonisa, is high. Local loan sharks are notorious for their exorbitant interest rates and brutally coercive extortion for repayments.”

Blackbullion South Africa is a new digital platform offering financial education for South African students.

De Beer explained that it was adapted for the local market from an award-winning international platform used by some 700 000 students and trusted by more than 40 university and college partners across the UK, Australia and New Zealand.

An important part of Blackbullion South Africa’s content development and localisation process involves discussions and focus groups with students to ensure the content is accessible and relevant for a local audience.

“Blackbullion South Africa takes the form of multimedia content streams, convenient lessons, quizzes, videos and articles, all structured into modules across personalised learning pathways,” she explained.

The platform takes a holistic approach to financial well-being without promoting any specific bank, product or service, De Beer said. “Instead it encourages the shifts in behaviour that will drive our future leaders towards financial success.”

“Through working with the private sector bursary providers, our goal is to bring long-term benefits, arming bursary beneficiaries with the latest tools and best practices for money management. Our view is that while we believe access to education should be democratised, we should also enhance access to financial literacy programmes to enable overall improved quality of life for students and youth,” she said.

Financial literacy will allow young people to assess what is important to them and help them gain the courage and confidence to attain professional fulfilment.

– Inside Education

THE South African Human Rights Commission (SAHRC) said that children are among society’s
most vulnerable members, therefore they require special protection.

More than 20 million of children live in the country. Children are defined as anybody under the age of 18 under the
South African Constitution.

It is the duty of parents, families, communities, and government, according to the Western Cape Department of Education, to ensure that all children are protected from harm and grow up in loving surroundings.

Children have special legal rights that are enforced by the state to guarantee this.

According to the Constitution of South Africa, Section 28 in the Bill of Rights children have the
following rights:

 Every child has the right to:
 A name and a nationality from birth.
 Family care or parental care, or to appropriate alternative care when removed from the
family environment.
 Basic nutrition, shelter, basic health care services and social services.
 Be protected from maltreatment, neglect, abuse or degradation.
 Be protected from exploitative labour practices.
 Not be required or permitted to perform work or provide services that are inappropriate
for a person of that child’s age or risk the child’s well-being, education, physical or
mental health or spiritual, moral or social development.
 Not be detained except as a measure of last resort, in which case, in addition to the
rights a child enjoys under sections 12 and 35, the child may be detained only for the
shortest appropriate period of time, and has the right to be kept separately from detained
persons over the age of 18 years.
 Be treated in a manner, and kept in conditions, that take account of the child’s age and
have a legal practitioner assigned to the child by the state, and at state expense, in civil
proceedings affecting the child, if substantial injustice would otherwise result.
 Not be used directly in armed conflict, and to be protected in times of armed conflict.

Legislation that provides specific protection for children includes:

• The Child Care Act of 1983 that makes it a criminal offense if a person who’s responsible for caring for a child doesn’t provide the child with clothes, housing and medical care.

• The Basic Conditions of Employment Act of 1997 that makes it illegal to employ a child under the age of 15.

• The Domestic Violence Act of 1998, defines different forms of domestic violence and explains how a child can get a protection order against the abuser.

• The Films and Publications Act of 1996, protects children from exploitation in child pornography.

The interests of the children are seen as most important in deciding on custody or access to children.

One example of new legislation passed in response to a Constitutional Court ruling is the Fraser judgment – the Natural Fathers of Children Born out of Wedlock Act of 1997.

It gives natural unmarried fathers, including those whose marriages aren’t recognised by the state, for example, Muslim and Hindu marriages the statutory right to go to court to ask for access, custody or guardianship of their children.

The Children’s Bill, which went before Parliament in 2003, is meant to replace the Child Care Act of 1983 and provides a holistic approach to the rights of all children.

Help protect our children and report abuse|

Department of Social Development: 0800 220 250 Childline helpline: 0800 055 555

Three academic institutions in Africa have established units dedicated to the study of the United States. They are University of the Witwatersrand’s African Centre for the Study of the United States, the American Language Centre in Morocco , and most recently, the University of Pretoria’s African Centre for the Study of the United States. University of Pretoria Principal Tawana Kupe and Christopher Isike, the new Centre’s Director, explain why Africans need a better understanding of America.

The rationale

Top universities around the world have research centres and think tanks dedicated to the interdisciplinary and multidisciplinary study of other countries or regions. The broad purpose is to understand the historical, social, political, economic, and cultural development of the countries and their people.

It is not only a worthwhile venture for knowledge’s sake. It’s also helpful in formulating domestic and foreign policies to further the interests of their nations. This way, the universities justify their mandates – as both citadels of learning and as influencers of global politics and international relations.

Many universities in Europe, North America and Asia have dedicated centres that study Africa. The continent has recently started returning the favour. In South Africa for example, Stellenbosch University has the Centre for Chinese Studies, and there is the University of Johannesburg Centre for China-Africa Studies.

The University of Pretoria’s humanities department has also approved the establishment of a centre for Asian Studies, which is awaiting senate approval. Relatedly, several universities in South Africa have centres that study European and Asian languages as part of the broader purpose of understanding other societies.

The establishment of an African Centre for the Study of the United States at the University of Pretoria should be seen against this background. It aims to contribute to overcoming Africa’s knowledge deficit in its relations with the US.

The new unit seeks to create knowledge and train experts that African countries need in their embassies, foreign ministries, corporates and academia to influence the formulation of domestic and foreign policies that further the interests of African states. The same applies to Africa’s media and civil society.

Importance of Africa studying the US

The US has been studying Africa for 74 years. It has over 150 degree programmes on African Studies, and about 40 centres for African studies. Africa has only three looking the other way.

This mismatch in knowledge production means the continent relates to the US from a position of disadvantage. For example, African states and the continent as a bloc do not have a defined policy towards the US. On the other hand, US policy towards Africa is shaped by knowledge from its several research think tanks on Africa.

Without a clear African policy towards the US that is based on evidence, the continent is unable to leverage opportunities from bilateral and multilateral relations with the superpower. The Africa Growth and Opportunity Act is a good example.

So, what other factors account for why it is important for Africans to study the US nation and society?

Africa needs to understand the US to inform its thinking, actions and interactions with the global superpower. This includes political relations to economic and trade relations, cultural intersections and exchanges.

Given its superpower status and its economic and military interests in Africa, the US has been an important actor in Africa’s present and future. It also has important cultural connections to the continent through the African diaspora, and its African-American population.

In general, the African diaspora remains largely untapped by the continent in its quest for global influence and agency. That’s because it has not studied its diaspora in the US and elsewhere as much as it should.

The Biden Administration’s policy is to engage African countries as equal partners. This represents a shift in US policy towards Africa, which was mainly driven by Cold War imperatives and competition with China, to mutually a beneficial partnership.

The US ranks second after China in terms of job creation in Africa.

At $50 billion, the US was the third largest investor in Africa after France ($64 billion) and the Netherlands ($63 billion), in 2017. The UK and China trailed behind the US. Each invested $43 billion in 2017.

Besides trade and investments, the US also has a huge technological and cultural impact in Africa. It also has more military bases in Africa than any other nation.

In terms of political systems, there are more liberal democracies than autocracies on the continent. This makes the US an interesting case study on democracy for Africa. This is especially so with the US predicted to become a right-wing dictatorship in 2030.

In addition, American health system benefits from one of Africa’s most underrated exports annually – brain power. A whopping 23% of its physicians were trained in Africa. Between 2004 and 2013 there was a 40% increase in the migration of African physicians to the US.

Conclusion

Africa, thherefore, needs more institutions that cast a penetrative gaze on the US. These should create the relevant knowledge for formulating evidence-based domestic and foreign policies that serve it best interests in engagements with the global superpower.

Obtaining a critical analytical understanding of the US – and other nations – is vital for developing pan-Africanist agency, and common positions in its dealings with the rest of the world.

– The Conversation

THE Curriculum Research Evaluation and Development Directorate (CREDD) under the Ministry of Basic Senior Education (MoBSE) last Wednesday commenced a ten-day Comprehensive Health Education (CHE) manual development process for the school curriculum.

The manual development taking place at Educational Regional Directorate, Region 1 brought together competent curriculum developers from relevant institutions.

Speaking at the opening, Momodou Jeng, director of Curriculum Research, Evaluation and Development Directorate (CREDD) at Ministry of Basic and Senior Education (MoBSE) said research on Strengthening Access to Quality Comprehensive Health Education in The Gambia was conducted and the findings shared with important stakeholders.

“The findings are important for us as a sector and directorate because we have attempted to incorporate comprehensive health education in the curriculum through the use of several means such as career subjects,” he stated.

“About two, three weeks ago we convened to audit those materials (auditing of Curricula Framework exercise for the inclusion of Comprehensive Health Education topics in some of the career subjects) and the auditing exercise was very useful,” he disclosed.

He added further that the auditing exercise helped greatly as regarding how the career subjects such as Biology , Home Science, English language, Mathematics; Social Studies; and others can contain some of the important messages.

“Among important areas looked at included issues of sexuality; reproductive health and drug abuse,” he also said.

Phebian Ina Grant-Sagnia, principal investigator for Strengthening Access to Quality Comprehensive Health Education for in-and-out of School Adolescents in The Gambia acknowledged the efforts of CREDD at the Ministry of Basic and Secondary Education.

She said that Comprehensive Health Education (CHE) under the project – Strengthening Access to Quality Comprehensive Health Education in The Gambia is an implementation research project by the Ministry of Basic and Secondary Education (MoBSE) with funding from International Development Research Center (IDRC).

She added that it is meant to enlighten and educate in and out-of-school students on Adolescent Sexual and Reproductive Health (ASRH).

– The Point

ON this day in 1960, during a demonstration against the apartheid regime’s pass laws in Sharpeville in the Vaal Region, 69 people were murdered and 180 were injured.

This year, President Cyril Ramaphosa opened the Reagile Library in Koster in the North West, where he also delivered a keynote address.

He said over the past 28 years, the country has made significant progress in tackling poverty and deprivation. 
“We have built houses, hospitals and clinics. We have implemented universal basic education and free higher education. The vast majority of our people have access to decent water, sanitation and electricity in their homes,” said Ramaphosa.
 
“Society’s most vulnerable are supported by an extensive social welfare system.”

Ramaphosa also called for an end to hate crimes and discrimination against the LGBTQI-plus community.

Members of the community are often targets for crime, and face ridicule when going to the police.

Inside Education asked some of young people in the country about what Human Rights Day means – and if it still has relevance to them.

Dimpho Manthoadi, second year student at Varsity College in Pretoria.
“Human rights day used to be just a public holiday for me. I knew that on the 21st of March I have a day
away from school until I started reflecting on what human rights are and that opened my mind to a
world I never knew existed. From unfair treatment because of race or gender by peers, to even people
from high authority violating the rights of human beings. I do believe this day has lost its meaning because of the way the world works now versus how it used to be back then. We grew up knowing legends like Steve Biko and mama Winnie Mandela fought for our rights so that history doesn’t have to repeat itself. But it seems as though the vision our heroes had for our nation has failed because it’s not just unfair treatment towards people of colour and women but
now children are suffering there’s individuals out there that are violating their rights and they are the future of our nation but the people that are meant to protect these children aren’t. We have police officers that are meant to protect us but are violating our rights instead.”

Kutlwano Mothibedi, Grade12 learner at Sebetwane Secondary School in North West.
“Human Rights Day means every individual have rights, and rights go hand in hand with responsibilities.
These are the rights that every individual is entitled to, no matter who or what they are as long as they
live. People’s rights are still being violated, for example 1. right to health they are still denied services and
information about health. 2. The right to work, now you’re forced to vaccinate for you to be able to
work. 3. The right to life, people been killed.”

Theresa Ditlhobolo journalism graduate from Centurion.
“Human Rights for me means that I have a right to life, right to freedom. I have a right to dignity, culture
and to use my language freely. Human rights Day is a reminder to me that innocent people were killed
and wounded so I can move freely in Our Country.
No, the day has meaning and still will be, just that people shift the meaning of the day to what they
want.”

Dineo Maphoto, Grade 11 learner from Mohlapetse High School in Limpopo.
“Human Rights Day means that as a young person I have the right to education shelter, protection and to
be free in my country. However, our rights are always violated especially in schools where there’s always
racial issues. The day has lost meaning, like today I will be busy watching movies. The government does not do
enough to educate us about Human Rights Day.”

THE Department of Basic Education has gazetted the 2023 school calendar for inland and coastal students.

After two years of Covid-19 lockdowns which significantly impacted teaching time, the 2023 calendar will see a return to some normality with the return of ‘staggered’ open dates for both inland and coastal provinces.

This staggered date has historically accommodated people who were travelling from holidays – another part of South African life that has been significantly disrupted by the Covid-19 pandemic.

In 2023, inland schools will open from 11 January, while coastal schools are set to open from 18 January. The closing date for both inland and coastal schools is 13 December.

This equates to 199 actual school days for students and 203 school days for teachers who are expected to arrive slightly earlier and leave slightly later than their pupils.

Inland cluster 2023 school calendar

The inland cluster includes the Free State, Gauteng, Mpumalanga and North West provinces.

Coastal cluster 2023 school calendar

The coastal cluster includes the Eastern Cape, KwaZulu-Nata, Northern Cape and Western Cape provinces.

Since its outbreak two years ago, the Covid-19 pandemic has disrupted education systems globally, affecting the most vulnerable learners the hardest, the department said in its annual performance plan tabled this week.

“Enrolment in the first quarter of 2021 was around 50,000 (0.4%) lower than expected. The problem concentrated in lower grades. 54% of contact time was lost in 2020 due to closures and rotations. In the second half of 2021, 22% of contact time lost due to rotations and regular absenteeism.”

However, these averages hide huge inequalities across grades and schools, it said.

“In historically disadvantaged schools, around 70% of a year’s worth of learning was lost in 2020. For every day of schooling lost, around 1.3 days of learning are lost.

“The heavy lifting in ensuring the success of the development program to improve the situation of the youngest children in our communities which will focus on better decisions, improved systems, improved capacity, effectiveness and performance so as to improve their learning outcomes.”

– Business Tech

JSE listed private university group STADIO has reported a strong set of results for the year ended December 2021, with growth in core earnings, more student enrolments, and declaring its maiden dividend to shareholders.

STADIO provides higher education programmes through its three owned private higher education institutions – STADIO Higher Education, AFDA and Milpark – offering both undergraduate and postgraduate programmes through contact, distance and blended learning methods.

The group said that core headline earnings increased by 27% to R149 million, with a 9% growth in student numbers. Core headlines earnings per share grew by 24% from 14.2 to 17.6 cents, with revenue up by 18% to R1.1 billion.

The overall growth in Core HEPS was due to the underlying organic growth in EBITDA, the group said, as well as realising certain cost savings from altering teaching and learning practices to serve students within the constraints of the Covid-19 imposed restrictions.

EBITDA grew by more than 100% to R309 million (2020: R46 million).

“The large increase in EBITDA is primarily due to organic growth in the underlying businesses and the material impact in the prior year of the R207 million fair value adjustment in respect of the CA Connect acquisition,” it said.

Enrolments at 31 December 2021 increased by 9% to 38,262 students (2020: 35,031). Over the same period, distance learning student enrolments grew by 13% to 32 320 students (2020: 28 664), and contact learning students contracted by 7% to 5,942 students (2020: 6,367).

Distance learning students represented 84% of total students at 31 December 2021, with contact learning students representing 16%.

The group declared a maiden dividend of 4.70 cents per share – a value of just under R40 million paid out to ordinary shareholders.

STADIO Holdings CEO, Chris Vorster, said that the results are especially pleasing considering the uncertain and difficult environment in which it was achieved. “Also of note is the fact that we were in a favourable financial position to declare a maiden dividend of 4.7 cents to shareholders. This represents excess cash available following a period of significant capital investment since the listing of STADIO Holdings in 2017.

“However, this is by no means an indication that growth projects will cease as the group has a solid balance sheet with limited gearing.”

Vorster said that distance learning student numbers reflected good overall growth, with online professional qualifications showing significant growth in enrolments over the period.

“The decline in contact learning students is mainly due to students delaying or deferring studies given the uncertainties of Covid-19. We nevertheless believe that the contact learning student numbers will recover once normality and stability return to campuses.”

The STADIO Group currently has 86 programmes that are accredited, with an additional 34 programmes across both contact and distance learning modes of delivery (including programmes in Law, Engineering and Information Technology) in the process of development and/or accreditation.

At year-end, STADIO had invested R52 million into the completion of Phase 1 of the STADIO Centurion campus, which opened its doors in January 2022. A further R22 million was invested to complete Phase ll of the campus, with the development set to be completed during 2022.

STADIO also invested R71 million for the transfer of, and for development contributions related to the STADIO Durbanville land.

The transfer and development of the Krugersdorp distance learning logistics centre was subsequently postponed to the second quarter of 2022. A further R31 million was invested across the group on existing facilities, systems and moveable assets.

“We have made significant strides in positioning the group’s underlying institutions to be able to pursue its strategic objectives and ultimately achieve sustainable growth in 2021.”

“The group is well-positioned to meet the growing demands of the country’s higher education needs and we believe that higher education is a fundamental pillar of social and economic empowerment that will promote economic growth in the country,” said Vorster.

– BusinessTech

STAFF REPORTER |

WHILE 10 South African students who were forced to flee their Ukrainian universities following Russia invaded the country last month have safely returned home, two are currently in isolation at Ukraine after testing positive for COVID-19.

This is all thanks to a partnership between the Department of International Relations and Cooperation (DIRCO) and pharmaceutical company, Aspen Pharmacare, which managed to assist in returning 10 South African students from Ukraine on Thursday, last week.

DIRCO spokesperson Clayson Monyela said: “We want all South Africans to be back home, that’s our primary objective. With the students in particular, the number that we were working on was 25, that’s according to Aspen’s list. However, two has tested positive for
COVID-19 and they are in isolation and it will take 10 days.”

The students were forced to flee the Ukraine into neighbouring countries in the wake of the raging armed conflict.

The 10, who are studying across various universities in the Ukraine, arrived in the country on Thursday morning.

In a joint statement, Aspen and Dirco said that the students and other nationals crossed into neighbouring countries such as Hungary, Poland, Romania and Slovakia.

“Most did not have the means to return home.”

“After learning of the plight of these students, Aspen Pharmacare joined forces with DIRCO to expedite both the travel arrangements and funding required to assist with their safe return to South Africa.  The first group of 10 students will arrive this morning, 10 March 2022, on an Air France Flight at OR Tambo International Airport,” said Aspen and DIRCO.

Aspen Group Senior Executive for Strategic Trade, Stavros Nicolaou, said the Ukraine conflict has created a significant humanitarian crisis, from which a number of South African students studying abroad in the Ukraine have been severely impacted.

“After the weekend appeal to our government and corporate South Africa from many of these students, Aspen, which has a presence in the Ukraine and neighbouring territories decided join forces with the South African government to ensure the timeous and safe return of these students to their home country, so that they can be united with their loved ones,” said Nicolaou.

Nicolaou added that students are the future and it is important that the spirit of Ubuntu
prevailed.

“Our students are our future, and it is important that the spirit of ubuntu prevailed and that together with our government, we were able to move swiftly to ensure their safe and timely return,” said Nicolaou.

Nicolaou said he is hopeful that the students will be able to resume their studies in the not-too-distant future. 

Monyela, has thanked Aspen for the partnership.

“We would like to thank Aspen Pharmacare for heeding the call of our government to partner with us and bring our citizens back home. We also want to extend a word of gratitude to all our ambassadors, team of diplomats and South African volunteers (at home and abroad), who played a role in this project. This is the diplomacy of ubuntu in practice,” he said.

–Inside Education

JEAN LEE FARMER |

In South Africa, the number of black women who acquire undergraduate degrees has increased more than any other population group. Yet they remain underrepresented in senior academic and management positions in the country’s higher education institutions.

Historically, black South African pupils received separate schooling and less funding  for education from the apartheid government than white pupils. Mixed-race, Indian and Asian learners received slightly more than black learners. Separate higher education institutions were also established for the different race groups. Very few black students could apply for special permission to attend historically white institutions, and only for specific careers.

Black women have also been historically and culturally marginalised in their families and society. Despite legislation to support transformation, black women remain the most marginalised.

Under apartheid, white women received the same financial, educational and cultural favour as white men. Policies and programmes initially aimed at changing the imbalance, have a major loophole for employment equity. It places white women on par with black women and men as “previously disadvantaged” and thus equally entitled to employment opportunities.

While the responsibility for redressing the issues should not be laid solely at the feet of higher education institutions, the onus should not rest upon black women to rectify the problematic practices.

For my PhD in higher education I did an in-depth investigation of the narratives of six black women academics at four South African higher education institutions. For the investigation to be as unbiased as possible, it was important to look at the role of the institutions as well as the individual and what possible enablers and constraints could be identified in this interplay. The aim was to identify what possibly influenced the low uptake of black women in senior positions in South Africa’s higher education institutions.

It was important to investigate the history of the institutions as well as to establish their post-apartheid transformation policies. The sense of identity, familial and educational connections the women developed during their educational journeys was an important factor. Black women are often seen as a homogeneous group but the academics in my study were as diverse in personality, cultural and political backgrounds and aspirations as any other group.

The research

For the pilot study I interviewed 19 respondents once in a group setting. I reported in-depth on six participants who were asked to respond in two one-hour sessions. One session was about their educational background and the other about their current academic context. I encouraged the participants to talk freely about their experiences.

The participants came from various backgrounds ranging from urban impoverished to middle-class. The 25 participants, ranging from 37 to 45 years old, were in either senior, mid or junior positions in academia.

All said that they loved working with their students irrespective of student race. Some said they experienced disrespect from some white students but that other white students made up for it. Those at historically white institutions said that student interaction was the best part of their job.

The main concern many of the women had about historically black institutions was that students were poor and often came to class hungry. Those teaching at these institutions said they appreciated interaction with colleagues and students alike.

All participants who had experience at both historically white and black institutions said that they had been happier while working at historically black institutions. They felt respected as equals and valued, also by their white counterparts. They felt satisfied that they had progressed in their careers in accordance with their efforts. They mentioned that they often socialised with their colleagues irrespective of race.

Interviewees in historically white institutions said that they constantly felt unheard in meetings, not complimented for efforts, overlooked for mentoring in favour of less experienced white men and women and sometimes black men. One academic said:

I noticed that I was being taught while white colleagues would be mentored.

They also said they felt left out of the social “cliques” formed among white colleagues. Those at historically white institutions felt that if they wanted to progress they would have to leave their current institution. They said they would leave for an opportunity at a historically black institution, or another career, even for less money.

The analogies that emerged from what the respondents told me were of constantly shifting goalposts and marble (rather than glass) ceilings – impenetrable and nontransparent. Black women at historically white institutions said they found it difficult to highlight problematic behaviour lest they sound like the “complaining victim”. And they often felt uninformed of the standard which allowed others to advance over them.

The fear of victimisation was persistent. During my interviews every academic from historically white institutions repeatedly asked to be assured of anonymity.

The study shows there’s silence around the need for a caring environment for all academics, especially black women.

Going forward

I suggest the following steps:

Institutions need ongoing investigations and open discussions about ways to attract more black women into academia.Institutional management owes it to society to investigate whether their own culture excludes black women and makes them feel like impostors.Government needs to amend legislation that views white women as disadvantaged to the same extent as black women; and white women should acknowledge the difference.A women and race studies department should be standard at all institutions. Universities need to make sure the voices of black women are heard and recognise their role in transformation.Mentoring of new black women academics should be standard practice. They should be encouraged to exercise agency and help change the culture.

Jean Lee Framer

Advisor: Higher Education Professional Development, Stellenbosch University.- The Conversation

VICKY ABRAHAM |

MOST of the temporary teachers in the Gauteng province who were not paid their remuneration have been paid. This is according to the Gauteng Department of Education and the trade union for teachers’, Suid-Afrikaanse Onderwysers Unie (SAOU).

Responding to Inside Education’s media enquiry, the Gauteng Department of Education’s spokesperson, Steve Mabona said, “The major delay in payments has been largely because of the deactivation of the PERSAL system (payment system) that has been interrupted by the tax recalculation period from 16 February 2022 (based on tax year closure). As a result, all payments that were scheduled for the 21st, 25th and 28th February 2022 were affected”. 

Speaking to Inside Education, the Acting Provincial Secretary of SAOU in Gauteng Liesl Rehbock said, “Most of the educators have been paid. But we are still following up with our members. I do not know about other unions. I can only speak on behalf of our members. I can’t say why they were not paid”.

In its attempt to assist the unpaid temporary educators, SAOU in Gauteng which is also known as the South African Teachers’ Union had distributed a message to schools to provide it with relevant details of the affected individuals. 

“The SAOU (Gauteng) is aware that all temporary educators have not yet received remuneration. Could you please provide us with a list of names of temporary staff in your school who have not yet received payment to enable us to refer a dispute.

To assist temporary educators please forward the relevant information to the SAOU before or on Wednesday, 23 February 2022,” said SAOU in a circulated message to different schools in Gauteng. 

Mabona, said the Department was aware of the non-payment of some of the temporary teachers in Gauteng. Mabona said the payments reflected in their bank accounts from March 7, 2022. 

– Inside Education