MPHO-ENTLE PULENG MODISE

TECHNOLOGY has become the centre of our lives. It has also changed how university students learn and how lecturers teach. Some institutions had already shifted to some form of online teaching and learning before 2020. Then the onset of the COVID pandemic made digitised education commonplace in many parts of the world.

But it’s not enough for universities to offer technological platforms. Those who transfer knowledge – lecturers – must do so skilfully. They must also be able to appropriately support their students through any challenges related to online teaching platforms.

In South Africa, as in many developing countries, most of those entering higher education are not familiar with online learning. They are not adept at finding their way around the internet. They struggle to navigate university learning management systems. The situation is made worse when lecturers don’t have the skills needed to facilitate classes and tutorials online. This dearth of skills on their lecturers’ part can negatively affect students’ performance and achievement.

I conducted a study to explore how lecturers’ skills, knowledge and experience in e-learning affect student support. The research focused on an open distance e-learning institution – the largest on the African continent. It does not offer any face-to-face learning. Before the pandemic, teaching was based on a blended learning approach: written materials were delivered to students by post; others accessed it online from the university’s learning management system.

So, its teaching staff ought to be extra competent at using online technologies to teach and support students.

My participants were academic staff members who had successfully completed a training programme designed to boost their digital skills. I also solicited feedback from students’ discussion forums to see how their learning experiences differed when their lecturers were technologically adept versus when they were not.

I found that most lecturers lacked the knowledge and digital skills necessary for open distance e-learning before the training. This had a significant negative impact on their attitudes to using technology in their teaching. It also hindered their ability to successfully support students. However, the capacity-building programme they completed greatly improved their digital literacy. It also positively shifted their perspectives.

My findings suggest that universities should offer their staff continuous professional development in distance education and e-learning. This will help lecturers to better support and improve the quality of students’ learning experiences.

What I found

The study focused on digital skills developed through an international partnership that aimed to develop academics’ capacity for e-learning. Existing research had already established that these sorts of partnerships were a good way to equip academics with expertise in information communication technology. This is because facilitators from developed countries, with comparatively long experience, access and knowledge regarding online learning technologies and techniques, are well placed to support those in developing nations like South Africa.

I collected data from participants in several ways, including interviews and online questionnaires. The academic staff I worked with had all participated in a capacity building programme offered as part of a partnership between the University of South Africa and the University of Maryland Global Campus between 2013 and 2015.

I also studied more than 1,000 students’ posts on online discussion forums related to two modules hosted on the university’s learning management system.

Most of my participants said the training helped them to better comprehend theories of distance education. It also enabled them to apply those theories when creating learning materials and facilitating learning online. They also felt empowered to increase student engagement, such as by creating online student communities.

The study confirmed that a lecturer’s lack of online facilitation skills can have a negative impact on learner outcomes. Lecturers cannot impart skills they themselves lack or facts they do not know to students: you can’t teach it if you don’t know it.

Steps to take

Based on my findings, I suggest that universities, whether they are partially or fully online, should:

* conduct institution-wide surveys to assess the readiness of academic staff for online teaching. The feedback can inform skills development plans and support systems both for academic and support staff.

* create a platform for staff members who complete online teaching training programmes to share information and their experiences. This will contribute to the wider implementation of e-learning. Staff members who complete formal e-learning training programmes also need to be strategically co-opted in research, discussions, and projects within the university to share their knowledge more widely.

* ensure that staff are properly trained and prepared to adapt and to adopt new technologies

ensure that students are creatively and actively engaged using the digital platforms developed as part of e-learning programmes. This includes being visible on digital platforms such as discussion forums and actively interacting with the students.

* ensure that students are creatively and actively engaged using the digital platforms developed as part of e-learning programmes. This includes being visible on digital platforms such as discussion forums and actively interacting with the students.

THE CONVERSATION

EDWIN NAIDU

TWENTY high-achieving grade eleven maths and science learners got a little taste of the working world when they recently visited the Atlantis Special Economic Zone.

Sponsored by Energy & Water Sector Education Training Authority (EWSETA) and in partnership with FutureMe, learners explored careers in the Energy and Water sector, with a critical focus on the Renewable Energy and Water sectors.

Key speakers EWSETA chief executive officer Mpho Mookapele, AtlantisSEZ Community Integration Officer Michael Webster, and BE AfriBusiness Founder, and CEO Bradley Chetty introduced available current and future careers in these sectors.

They also looked at how these careers can play a key role in the growth of the South African economy.

Mookapele inspired learners to aim high and do better.

“You will solve the problems of the future. Many people are leaving South Africa amid all the challenges, but this provides a fertile opportunity to get involved – be bold in whatever you do and don’t be scared to take risks,” she said.

The learners got a first-hand work-life experience during their visit to Everflo, a world-class industrial refrigeration company that ensures its operations minimise an environmental impact.

A visit to the Witzands Aquifer in Atlantis saw learners learn about the importance of protecting the country’s water resources and the Aquifer’s role in providing communities with clean water.

With boundless energy, they hiked up the dunes in Witzands.

Afterwards, EWSETA shared the excellent news with learners – to inspire more young people to pursue critical careers in the sector, the SETA offered bursaries to learners who plan to study degrees linked to water and energy.

The Learning Journey is the last in a series of events delivered as part of the 2022 World of Work partnership between EWSETA and FutureMe.

INSIDE EDUCATION

EDWIN NAIDU

IN a boost for literacy, global technology giant Huawei has joined the UNESCO Global Alliance for Literacy (GAL) today as part of the company’s lead-up to the Mobile World Congress 2023.

The announcement was made at a Digital Talent Summit co-hosted by Huawei and the Institute for Lifelong Learning (UIL), which serves as the Secretariat of the GAL.

At the Summit, Huawei and UIL agreed to promote the use of technology to raise literacy jointly.

The two parties also signed a cooperation agreement under which Huawei will fund an expansion of UIL’s current initiatives to enhance educators’ use of technology in developing countries. Currently, the UIL initiative operates in Bangladesh, Côte d’Ivoire, Egypt, Nigeria, and Pakistan. 

Huawei is the first private company to become an associate member of the GAL.

The company is excited that its goals align with GAL’s vision of eradicating digital illiteracy in young people.

“Our rapidly changing world calls for concerted efforts and strong partnerships to achieve quality education and lifelong learning for all,” UIL Director David Atchoarena explained at the event.

Atchoarena said Huawei’s expertise in innovation in learning would be a great asset to the Global Alliance for Literacy.

“Collaborative projects like ours will ensure no one is left behind on this journey.”

“Getting the right education is often the key to success in life. As a major player in the technology sector, Huawei feels it has a responsibility to provide technology skills in all parts of the world, trying our best to include as many people as possible,” said Huawei Vice President of Corporate Communications Vicky Zhang.

Huawei believes digital talent is a critical driver in achieving digital transformation, solid economic growth, and better quality of life. Since 2008, Huawei has offered a broad and expanding range of talent programs.

Under its Seeds for the Future umbrella, Huawei provides thousands of people yearly with scholarships and digital training courses targeting all age groups.

The company also organises and sponsors tech competitions where students can expand their knowledge, win prizes, and make new friends. 

So far, Huawei’s Seeds for the Future program has helped nurture more than 2.2 million digital talents in over 150 countries. The company’s ICT Academy can train about 200,000 students each year. In 2021, Huawei announced it had already invested US$150 million and planned to invest another US$150 million in digital talent development before 2026, expected to benefit an additional 3 million people.

INSIDE EDUCATION

EDWIN NAIDU

VAAL Triangle University of Technology (VUT), Executive Director: Advancement, Tandi Mapukata, has confirmed that its Vice-Chancellor Professor Ntate Dan Kgwadi, was placed on special leave.

But Mapukata said commenting further would be a breach of VUT policy as questions pertain to a confidential matter of the employment relationship between Professor Kgwadi and the Vaal University of Technology (VUT). However, just like any citizen of the country, Professor Kgwadi has a right to handle his matters in any way he deems fit.
   
Mapukata said the council remains committed to good governance and institutional stability. 

Several initiatives have been launched and are being implemented in response to the Administrator’s Handover Report submitted by Prof Ihron Rensburg at the end of 2021.

This past week, Council sat in a two-day workshop with management and key stakeholders to devise a turnaround strategy and review progress. All stakeholders are united behind Council’s decision to prioritise the institution (VUT) over individuals. 
 
Professor Kgwadi’s suspension came a year after his appointment in February 2022.

However, Professor Kgwadi, who has experienced problems with a knee/leg for over a year and consulted medics to no avail, claimed on Facebook that he had been fired.

“I have just been dismissed from work due to a 14-day sick leave (5 days hospitalisation). That contributes to my lack of performance and probation issues. Going for a labour court race,” he wrote.

In a previous post, the former North-West University vice-chancellor said: “I almost believed that I
am bewitched and about to consult traditionally. Your prayers worked.”

Professor Kgwadi was appointed vice-chancellor on 4 February 2022, ending two years of instability during which VUT was under administration. He told Inside Education that he had been dismissed.

Registrar, Dr Dan Mokoena, will serve as acting vice-chancellor and principal.

INSIDE EDUCATION

EDWIN NAIDU

THE resignation of Professor Mamokgethi Phakeng as Vice-Chancellor of the University of Cape was a step backwards in the representation of women Vice-Chancellors in South African higher education, according to Brightness Mangolothi, Director of Higher Education Resource Service (HERS-SA).

In its 20 years of operation, Mangolothi said HERS-SA has collaborated with Phakeng for almost all of those years.

She has freely accepted the call to share her journey with women leaders and offer help where necessary.

“Last year at the HERS-SA ACADEMY, she spoke about leading wounded, which, regrettably, mirrors the difficulties women leaders face, especially when their identities intersect. ”

Most women could relate to the talk and even felt inspired to share their leadership scars,” she said.

Mangolothi said this indicated that institutions should consider hiring coaches and mentos for leaders at all levels as a retention strategy rather than a remedial measure.

INSIDE EDUCATION

PHUTI MOSOMANE

CONCERNED residents of the Mopani District in Limpopo have urged the Portfolio Committee on Basic Education to ensure that the Basic Education Laws Amendment Bill contains a provision in it for harsher penalty for parents who undermine Clause 2 (1) of the bill, a provision which proposes that basic education is compulsory for every learner from Grade R.

Residents made the plea during public hearings held over the weekend at the Lenyenye Community Hall outside Tzaneen, in Limpopo’s Mopani District.

These views were based on an opinion that compulsory education at schools presents a solid foundation for further schooling and is a necessary transitional period that prepares learners for the rigours of formal schooling. 

“Also, there was a view that better prepared learners at foundation phase will reduce the drop-out rate which is unacceptably high currently. The view was that 12 months which is proposed in the Bill is not enough to deter defiance by some parents,” chairperson of the Portfolio Committee on Basic Education, Bongiwe Mbinqo-Gigaba, said on Monday. 

The participants welcomed Clause 5 (6) of the Bill, arguing that it will make education inclusive.

On Clause 36, they argued that it must be strengthened, and that the clause must enable the Head of the Department (HOD) of Basic Education to regulate fees charged by independent schools.

The majority of participants registered their support for the Bill and proposed further amendments on it.

In Thohoyandou, as well, there were participants who rejected the clause in the Bill which allows the sale of liquor on school premises. They based their rejection of the clause based on the increased levels of substance abuse in South Africa, especially by young people.

“Despite the majority support of the Bill there were those who opposed it because in their view the Bill is not promoting mother tongue education in schools. Some parents raised a concern that the Bill in its current form centralises power in the HOD and deprives parents and schools their right to determine rules for their school. They called for the department to intervene only when there is evidence that the school is using a language policy which discriminates and when there is an inconsistency with what is spelt out in the Bill,” Mbinqo-Gigaba said. 

Mbinqo-Gigaba said an argument was also made that the Bill in its current form allows the department to abuse its powers and deny learners a right to mother tongue education.

According to those that support home schooling, the BELA Bill has many restrictions that will make it difficult for parents who choose home-schooling as it imposes one curriculum and one philosophy.

This, according to them, deprives parents and learners their constitutionally enshrined freedom of choice particularly for learning preferences.

The committee appreciated the inputs it received from the participants and assured them that their views will be taken into consideration when it deliberates on the Bill.

On Monday, the committee held further public hearings in Capricorn District Municipality at the Jack Botes Hall in Polokwane.

It invited individuals and organisations to attend the hearings to make contributions on the Bill.

INSIDE EDUCATION 

BRIAN ISAACS

THE non-racial South African Council on Sport (Sacos) will celebrate its 50th anniversary on March 17. Around the country, clubs, provinces and schools will commemorate this memorable event.

For those who did not know the contribution that Sacos made to non-racial sport in SA, here’s a brief overview. I do not have to remind South Africans that since 1652 and up to 1994, we had been a divided country.

Many will say we are now a free country. Others will say we are still fighting for our economic freedom.

Before 1973, we had sports organisations based along racial grounds. Those who believed that we had to have one united South Africa also believed that in sport we had to have one non-racial sports organisation.

The so-called “white” sports organisations vehemently opposed this and only succumbed in 1994. Between 1973 and 1994, sports organisations for the oppressed grew phenomenally.

Participation in sport grew, especially school sports under Sacos. The SA Senior School Sports Association (Sasssa), affiliated to Sacos, flourished during this period.

In the Western Cape, especially, athletics flourished. School athletics was watched by thousands of parents, teachers and students.

Who will ever forget the Champion of Champions competition on a Saturday at Green Point Track and the Athlone Stadium? The sight of world-class sprinter of Heathfield High Terrence Smith in the 100m beating South Peninsula High’s Paul Tennant in the early 1970s was a sight to behold.

Unfortunately, since 1994, especially in poor areas, school sport has become virtually non-existent. What will it take to get non-racial sport back on track, if ever?

It is going to take a rethink from the government and the teaching fraternity to increase mass participation in sports – and it is also going to have to make sport facilities available at schools. Sports fields have to be grassed and maintained.

A transport subsidy system must be organised by provincial education departments for transporting school and provincial teams to matches and provincial tournaments.

If this is not done, then, unfortunately, there will be no sport for the masses in the country.

In the Western Cape, Sacos will have a 5km fun run on March 18, starting from Belgravia High at 8am. Belgravia was one of the top athletics schools under Sacos. See you there!

Brian Isaacs obtained a BSc (UWC) in 1975, a Secondary Teacher’s Diploma in 1976, BEd (UWC) in 1981, and MEd (UWC) in 1992. He is a former matriculant, teacher and principal at South Peninsula High School in Cape Town, South Africa.

PROFESSOR TSHILIDZI MARWALA

THE QS World University Rankings indicate that the University of Johannesburg is now ranked second nationally and on the continent. In the Times Higher Education Impact Rankings, UJ is now ranked first in South Africa and second in Africa.

There have been murmurings in South Africa as to whether universities are following the destructive paths of state-owned enterprises.

The next few days mark my last stretch as Vice-Chancellor of the University of Johannesburg (UJ). A valuable exercise in recent months has been to take stock of the achievements and milestones we have made in recent years, especially to answer whether universities in South Africa are on a destructive path.

On Thursday, 23 February, I was hosted by the School of Government to reflect on my tenure and the achievements UJ has made in a relatively short time.

In 2018, as I stepped onto the podium for my inaugural address, I delivered a long list of promises. I had a bold vision that, to some, seemed impossible. Yet, it was through a deliberate and purposeful strategy that UJ could transform into the institution I had envisioned.

Long before my tenure as Vice-Chancellor of UJ, innovation had been ingrained in the DNA of this institution. This is Ihron Rensburg’s legacy. During his tenure, the institution became the national standard bearer for transformation, equity, access, pan-Africanism and global excellence. His leadership laid solid foundations for UJ’s trajectory.

When I embarked on this journey, I set out a vision of my interpretation of the direction of the university. One could call it an annotation of the strategic plan. In the last five years, as the plans unfolded, I found that many of the projects and programmes of activities gained momentum and morphed into larger endeavours that have made this university worthy of our many accolades.

We have emerged as the Fourth Industrial Revolution (4IR) university and have a slew of rankings and research metrics that confirm our stature.

Most notably, the QS World University Rankings indicated that UJ is now ranked second nationally and on the continent. In the Times Higher Education (THE) Impact Rankings, UJ is now ranked first in South Africa and second in Africa.

Additionally, UJ is one of the leading universities in the research sphere. In terms of research output, as measured by UJ’s scholarly output indexed in the global Scopus publication and citation database, UJ continues to perform ahead of other South African higher education institutions on key performance indicators.

Therefore, some universities are not on a destructive path, and in the case of UJ, the critical question is how have we achieved all this. There were 15 objectives that informed our strategy.

Firstly, it was imperative to get the right people. In our recruiting strategy, we emphasised the need for academic leaders, international staff, students, and distinguished visitors. Our distinguished visiting appointments included Nobel Prize winner Wole Soyinka.

In addition, we have had a distinct focus on academic development and support. In 2017, 48% of UJ’s academic staff had PhDs, compared to 56.6% in 2022. Similarly, the number of National Research Foundation (NRF) rated researchers grew from 179 in 2017 to 274 in 2022 — a rise of 53%.

Secondly, we built a financial war chest alongside key stakeholders. For instance, UJ annually spends over R10-million on the student meal assistance programme. This assists approximately 4,600 students monthly. We have also raised close to R2-billion since 2016 to assist missing middle students. In addition, since 2009, UJ has made R20-million available yearly to assist financially needy students with their registration fees. This year, we launched the Double Our Future Impact Campaign, which aims to help as many as 10,000 students, and so far, we have raised R3-million

Thirdly, we built internal capacity. I have overseen the establishment of institutes such as the Institute for Intelligent Systems (IIS), a research institute for systems intelligence, continuous engineering and cognitive computing in Africa; the Institute for the Future of Knowledge (IFK), which serves as a cross-disciplinary think tank; and most recently, the National Artificial Intelligence Institute in conjunction with the Department of Communications and Digital Technologies (DCDT) and the Tshwane University of Technology (TUT), among other initiatives.

Fourthly, we focused on building infrastructure. We purchased and financed two additional campuses, Devland Campus and Media24 Park (now called JBS Park) and completed the Soweto Residence Complex. Studies indicate that strong infrastructure leads to better teaching and learning outcomes while improving the throughput rate.

Fifthly, we approached the university’s functions with a sustainable mindset. Recently, we launched a fleet of electric buses. These electric buses produce much lower carbon emissions yet offer a smooth ride even on steep routes. Additionally, we have shifted 15% of our energy to renewable sources through the extensive installation of solar panels. Our focus on achieving sustainable development goals (SDGs) has been entrenched in our operations.

Sixthly, we have built a locally relevant organisation but with an international outlook. We emphasised internationalisation and encouraged collaboration. For instance, the Africa by Bus project allows students to explore southern African countries’ cultures and traditions, which speaks directly to our Pan-African vision.

Seventhly, we cultivated a learning culture that reads and writes. The introduction of the monthly Vice-Chancellor’s Reading Club and later the Chair of Council’s Reading Club have instilled this culture at UJ. These groups are widely open and encourage reading and a spirit of debate and discussion.

Eighthly, it was vital for me to lead by example. It was not enough to launch the various reading clubs. I had to demonstrate that I was writing and reading consistently. A phrase I have often repeated is that those who do not read cannot lead. The idea behind this notion is that we must all embark on a continuous learning journey at every tier.

Ninthly, I communicated constantly. I have written 24 books and over 300 papers in journals, proceedings and book chapters. I gave television and radio interviews about topics I wrote about, my areas of interest and current events. I sustained communication with staff and students through a weekly newsletter and stayed active on social media networks, providing an opportunity for engagement.

Tenthly, it was important for me to take my expertise outward. I worked with various stakeholders from government, industry and society. For instance, I helped develop the 4IR blueprints for the South African, Namibian and Rwandan governments. I was a member of the World Health Organization (WHO) committee that developed the ethical guidelines for using AI in healthcare. I was also instrumental in developing the international accord on open data for the International Council for Science (ICSU) in Paris.

Eleventh, we thought out of the box in our approach to teaching and learning and redefined the curriculum. This was done by introducing a compulsory artificial intelligence (AI) course for all students, the introduction of the Bachelor of Arts in Politics, Economics and Technology (PET) and various postgraduate programmes on AI. Additionally, we ensured that all our courses were infused with technology and had a greater multi-disciplinary approach. Our emphasis has informed this shift on 4IR. As a result, there have been 48 staff working in 4IR recruited in the last five years.

Twelfth, there was no room for the crises we experienced to become a “permacrisis”. In my first few months in office, I crafted a continuity plan. This informed much of the university’s response to the pandemic. As an institution, we were equipped to deal with this crisis as we had analysed and pivoted solutions for every eventuality. Additionally, we have ensured strong governance structures and accountability at every tier.

Thirteenth, I was not afraid to take tough decisions. Despite the risk of backlash and waning popularity, my focus was ensuring that the university could fulfil its mandate with an emphasis on excellence. I introduced new policies, such as only allowing students who have passed all their courses and are on a full course load to participate in the student representative council (SRC). I was resolute in my priorities and would not waiver on aspects central to our core function.

Fourteenth, UJ hosted prominent events. For instance, we hosted the leadership meeting with the African Union (AU) and the Nelson Mandela Lecture. We invited dynamic academics, thought leaders, captains of industry and government officials to speak to our students and staff.

Finally, successful examples in other nations are needed to guide us. For instance, the National AI Institute was in part informed by trips to Silicon Valley and the Chinese equivalent, Zhongguancun, attended by various stakeholders in the sector. I encouraged diverse perspectives and analysed successful models that would make sense for our institution. Once again, the emphasis was on continuous learning.

This is how UJ has risen to feats unknown in recent years. Although this marks the end of this chapter, these are legacy projects with longevity. Importantly, none of this was done in a silo but as an institution. I was fortunate to have an institution with a strong contingent that could seamlessly roll out my vision.

My successors now inherit an institution that has broken boundaries and charted a unique path in its relatively short history.

As William Shakespeare once said, “some are born great, some achieve greatness, and some have greatness thrust upon them.” UJ is an example of the confluence of all three.

*The views expressed in this article are that of the author/s and do not necessarily reflect that of the University of Johannesburg.

THE pandemic made it clear that education must innovate and evolve to meet the diverse needs of students. Sora Schools, an online, project-based middle school and high school, along with a wide network of innovators and education experts, collaborated to round up what are the biggest forces shaping education in 2023. 

Sora launched a new research and analytics group, the Sora Learning Lab, to uncover important insights from parents, students and educators, and to help influence the future of school in a positive way.

As a result of its research, Sora identified eight key trends in education today.

Schools are finally being called to task on students’ mental health.

AI is completely rattling traditional school and reframing curricular opportunities.

Families are embracing alternative school options like never before.

Creative thinking (not technical skills) will be the future’s most valuable ability.

Teachers are facing an identity shift – from teaching to “coaching”.

Gaming is now and will continue to be integral in education.

Grading is entirely outdated, with mastery-based assessments taking center-stage.

Online education is providing students with access to world-class private school education – at affordable prices.

Mental Health

The Sora study found that 74% of parents are concerned their school is not doing enough to support student mental health.

There is an ongoing mental health crisis in the US currently, but schools are ill-equipped to handle students in crisis.

At Sora, a student’s purpose and meaning are at the center of their curriculum, giving the student ownership over what they are learning. When students are passionate about their school experience it enhances their well-being.

Sora advisors are equipped with a toolset to help them identify and address when a student needs support.

AI Will Transform Education

Parents want schools to embrace new technology and cultural shifts.

The Sora Learning Lab study found that up to 90% of parents believe at least one or more aspect of traditional schools are outdated. With the introduction of powerful and accessible new artificial intelligence tools, a profound societal impact is on the horizon, similar in scale to the introduction of the calculator or the world wide web.

At Sora, instead of fighting against technology, the focus is on creating curricula that respect student interest. This is curricula that students WANT to do themselves for the sake of understanding more about the world.

When students are engaged in their learning and not just focused on getting an A, they will be persuaded to do the work themselves and not rely on AI.

It is clear that the traditional school model needs to be adapted and innovated.

eSchoolNews

EDWIN NAIDU

GIVEN the country’s energy crisis, which affects all citizens, it’s not surprising that education does not feature highly on the Government’s current compelling priorities, says Equal Education, Head of Research, Elizabeth Biney.

In fact, Biney said it was clear where the priorities lay as education featured just three times in Wednesday’s Budget Speech by Finance Minister Enoch Godongwana.

“In all fairness, we are all struggling with Eskom and it’s a huge problem but there’s also a secondary crisis that is overlooked. It is the crisis in our public education sector, which is struggling to get onto an upward trajectory,” she said.

Biney said the crisis is at the foundation, but throughout the system with terrible infrastructure and backlogs that will take years to get rid of. All this, she said was affecting teaching and learning.

“Funding is a huge aspect as well because even though government will have you believe that we are getting a bigger chunk of the budget on education, it has been decreasing over the years,” she said.

Speaking to Inside Education, Biney said the annual increases in education spend were not in keeping with inflation.

Over the medium term, the Department of Basic Education will continue to focus on improving school infrastructure, providing high quality support materials for learners and teachers, and providing nutritious meals for learners through the national school nutrition programme.

The department’s total expenditure is set to increase at an average annual rate of 7.2 per cent, from R23.4 billion in 2020/21 to R28.8 billion in 2023/24.

According to the Budget allocation for Basic Education, over the medium term, the department will focus on: improving school infrastructure; providing support to improve matric completion rates; providing high‐quality support materials for learners and teachers; facilitating the increase in supply of quality teachers while preparing serving teachers to teach new subjects that will prepare learners for a changing world; improving services provided through the early childhood development (ECD) function taken over from the social development sector; and providing nutritious meals for learners through the national school nutrition programme.

According to the Budget, the department’s allocations increase at an average annual rate of 5.6 per cent, from R29.7 billion in 2022/23 to R34.9 billion in 2025/26.

Transfers and subsidies account for 84.9 per cent (R85.1 billion) of the department’s allocation over the MTEF period, increasing at an average annual rate of 6.4 per cent, from R24.8 billion in 2022/23 to R29.9 billion in 2025/26.

“So when we adjust that budget allocations with inflation, what we are seeing is that the overall or the total allocation to basic education is not actually as high or as big as Treasury will have to believe in fact, it is decreasing,” said Biney.

Godongwana said R22 billion would be allocated to basic education to cover the shortfall in compensation budgets and to improve services. The Budget also provides additional funding for safety and security, education and health. In health, the funds are to hire new staff, address shortfalls in compensation budgets, and retain additional health workers appointed during the pandemic, as well as to clear the backlog in health services.

A huge chunk of the budget will go towards improving school infrastructure and physical infrastructure with emphasis on ensuring that the environment of every school is safe and appropriate for teaching and learning.

To achieve this, R48.7 billion is allocated to the education infrastructure grant and the school infrastructure backlogs grant over the MTEF period, accounting for 95.9 per cent of spending in the Planning, Information and Assessment programme.

The school infrastructure backlogs grant was given allocated R2.1 billion in 2023/24 to address infrastructure backlogs at schools that do not meet the basic norms and standards. In 2023/24, funds from the grant will be used to build a targeted 9 new schools to replace those that are built with inappropriate material such as mud, provide sanitation to 350 schools, and supply water to 1 school.

Over the period ahead, the department plans to use funds from the grant to repair school infrastructure damaged by flooding in KwaZulu‐Natal and Eastern Cape, and to reduce overcrowding in classes and schools. A grant of R42.2 billion over the MTEF period, which includes an additional R283.2 million in 2023/24 to repair schools damaged by the floods was allocated for this purpose.

To reduce the learner dropout rate, the Second Chance Matric programme provides support to matrics who do not meet the pass requirements of the national senior certificate examinations or senior certificate (amended).

Over the MTEF period, the programme aims to increase the number of learners obtaining subject passes from 50 000 to 100 000, partly driven by its expansion to include learners with barriers to learning, starting with visually and hearing‐impaired learners in 2023.

The programme is allocated R182.1 million over the medium term in the Curriculum Policy, Support and Monitoring programme.

Money will be made available to:

 Increase the number of learners who complete grade 12 by providing the Second Chance Matric programme for learners who failed to meet the national senior certificate and the senior certificate (amended) requirements annually.
  Improve the learning and teaching of critical foundational skills by developing, printing and
distributing 2 volumes of workbooks for grade R, grades 1 to 6 literacy/languages, grades 1 to 3 life
skills (quintile 1 to quintile 3), grades 1 to 9 numeracy/mathematics, and grades 1 to 6 English first
additional language to all learners in public schools annually.
  Improve learners’ reading proficiency in the foundation phase in all underperforming rural and township schools by using the early grade reading assessment toolkit to assess learners’ reading levels by 2023/24. This includes phonic knowledge, word recognition, and fluency and comprehension skills in the early grades.

In addition, there is a programme to fast‐track the rollout and implementation of ICT in schools by providing teacher training, ICT devices, digital content, software, connectivity, IT support to schools, and online learner and teacher support materials annually.

For the tertiary sector, over the medium term, the Department of Higher Education and Training will focus on supporting the post‐school education and training system by expanding access to higher education and facilitating the transition to work and enhancing performance by upgrading infrastructure and increasing capacity. Total expenditure over the MTEF period is expected to reach R432.4 billion.

INSIDE EDUCATION