Inside Education Reporter

While addressing the current challenges posed by load-shedding, the North-West University (NWU) is also looking at long-term sustainable and greener renewable energy-generation solutions. 

This will not only ensure energy security, but also underscore the university’s commitment to just energy transition.

The NWU is already struggling to balance the utility budget with the added procurement of diesel for the emergency generators. 

“This is why we are constantly looking at ways to reduce our usage and costs,” says Hendrik Esterhuizen, director of Engineering Compliance at the NWU’s Facilities department.

According to Esterhuizen, the NWU has continually used multiple energy-saving initiatives such as installing LED (light-emitting diode) lights in its buildings and the sophisticated Schneider Electric Power Monitoring Expert software systems to ensure effective energy management. 

Other measures include new electrical and water main-ring reticulations to reduce municipal connections, and various meters for electricity, water and controllers respectively.

It is also anticipated that clean drinking water will become the next big challenge and will be very scarce by 2030. 

The NWU is already looking at initiatives in this regard. Solar energy is one of the greener energy solutions that the NWU believes will save costs and reduce the profoundly negative impact of load-shedding. 

The NWU’s latest project is the five-phase installation of solar photovoltaic electric generation facilities (PV plants) on all three of its campuses and the installation of solar systems at the three main libraries. 

There are two other phases of decentralised solar plants with the following capacities:

Mahikeng Campus: 1 000 kWp

Potchefstroom Campus: 2 000 kWp

Vanderbijlpark Campus: 385 kWp

Project manager Willem Erasmus says each of these installations will be completed as individual projects. Two of the phases will take place on the Potchefstroom Campus and one specifically at the Fanie du Toit Sports Grounds (K block area). 

The other two phases will be at the Mahikeng Campus and the Vanderbijlpark Campus. These solar systems will operate while the campuses use normal power and when the emergency generators are used, providing a dual benefit in energy reduction.

“We are very excited about these installations and aim to have all the phases in their construction stages by March 2024.” He says the official starting date for the installations is 15 January, with full completion of all phases expected by April 2024.

“The importance of this project is that we are not only looking at relieving the ongoing and immediate energy supply challenges brought on by load-shedding. We also, and more importantly, want to address issues of environmental sustainability – especially in reducing the NWU’s carbon footprint,” says Ntokozo Kunene, chief director of Facilities.

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Inside Education Reporter

THE existence of Dark Matter is a long-standing puzzle in our universe. Dark Matter makes up about a quarter of our universe, yet it does not interact significantly with ordinary matter. 

The existence of Dark Matter has been confirmed by a series of astrophysical and cosmological observations, including in the stunning recent pictures from James Webb Space Telescope. 

However, up to date, no experimental observation of Dark Matter has been reported. The existence of Dark Matter has been a question that high energy and astrophysicists around the world have been investigating for decades.

“This is the reason we do research in basic science, probing the deepest mysteries of the universe. The Large Hadron Collider at CERN is the largest experiment ever built, and particle collisions creating big bang like conditions can be exploited to look for hints of dark matter,” says Professor Deepak Kar, from the School of Physics at the University of the Witwatersrand in Johannesburg, South Africa.

Working at the ATLAS experiment at CERN, Kar and his former PhD student, Sukanya Sinha (now a postdoctoral researcher at the University of Manchester), has pioneered a new way of searching for Dark Matter. Their research has been published in the journal, Physics Letters B.

“There have been a plethora of collider searches for Dark Matter over the past few decades so far have focused on weakly interacting massive particles, termed WIMPs,” says Kar. “WIMPS is one class of particles that are hypothesised to explain Dark Matter as they do not absorb or emit light and don’t interact strongly with other particles. However, as no evidence of WIMPS’ has been found so far, we realised that the search for Dark Matter needed a paradigm shift.”

“What we were wondering was whether Dark Matter particles actually are produced inside a jet of standard model particles,” said Kar. This led to the exploration of a new detector signature known as semi-visible jets, which scientists never looked at before.

High energy collisions of protons often result in production of collimated spray of particles, collected in what is termed as jets, from decay of ordinary quarks or gluons. Semi-visible jets would arise when hypothetical dark quarks decay partially to Standard-Model quarks (known particles) and partially to stable dark hadrons (the “invisible fraction”). 

Since they are produced in pairs, typically along with additional Standard-Model jets, the imbalance of energy or the missing energy in the detector arises when all the jets are not fully balanced. The direction of the missing energy is often aligned with one of the semi-visible jets.

This makes searches for semi-visible jets very challenging, as this event signature can also arise due to mis-measured jets in the detector. Kar and Sinha’s new way of looking for Dark Matter opens up new directions into looking for the existence of Dark Matter.

“Even though my PhD thesis does not contain a discovery of Dark Matter, it sets the first and rather stringent upper bounds on this production mode, and is already inspiring further studies,” says Sinha.

The ATLAS Collaboration at CERN has highlighted this as one of the flagship results to come out at summer conferences in a press briefing: https://atlas.cern/Updates/Briefing/Semi-Visible-Jets.

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Inside Education Reporter

Renowned independent girls school, Auckland Park Preparatory School (APPS), has announced the opening of its new STEAM (Science, Technology, Engineering, Arts and Mathematics) Centre. 

This multidisciplinary facility is a significant milestone in APPS’ commitment to nurturing the talents and aspirations of young girls, preparing them for a rapidly evolving world.

At this year’s World Economic Forum in Switzerland, global leaders emphasised the importance of fostering critical creative thinking skills in education, bolstered by mathematics and engineering, to ensure a prosperous future. APPS has embraced this vision, with the new STEAM Centre embodying this commitment.

The STEAM centre is designed to inspire and empower APPS students and it features state-of-the-art technologies, a ‘tinkering’ laboratory and collaborative creative spaces that will enhance and uplift the learning experience. 

Chantel Jarvis, Headmistress of APPS, says, “We are grateful to be able to provide our girls with a dynamic environment that encourages discovery, exploration, research and innovation. Our new facility reflects our dedication to excellence in education and is tailored to nurture the talents and aspirations of our girls in the various STEAM disciplines, ensuring a bright future for them.”

APPS’ curriculum draws inspiration from international best practice, including expertise from Sweden, Finland, and the Reggio Emilia philosophy to education that promotes a child-centred curriculum, driven by their interests. 

The focus is on harnessing creativity, art and children’s understanding and thought processes to unlock critical thinking skills, shifting away from traditional rote learning.

Drs Kelsey Glennon and Jonah Choiniere, both APPS parents and scientists, expressed their perspective on choosing a school for their daughter. They emphasised their search for a school that fostered a nurturing educational environment, that cultivates curiosity and both critical and creative thinking skills, ensuring their child is well-prepared for the challenges of the future.

Glennon commented on the significance of the STEAM Centre’s launch, “Our entire family is immensely excited about the opening. We are confident that the Centre will engage with our daughter’s curiosity, encouraging her to gain experiences and skills that she can use to take advantage of a future filled with new opportunities.”

The STEAM Centre is also well poised to give back to the broader educational community in its urban Johannesburg context. Learners at the Salvazione School in Brixton, a non-profit institution dedicated to providing quality South African education to underprivileged children, will have access to the Centre and specialised teachers to guide them through various projects and learning experiences.

As APPS proudly opens its new STEAM Centre, it not only exemplifies a commitment to nurturing young girls’ talents and preparing them for a rapidly evolving world but also underscores its dedication to the principles of sustainability and environmental consciousness. 

Beyond the new technologies and innovative learning space, APPS is deeply committed to linking scientific sustainable practices to a sustainable lifestyle within its community. Initiatives like hydroponic strawberry cultivation, driven by the principles of STEAM, align with APPS’ goal of positively contributing to a sustainable planet.

“Sustainable living is a practice everyone must adopt to ensure a functional planet for future generations. These values, coupled with the critical thinking skills fostered by our STEAM Centre, form the foundation for responsible global citizenship. 

“This holistic approach not only empowers students with the skills needed for a dynamic future but also instills in them the ethical values essential for a brighter and more sustainable world,” concludes Jarvis.

Staff Reporter

Crown Relocations offers varied career prospects & skills development

Crown Relocations South Africa is a leader in global mobility, providing relocation and moving services for individuals, families, and businesses worldwide. With a commitment to talent development and a passion for excellence, Crown Relocations South Africa is dedicated to helping individuals thrive in the relocations industry.

The dynamic and thriving relocations industry encompasses a vast array of career possibilities, from drivers with Code 14 licenses and skilled forklift operators to logistics and international business professionals. This sector provides a gateway to a promising global career landscape where individuals discover a wealth of diverse and exciting career paths. Let’s take a look at some of the opportunities that exist:

Drivers with Code 14 licences play an indispensable role in the logistics process and are core to this sector. Operating reticulated trucks, they ensure the safe and efficient transportation of goods which really is at the heart of relocations. With the continuous movement of people and businesses, skilled drivers are in constant demand, offering a stable and rewarding career choice.

Forklift drivers are highly skilled professionals responsible for managing the movement of goods within warehouses and during the loading and unloading of shipments. These individuals play a pivotal role in optimising operational efficiency, making their skills invaluable.

Professionals in logistics and international business hold the key to unlocking the world of global trade. Those with diplomas or degrees in Logistics are equipped to navigate the complexities of moving freight worldwide. They manage supply chains, coordinate shipments, and facilitate the efficient flow of goods on a global scale.

Managing Director of Crown Relocations, Ian Pettey shares: “In order to thrive in the relocations industry, you will need a distinctive set of soft skills. Among these, sales and marketing skills hold a paramount role, given the industry’s significant interactions with corporate clients. The ability to cultivate robust relationships and grasp the specific needs of these clients is a fundamental element for achieving success.”

An inherent interest in logistics forms the bedrock of proficiency in this field. A comprehensive understanding of the logistics and supply chain processes is essential for sound decision-making and effective problem-solving, both of which are critical in the day-to-day operations of this industry.

Pettey continues: “A strong foundation or a genuine Interest in geography proves to be invaluable. This expertise aids in the planning of efficient transportation routes, ensuring timely deliveries. A well-rounded familiarity with global geography enhances the ability to navigate the intricacies of international relocations and logistics.”

Of course, people skills are indispensable. The relocations industry is inherently service-oriented, and the capability to interact adeptly with clients and colleagues, all while maintaining a customer-centric approach, is pivotal. This not only contributes to the provision of excellent service but also the cultivation of enduring relationships that are at the core of the industry’s success. Crown Relocations South Africa acknowledges the potential of the industry and aims to address two vital aspects:

Skills Drain: Many individuals leave the country without exploring the thriving opportunities within the relocations sector. Crown Relocations South Africa aims to educate job seekers about the exciting career prospects available in the industry.

Skills Development and Leadership Programs: Crown Relocations South Africa offers various learnership courses designed to help individuals develop the necessary skills for a successful career in the relocations industry. These courses encompass:

Career Development: Customised programs to assist employees in managing their careers, acquiring new skills, and personal and professional growth.

Mentoring: Fostering the transfer of knowledge and skills from experienced mentors to less experienced mentees, providing behavioural, health, motivational, and career benefits.

Personal Development: Empowering individuals to take ownership of their personal development, continually assess their abilities, and employ techniques for self-improvement.

Management Communication and Growth: Tailored programs to nurture effective management skills, ensuring that leaders within the industry are equipped for success.

Managing Yourself to Success: Helping new team members and experienced professionals lay a strong foundation for their careers, covering topics such as managing performance, embracing change, building relationships, personal accountability, resilience, and self-development.

Crown Relocations South Africa is committed to creating opportunities for individuals to embark on a fulfilling career in the relocations industry. Once trained, they become a valuable skills commodity with global opportunities in abundance.

INSIDE EDUCATION

Staff Reporter

As this year draws to a close, the 2023 cohort of eight from the iSchoolAfrica Deaf Developers Programme have graduated. This programme emerges as a pioneering effort, inviting businesses to embark on a journey that not only addresses the pressing need for tech talent but also aims to create more inclusive work environments.

In a stride toward creating a more inclusive society and workforce, iSchoolAfrica, an innovative education initiative, has launched the transformative Deaf Developers Programme funded by a grant from SAB Foundation, as well as support and funding from Core Group. This pioneering initiative is poised to empower unemployed Deaf youth with cutting-edge skills in iOS app development, opening pathways to future income and success, while fostering inclusivity within our society.

Initiatives like the iSchoolAfrica Deaf Developers Programme carry immense significance. They break down barriers, empower individuals and foster workplaces where every person is valued and included.

In a landmark development, coinciding with the official recognition of South African Sign Language as the 12th official language in South Africa, the Deaf Developers Programme stands as a beacon of hope, bridging the gap between skills, opportunities and inclusivity.

The 2023 cohort of eight Deaf students immersed themselves in a comprehensive post-graduate certificate programme in app development, centred on Apple’s coding language, Swift.

The programme not only equips these young talents with the vital skills needed for app development but also cultivates their confidence and competence to thrive in the competitive tech industry.

Michelle Lissoos, Director of iSchoolAfrica, articulated her enthusiasm, stating, “The iSchoolAfrica team has designed the Deaf Developers Programme to transform the narrative of disabled youth unemployment in South Africa. We are often asked what success will look like for this programme. There are a few levels of success. There is a critical need for app developers with disabilities to be creating applications that will solve barriers faced by people with disabilities. We hope to see apps created by our students to serve this community. We also hope that they will thrive as developers in accessible workspaces – and that biases are broken down for the employment of future youth with disabilities. We know that their success will not only benefit the disabled community but society as a whole. And that this is the first of many cohorts the Deaf Developers Programme will enable.”

The Deaf Developers Programme is a meticulously crafted nine-month journey that encompasses various elements aimed at ensuring holistic learning and practical application. Each participant is provided with a MacBook for the duration of the programme, ensuring they have the tools to participate effectively in their learning journey.

This innovative programme employs a hybrid approach, seamlessly integrating South African Sign Language (SASL) interpreters, thereby ensuring clear and effective communication channels.

As a testament to their growth, participants are poised to tackle industry-related projects upon completion of the course, applying their newfound skills and gaining hands-on experience.

Through the programme it came to light that there were certain specific coding terms that were not part of South African Sign Language. An innovation of this programme included the contribution of more than 100 new coding terms to our sign language dictionary.

iSchoolAfrica Disability Inclusion Programme Manager, Chelsea Williamson underscored the significance of this initiative, affirming, “Inclusion is not just a word; it’s an imperative. The Deaf Developers Programme opens doors for Deaf individuals to shine, enabling them to contribute their talents to the tech ecosystem.”

Corporate Partnership Opportunities

A partnership with the iSchoolAfrica Deaf Developers Programme offers corporations various ways of collaborating, with numerous benefits. Besides corporates receiving associated BBBEE points and tax certificates – the programme paves the way for employers to contribute to their brand by leading the way in inclusion. There are different collaboration levels, from sponsoring coding at schools for learners with special needs, to bursaries for Deaf students to study app development, to tapping into this pipeline of highly qualified app developers. iSchoolAfrica offers comprehensive support to partner corporations, ensuring a seamless and inclusive transition for Deaf app developers in the workplace.

iSchoolAfrica invites corporates to be part of a ground-breaking initiative that addresses tech talent shortages and contributes to reducing unemployment rates among people with disabilities in South Africa.

For more information on the iSchoolAfrica Deaf Developers Programme and partnership opportunities, please contact Chelsea Williamson (iSchoolAfrica Disability Inclusion Programme Manager) on chelsea@ischoolafrica.com

INSIDE EDUCATION

Staff Reporter

Putting up brave fights on the international stage, the South African U-17 hockey teams represented the country with pride by delivering impressive performances throughout the Mirnawan Cup tournament in Malaysia.

The national U-17 boys’ team, under the guidance of head coach Justin Collins and captain Reuben Sendzul, were exceptional. In a nail-biting final, they lost in a narrow 4-3 defeat to India.

“Our journey in the Mirnawan Cup has been an incredible adventure. The competition was fierce and we gave our all. Despite the result, we’ve gained valuable insights and memories that will last a lifetime,” said Sendzul, who scored all three of his team’s goals in the final.

The SA girls’ team, led by head coach Omari Pienaar Geyer and captain Tanya Pieterse, also did well to finish fourth.

After beating India 2-1 in a thrilling contest earlier in the tournament, the girls’ side were edged 2-0 by the same team in another tightly-contested battle in the third-fourth place playoff.

“This was a tremendous learning experience. The opportunity to compete on a global stage has not only sharpened our skills but has been a source of immense pride,” said Pieterse.

The coaching staff and players from both teams expressed gratitude for the opportunity to participate at the Mirnawan Cup, which featured 11 teams from five countries.

The South African sides not only demonstrated their talent and potential on the field but also emphasized the importance of enjoying the game, and both head coaches stressed the significance of the players’ enjoyment and growth during the tour.

“Being part of this tournament was a great opportunity for our young players to showcase their talent and compete at an international level. The experience gained will undoubtedly contribute to their growth as athletes,” said Pienaar Geyer.

Collins echoed these sentiments, stating: “The Mirnawan Cup has provided a fantastic platform for our boys to learn, compete and enjoy the game. The resilience they displayed and the lessons learned will undoubtedly shape their future in hockey.”

Returning home this week, both teams carried with them not only the lessons learned on the field but also a sense of camaraderie and pride in representing South Africa on the world stage, and the experience gained by the players will undoubtedly contribute to the bright future of South African youth hockey.

An affiliate member of the South African Hockey Association (SAHA), the South African Schools Hockey Association (SASHOC) is a regulatory board which promotes, upholds, supports, controls, and maintains rules for all schoolgirls and schoolboys playing hockey in South Africa.

Laying the foundation in hockey development at schools’ level in South Africa and ensuring that there is opportunity to maintain the growth of the game, will ensure that Hockey will continue to grow from strength to strength.

SASHOC also firmly believes that transformation plays an important role in our organization achieving its goals.

INSIDE EDUCATION

Lerato Mbhiza

Basic Education Minister Angie Motshekga says the ongoing final year matric exams have so far proceeded smoothly as more than 700,000 matric candidates sat for their exams this year in more than 8,000 exam centres across South Africa.

Motshekga was addressing the media on Sunday where she cautioned the Class of 20233 to desist from participating in parties to make the end of exams.

This sentiment has been reiterated by various other stakeholders, including political parties. 

The Gauteng Education Department has also urged matriculants to stay focused and refrain from taking part in these parties.

The department has also appealed to owners of liquor stores and taverns not to sell alcohol to learners.

The Inkatha Freedom Party in KwaZulu-Natal called on education MEC, Mbali Frazer to ban ‘pens down parties’.

IFP member of parliament Thembeni Madlopha said such parties have led to many unfortunate incidents.

In June 2022, 21 people died while attending a ‘pens down’ party at Enyobeni Tavern in East London.

Motshekga also touched on the issue of safety, urging communities to keep a close watch on schools over the December and January holidays.

“As a sector, we become very anxious when schools close for a long period. Schools get vandalised, and there are a lot of difficulties that we normally have. So, we want to again appeal to communities to take care of their schools.”  

 INSIDE EDUCATION 

Lerato Mbhiza

THE climate change literacy workshop kicked off on Wednesday at the Knightsbridge Office Park on the importance of raising awareness among educators and how they can help improve school literacy in South Africa.

Timothy Thomas, a manager at EPSON highlighted the importance of teaching the youth about climate change that has an impact in many communities worldwide. Recently floods in Pakistan affected more than 3 million people and in South Africa over 500 people have died in the April 2023 floods.

“Today is about what we can change as individuals on matters of climate change and finding better ways to inform the community and pupils,” he said. 

Sibusiso Masombuka the deputy principal at Greenside High School said schools have few challenges when it comes to teaching climate change literacy because most schools don’t have teachers who have knowledge on the subject. 

Masombuka also cited Life Orientation as one area where most schools are lacking in terms of qualified teachers to teach the subject.

“You will find that the teacher teaching the subject is a Maths teacher but took the subject because there was space that needed to be filled”. 

He suggested that schools and communities need to be creative and take education further by making programs that will educate the young and the old while calling out on Life Science and Geography teachers to give more information to the community and pupils. 

“We need to educate more people .. also teaching takes place in different places not only in schools. We can get parents involved in spreading information on how to take care of the environment”.  

Saray Khumalo, a mountaineer told the panel that climate change is being caused by human behaviour and can be reversed by human behaviour. She said that through the right partnership with the department of education and different companies – the schools could be assisted to benefit with resources.

“With the right partnership the school can get resources and be able to spread the message in different areas …teaching people about climate change  and what can be done to stop it.  Also checking the type of plastic that is used in schools, the eco-friendly plastic needs to be used more in schools to help pupils to understand  more on climate change” 

Sindili Cloeter from WESSA said teaching climate literacy to pupils is a big challenge as some schools lack resources and teachers have to carry all this pressure to teach and make sure the word reaches the parents and community. 

Cloeter added that it has been proven that indigenous knowledge could also be used to stop climate change.

INSIDE EDUCATION