Inside Education Reporter

Basic Education Minister, Angie Motshekga, convened the final Council of Education Ministers (CEM) meeting for the 6th Administration on 25 April 2024.

The Minister expressed her sincere gratitude towards MECs for their dedication and continued commitment towards education excellence during her term, and during COVID-19 in particular.

“The pandemic was one of the most challenging situations that the education system had to face, but we, with your support, managed to pull through. In fact, we turned the challenges presented, into opportunities to improve and to streamline education towards an upward trajectory”.

The Minister requested MECs to prepare provincial input for presentation during a possible joint or individual accountability session, and for inclusion in a national handover report to be compiled during May 2024, to amplify provincial-specific achievements and challenges for the 7th Administration to take forward.

Dr Thabo Mabogoane from the Department of Planning, Monitoring and Evaluation (DPME) expressed his gratitude to the Ministry and to the Director-General for all the achievements recorded within the basic education sector.

He expressed his satisfaction, on behalf of the Presidency, for the opportunity to always be involved in respect of education sector developments. He spoke about the 30 Years of Freedom and Democracy Review to be released by the DPME around 8 May 2024, to amplify the work that the Government has done during this administration. Basic Education achievements and milestones will also be reflected within this report.

In conclusion, MECs were presented with an opportunity to express a word of thanks towards the Minister.

“We thank you for your excellent leadership during the past few years. The strength of your leadership was demonstrated during the COVID-19 pandemic when we required strong direction and focus. In addition, we were continuously prompted to improve our academic performance within provinces, districts and schools.

“Under your leadership, the Ministry, as well as the leadership of the Director-General, Mr Mathanzima Mweli, and DBE officials we were continually reminded to focus on excellence,” said Mpumalanga Education MEC, Bonakele Majuba.

Western Cape MEC, David Maynier, thanked the Minister for the work done during her term: “The intergovernmental space has been collegial and very productive under your leadership and I thoroughly enjoyed working with yourself, the Deputy Minister, Dr Reginah Mhaule and our colleagues within the provinces. I consider it a unique privilege and honour to have been part of improving the lives of South African children”.

INSIDE EDUCATION

Staff Reporter

Although behind on its plan to install a new vice-chancellor before the start of the 2024 academic year, the University of Pretoria has announced a shortlist of four candidates for the role.

Among the shortlisted candidates for the role of Vice-Chancellor at Tuks are Prof HC Klopper, the Deputy Vice-Chancellor of Strategy, Global and Corporate Affairs at Stellenbosch University, known for his strategic leadership; Doctor of Philosophy Prof KK Matengu, a renowned researcher and Vice-Chancellor at the University of Namibia; engineer Prof Francis Petersen, the Vice-Chancellor and Principal at the University of the Free State, also serving as the Chairperson of Universities South Africa, a testament to his leadership skills; and Gender specialist Prof V Reddy, the Deputy Vice-Chancellor: Research and Internationalisation at the University of the Free State, recognized for her contributions to gender studies.

Former Vice-Chancellor Professor Tawana Kupe, appointed in 2019, left UP at the end of July 2023. Prof Themba Mosia was appointed Interim Vice-Chancellor and Principal on 1 August 2023. He will serve in this role until the recruitment and appointment process for a new Vice-Chancellor can be concluded.

Prof Mosia has served the academic enterprise in numerous capacities over more than four decades, including teaching/lecturing and international relations, as head of the department, Registrar at various universities, Dean and Vice-Principal/Deputy Vice-Chancellor. His academic work is in quality assurance and governance in higher education.

Prof Mosia’s academic journey has taken him across continents. He holds a PhD in Policy Studies, particularly Governance, and has received specialist training in quality assurance in higher education. His academic qualifications were earned in both South Africa and the United States of America, reflecting his global perspective and diverse educational background.

Prof Mosia has been Vice-Principal of Student Life at the University of Pretoria since 2013. He served as the Chairperson of the Council on Higher Education from 2013 to 2022 and was a Board member of the National Student Financial Aid Scheme (NSFAS) and its interim Chairperson in 2015.

Following the call for applications in August 2023, UP expects to have a new incumbent in place by January 2024. However, the process has taken longer than expected.

INSIDE EDUCATION

Staff Reporter

Tuks’s rugby team reset the “record books” last night by beating Varsity College 95-21 in the Varsity Shield final. 

The 15 tries Tuks scored on their home turf is the most in a Varsity Shield final. So is 95 points. Tuks is also the first to boast of winning the Shield and Cup Tournaments.

Tuks’s head coach, Dewey Swartbooi, had reason to smile.

When he took over as coach, the team was down and out, having been relegated to the Shield Tournament. But from day one, he clarified that the goal was to restore pride in TuksRugby. That is precisely what he did. He will, however, never take sole credit.

“It is a team effort. Every player, coach, and support staff member bought into what we set out to achieve. I can’t thank them enough. Even the players who never got to play were instrumental in our success, as they helped ensure that everyone stepped up during every training session.”

According to Swartbooi, he took a page out of the Playbook of Springbok coach Rassie Erasmus.

“Watching Chasing the Sun, I noticed that the Springboks were a happy team. They had complete trust in their coaches. So, one of my first challenges was to ensure that Tuks is also a happy team.

“What was also important was finding a balance in how we play. I did not want Tuks to play ‘festival rugby’ running with every ball, but I also wanted to play more than just a kicking game. The forwards and the backs must gel to play an all-round game. The one thing that undoubtedly made a big difference in our campaign is that every player bought into the concept of playing each game as if it is a final.”

“The team suffered an early setback when Allister Williams, our captain, broke his finger and had to withdraw. But as it said in Afrikaans ‘die een se dood is die ander se brood’.

Edwin Till genuinely stepped up as a hooker, as did Ruan van Blommestein.”

Swartbooi is reluctant to single out any specific player’s heroics, but when pushed to do so, he says that the credit should go to Tuks’s captain, Ethan Burger.

“Through his leadership qualities, Ethan played a crucial part in ensuring that the team gelled on and off the field and never lost focus during a game. As a captain, he has got a cool head. Ethan was undoubtedly the best loose forward in the tournament. He is a genuine all-round player. In the scrums, he is solid and a good ball carrier. He is even good at tactical kicking.

“Tharquin Manuel proved he is the ultimate team player. He was brilliant in our first four games as a fullback. I asked him to switch positions when we lost our centre pairing due to injuries. He never questioned my decision. Tharquin impacted in each game he played as a centre.

“I genuinely don’t like to single out players as winning the Shield Trophy was a team effort. But I have to mention JW Mare and Kamohelo Tlome, who always did the ‘donkey work’ on the field. Kyle Cyster improved with each game he played. And so I can go on saying something special about every player.”

Manuel got the Shield Player Rock Award and the Back That Rock award. Ethan Burger was the Forward that Rock and JP Wentzel was the Rookie that Rock.

INSIDE EDUCATION

Edwin Naidu

Higher Education Minister Dr Blade Nzimande gave a keynote address at the SETA Skills Summit at the Birchwood Hotel at OR Tambo Conference Centre where Deputy Minister, Buti Manamela; Members of the Portfolio Committee; Director-General, Dr Nkosinathi Sishi; SETA Chairpersons and Chief Executive Officers; SETA Accounting Authorities; Post School Entities and Institutions; Senior government officials; Organised Labour and Business; Community based organisations were in attendance.

Dr Nzimande said for the first time in its history the 21 heads of Sector Education Training Authority (Setas) came together to discuss success, challenges and map out a way forward to advance the skills revolution in South Africa.

The Minister said the summit in Kempton Park last week was a product of the vision of the Chairpersons of the SETA Accounting Authorities Forum and the Association of SETA Chief Executive Officers, working with his department.

“Our SETAs play a crucial role in implementing and facilitating skills development within their respective sectors. Our SETAs contribute significantly to addressing skills gaps and skills mismatches, promoting employment and enhancing productivity within their respective industries through their sector-specific focus and expertise,” the Minister said.

Nzimande said SETAs play a crucial role in aligning training and development efforts with the needs of employers and the labour market, thus ensuring the development of a skilled and capable workforce that can become a catalyst for economic growth and development.

The policy context for the work that is done by our various SETAs derives from such critical policy instruments as our country’s Master Skills Plan, the White Paper for Post School Education and Training, the National Skills Development Plan, and the National Development Plan 2030.

“These policy instruments are not only critical for enabling our country to articulate and implement a coherent human resource development plan, but also to ensure that we embrace a skills development approach that is collaborative and sustainable- as opposed to a piecemeal and competition driven approach,” he said.

Nzimande said the collaborative approach is critical if we consider the unacceptably high number of unemployed young people in our country and the urgent challenge of NEETs or people who are not in any formal education, employment, and training.

“It is estimated that more 3.3 million young people in our country between the ages of 15-24 are not in employment, education, and training and unemployed. This is something that must concern all of us.”

Although many SETAs have collaborated on successful projects in the past, Nzimande said it was felt that this was not enough and that more could be done.

There is general acknowledgement that, to effectively address some of the urgent skills development challenges I have alluded to, all critical players will have to be more deliberate about working together.

“We saw how the importance of such cross-sectoral collaboration helped us respond more effectively to the challenges presented by the advent of the global COVID-19 health pandemic. Had it not been for our culture of collaboration, the impact of this pandemic would have been more catastrophic on our people, especially the poor.”

“Put differently, our skills development system must ensure that our country has adequate, appropriate, and high-quality skills that can drive sustainable economic growth, employment creation, and social development,” the Minister said.

Celebrating 30 years of democracy with a focus on skills development

In celebrating thirty years of democracy, the critical contribution of the Sector Education and Training Authority (SETA) system created under the Skills Development Act cannot be ignored.

Their successes—and challenges—were celebrated at last week’s historic SETA Skills Summit in Kempton Park.

Nzimande’s call to action underpinned SETAs’s role, considering the alarming statistic that more than 3.3 million young people in our country between the ages of 15 and 24 are not in employment, education, or training,

The Deputy Minister of Higher Education, Science, and Innovation, Mr Buti Manamela, made an insightful and clarion call that the mission of all SETAs should be to ensure that every citizen has a skill.

“Our primary mission as SETAs is to facilitate the skilling and training of people in South Africa. This is not negotiable,” said Pillay.

The focus areas of SETA projects include infrastructure, workplace-based learning, internships, entrepreneurial and cooperative development, and skills programmes related to the Fourth Industrial Revolution (4IR).

While the SETAs were implemented nearly four years after the birth of democracy, their transformative impact on the skills landscape since democracy is truly remarkable. They have addressed the skills gap and instilled a sense of inspiration for the future of skills development in South Africa.

Addressing the apartheid education skills deficit began via Parliament in 1998 through the Skills Development Act, which sought to help people in their sector gain skills or improve their skills if they already have them.

Reflecting on the journey since its establishment under democracy in South Africa is important. However, all SETAs must remain steadfast in their commitment to driving positive change and transformation.

As South Africa continues to navigate the complexities of a rapidly evolving global economy, SETAs must stand as a beacon of hope and opportunity, empowering individuals, fostering innovation, and driving sustainable growth—one skill, one partnership, and one initiative at a time. This was the challenge given to us as SETAs in Kempton Park this week.

At the recent SETA Summit, Pillay identified three skills development and training trends. First, SETAs should respond to the digital skills trend. In this regard, it was resolved that every community should have a SMART Skills Centre to bridge the digital skills divide. SETAs should work collaboratively with communities to establish SMART Skills Centres. We need to develop digital-first learning and strategic programmes more relevant to the needs of society.

The second key thematic trend was the green skills trend. The green skills trend encompasses environment, social, and governance (ESG) priorities and ESG reporting, as well as an increasing focus on sustainability. SETAs need to focus on sustainability and drive green skills projects. The Skills Development Act does not limit SETAs to skills development but to a broader mandate of sustainable livelihoods and contributing to the quality of life.

The green hydrogen economy should be explored to create new opportunities in the overall green economy. To this end, the Chemicals SETA (CHIETA), MQA, and TETA will establish a new centre of specialization for green hydrogen skills. The centre will play a key role in training green artisans.

The third and final trend is the innovation skills trend. This includes digital innovation and non-digital innovation. SETAs should prioritise new ways of skilling and training and consider innovative skills programmes that address the day-to-day struggles of the poor and working class.

“Celebrating 30 years is necessary. However, the task remains to ensure an even stronger footing in innovating for impact towards a skilled, sustainable future. As a sector, we must collaborate with industry and other social partners to expedite the impact of skills development for the benefit of our country, especially the poor and working class,” he said.

INSIDE EDUCATION

Johnathan Paoli

Education NGOs Equal Education (EE) and the Equal Education Law Centre (EELC) have returned to the Western Cape High Court in order to continue with their challenge to compel the Western Cape Education Department to enroll remaining unplaced children in available schools.

EE alongside five parents represented by the EELC were in court on Monday to have the matter put on the unopposed roll following the dismissal of its urgent application on Friday seeking the immediate placement of all unplaced learners in the Western Cape.

EE’s Nontsikele Dlulani said they were disappointed by the decision taken by the court and believe the Judge made an error.

Dlulani said that the court made an error of judgement in striking the matter off of the urgent court roll without having read their court papers or even giving their legal representatives an opportunity to address her on the urgency of the matter.

“While we have faced various hurdles, we trust that the High Court, as the upper guardian of every child in South Africa, will protect the rights of children who remain unplaced without access to basic education or remedial support while awaiting placement. We are hopeful that it will recognise that children remaining without a school, four months into the 2024 academic year, is an urgent matter,” Dlulani said.

EE said that its decision to litigate followed a series of attempts to engage the WC government on placing out-of-school learners, with efforts allegedly being met with indifferent responses, “legal gymnastics” and “Stalingrad litigation tactics”.

The NGO confirmed that today’s appearance in court for placement on the unopposed urgent roll was also to urge the provincial education department to put remedial catch-up plans in place and to provide a detailed report on the reasons for the continuous non-placement as well how an admissions crisis could be dealt with in the future.

The Western Cape Education Department said that it is ready to help find schools for unplaced pupils as the current school year nears its fifth month, with WC Provincial MEC for Education, David Maynier defending the department and saying it is disappointed by the group’s approach.

“We are currently resolving remaining cases where Equal Education initially provided us with insufficient information to identify and place the learners,” Maynier said.

The MEC said that wherever the department was made aware of learners needing a place, it acted immediately to find a place for them in a school and to resolve any issues that may arise in the process.

The court questioned why the matter was placed on the urgent roll when the legal teams for Equal Education had placed a note saying if the WCED’s counsel had not responded by April 25, they would place the matter on the unopposed roll.

The WCED’s legal team said as they had responded the matter should be moved off the urgent roll and the court agreed.

Meanwhile, the WCED has reopened online admissions for Grades 1 and 8 learners for the 2025 academic year because they have received over 8 000 late applications.

INSIDE EDUCATION

Johnathan Paoli

THE Gauteng Education Department has confirmed the appointment of Seanego Attorneys as the law firm probing the circumstances surrounding the deaths of Siphamandla Peterson and Sibusiso Sibiya, from the Daveyton Skills School in Benoni.

Education MEC for Education Matome Chiloane visited the Peterson and Sibiya families, as well as the Daveyton Skills School, to introduce them to the investigators from the firm of attorneys.

“This is a credible law firm with a lot of experience, so we are confident that they will give us a report that is credible and assist the department to tighten and close the gaps [in information],” the MEC said.

The two boys were laid to rest at the Rabasotho Community Hall in Tembisa on Thursday morning, where Chiloane said there are people who have already been identified to be held accountable.

“We are bringing people from outside who cannot be contaminated by the politics in the department but to do their work ethically, with integrity and honesty,” Chiloane said during the funeral.

On Wednesday the MEC visited the Daveyton Skills School to learn more about the circumstances leading to the tragedy in the Hennops River, where it emerged that the camp, organised by non-governmental organisation Rising Stars Generation, was not sanctioned by the Education Department, nor were there teachers or lifeguards during the trip.

“It is alleged that, after activities had been concluded on Monday afternoon (April 15), one of the pupils suddenly ran towards a nearby river close to the campsite entrance. A second pupil followed, in an attempt to bring him back,” the MEC confirmed.

The learners drowned while at a discipline camp at Rock Falls Adventure Ranch in Centurion almost two weeks ago.

Lead investigator from the firm said the investigation would follow all the issues surrounding this case, including the circumstances surrounding the incident, the conduct of the school and the actions and liability of the department in relation to this case.

“We are committed to conducting this investigation in a thorough manner, and we are ready to commence our work on Monday. We will be seeing the families, the school governing bodies, the management team, officials in the department, the facilitators at the camp, and any other people that we think are of interest to our investigation,” he said.

The attorneys questioned whether the campsite at the Rock Falls Adventure Ranch in Centurion had insurance and the actions of the school management and principal and said the firm will hit the ground running on Monday, with planned interviews with the families of the deceased pupils, the school governing body, the school management team, department officials and facilitators at the camp, among others.

“We can confirm that we have accepted the terms of reference. As such, …we are committed to conducting this investigation in a thorough manner. We are ready to commence our work from Monday”.

Chiloane gave the law firm seven days to complete the investigation with a detailed report with findings and recommendations for implementation. expected on 6 May.

“As soon as the report is finalised, we will ensure that all recommendations are acted upon. In the event of delays, we will interact with the families and relevant stakeholders accordingly,” said Chiloane.

INSIDE EDUCATION

Inside Education Reporter

South Africa celebrates 30 Years of Freedom and Democracy, the 6th Administration of Government is ending but five years still remain to reach the 2030 targets set by the National Development Plan (NDP).

The Basic Education Sector has reviewed the strides captured in the “Highlights of the achievements of the 6th Administration,” compiled by the Department of Planning, Monitoring and Evaluation (DPME).

Curriculum Transformation

To respond to an ever-changing economy and to better prepare learners for the future, the country has introduced a curriculum that equips learners with Skills and Competencies for a Changing World.

The new curriculum offerings include Coding and Robotics, 11 new Technical Subjects, and new Technical Subject Specialisations: Civil Technology (Civil Services, Construction, and woodworking); Mechanical Technology (Automotive, Welding, fitting, and Machining); Electrical Technology (Power Systems, Electronics, and digital Systems); and Technical Mathematics, Technical Sciences, and Marine Sciences.

However, the government still needs to do this, and it is currently working to introduce the Aviation and Aerospace Curriculum, Mining Studies Curriculum, and Aquaponics Curriculum to equip learners with the skills they need to thrive in the ever-changing economy.

The Entrepreneurship Framework is also being implemented in many schools to prepare young people for entrepreneurship, employment, and employability. The government wants to see many young people acquire entrepreneurship, employment, and employability knowledge and skills.

Early Childhood Development increases access

One of the major achievements of the 6th Administration was the transfer of Early Childhood Development (ECD) coordination from the Department of Social Development to Basic Education. The formal proclamation came into effect in April 2022, supporting the NDP identification of ECD as central to building human capabilities whilst equalising opportunities for all its children.

Not only has the coordination role been transferred, but to lay a solid foundation for ECD in the future, a census of ECD programmes was conducted in 2021, collecting data on 42,420 ECD programmes serving 1.66 million children across the country. In addition, the first-ever Thrive by Five national study established the extent to which young learners are developing on track by age 5.

This will assist the DBE in monitoring progress in the developmental outcomes of our young learners as new programmatic support is rolled out within the newly reconstructed ECD system. While this recasting of ECD is taking place, it is essential to note the progress made by the democratic government. For example, the percentage of 5-year-olds attending institutions has increased from about 40% in 2002 to almost 90%.

The DBE is now making every effort to increase participation through, for instance, a mass registration drive for ECD programmes. Quality improvement initiatives are being introduced, including a new ECD Infrastructure Strategy, curriculum support materials, and new practitioner training and support forms.

Instead of dropout, retaining more learners in school throughout the pandemic

During the 6th Administration, Basic Education faced unprecedented disruption through the COVID-19 pandemic. The extended school closures caused by the national lockdowns led to fears of an increase in dropping out of school.

However, a combination of measures saw the participation rates amongst 16-18-year-olds (where dropout mainly occurs) increase in 2020 and 2021. These measures included new health and safety protocols for operating schools during the pandemic, efforts to keep the National School Nutrition Programme going, implementing trimmed Annual Teaching Plans to allow curriculum coverage within a shortened school year, and changes to grade repetition policies.

Lower grade repetition meant more learners progressing into Grade 12 and writing the National Senior Certificate (NSC) examinations. Ultimately, the number of NSC and Batchelor-level passes was higher than ever.

More High-Level National School Certificate (NSC) outcomes than ever before, especially among female learners

Not only have more young people reached Grade 12 and achieved an NCS pass in recent years, but the number of high-level NSC achievers has been higher than ever before during the 6th Administration.

The number of Bachelor-level passes has tripled since 2008. Moreover, the share of Bachelor-level passes coming from no-fee schools has increased from only one-third of all Bachelor-level passes to about two-thirds of all Bachelor-level passes.

Similarly, the MTSF for the number of NSC candidates scoring more than 60% in mathematics and science has now been achieved thanks to strong increases in 2023. It is also encouraging that the gender gap in high-level mathematics and science achievement has now been closed.

In previous years, there were always more male learners achieving 60% or more in these subjects, but in the last two years, the number of female learners achieving 60% or more has caught up to and surpassed that of male learners.

INSIDE EDUCATION

Edwin Naidu

Equal Education’s Head of Research, Elizabeth Biney, says Basic Education in 2024 – 30 years after democracy – has made significant progress.

“Primarily in the areas of redress or reform, the racialised apartheid education that we inherited has morphed into a more encompassing or constitutionally sound sector. We have succeeded greatly in expanding access to schooling, especially at the primary level, where there’s near-universal attendance,” she says.

However, because schooling is made compulsory, the second level of education may need improvement. But it is comparable to most other countries, Biney says. “So, we are not doing too badly there either. Regarding redress and access, we are doing quite well; in some areas, we will surpass expectations.

She adds, “But the system and sector struggles and challenges have more to do with quality than numbers or country.”

Biney reckons that in the democratic era, South Africa invested more of its Gross Domestic Product in schooling than most countries with similar wealth levels.

“But the problem is that we have not seen that so-called investment yield returns, so the quality is not reflected in that kind of story, that linear story that if you spend money, you will get better quality or things will improve. And this is because there are inherent challenges. So the assumption is that there are hiccups from apartheid that we are struggling to undo or overcome, and then there are emerging issues or challenges,” says Biney.

She says the challenges mainly concern leadership and politics, so infrastructure is a significant component that requires focus.

“But the issue is that there are still inequalities within the system; even though we have the one education system, it is also technically still a dual-system approach because of the disparities”.

She says there is now a unified system on paper, but it is two. One was given to a sector catering to the privileged and the affluent.

“Then there is a system for predominantly majority black, marginalised, under-resourced, and so because of the inherent inequalities, we are struggling,” she says.

“We see that even when there’s progress in outcomes, it has a specific feature. It is almost always of a particular class, colour setting, political, or geographical place. Then, provinces, rural learners, and rural school communities are disadvantaged.

“Purely because the design has changed, we are making progress, but there is still a problem at the systemic or foundational level, and we are struggling.

“We are seemingly unable to connect it, so you will see this inequality reflected in learning outcomes and completion rates.”

Biney says this can be seen by the quality of the qualifications learners obtain. “Even if you get the kind of learners who get your so-called bachelor passes to pursue higher education, those challenges persist.

“An example of inequality is dealing with it through an infrastructure lens. You see that there is no teacher, all your problematic things, your pit toilets, your water, your crumbling school buildings, there are all these other challenges which are predominantly in certain places, and those places cater for black children mostly. The system is under-resourced”.

Biney says when these problems are highlighted, the government is seen as not treating them with the urgency they deserve.

“It is a very laissez-faire approach. When we talk about funding, the country spends so much on education, but even that money is insufficient because of the many challenges and main issues we must address. Every problem in the sector essentially becomes a money problem because it takes money to solve most of the issues,” she says.

She says one must consider spending practices and financial misconduct in the primary education sector, which compounded or added to the problem because the little money spent was used “badly.”

“We are losing much money earmarked for education to corruption and irregular and wasteful practices. And that essentially denies learners their right to that quality education we promise them in the Constitution,” Biney adds.

She says while some blame it on a system, it is also political. Both cannot be addressed in isolation.

“We are also mindful, or we know we are not oblivious to, the kind of interventions we ask the government to do. It is intense, but it is doable. If we have the right political will and disposition to make a concerted effort, we are going to do this, and we are going to do it right. And we can win the war,” she says.

Biney says South Africa is great on policies, but it’s Achilles Heel remains delivery, with an alarming lack of oversight and consequences when things go wrong.

“The winners or losers of this story are the learners because they are caught in the middle and pay the price. Every government failure is a punishment or harm to the learners because either their rights are being denied, or they have to work or overcompensate to close a gap caused by the lack of service delivery,” she says.

Biney says real systemic challenges must be explained, but reform takes time and investment in energy and resources. “But for that to work, we need to acknowledge it, agree, be intentional about it, and work towards it.”

Biney says the Minister of Basic Education, Angie Motshekga, cannot be immune from blame for not doing enough.

“She has been in office since 2009, the longest-serving education head in the country; we must ask whether there has been progress in the sector until now. Is it considerable and sufficient, given her time in that leadership position and the mandate she was given when that position was created? For instance, it’s important to highlight the successes and failures of our democracy and its promises,” she concludes.

INSIDE EDUCATION

Staff Reporter

THE Department of Sport, Arts and Culture has announced the 17th South African Sports Awards (SASA) edition. This year’s awards are themed “Celebrating 30 years of freedom through sporting excellence”. The #SASA17Edition is scheduled for Sunday, 5th May 2024, at the Sun City Superbowl, North-West.

The 30th anniversary of celebrating freedom and democracy through sporting excellence has positioned South Africa on a global stage as a Winning Nation across all sporting disciplines. The three decades of the nation’s sporting journey have seen history-making achievements, from the dismantling of apartheid through negotiations and reconciliation to the establishment of a constitutional democracy founded on the principles of equality, justice, and human rights.

Over the past 30 years, South Africa has achieved more through sport than almost any other area. South African Sports were excluded from the international sporting scene during the apartheid era and only started to compete at the beginning of our democracy. However, our nation’s sportsmen and sportswomen, from all walks of life, united on and off the field to foster a sporting culture within South Africa that pushes the nation to join in its diversity. South African sport has played a pivotal role in influencing the country to be a Rainbow Nation and in making each South African proud of their flag.

With the hashtag #IzinjaZegame / #SASA17Edition, this year’s awards have 19 categories, including Sports Star of the Year, People’s Choice, and Journalist of the Year. All categories recognise performances from individuals, teams, and administrators in the SA sporting landscape for the period under review (i.e., 01 September 2022 – 31 August 2023).

Minister Zizi Kodwa says, “The 17th edition of the South African Sports Awards is significant in South Africa’s history. We celebrate 30 years of democracy, and our national athletes and teams have raised the nation’s flag sky-high. In the South African Sports Awards, we celebrate the role sport continues to play in uniting our diverse people and lifting the nation’s mood.”

The Minister adds, “South African sport is enjoying unprecedented success. Our athletes and sports teams have made us all so proud with their performances. I congratulate all the nominees for the 17th edition of the South African Sport Awards.”

The #SASA17Edition / #IzinjaZegame Nominees and categories are listed as follows:

SPORT ADMINISTRATOR OF THE YEAR

Mark Alexander

Sibongile Fondini

Louis Polome

SPORTSWOMAN OF THE YEAR

Kisten Neuschafer

Tatjana Smith

Laura Wolvaardt

SPORTSMAN OF THE YEAR

Andrew Birkett

Eben Etzebeth

Sivenathi Nontshinga

SPORTSMAN OF THE YEAR WITH A DISABILITY

Mpumelelo Mhlongo

Donald Tebogo Ramphadi

David Watts

SPORTSWOMAN OF THE YEAR WITH A DISABILITY

Simone Kruger

Kat Swanepoel

Kgothatso Montjane

COACH OF THE YEAR

Jacques Nienaber

Rocco Meiring

Jason Sewanyana

SPORTS JOURNALIST OF THE YEAR

Khanyiso Tshwaku

Sihle Ndebele

Vaylen Kirtley

SPORT PHOTO OR VISUAL JOURNALIST OF THE YEAR

Samuel Shivambo

Vincent Matlou (Vino Snap)

Kirsten Olivier

NEWCOMER OF THE YEAR

Gerald Coetzee

Manie Libbok

Karabo Cassius Morapedi

Elanza Jordaan”

VOLUNTEER OF THE YEAR

Hubert Oliphant

Beka Ntsangwese

Zelma Basson

SPORTS STAR OF THE YEAR

Siyamthanda Siya Kolisi

Tatjana Smith

Simone Kruger

TEAM OF THE YEAR

Springbok

T20 Women Cricket team

Sheep shearing

FEDERATION OF THE YEAR

South African Rugby Union

Cricket South Africa

Cycling South Africa

RECREATION BODY OF THE YEAR

Amandal WC

Vakhegula-Vakhegula

Made 4 More

INDIGENOUS GAME TEAM

KZN Kho-Kho Male Team

LP Nvuca Team

GP Diketo Team

SCHOOL TEAM OF THE YEAR

Hoer Lanbouskool Oakdale – Tug of War 560kg Men

Afrikaanse Hoër Meisieskool – netball

Clapham High School – football

DEVELOPING SCHOOL OF THE YEAR

Edendale Technical High School -under 15 girls – Sihle Basi sportchairpern

MM Sebitloane Special School – Mr. Bitso

Hlabi School

Technical Official of the Year

Sean Rapaport

Reinet Barnard

Aimee Barrett-Theron

PEOPLE’S CHOICE Nominees (this category Sport fans are encouraged to participate by voting for their athlete of choice by SMS 120*32020# followed by an alphabet representing their athlete of choice. The nominees are:

A: Eben Etzebeth

B: Gerda Steyn

C: Siyamthanda “Siya” Kolisi

D: Percy Tau

E: Kirsten Neuschafer

For more info, kindly visit www.dsac.gov.za / @SA_Sport_Awards / @sasportawards

INSIDE EDUCATION

Staff Reporter

TuksSport recently hosted a brunch on Hillcrest campus at the University of Pretoria (UP) in honour of #WomenInSport. Reputable athletes and UP alumni were in attendance, such as rugby star Libbie Janse van Rensburg, Springbok Women and Provincial Player of the Year 2023; Jenny van Dyk, coach of the Spar Proteas netball team; and Vannes-Marie du Toit, a former TuksNetball and Proteas player.

“We are gathered today not only to celebrate athleticism but also to honour the profound impact of women in the world of sport who possess strength, resilience and determination,” said SuperSport broadcaster Layla Arrison during her welcome remarks. “As we break bread together, let’s also break barriers and work towards a future where every young girl’s dream of sporting greatness is not just a possibility but an inevitability.”

Asked about some of the challenges faced by women in sport, Janse van Rensburg noted that the biggest one – apart from financial support –was the state of women’s rugby at grassroots level.

“Unfortunately, it’s not like other sports where girls are playing it at school,” she said. “Young girls aren’t really introduced to rugby at a young age. At the moment, many women rugby players are experiencing rugby for the first time at university level, unlike men, who have been taking the knock from an early age. However, the future of rugby as a sport for women looks bright. As athletes, we have to work harder to introduce rugby at earlier stages for young girls.”

Relaying her story of how she had made the national netball team, Du Toit recalled that at the time, the only gateway to play for the nationals was through university.

“You had to play for a university because there weren’t independent clubs that could get you there, and I wanted to represent my country,” she said. “I am grateful to UP for the academic bursary that assisted with my BCom degree and resulted in me joining the amazing TuksNetball team. UP gave me the foundation and a platform to launch my career in sport. I will be forever grateful for that.”

On student athletes balancing their studies with sport, Nicola Macleod, TuksSport Deputy Director of coaching and performance, said that UP’s High Performance Centre tries to impress upon students the importance of maintaining this balance.

“At the end of the day, we want them to walk across that graduation stage, having conquered the balance between sport and academia,” she said.

Macleod added that they work with faculties and departments, and help student athletes with the balance because they take a lot of strain from training and tournaments.

“It’s important to balance schoolwork and sport,” emphasised coach Van Dyk. “It’s also important to have a strong support structure – friends and family who believe in you and push you to be great. The mental part is important and it goes hand in hand with discipline; if you lack discipline, it is going to be hard to wake up for that 6am session. As coaches, we need to be understanding and encourage our student athletes.”

INSIDE EDUCATION