Phuti Mosomane

Gauteng Education MEC Matome Chiloane says his department’s achievement of a clean audit outcome represents a remarkable milestone.

In the 2022/2023 financial year, six departments achieved clean audit opinions, with Gauteng Education improving to a clean audit.

Chiloane received an award from Premier Panyaza Lesufi, honouring the department for attaining a clean audit outcome for the 2022/23 financial year.

“This achievement stands as a remarkable milestone for our Department,” Chiloane said shortly after the award ceremony on Wednesday.

Lesufi said Gauteng is moving towards clean governance as 17 departments and entities achieved clean opinion audits in the 2022/23 financial year.

He awarded the provincial departments and entities for their achievements, noting that there has been a steady increase in the number of departments and entities achieving clean audits over the past three years.

Lesufi said these achievements have been made possible through various key initiatives.

“The integrity of supply chain management in departments has been enhanced through the vetting process of all officials tasked with procuring goods and services on behalf of government,” he said.

The Department of Education received an award for the most improved department.

This marked a “remarkable milestone” for the department, considering the size of its annual budget, which exceeds R60 billion, the second-largest allocation in the province.

Lesufi said the department dedicated extensive efforts to reach this significant milestone.

“In the past five years, the department intensified its efforts starting with strengthening the control environment, identifying risk areas and focusing on those, and taking appropriate remedial action where wrongdoing has occurred,” he said.

Lesufi commended the Department of Health for consecutively turning the corner in the past three years and achieving an unqualified audit opinion.

“The Department of Health has intensified internal control systems to improve its financial stability,” said Lesufi.

He said some of the measures the department introduced, including almost 1600 senior managers and officials in Supply Chain Management and Human Resources Management, have been subjected to a vetting process.

The department has curbed the wrong practice by officials of splitting of orders to avoid going to tender.

He said all purchases between the value of R500 000 and R1 million are forwarded to the Gauteng Provincial Treasury for verification and to ensure that they comply with Supply Chain Management prescripts.

He also applauded the Department of Human Settlements for its achievement, saying it’s not always easy for such a big department tasked with a huge role of providing housing for the people of Gauteng.

The Department of Human Settlements and Department of Roads and Transport have improved from a qualified to an unqualified audit opinion.

There were no regressions for departments in the 2022/23 financial year.

Meanwhile, 58% (11) of entities achieved clean audit opinion, a 22% improvement from the prior year. Six achieved unqualified audit opinion, with g-Fleet improving from a qualification to unqualified.

One entity, Gauteng Housing Fund received a disclaimed audit opinion.

Premier Lesufi said this was because the entity was now dormant.

The Transport Authority of Gauteng achieved incomplete opinion as the audit is still in progress. The Gauteng Liquor Board, Cradle and Dinokeng improved to a clean audit.

“Gauteng government is committed to maintain the clean audits that have been achieved, and at the same time improve audit outcomes of other departments and entities going forward. We will intensify internal controls to ensure that we do not regress,” said Lesufi.

INSIDE EDUCATION

Johnathan Paoli

IN an address at the TVET Curriculum Transformation and Innovation Summit held at the Vodaworld Dome in Midrand on Monday, the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande set out the envisaged goal the department has for aligning TVET skills to the needs of the economy.

Nzimande highlighted the strides the department has made in recent years, from the introduction of the Centres of Specialisation in 2018 as part of significant interventions in curriculum transformation and repositioning the TVET college sector as a key provider of mid-level skills; to introducing the ‘Decade of the Artisan’ as part of enhancing relevant TVET college curriculum.

The Ministry said currently South Africa is producing on average 20 000 qualified artisans per year, and the department’s plan was to ensure that the number increased significantly to meet the National Development Plan (NDP) target to produce 30 000 qualified artisans per year by 2030.

In addition, Nzimande said that the department expanded their Centres of Specialisation to 34 at 27 TVET Colleges, to enhance workplace linked training of artisans and related occupations, with a further investment of R68 million in 16 Colleges who currently have 33 Trade Test Centres

He said that the Department has opened up 14 954 TVET placement opportunities to the value of R726 Million and also committed to achieve a target of 20 000 placements of TVET graduates work placements as per the President’s commitment at this year’s State of the Nation Address.

And, he placed TVET education at the centre of the developmental agenda of governments, supporting initiatives and interventions to revive and enhance the economy, and illustrated how TVET curriculum transformation is a crucial step towards unlocking skills development for the modern economy.

“As industries evolve and technology advances at an unprecedented rate, it becomes essential for technical and vocational education and training (TVET) institutions to adapt their curricula to meet the changing needs of the job market. 

“The traditional approach to TVET education, which focused solely on providing students with specific trade skills, is no longer sufficient in today’s dynamic and globalized economy,” Nzimande said.

To bridge the skills gap and equip individuals with the competencies required for the modern workforce, a comprehensive curriculum transformation was necessary, one that would involve a shift from a narrow focus on technical skills to 21st century skills which advocates for a broader emphasis on critical thinking, problem solving, creativity and adaptability, he said.

“By integrating these 21st century skills into TV ET curricula, students will be better prepared to navigate the complexities of the modern economy, where job roles are constantly evolving, and cross-disciplinary expertise is highly valued”.

The inclusion of emerging technologies, such as artificial intelligence, robotics, and data analytics in TVET curricula, will also equip students with the necessary digital skills.

Nzimande said that the TVET transformation is expected to simultaneously more efficiently equip the youth in skills that are required by the job market as well as assisting in the economic recovery of the country as a whole.

“This transformation will not only enhance the employability of TVET graduates but also contribute to the overall economic growth and social development of South Africa,” Nzimande said while concluding with a caution to policy makers as well as other stakeholders about the potential of the TVET sector to become a key driver of innovation, productivity and inclusive growth within the country.

INSIDE EDUCATION

Staff Reporter

In collaboration with the Department of Basic Education, the South African Reserve Bank (SARB) has once again tested learners’ competence in Mathematics and Economics.

Grade 12 learners participated in the 11th South African Reserve Bank Monetary Policy Committee (MPC) Challenge, and the top ten winners were announced at the Sandton Convention Centre in Johannesburg on 16 August.

The overall winners were Paarl Girls’ High School in the Western Cape Province, who took top honours. The four winners of the winning team each received a SARB bursary, a prize of R18,000 and an iPad, whilst their school received a prize of R36,000 and their teacher received a laptop. The challenge offered learners an opportunity to expand their understanding of monetary policy. It also provided them with an insight into how the economy works.

Basic Education Minister Angie Motshekga appreciated the opportunity given to the learners to apply classroom theoretical knowledge:

In its national scope, she said the Monetary Policy Committee Schools Challenge offers Grade 12 Economics learners a unique and transformative journey into the core of the South African Reserve Bank’s operations.

Participants emulate the real-world task of drafting SARB MPC statements and immerse themselves in a rich tapestry of resources, from traditional media to digital platforms, deepening their understanding of monetary policy.

“Beyond the accolades, the victors of this challenge emerge as esteemed ambassadors for the Reserve Bank, tasked with enlightening their communities about the nuances of our economy. The MPC Schools Challenge, whilst being more than just a competition, plays an indispensable role in basic education,” Motshekga said.

Motshekga added that, firstly, they transcend traditional classroom learning by providing a platform where theoretical knowledge meets practical application.

“Students gain hands-on experience and a deeper understanding of complex concepts by simulating real-world scenarios. This immersive learning approach enhances retention and develops a keen analytical mindset, allowing students to view problems from multiple angles and craft innovative solutions. Additionally, such competitions instil a spirit of teamwork, resilience, and perseverance.”

South African Reserve Bank Governor, Lesetja Kganyago, mentioned that the challenge participation has increased by 70% since 2022, with nine public schools and one independent school in the top ten winners. He further encouraged learners to consider pursuing careers in the field of economics.

Kganyago thanked the teachers for their dedication and support and for encouraging learners to participate in the challenge.

INSIDE EDUCATION

Edwin Naidu

Understanding leadership with a burning ambition to lead, finding role models worthy of emulating, navigating potential curveballs and possessing a good dose of humility must be among the qualities one would need to become a successful leader.

This was the inspiring message from lifelong political activist Geraldine Fraser-Moleketi, the former Minister of Public Service and Administration and current Chancellor of the Nelson Mandela University in Gqeberha, in the Eastern Cape.

Delivering the keynote address at the Inter-Generational Dialogue hosted by the Department of Higher Education and Training and Inside Education at SciBono Discovery Centre in Newtown, Johannesburg, Fraser-Moleketi, sketched the gender landscape in addition to giving the audience made up of students food for thought on how they can drive change as future leaders.

She offered suggestions to ponder as young people learn to lead.

“Firstly, we must interrogate why we have that burning ambition to lead. That deep reflection and self-understanding lies in the kind of leader we will likely become and role models we will likely choose,” she said.

Secondly, Fraser-Moleketi told students that they must find role models worthy of emulating. “These would be people whose value is vested not in their material possessions and displays of excess alone but in their integrity, consistency and dynamism. These would be people who are not populists but rather women and men who are goal-oriented, focused, hardworking and humane.”

Thirdly, Fraser-Moleketi, who also served in senior roles in the United Nations Development Programme and as a Special Envoy in the African Development Bank, said leaders of substance and accomplishment have acquired adaptive expertise.

“They can field the inevitable curveballs that come their way merely by being human. No one is exempt. It is a fact that life happens to us despite our best-laid plans and strategies. Genuine leaders learn to navigate these roadblocks while never losing sight of the end goal. They courageously face the unknown, pushing against and through their fears and insecurities,” she said.

Fraser-Moleketi said there is a lot to be said also about the cultivation of clarity and humility – and compassion – as great attributes of leaders coming into their own.

Turning her attention to gender imbalances in the tertiary sector, she said there have been quite dramatic, and in many ways, positive shifts happening when it comes to the representation of women in higher education in the past decade alone.

Audited statistics for the period from 2018 – 2021 (bearing in mind that the pandemic and the retrospective nature of audited Higher Education Management Information System data will have influenced these.

According to current statistics, there was an overall 8.2 % increase nationally in the enrolment of black African females and a decline of 3.3% in the enrolment of black African males in 2021.

Overall, across all groups, there has been a 2.2% increase in female and a decline of 7.1% for male student enrolments over the same period.

Nationally, student enrolments stood at 1 068 046, with 849 246 of these being black Africans, comprising 524 337 females and 324 828 males. This represents 79.5% of total student enrolments in our universities and confirms current trends and provisional data, which indicate a majority of black and female enrolment at universities, with 62% being black African females and only 38% being black African males.

“When we look at selected data relating to staffing and leadership at our universities, we note that:
In 2021 more males than females had doctoral degrees, but more females than males had Masters degrees, providing yet further evidence of a growing cohort of females making their way up the academic career ladder,” she said.

Fraser-Moleketi said this is reflective of the increasing representation of women students, their success rates and their graduation rates, as indicated earlier.

As far as the gender of senior staff is concerned, in 2021, she said there were 1535 men and 1415 women in senior positions. This is a slight difference overall, but current (unaudited) estimates suggest that women at the Head of Department (HOD) and Director level comprise an average of 50% of this category.

This declines to 40% at the Executive Dean/Director level, 20% at the Deputy Vice-Chancellor (DVC) level and only 23 % at the Vice-Chancellor (VC) level.

Only six of the current 26 universities have women leaders.

Rounding up her inspiring talk, Fraser-Moleketi quoted the gender and education activist and Nobel Prize winner Malala Yousafzai: “I truly believe the only way we can create global peace is through not only educating our minds but our hearts and our souls.”

Deputy Minister of Higher Education and Training Buti Manamela thanked Fraser-Moleketi for the keynote address and other speakers’ illuminating contributions, saying that the session was one of many leadership capacity development programmes being implemented by the department focusing on student leadership. Last week the department engaged with students from TVET colleges.

He added that leadership is spoken about collectively to build ecosystems and networks that enable leaders to collaborate for good.

Manamela said when one looked at the role played by students on campuses, in most instances it related to problems or protests.

“But there is much more that student leaders can contribute, and many are doing remarkable things already,” he added.

This involved making do with limited resources, leaders were sharing and running specific programs to raise funds etc.

He told the audience that universities, TVET colleges and Community Colleges are social institutions where one learns, teaches, conducts research and develops knowledge. “But we want these social institutions to reflect and respond to who we are currently and the kind of future we imagine,” he said.

INSIDE EDUCATION

Staff Reporter

In a world where the call for gender equality remains resounding, the Energy and Water Sector Education and Training Authority (EWSETA), leads the way in how to do it.

With a profound commitment to women’s leadership, EWSETA not only champions gender parity but also ignites a spirit of innovation and excellence within the energy and water sector.

Glowing with inspiration, EWSETA boasts a lineup of visionary women leaders who embody empowerment in every sense.

Dr. Limakatso Moorosi, Chairperson, Mpho Mookapele, an enterprising Chief Executive Officer, Robyn Vilakazi, the entity’s Chief Financial Officer; and Candice Moodley, a strategic Corporate Services Executive – these exceptional leaders contribute their expertise and compassion to drive transformative change.

Their collective journey radiates integrity, empathy, and an acute awareness of the challenges faced by women, particularly in remote corners where access to clean water, sanitation, and energy remains a fundamental concern.

From villages to boardrooms, these women leaders manifest EWSETA’s resolute commitment to shatter stereotypes and forge pathways for women professionals. They serve as living proof that women possess not only the skills and knowledge but also the vision to lead with unmatched distinction.

Candice Moodley – Corporate Services Executive at the Energy and Water Sector Education and Training Authority (EWSETA)
Mpho Mookapele – Chief Executive Officer
Robyn Vilakazi – Chief Financial Officer at the Energy and Water Sector Education and Training Authority.

In fields traditionally skewed towards male dominance, such as energy and water, EWSETA pioneers education programs that inspire empowerment for women.

Foremost among these initiatives is EWSETA’s unwavering dedication to elevating women in Science, Technology, Engineering, and Mathematics (STEM) fields. This investment transcends mere education; it signifies a conscious effort to rectify gender imbalances, empowering women to flourish in sectors once deemed inaccessible.

The impact of this upskilling endeavour is profound. Beyond cultivating gender parity, it kindles the fires of innovation, supercharges productivity and fuels economic growth. By embracing the rich diversity of women’s talents, EWSETA breathes new life into the energy and water sector, infusing it with fresh perspectives and novel ideas, thereby sparking unprecedented creativity and ingenious problem-solving. By propelling women into STEM fields, a world of lucrative opportunities develops, granting them access to positions that previously existed beyond their reach.

Acknowledging the obstacles that persist for women climbing the ladder of senior management, EWSETA steps up to ensure that these women ascend with unwavering support. The pursuit of executive leadership development is paramount. Through partnerships with institutions like Wits Business School and DUKE Corporate Education, EWSETA ensures programs are curated and tailored to women in the energy, water, nuclear, and wind sectors. These initiatives, crafted with precision, offer cutting-edge training, mentorship, and exposure to industry dynamics, bestowing women with the tools needed not just to survive, but to thrive.

As EWSETA invests in the education and professional growth of women, it moulds them into forces that can overcome challenges and grasp opportunities, positioning them as architects of transformation. This commitment transcends the confines of education and training. As a celebrated authority in the energy and water sector, EWSETA fosters a culture of boundless innovation and continuous improvement.

Through anticipation and adaptation to industry shifts, EWSETA ensures that businesses across the sector flourish, adding momentum to a greener, more sustainable future. This dedication shines even brighter as over 60% of EWSETA’s workforce is female – a testament to their unyielding devotion to fostering inclusivity.

Beyond the areas of innovation, economic growth, and societal harmony, EWSETA, which is relentless in its pursuit of gender equality, initiatives create flows of positivity with far-reaching impact. As an authoritative voice in the sector, EWSETA redefines empowerment standards, lighting the path toward a future that’s brighter, more inclusive, and economically uplifting for all.

INSIDE EDUCATION