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Umalusi approves release of matric results on Thursday

INSIDE EDUCATION STAFF

UMALUSI has approved the release of the 2022 National Senior Certificate (NSC) examinations.

Umalusi’s chairperson, Professor Yunus Ballim, made the announcement on Monday.

Ballim said that the results of the NSC examinations administered by both the Independent Examinations Board and Department of Basic Education had been given the green light.

The DBE is expected to release the NSC results at the Mosaik Church in Fairland, Johannesburg, on Thursday.

The quality assurance body said that the examinations were administered in accordance with all required regulations.

The boy found that irregularities were not systematic and did not compromise the integrity of the 2022 NSC examinations. 

“Having studied all the evidence presented, the Executive Committee (EXCO) of Umalusi Council concluded that the examinations were administered largely in accordance with the Regulations Pertaining to the Conduct, Administration and Management of the National Senior Certificate Page 14 of 22 Examination,” Ballim said.

“The irregularities identified during the writing and marking of the examinations, were not systemic and therefore did not compromise the overall credibility and integrity of the November 2022 National Senior Certificate examinations administered by the Department of Basic Education (DBE). The Executive Committee of Council therefore approves the release of the DBE November 2022 National Senior Certificate examinations results.” 

Results for all candidates found implicated in irregularities are recommended to be blocked and further steps will be taken pending an investigation by the department of basic education and Umalusi. 

“In respect of identified irregularities, the DBE is required to block the results of all candidates implicated in irregularities including the candidates who are implicated in the alleged acts of dishonesty pending the outcome of the DBE investigations and verification by Umalusi. Particular attention should be paid to recurring matters of non-compliance. The Executive Committee of Council commends the DBE for conducting a successful examination on such a large scale,” said Ballim.

A record number of Grade 12 learners participated in the 2022 NSC examinations.

The DBE revealed that 923,460 learners, both full-time and part-time candidates, participated in the 2022 final examinations.

The DBE will release the NSC Results for the class of 2022 in a ceremony to be held on Thursday.

Said DBE about the results on Thursday: “As has been the tradition the Minister will host the learners and parents for a congratulatory breakfast on the morning of Thursday 19 January while the Director General, Mr Mathanzima Mweli will deliver a technical briefing to unpack the NSC Results in greater detail on the same afternoon.”

INSIDE EDUCATION

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South African universities have been ‘engulfed by corruption’

EDWIN NAIDU

THE apparent assassination attempt on one of South Africa’s top university leaders, in which his bodyguard was killed, has highlighted the threat of corruption that appears to have firmed its grip on the country’s tertiary education sector.

“Corruption is a betrayal of our democracy and an assault on public institutions that we established to advance the values of our Constitution and the interests of our people.”

“Our post-school education and training institutions – and the University of Fort Hare is part of those institutions – must [be] protect[ed] against any form of corruption, maladministration and capture by private interests,” said the Minister of Higher Education, Science and Innovation Dr Blade Nzimande on Wednesday 11 January, during a visit to the university in the Eastern Cape province of South Africa.

Last year, Professor Sakhela Buhlungu, vice-chancellor of the University of Fort Hare, who is in the second term of office, successfully asked South African President Cyril Ramaphosa to sign a proclamation authorising an investigation probe into corruption claims at Fort Hare.

The attack on him has been linked to his role in pushing for the investigation. Buhlungu was not in the car at the time of the attack on 6 January, but his protection officer, Mboneli Vesele, who has worked with him since 2018, was shot and killed.

During his visit Nzimande said Fort Hare University has been identified as one of the institutions of higher learning that will be closely monitored and prioritised on issues of safety and security, according to a report by SABC News.

Nzimande has committed to form a national task force that will work with institutions of higher education to improve safety and security.

The minister has also encouraged these institutions to have their own structures that deal with safety issues. “We are going to leave no stone unturned to fight against corruption in our institutions and also to ensure that Fort Hare is protected. As institutions we want to say to the criminals that they won’t win. We are very determined,” said Nzimande.

Higher education sector shocked, saddened

Buhlungu has come under attack before. In March 2022 incidents of shots being fired at his residence and at the homes of two other senior officials were reported. Though no one was hurt in these attacks, it required the university to improve security at the staff village in Alice (where shots were fired). However, Petrus Roets, the university’s fleet and transport manager, was shot dead in May 2022 in a suspected hit.

Fort Hare is one of the country’s oldest universities. Its alumni include the likes of liberation heroes Oliver Tambo, Nelson Mandela, Govan Mbeki, Robert Sobukwe, and Inkatha Freedom Party leader Mangosuthu Buthelezi in South Africa, Zimbabwean leaders Robert Mugabe and Herbert Chitepo, and Kenya’s Elius Mathu and Charles Njonjo.

In a statement, Universities South Africa Chairperson Professor Sibongile Muthwa said that as vice-chancellors, the body was deeply saddened by the events at Fort Hare, which took place within the premises of a campus.

She said the reports, which indicate that this might have been an attempt on the life of a colleague, Buhlungu, are hugely shocking.

Dr Whitfield Green, the chief executive officer of the Council on Higher Education (CHE), called for decisive action from the highest levels of government and the safety and security structures that must act vigorously “to root out this growing threat to our universities”.

Ambassador Nozipho January-Bardill, the chairperson of the council of Nelson Mandela University, also based in the Eastern Cape of South Africa, extended condolences to the Vesele family and the broader University of Fort Hare community.

“That murder and assassination are taking place in a higher education environment is a shocking reflection of the difficult times we live in as a nation,” she said.

January-Bardill called on authorities to support and protect whistle-blowers and those trying to root out fraud and corruption in higher education and our society broadly.

How widespread is corruption?

A former academic, who did not wish to be named, said corruption had engulfed all 26 institutions in various ways because billions were being spent on infrastructure development, with individuals running it being party to malfeasance. He pointed out multiple shenanigans at several institutions to corroborate the claims.

One of the country’s foremost academics and distinguished professor of education at Stellenbosch University, South Africa, Jonathan Jansen, has lifted the lid on the goings-on at universities in a book, Corrupted: A Study of Chronic Dysfunction in South African Universities, which takes a deeper look at dysfunctional institutions in an attempt to unravel the root causes in a sample of South African universities.

The book’s publisher, Wits University Press, details these concerns in its synopsis on Amazon.com: “At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why?

“Whatever else it aspires to be – commonly, a place of teaching, learning, research, and public duty – a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.

“Taking a political-economic approach, Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities.”

The challenges at Fort Hare

Nzimande said on Wednesday that the events at the institution are most likely linked to the Special Investigating Unit (SIU) work, which has been underway since the Presidential Proclamation of 5 August 2022 (Government Gazette 47199) authorising the investigation of allegations of corruption at Fort Hare between 2012 and 2022.

This was partly a response to forensic work that the university had undertaken, but where it had faced certain limitations as investigators needed to have the statutory powers necessary to undertake specific responsibilities.

The probe relates to: procurement irregularities in cleaning and gardening services (between 2012 and 2019); the leasing of student accommodation since 2013; the appointment of a service provider for maintenance and repair of air conditioning systems (2018); and collusion of officials and suppliers, or service providers.

It also focuses on alleged maladministration in the affairs of the university’s department of public administration in awarding honours degrees, mismanagement of funds, and sourcing public servants to study in various programmes for individual financial gain.

These allegations are also linked to the university’s suspension of Professor Edwin Ijeoma, an employee, who resigned in February 2021. The disciplinary processes continued following his resignation, and he was found guilty of all charges.

Nzimande noted that there were reports of how deep maladministration was entrenched in the institution, which Buhlungu had reportedly been actively rooting out since he assumed office. These endeavours saw several senior managers and staff members suspended, some resigning, and others dismissed.

The minister said that some of the issues investigated by the SIU were also briefly noted in an Independent Assessor Report (October 2019), an investigation authorised by the minister, in which one of the six key findings was that “there are disturbing signs of a widespread belief that the university is a kind of cash cow which everyone is entitled to milk for personal benefit”.

Amid claims that there is tension between the vice-chancellor and the ministry, Nzimande dismissed the narrative that his office has done little or nothing in response to the university’s challenges. The ministry has also supported the Special Investigating Unit’s work since it began in August 2022.

Kaizer Kganyago, the head of stakeholder relations and communications at the SIU, said investigations were ongoing at Fort Hare and updates would only be provided once they were complete. He added that the unit had received complaints about corruption claims at other tertiary institutions.

Which other institutions have been in the spotlight?

On 16 November 2022, the Parliamentary Portfolio Committee on Higher Education, Science and Education, which plays an oversight role and may request information from a ministry,
received updates of problems at several institutions, including the Mangosuthu University of Technology (MUT), University of South Africa (UNISA), and Vaal University of Technology (VUT) – all related to governance issues.

Professor Themba Mosia, academic and former chairperson of the Council on Higher Education, was appointed by the Minister as an independent assessor, or investigator, to probe problems at UNISA in September 2022. UNISA is a distance learning institution.

The Minister engaged with the UNISA council on the findings of the Ministerial Task Team Report of 2021. Mosia’s appointment came after a conflict between trade union NEHAWU and the university leadership over allegations of mismanagement.

The Mangosuthu University of Technology was placed under administration, and an administrator, who acts in a temporary capacity as manager of the university, Professor Lourens van Staden, was appointed on 28 September 2022. This came after an investigation, authorised by the minister, by independent assessor Professor Anthony Staak was not implemented by the MUT Council.

Corruption claims have also been made at the University of Zululand and the University of Mpumalanga.

Committee members discussing events at tertiary institutions around the country in Parliament at the end of 2022 said they were not pleased with poor governance at higher education institutions because essential matters such as the curriculum, the impact of qualifications offered by the sector, and its core business should have been discussed.

“Instead, the committee is always confronted with addressing corruption allegations, maladministration, poor financial management, governance and stakeholder relations.”

University World News

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School districts blocking ChatGPT amid fears of cheating, educators weigh in on AI

SCHOOL districts are banning a new artificial intelligence-powered chatbot that can respond to prompts on demand, such as writing complex essays. The free tool powered by tech startup OpenAI is raising fears that students will use this technology to cheat.

After ChatGPT was released on Nov. 30, Los Angeles Unified District blocked students’ access to the technology on networks and devices to “protect academic honesty while a risk/benefit assignment is conducted.”

“In the meantime, we will continue to provide robust and relevant training and instruction in digital citizenship and computer science education for all school communities,” a Los Angeles Unified District spokesperson told FOX Business in a statement.

New York City, Baltimore County, Loudon County in Virginia and Montgomery County in Alabama are among the latest school districts to join Los Angeles in restricting students from accessing the chatbot.

Charlotte-Mecklenburg Public Schools already bans external apps from student devices but has blocked it from being downloaded and has no plans to allow student access.

New York City, the nation’s largest public school district, cited the “negative impacts on student learning” and “concerns regarding the safety and accuracy of content,” as well as the impact that the technology could have on building problem-solving skills for academic and lifelong success.

Loudon County spokesperson Dan Adams told FOX Business that the Virginia schools’ staff are currently blocking ChatGPT on the network and student-assigned devices in order to “remain exemplary educators” and that they “expect the highest level of honesty” in the students’ assigned work.

Public schools in Alabama’s Montgomery County have blocked access as well, saying that they promote the use of technology for learning new information but that it “must be done responsibly, ethically and cautiously.” They are working on “guidance for teachers and staff as it relates to readiness in their classrooms.”

As educators weigh in on the debate about the future of AI in the classroom, some schools are taking the matters into their own hands by putting regulations and restrictions in place for now.

One public school in New Jersey is banning students from accessing it until administrators understand the program and how it could apply to curriculum.

“We want to make sure that our students are well-rounded, that they’re not taking shortcuts,” Janina Kusielewicz, assistant superintendent of curriculum and instruction for Clifton Public Schools in Clifton, New Jersey, told FOX Business.

“Our teachers have to stay on top of preventing those shortcuts so that we can teach them the right way to do things and get a complete education.”

Even executives from OpenAI are warning of limitations and abuse to the machine learning tool.

Sam Altman of OpenAI tweeted out last month that “it’s a mistake to be relying on it for anything important right now” and that the company has “lots of work to do on robustness and truthfulness.” For the meantime, it should be used for “creative inspiration” rather than factual queries, which is “not such a good idea.”

Fox Business put ChatGPT to the test by asking the bot to write an essay about the American Revolution and discovered some of the technology’s limitations.

In an essay that analyzes New Jersey’s role in the American Revolution, ChatGPT wrote that the state’s capital capitol, Trenton, New Jersey, was the site where the Declaration of Independence was first read to the Continental Army on July 9, 1776. But according to the Library of Congress, the first reading to the troops happened in New York.

David White, supervisor of language arts for grades 9 through 12 at Clifton Public Schools, has concerns about how the technology could hinder the process of learning how to write.

“We write to communicate, and students need to learn how to write and to communicate clearly that way,” White said. “They need to go through the process of actually writing and learning how to do it, and revising and making the writing clear and concise as possible to explain the way they’re thinking.”

However, the educators say that there could be potential applications for where the technology could be useful, such as being used to simplify a pre-write or as a draft to be submitted to AI for polishing.

Charles Lang, senior executive director of the Digital Futures Institute and professor at Teachers College at Columbia University, said the technology could be used to create assessments or develop skills that are specific to that software, while it could also aid those who struggle with basic skills or writing or reading.

“Just being able to personalize interactions in a way that is infinitely patient and can go on forever and talk about the same topic is actually a wildly amazing tool to have in the education system,” Lang said.

The main question concerning educators, Lang said, is how to incorporate this technology into teaching and learning such that students are in a good position once they leave the school.

In the meantime, other districts are not blocking the program.

Dallas and Houston School Districts are not changing any policies related to ChatGPT and are currently evaluating tools before making a decision on how to best proceed, according to spokespersons.

Atlanta Public Schools have “no plans to ban the platform” but takes “academic integrity and plagiarism seriously and will take the appropriate steps should this become an issue.”

In Chicago, the public school system has not blocked ChatGPT on school networks and said that it is committed to providing students with an educational experience that incorporates technological advances.

Like many other schools, White said they will be monitoring what other districts do and how the technology evolves.

Foxbusiness

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Varsity Cup to set university campuses alight

THE final fixtures for the 16th edition of the FNB Varsity Cup and FNB Varsity Shield rugby competitions are now available.

Both tournaments are to return to full-capacity stadiums at campuses across the country.

The Varsity Shield season begins on February 16, with all games played on Thursday evenings.

The Varsity Cup will set Monday nights alight, with the opening round kicking off on February 20.

Varsity Cup founder Francois Pienaar said, “The heat is on in 2023, and we can’t wait to see the rugby that rocks returning to packed stadiums at campuses around the country. Brace yourself for hot rugby, hot fans, and hot entertainment where rivalry will be celebrated, memories made, and new champions crowned.”

With the added pressure of it being a promotion-relegation year, we can expect sizzling competition as teams put everything on the line.

“I’m also excited to announce that we will be introducing a women’s competition in 2023. As one of the fastest growing team sports around the world, we are proud to ignite women’s rugby at university level in South Africa.”

The opening round of the FNB Varsity Cup features defending champions FNB UP-Tuks and FNB UFS at 17:00 on February 20.

The Cape derby between FNB Maties and FNB UCT follows at 19:00.

Both games will air live on SuperSport.

For the full fixtures for both competitions, see www.varsitycup.co.za.

Ticketing and match details will soon be released.

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Gender equality in STEM can support a sustainable economy. Here’s how

EBRU OZDEMIR

WE live in a rapidly changing world where vast technological advancements are announced almost daily. The so-called fourth industrial revolution is characterised by extraordinary technology and a digital transition.

There is a rapid merging of the physical, digital and biological worlds. While this is a time of great opportunity and excitement for the future, we must ensure that we are moving forward in an integrated and inclusive way. Women must be at the forefront of this revolution and an emphasis on equality is necessary for success of this revolution.

As we take steps towards our future, it is clear our economy is set to be dominated by STEM industries at the heart of technology advancements, such as engineering and computer science. Moreover, these industries are projected to foster the fastest growth and highest paid jobs of the future. Research has found that a typical STEM worker already earns over double the amount of a non-STEM worker, and this trend is only set to continue.

Closing the gender gap

Therefore, as we move forward with STEM industries leading the way, we must ensure that women and girls are no longer a minority, but instead widely represented at all levels. Eliminating stereotypical prejudices in engineering and supporting young girls who wish to study and work in STEM fields is more urgent than ever before. In the EU, there remains a substantial gender gap as only around 19% of ICT specialists and one-third of STEM graduates are women.

Globally, it is estimated that only 20% of engineering graduates are women, and women of colour still comprise less than 2% of all engineering professionals. The lack of representation spans across all levels, but women are particularly underrepresented in leadership: in technology women comprise about 24% of leadership roles and in infrastructure it is as low as 16%. These statistics are just not good enough and we must seize the momentum of the technological revolution to also revolutionise women’s positions in STEM.

STEM role models for women

To encourage the next generation of women to enter into STEM fields, they must be presented with role models who they can look up to for inspiration and they must be provided with all the tools needed to succeed in their chosen endeavours. Women are no less capable than men in science, technology, engineering, or maths but external factors are leading to women being excluded and a reinforced gender gap.

Influences such as gender stereotypes held by families or communities on the competence of girls in STEM, a lack of role models, and cultural factors all contribute to a reduced number of women gaining a STEM education or work. It is therefore important that when supporting girls into STEM we don’t just focus on the students themselves but consider their environment, culture, and background.

STEM education programmes for women

This is the exact aim of Global Engineer Girls (GEG), which has just recently launched in Kosovo and North Macedonia. The GEG is helping to tackle the tide of inaction, inequality, and stigma. It’s a global project, now operating in four countries, that educates, enables and empowers women to explore careers in STEM. While the programme focuses on supporting girls to obtain a STEM education, as well as career mentoring, GEG also works to tackle bias among girls’ families and communities. Without tackling bias and removing stigma surrounding women in STEM, progress will be slow.

There are numerous programmes like GEG that are doing vital work to make significant changes. GirlHype is another such an organization that aims to empower girls and youth in ICT in South Africa. Similarly, Girls Who Code, are working to close the gender gap in entry-level tech jobs by 2030 in the US, Canada, UK and India. Initiatives such as these are essential to empowering girls into STEM and ending gendered bias in the industry.

What more can be done to promote STEM?

Meanwhile, employers in STEM businesses should strive to attract and retain women to increase diversity. While this offers other women and girls essential role models to demonstrate that STEM subjects are inclusive and attainable, it also has wider benefits. Diversity of people brings with it diversity of thought and experience which are critical to innovation, creativity, good decision-making and ultimately profitability. Research shows that diverse teams are better at making decisions 87% of the time and diverse workforces of a company are 70% more likely to capture more markets which in turn drives profits.

Progress on women in STEM thus far has been slow and has not achieved nearly enough. Now is the chance to capitalise upon this technological revolution and drive forward our societies together, leaving no one behind. The world needs greater commitment and action on gender equality targets. The brilliant work of organizations like GEG or Girls Who Code are conducting ground-breaking work, but these initiatives cannot change the world alone. We must invest in and promote gender equality in business, government, legislation and culture for a sustainable, inclusive and future-proof economy.

WEFFORUM

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South Africa’s ‘30%’ matric pass mark controversy – this is how the system works

BASIC Education minister Angie Motshekga has again moved to counter the idea in South Africa that the country’s pass mark for the National Senior Certificate is 30%.

The minister this week said that the “30% pass mark” is a myth that gets perpetuated each year, adding that no such single pass mark exists.

In previous years, the department explained that outrage is often expressed over the fact that the lowest possible pass mark per subject is 30% – however, it said that proponents of the narrative ignore that no candidate can obtain a National Senior Certificate if they pass all seven subjects at 30%.

Learners must pass at least three subjects at 40%, it said.

The department said in 2022 that it is aware of arguments that raising this threshold to 50% would improve the education system; however, it said that this change would not be made as the system aims to encourage ‘different levels of achievement’.

“The 2014 ministerial committee, which recommended several changes to the National Senior Certificate, many of which have been followed through, did not recommend changing the lowest threshold. It is acceptable assessment practice to ensure that provision is made for different levels of achievement. All education systems have different levels of passes, not just one pass mark.”

Pass marks

South Africans can qualify for three different passes – a Bachelor’s pass, a Diploma pass, and a Certificate pass.

Bachelor’s pass

A bachelor’s pass means you can apply for a degree course at a university or university of technology and can study for a higher certificate, diploma or bachelor’s degree.

To achieve a bachelor’s pass, you must:

Pass 6 of 7 subjects

At least 50% in four subjects

At least 40% in Home Language

At least 30% in the Language of Learning and Teaching (LOLT)

At least 30% for one other subject

It should be noted that even if a student has achieved a bachelor’s pass, they do not automatically qualify for a university position.

Diploma pass

A diploma pass requires 40% in four higher credit subjects, 30% in three lower credit subjects, and you may fail one subject.

With this pass, you can enrol for a bridging course at a Technical Vocational Education and Training (TVET) college or a diploma course at a university of technology.

To receive a diploma pass, a student must:

Pass 6 of 7 subjects

At least 40% in four subjects

At least 40% in Home Language

At least 30% in the Language of Learning and Teaching (LOLT)

Certificate pass

A certificate pass requires a 40% pass in your home language, 2 subjects above 40%, 4 subjects above 30% and you may fail 1 subject. This pass allows you to study for a higher certificate.

Pass 6 out of 7 subjects

At least 40% in Home Language

At least 40% in two other subjects

At least 30% for four other subjects

This gives learners access to different levels of tertiary education and doesn’t rely on one pass mark across the board.

“Hence it needs to be understood that candidates scoring 30% in most of their subjects will not qualify for admission to a Higher Education Institution. However, not all learners are expected to qualify for Higher Education admission,” the department said.

Motshekga’s response comes after former Democratic Alliance leader and current Build One SA leader, Mmusi Maimane, criticised the country’s education system this week, saying that the 30% pass mark was a deception and that candidates should only be granted a matric certificate if they got 50% or higher.

Maimane said that politicians used the low threshold to boost pass rate numbers and, in doing so, avoid accountability.

“We must reject the notion that 30% is a pass, reject a national results announcement based on that mark and then hold the ministry accountable,” he said.

Even taking into account the fact that three subjects need to be passed at 40%, Maimaine said that this makes the average 35%, which is not any better. He said learners should pass six subjects above 50% to qualify for an NSC.

The department will announce the 2022 matric exam results on 19 January 2023, with the individual marks being distributed to matriculants from 20 January.

Business Tech

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Pregnant learners in South Africa need creches and compassion to keep them in school

NIRVANA PILLAY

After Boitumelo gave birth she decided not to go back to school. She assumed that, because she was now a mother, she would be barred from returning. Then she had a surprising interaction: They [school] were like, why did you not come back [to school], do you attend [school] elsewhere? I was like, no, I have a child. Then they were like, on January we need you here, this school is empty without you, and that gave me the confidence of saying, oh I must go back to school.

In fact, Boitumelo had the right, under South African law, to continue her schooling through and after her pregnancy – without fear of stigma or discrimination. But her experience of a supportive school environment is sadly all too rare. In early November 2022 a learner in the KwaZulu-Natal province was forced to take her school to court so she could sit for her final matriculation exams. She was expelled in July 2022 in accordance with the school’s “pregnancy policy.”

More than 100,000 adolescent girls give birth in South Africa each year. Adolescent births represented between 12 and 14% of births in facilities between 2019 and 2022. Specifically, the number of births delivered by adolescents aged between 10 and 19 in South Africa’s public health facilities rose from 129,223 in 2019 to 139,361 in 2022. This increase in the number of births is a setback when viewed against the modest progress made in lowering teenage pregnancy rates between 1998 and 2016.

Early, unintended pregnancy affects young women’s educational, health, social and economic futures. It can keep them from continuing or finishing school and thus from pursuing further education and training.

I wanted to know what influenced young women’s decisions about schooling when they found out they were pregnant. Some dropped out temporarily; some remained in school throughout their pregnancies and returned after giving birth. Others dropped out permanently.

My findings suggest that schools, families and the wider community play a critical role in determining what decision a young woman will make. Support and encouragement can keep them in school while stigmatisation and exclusion push them out entirely.

Support and childcare

For my study I conducted in-depth interviews with 30 young women in an urban community in South Africa; 24 were in school when they found out they were pregnant. Their ages ranged from 15 to 20 years. In all but one case, their pregnancies were unintended.

Thirteen of the participants had decided to remain at school upon finding out they were pregnant.

They experienced mixed reactions from the school management and teachers along a continuum of active support for them to continue school, to not acknowledging the pregnancy at all, to attempts to dismiss or shame them.

In one case a pregnant learner was told she had to leave school because it would not take responsibility for her health. Her mother challenged the school by arranging for an aunt to accompany the young woman to school every day to take responsibility for her health.

Being able to organise childcare for babies was an important determinant for remaining at school. The Child Support Grant, which currently amounts to R480 (about US$28) per month and is awarded through means testing, increased the agency of young mothers to find care for their babies in local creches or paid caregivers, especially in urban areas, where kin were not always available for childcare.

A further important determinant of remaining at school in spite of challenges experienced was the desire not to disappoint families who had made sacrifices to educate their daughters.

Making hard decisions

Another six of the participants temporarily dropped out of school. This was largely a result of school policy, shame and embarrassment about attending school while pregnant, and taking a break while coping with the onerous demands of pregnancy and motherhood.

The remaining five young women I interviewed permanently dropped out of school because of school policy, inability to manage the dual demands of motherhood and schooling, and lack of support to care for their babies. Their decision was strongly influenced by the reactions of family, partners and friends.

For example, Bontle was told by her mother that she had to take care of her “mistake” (baby) and therefore had to give up school: I couldn’t go back (to school) because my mother said I should take care of the baby, no one’s going to take care of my baby because it is a choice that I made and I wanted to have a baby while I was still schooling.

These findings emphasise the critical role schools and the wider family and community play in determining young pregnant women’s decisions to continue and complete their schooling.

They also show how schools continue to exercise “policy” barring pregnant learners from school or shaming them in spite of this violating South Africa’s legal and constitutional framework.

Young pregnant women require support to advocate for their right to continue schooling and need care and support by family and community to make it easier to continue going to school.

Accountability and support

The Department of Basic Education must ensure that school management and governing bodies are well versed with policy around pregnant learners. Schools that violate the rights of pregnant learners must be held to account.

Individual schools need to strike a balance between treating pregnant learners like any other learner and accommodating their particular needs. Pregnant learners’ increased risk of dropping out of school should be seen within the broader package of care and support offered to vulnerable learners, and teachers should be trained to offer psychosocial and other support.

Schools can also link pregnant and parenting learners to health and social services; for example, ensuring that young mothers receive the Child Support Grant.

(Nirvana Pillay, Visiting Researcher Wits School of Public Health, University of the Witwatersrand)

THE CONVERSATION

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Gauteng Education places more Grade 1 and 8 learners

The Gauteng Education MEC Matome Chiloane says his department has a total of 571 Grade 1 and Grade 8 learners – whose parents and guardians submitted complete applications on the Online Admissions system – remain to be placed. This translates to 97 Grade 1 learners and 474 Grade 8 learners who departmental officials are working towards placing.

On Tuesday, Chiloane reveled that 1 394 have not been placed.

This simply means that the 2023 Online Admissions system has facilitated the placement of over 291 574 Grade 1 and Grade 8 learners (Grade 1: 139 367 and Grade 8: 152 207) to date, spokesperson Steve Mabona said.

Accordingly, the department said, placement challenges within identified high-pressure areas – where certain schools received a much higher number of applications than the number of learners they can accommodate – are being attended to through a variety of interventions which will ensure that all learners are placed.

In order to alleviate capacity pressure, the GDE is building satellite schools in high-pressure areas. These are schools which are an extension of certain high-pressure schools, but are built on a different site or geographical area not far from the main school. 

In Johannesburg West, the department says it has already built a satellite school for Florida High School, meaning that we will continue to place learners at that school.

The same applies for Tshwane West, where two satellite schools are currently under construction, Theresapark Primary School No. 2 and Theresapark Secondary School.

In Ekurhuleni, especially in Kempton Park, high-pressure schools will use specialist rooms for teaching, and these have helped significantly to increase capacity. 

Olifantsfontein Primary School will be assisted with the delivery of more mobile classrooms to accommodate all unplaced learners at that school. 

Parents who seek to apply for inner grades outside of Grade 1 and Grade 8 are encouraged to visit their nearest GDE District Office after our 10 Day Headcount on 24 January 2023.

“This will put our Districts in a better position to give parents the necessary assistance they need for placement as available spaces at schools would have been determined at that stage,” Chiloane said.

In addition, the GDE has commissioned principals at schools to develop catch-up programmes to accommodate learners who were unplaced during the start of the 2023 academic year.

“Our team is working around the clock to ensure that all learners are placed. We appeal with all parents and guardians to allow these processes to take place as they will result in the successful placement of their children. We profusely apologise for the inconvenience caused and we extend our best wishes to all learners and teachers for the 2023 academic year,” said MEC Chiloane.

READ: Angry parents urge MEC to intervene amid a standoff with principal of Ponelopele Oracle Secondary School in Midrand

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Angry parents urge MEC to intervene amid a standoff with principal of Ponelopele Oracle Secondary School in Midrand

PHUTI MOSOMANE

THE first day of the 2023 academic year for grade 8 learners in Ponelopele Oracle Secondary school, in Midrand Gauteng were characterised by tensions between school principal and some parents. 

The school has capacity to enrol 900 with only 24 classrooms which takes in between 35 to 40 learners but has already enrolled 1484 learners admitted in the school. 

The school standard capacity for Grade 8 class is 150 learners.

Through the Online Admissions system, the school has accepted 209 new Grade 8 learners, and the Department of Basic Education through the district has transferred additional 136 learners who have applied on time and met all requirements. 

On the first day of schools reopening on Wednesday, there were no signs of mobile classrooms or a plan in place by the school to cater the 136 learners who received SMS notifications last year December that they have been “successfully placed through transfer”. 

The principal of the school addressed angry parents who went to school on Monday and were told to return on Wednesday for updates on learners who were transferred by the department. 

But on Wednesday, parents were frustrated because there was new information except that the school now has a bigger number of learners who were told to come to the school. 

“My experience has been a nightmare since Monday. I registered my child last year and I got an SMS that said my child was accepted into the school. To my surprise on Monday when I got here I was told she is not accepted but placed through a transfer. I have siblings, and I was told to go to the police station to certify documents which I did,” said a parent, Comfort Makhadi.

Makhadi said as a parent, she is upset because the principal instead of giving feedback he told them that there is no space and only today he was going to call the department of education. 

“The principal said to us, being placed through transfer means there is no space in the school, but I have already bought the uniform and stationery because the SMS said my child has been successfully placed through parent transfer,” she said, adding that this is the only school she was offered despite applying to multiple schools. 

Makhadi said she applied on time and is hopeful that the department of education will assist the school in making more spaces available. 

Another parent Jabulani Mbese told Inside Education that he came to the school as soon as he received an SMS last confirming placement to verify and I was told that my child was placed through transfer. 

Mbese: “I was told to bring a school report and go buy a uniform which I did. I was disappointed when I heard the principal saying that he will not take learners placed through transfer. How possible is it that the district would transfer our kids to his school, and he is telling us he can’t take them?” 

Mbese urged the department to change the system because every year parents go through the same challenges. 

Roots of confusion 

Some parents are saying the online system has always worked, the issue lies in the messaging from the auto generated ”offer status”.

The school has taken in learners whose parents received a message that said ”accepted as final” and not those who received a message that said ”your learner has been placed through parent transfer”. 

In simple terms, “the ‘offer status’ that said ‘accepted as final’ meant that the placements were made within the school capacity, and those placed through ‘parent transfer’ represents a decision of the department irrespective of whether there is a space or not- hence there are problems,” one educator who preferred not to be name tells me. 

During the COVID-19 period, the school enrolled 1449 learners because the rotational system made it possible to accommodate more. 

MEC Matome Chiloane said townships are the backbone of the public education system in the Gauteng province but the growing number of overcrowded classes means educators will not be able to give each student equal attention. 

SADTU secretariat officer Xolani Fakude said the trade union has been getting reports about the Online admission system. 

“We are getting reports of admission challenges especially in provinces where an online system is used. The intention may have been good in terms of increasing accessibility. However, the very same method is beginning to be an inhibitor of sorts. We are receiving reports of learners who have not been placed,” Fakude said. 

The teacher unions said they want to see teaching and learning on the first day of schooling but there are “overcrowded classrooms and mobile classrooms that must still be put in some schools in Gauteng.” 

Fakude urged the department of education in Gauteng to have a resource plan in place in an effort to solve growing challenges of infrastructure. 

Department of education has not responded to questions by the time of publishing this article.

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Department to pay UIF benefits to former Assistant Teachers

THE Unemployment Insurance Fund (UIF), an entity of the Department of Employment and Labour, has finally resumed processing and paying UIF benefits to former teaching and general assistants in the KwaZulu-Natal Province.                           

The campaign started in the Amajuba District Municipality area in November 2022 where the Fund disbursed R7,7 million to 1746 former Educator Assistants and General Assistants. 

“The campaign subsequently proceeded to eThekwini in December 2022 where the Fund paid out R28,8 million to 6204 beneficiaries. To date, R36,5 million has been paid out to 7950 clients,” the department of labour said. 

As of 9 January until 20 January 2023, the fund will be processing and paying out claims in the Zululand District Municipality area as follows:

9-10 January 2023: Nuwe Republiek Primary School Vryheid.

11-12 January 2023: Masibumbane High School in Ulundi.

13,16 & 17 January 2023: Bhekuzulu High School in Nongoma.

18-19 January 2023: Pongola Akademie.

20 January 2023: Paulpietersburg Primary School.

Beneficiaries were urged to bring along their Identity or valid Passport Documents, a fully charged Smartphone with data, and proof of account (banking details).

The former Educator Assistants were employed as part of the Presidential Youth Employment Initiative (PYEI), which was implemented as the Basic Education Employment Initiative (BEEI) across all nine provinces to reduce youth unemployment in the country.

When their contracts ended, the former employees qualified to claim unemployment insurance benefits from the UIF. 

Due to the large volume of claims anticipated and to prevent long queues at Labour Centres, the UIF team in KwaZulu-Natal says it has met with the Provincial Department of Education in Amajuba and agreed on a consolidated approach. 

“This included the Department availing venues while the fund confirms the compliance of the former workers in terms of their employment history, declarations, and contributions,” it said.

The department said it will also be rolling out the project to other parts of the province and will announce dates and details in due course through its social media platforms and the media.

-INSIDE EDUCATION