Staff Reporter

It was a well-attended and celebratory unofficial class reunion at the University of the Western Cape (UWC) at the book launch of the late Dr Enrico G Pedro’s now-completed memoir of the pivotal 1976 uprising.

The book Act and Advance! An Unfinished Memoir of the 1976 Student Protests at the University of the Western Cape, hosted by the UWC Afrikaans Department, brought together alumni from around the province. Some haven’t seen one another in over 45 years.

The book launch was an opportunity to inspire and reflect on a period of youth activism which ignited memories of youth mobilisation and, in some cases, distrust among students.

“Who was your impimpi?” was a common question when students started suspecting one another during tense moments. Informants inevitably led to many student activists being incarcerated.

The memoirs were edited by Emeritus Professor Hein Willemse, an alumnus from the same period, a former UWC lecturer, and now affiliated with the University of Pretoria. He said the book captures the spirit of change that shaped an entire generation.

Dr Pedro, a well-known UWC alumnus, passed away in George on 28 January 2021 at the age of 63 due to COVID-19 complications. Before he retired to the Garden Route town of Wilderness, the former regional manager of the Department of Higher Education and Training was stationed in Mahikeng in the Northwest Province, where he was responsible for technical and vocational education and training colleges (TVET colleges).

Described as a friendly, exceptional educationist, and effective leader, Dr Pedro majored in history and philosophy at UWC and later earned a Master’s degree in history there.

In 1993, he received a scholarship from the Education Opportunities Council to pursue studies in the USA. He completed his doctorate at the University of Virginia at Charlottesville and received the Faculty of Education’s award as the best doctoral student in 1997.

Following his university studies, Dr Pedro taught for four years at Pacaltsdorp High School. Later, he took up teaching positions at Excelsior High School in Belhar and at Bellville College of Education.

At the recent book launch, Dr Alice Pedro, the author’s widow and a former chief education specialist in the Northwest Department of Education, said that before his death he undertook several projects, including research for this envisioned book.

He spent hours analysing and transcribing many interviews on the Western Cape’s anti-apartheid resistance history in the 1970s and 1980s.

She officially donated a copy of the book, for the University’s library, to UWC Vice-Chancellor, Prof Tyrone Pretorius.

In his keynote address, Prof Pretorius said the 1976 protests at UWC directly resulted from the Soweto uprising on June 16.

“In his book, Pedro tells us how unaware many students were initially of the dire situation in South Africa as a whole,” said Prof Pretorius.

“Today, we know that the protests against Afrikaans as the compulsory language of instruction was but one of the many factors that led to further uprising. Pedro writes that the dynamics at UWC differed from those in other parts of the country. He also points out that ‘Afrikaans was the mother tongue of most students at [UWC]’.

He says further that: ‘Many may have been proud, emotional, and sentimental about their mother tongue; many were not sensitised to the politics of resistance, and therefore fickle, influenceable, and naïve’.”

When the 1976 cohort arrived at UWC, the institution had only existed for 16 years. From the outset, the establishment of the University was met with alarm in the community because it was regarded as a project that facilitated the National Party’s apartheid vision.

“It is, therefore, no surprise that in those early years, protests and political tensions were associated with the University. For these reasons, the generation of the mid-1970s arrived on the back of a history of heightened tension,” said Prof Pretorius.

Prof Willemse said the 1976 protests fundamentally shaped his generation’s political and social orientation. “It changed those of us who were part of that cohort,” Prof Willemse explained.

“I edited the book for publication and tried to preserve it in its original form. There were parts of the book that Pedro never got around to finishing. It meant that I had to reach conclusions on some aspects, and, having shared his lived experience, I did my best to think about the conclusions he would have come up with.”

The launch was a panel discussion led by Gasant Abarder, UWC Media and Marketing Manager. Panellists included Reverend Leonardo Appies, who was the SRC chairman in 1976, Dr Reverend Llewellyn MacMaster, the SRC chairman from 1984 to 1986, and Ms Olwyn Wessels, a student who witnessed a fire in the Women’s residence in 1976 and had to testify in court.

Well-known alumni and director of the Artscape Theatre, Ms Marlene le Roux, said: “Brown-skinned people also fought for this country, and this needs to be acknowledged. This event highlights the importance of our story. Our story is not done. UWC has such an important role in history in South Africa, and the University should claim its space, and histories should be told.”

Other attendees shared their views on language, emphasising that Afrikaans is “our” language and that these histories should be told while the University takes its rightful place.

The book is published by Abrile Doman Publishers and is available via email order at abrile.doman@gmail.com

Staff Reporter

Over the past decade, technology has significantly transformed how we live, work and communicate. For parents, its impact has been especially profound. The mental health crisis among young people is alarming, with social media emerging as one of the significant contributing factors.

“Social media amplifies free will to an unprecedented degree, allowing our thoughts and actions to follow any path we choose, often driven by our desires. During the critical developmental stages of children, namely the adolescent phase, teenagers’ minds are still maturing.

“Given their heightened need for social acceptance, it is concerning to permit such unrestricted autonomy as is increasingly the norm,” says Nasrin Kirsten, Group Psychologist at The Independent Institute of Education, who oversees Student Wellbeing at ADvTECH Schools, SA’s leading private education provider.

Kirsten points out that despite the age limit of 13 on platforms such as TikTok, Facebook, and Snapchat, many younger children still manage to access these apps. She questions the adequacy of this age limit given the nature of the online content, suggesting it should be raised to better protect young users, as there is no assurance that these platforms are safe.

Furthermore, she believes that allowing children to bypass these restrictions is deceitful and emphasises the importance of parents engaging in conversations with their children about their social media use.

“Adolescents spending over six hours daily on social media are twice as likely to experience anxiety and depression, with half reporting negative body image impacts. High phone usage also exacerbates cyberbullying, child predation, and self-regulation issues. Social media can harm teenagers’ self-worth through upward social comparison, leading to decreased well-being and mental health problems” (DeAngelis, 2024).

Sir Ken Robinson’s statement, “There is nothing inherently social about social media,” highlights how it connects Generation Z globally while disconnecting them physically, affecting their well-being.

“Therefore, social media apps might benefit from warning labels, like those for tobacco and alcohol. Legislative measures and comprehensive social media education are crucial to protecting, guiding, and shielding children.

“Guiding students to become responsible digital citizens requires a multifaceted approach. They need education on navigating the digital world and dealing with online interactions, like learning to ride a bike or drive a car. Without adequate guidance, smartphones can be as dangerous as roads filled with obstacles. The harms of this digital road are due to unleashing powerful technology without adequate safety measures, transparency, or accountability.

“Teaching children how to use cell phones involves creating rules for online behaviour and empowering them to communicate responsibly through innovation and creative collaboration.”

 Kirsten says social media education must be deliberate, prioritising the safety of learners both in the classroom and at home.

Kirsten points out that schools should foster environments promoting mental and physical well-being. This includes challenging the status quo of today’s mobile generation by ensuring that classroom learning and social time are phone-free experiences.

Stricter regulations may face resistance, but children can learn to appreciate these environments while enjoying technology’s positive aspects. Schools should continue developing frameworks to empower learners as positive digital citizens, promoting ethical online behaviour and healthy boundaries.

“Schools and parents must work together to foster respect, kindness, and responsibility online and offline. Parental guidance includes open conversations about responsible social media use and the importance of reporting cyberbullying.

“Parents should monitor online activity, block harmful content, and create phone-free zones at home to promote better sleep and real-life connections. As the debate on banning mobile phones in schools continues, parents must set positive examples by reducing phone usage and engaging in meaningful dialogues about digital habits.

“By fostering offline activities and teaching productive mobile technology use, we can empower our youth to navigate the digital landscape safely and responsibly,” Kirsten says.

INSIDE EDUCATION

Staff Reporter

THE Advancing Early Career Researchers and Scholars (AECRS) Programme, under the auspices of Universities South Africa (USAf), has met with representatives from public universities in South Africa to discuss how universities support early career academics (ECAs) and monitor their progress.

Of the 26 public universities, 24 were represented, and representatives from the Department of Science and Innovation (DSI), the National Research Foundation (NRF) and the Cape Higher Education Consortium (CHEC) were also present.

The AECRS Programme is a DSI-funded programme hosted by Universities South Africa (USAf). It was established in 2020, following the 2018 DSI/USAf study, which sought to understand why there was a “silent majority” within universities.

The term referred to academic staff members who were neither pursuing doctoral or postdoctoral studies nor publishing.

The crux of this study was to establish the proportion and demographics of academics at lecturer and senior lecturer levels who were active researchers and those who were not. Furthermore, the study sought to investigate the environmental context, enablers and constraints to increasing the number of emerging researchers at sector, institutional and individual levels.

Findings of the ‘Building a Cadre of Emerging Scholars for Higher Education in South Africa‘ study revealed a range of impediments to advancing research careers in academia. Young academics cited heavy teaching and administrative loads, insufficient research time and a lack of mentors, research networks and funding – among many hindrances to pursuing doctoral studies and academic careers. These challenges were found to be endemic across the sector.

To that end, DSI funded the establishment of the AECRS Programme to implement the study’s recommendations and counter the barriers that emerging academics shared. Following a detailed mapping and consultation process, four interventions were proposed for implementation. These interventions included a national strategy group focusing on postgraduate education, an academic capacity development resource database, a nationally coordinated mentorship platform, and an effective system to monitor the impact of scholarly support provided by universities.

A Community of Practice for Postgraduate Education and Scholarship (CoP PGES) was established in 2022, as a discussion forum to support the higher education sector in postgraduate supervision, supervisory training and advocacy.

On 18 May 2023, USAf launched the Thuso Resources and Thuso Connect platforms – the former is an information and tools hub for emerging academics, and the latter is an interactive, online mentorship platform. Both platforms are open access and online, hosted by USAf.

The AECRS team has been considering ways to implement the fourth intervention, which will be a framework of systems that universities can use to monitor the progress and effectiveness of their support systems for ECAs. Most universities and academic leaders have reported that while they provided support for ECAs, they could not measure their impact and effectiveness adequately. Hence, one of the objectives for the AECRS Programme is to assist with such a solution.

To determine the path to take, the AECRS team is again consulting with universities regarding interventions they have in place as support systems and how they monitor these tools.

Professor Stephanie Burton, AECRS Programme Leader, emphasised that the core of the May 27 meeting was to understand what universities need, and their expectations around monitoring and evaluation.

“We need to consider what is already available – either in the sector or in institutions individually, and we seek to partner with universities and national centres to develop this, as there is no need to duplicate,” she said.

“We seek to provide a framework that covers the currently available interventions and systems which might already be developed or partly developed and might be available for sharing.”

Professor Burton also underscored the need to map the whole higher education ecosystem to determine success enablers and enabling pathways at various academic levels. She noted that this would include individuals, their institutions and how academics progress from postgraduate to professor level.

“We need to be able to gauge this in terms of our local needs and what might be happening globally,” she said. “So, we are looking at a big system.”

Dr Leandra Jordaan, Research and Systems Consultant for AECRS, briefly presented the preliminary ideas towards implementing such a tool or framework.

“We look to have two dashboards – one where all universities can have access and view what happens in the sector. The second dashboard would be exclusively available to individual universities and their communities and be able to gauge their performance against other institutions once they have loaded their data.”

Dr Jordaan mentioned, as an example, that the data may encompass the amount of funding that universities allocate towards research funding. She said this segment would have a ballpark figure derived from collected data, and universities could see how they compared to the rest of the sector.

“We are considering utilising the Robotic Process Automation (RPA) technology to source information from open documents such as annual reports, research reports, and websites,” she said.

“RPA is a repetitive task, and we hope through it, we will avoid burdening busy people at universities, by requesting them for information they have already submitted, and which is accessible elsewhere.”

Dr Jordaan also noted that AECRS is currently formulating questions to be shared with universities, and the information obtained from the responses will inform what goes into the framework.

“At the end of the day, we want to create something that allows us to gather information and to use it to our advantage,” she said, adding that the tool would assist universities to stay informed and assess whether their interventions are working successfully.

For this meeting, AECRS invited Professor Ian Cloete, Specialist Project Director at Stellenbosch University, to share the learning he and his colleague discovered when they created similar models to those that AECRS seeks to develop.

Professor Cloete described two models, the Model of Effectiveness and Efficiency Model in Higher Education, which could apply to any form of programme or strategy that people may want to evaluate.

“The Effectiveness Model is built on the idea that effectiveness is doing the right things. Efficiency is concerned with doing things right. So, if you are concerned with effectiveness and want to do the right things, the question is, what are the right things to do?”

“Typically, those are the goals of the strategy that you would like to achieve. So, if you can phrase your goals in such a way that they are measurable and that you can set targets for them, then you can operationalise the Effectiveness Model by defining it as the extent to which you are fulfilling your goals.”

INSIDE EDUCATION

Kuyanda Kala

Ahead of the recent, highly contested national elections, a popular mantra among the youth on social media was that “2024 will be our 1994.” Social media had become an outlet for debate for many young South Africans who had grown disconnected from the country’s politics.

The 1994 elections were a turning point in the country’s history. The transition from apartheid to democracy symbolised reconciliation and nation-building. Thirty years later, South Africa has to rebuild once more, and the youth of 2024 cannot divorce themselves from the rebuilding process.

Youth Day is one of 12 official public holidays in South Africa’s calendar year. It is one of the more cherished national holidays, often reflected in the annual, visually striking imagery of civilians, including adults, clad in school attire.

Such displays serve as remembrance of the historical 1976 Soweto Uprising, on June 16, where the youth of the time peacefully demonstrated against the apartheid regime, and its introduction of Afrikaans, as a medium of instruction.

Apartheid police retaliated with force, opening fire, killing over 170 black people, including 12-year-old Hector Peterson, whose lifeless body has become the poster image for the day.

A day that previously marked national sorrow would later be ingrained in the hearts and minds of South Africans, as a reminder of the vigour possessed by the youth of South Africa.

Today, I wonder where the youth of 1976 are and what their place is in the current South Africa. A generation comprised of so many who fought valiantly against oppression seems to have betrayed the cause for which many others died.

Iconic anti-apartheid activist, Chris Hani, cautioned in 1992 that: “What I fear is that the liberators emerge as elitists who drive around in Mercedes Benzes and use the resources of this country to live in palaces and to gather riches”.

This quote from Hani aptly captures the South African reality in 2024 which is characterised by exaggerated disparities between the haves and the have nots.

The Gini coefficient, which measures inequality from a scale of 0-1, with a higher number indicating greater inequality, shows that South Africa scored 0.63 in 2024, making South Africa one of the most unequal countries in the world.

The adverse effect of such disparities then manifests in 2024’s youth, whose main contention is the staggering high levels of youth unemployment.

According to Statistics South Africa (Stats SA), 32.9% of South Africans were unemployed in the first quarter.

Exacerbating a near despondent statistic, is the ever-rising figure of 45,5% of young South Africans who are without work. Although many unemployed individuals have an education level of matric (Grade 12) and below, graduates still make up 10% of this youth unemployment statistic.

However, Stats SA notes that a person’s chances of getting and keeping a job is greatly influenced by their level of education. Nevertheless, the number of young people not in employment, education, or training (NEET) remains alarmingly high.

The Southern Africa Labour and Development Research Unit’s (SALDR) profile on NEETs in South Africa finds that many unemployed NEETs are new entrants into the labour market, and many have been looking for work for extended periods without success.

Additionally, extended periods of disconnect from the labour market and education or training opportunities increase young people’s risk of remaining trapped in income poverty and of suffering mental ill-health.

Addressing youth unemployment is a national imperative, not only to advance the economy but also to improve societal morale and social cohesion. The government, private sector, and civil society are key to achieving this objective.

However, the youth have not been passive despite these challenges, as evidenced by the proliferation of entrepreneurial activities in the gig economy and those who leverage the growing influence of social media to grow their businesses.

Youth activity is also evident in the phenomenon of posting one’s CV on social media, with the hopes of the post reaching a prospective employer. This is an indicator of the youth’s willingness and determination to work.

However, today’s youth have seemingly resigned to temporary jobs to survive. These temporary jobs, then, end up being permanent, with youth in these positions not having critical benefits like medical aid and a pension fund, further disadvantaging them.

This, together with broader national issues such as load-shedding, high crime levels, inflation, and a lumbering economy, paints a bleak picture for many young South Africans.

They have, in turn, showcased their discontent with the soon-to-be former government led by the African National Congress (ANC) by casting their votes in the national elections, which they deem “their 1994”.

According to Chief Electoral Officer Sy Mamabolo, the rate of representation by persons in the 18-39 age cohort has increased; this age band accounted for 42% or 11.7 million voters in the voters’ roll.

Almost prophetically, the status quo long enjoyed by the ANC ruling class has dropped below 50%, losing its outright majority and forcing the establishment of a government of national unity.

Yet the consequence of a coalition government is angst about the country’s direction – which will inevitably affect the youth most. The youth of 2024 ought to align themselves with this rebuilding period, particularly for future generations, as the youth of 1976 laid out their lives for the freedom we now enjoy.

Kuyanda Kala is a Media Studies Honours graduate based at Nelson Mandela University’s Communication and Marketing Department. 

Staff Reporter

The 45th edition of the Durban International Film Festival includes documentaries from South Africa, Bhutan, France, Hungary, Kenya, Nigeria, Tunisia, Saudi Arabia, and the USA, to name a few. Two films straight from Sundance and Berlinale are also included in the programme.

“The documentary programme at DIFF always affords a wide-ranging view of the world and interrogates our preconceived ideas of people and places. In addition to films from different parts of the globe, the South African view is often as challenging and offers a different perspective on complex South African situations”, says Andrea Voges, the Programme Head and Manager of the Durban International Film Festival.

The Durban International Film Festival (DIFF), presented by the Centre for Creative Arts at the University of KwaZulu-Natal, is regarded as a leading film festival in Africa

The South African documentary Banned follows the story of Joe Bullet, the first film to feature an all-African cast and was banned shortly after its release in 1973. Diana Keam’s intimate Don’t Be Late for My Funeral focuses on the personal story of her relationship with her retired domestic worker, Margaret Bogopa Matlala. This intimate portrayal fills in the fine detail sketched by Moore’s broad brushstrokes.

The Opening and Closing night films will be South African documentaries. Details will be announced on July 2nd.

Of the international documentaries, Agent of Happiness follows the journey of one of the agents who measure happiness in Bhutan, where the Gross National Happiness indicator is one of the ways the government measures its effectiveness.

The Laikipia region of Kenya, home to indigenous pastoralist communities, white ranchers, and conservationists, is the backdrop for The Battle for Laikipia. The collision between drought and elections offers a very real perspective of the raving effects of climate change and the complicated legacy of British colonialism.

Women are the central characters in two award-winning films. Q directed by Jude Chehab, has won five awards, including Best Feature by the International Documentary Association and Best New Documentary Director at the Tribeca Film Festival.

It depicts the insidious influence of a secretive matriarchal religious order in Lebanon on three generations of women in the Chehab family. The multigenerational tale of the eternal search for meaning describes the toll that decades of unrequited love, lost hope, abuse, and despair takes on a person.

Four Daughters focuses on Olfa Hamrouni and her daughters. Two of her daughters disappeared in 2015, and her life with her two remaining daughters is one of heartbreak and grief. Co-winner of the Cannes ’23 Golden Eye 2024 and Oscar nominee for the Best Documentary Feature, this film was also recognised as the Best Documentary and won awards for Best Director and Best Editing at the Critics’ Awards at last year’s Cannes Film Festival.

Another highly acclaimed film, Coconut Head Generation won the Grand Prize at the 45th Cinéma du Réel in 2023, where the jury noted that it “reminds us of cinema’s potential as vector and actor of societal change, as a site of resistance and a place of community-building.

“A film that posits cinema as an encounter whilst drawing the portrait of a generation breaking with the past to claim its emancipation with a beautiful intelligence and passion” was directed by Alain Kassanda. The film provides a rare insight into the formation of the #EndSARS movement in Nigeria.

Films from the leading International Documentary Film Festival Amsterdam (IDFA) are included in the programme. Citizen Sleuth from the USA examines the ever-popular genre of true crime podcasts as Emily Nestor conducts an amateur murder investigation into the death of Jaleayah Davis.

Told in real time over several years, it chronicles the rise, fall, and redemption of a podcaster in the new media landscape. Another popular topic, sport, is highlighted in COPA 71, where Rachel Ramsay and James Erskine shine a light on women’s football and the unofficial Women’s World Cup when football teams from England, Argentina, Mexico, France, Denmark, and Italy gathered at Mexico City’s Azteca Stadium.

Invisible Nation is the third film from IDFA. Vanessa Hope’s unprecedented access to Taiwan’s sitting head of state is a living account of her tightrope walk as she balances the hopes and dreams of her nation between the colossal geopolitical forces of the U.S. and China.

INSIDE EDUCATION

Staff Reporter

THE Minister of Higher Education, Science and Innovation, Professor Blade Nzimande, has not merely voiced his disapproval of racially biased or discriminatory practices or cultures at any of the country’s universities or TVET colleges, he has vehemently denounced them, underscoring that such practices are utterly unacceptable in our society. 

“Such racist and discriminatory practices or cultures have no place in a free and democratic South Africa, and I wish to urge all stakeholders within our Universities and TVET colleges to work together with the government to eradicate such abhorrent practices or cultures, both in our academic institutions and in society,” he said. 

Minister Nzimande made the remarks last week after welcoming the final report into the Stellenbosch University Panel’s controversial residence.  

Furthermore, he said that the Department of Higher Education and Training would continue to work with the management of universities and TVET Colleges to ensure that they have effective policies, protocols, and structures in place to prevent or deal with any form of racist, discriminatory, or abusive practices within our universities or TVET colleges.

The Minister said DHET welcomes the report by the panel appointed by Stellenbosch University to investigate the discovery of disturbing contents in two rooms of the Welgenhof residence. 

The Minister not only supports the Rectorate’s endorsement of the panel’s principal recommendation to close the Welgenhof residence for the 2024 academic year and consider it for alternative use, but he also acknowledges the Vice Chancellor’s intention to table this recommendation for endorsement by the Council at its meeting of 24 June 2024. This shows his commitment to upholding the panel’s findings and recommendations. 

Earlier this year, when the Minister first became aware of the report on the disturbing items discovered at the Welgenhof residence, he immediately instructed the Department to contact Stellenbosch University’s management for an update on how the university was dealing with this disturbing report. 

The Minister further requested Stellenbosch University furnish him with a report on the outcome of the university’s panel investigation. 

Now that the panel has concluded its investigation and prepared a report, the Minister must study it, particularly its recommendations. Afterwards, he will share his views on the steps taken by the University. 

INSIDE EDUCATION

Staff Reporter

Deputy Minister of Sport, Nocawe Mafu, paid tribute to former alumni of freedom fighters while opening a Youth Careers Expo at the University of Limpopo last Saturday.

“During Youth Month and Youth Day, we recognise a period in this country’s history where young people came together to protest the evil and unjust system of apartheid. What started in Soweto, spiralled to many other townships schools, communities and black universities in South Africa.

“It is fitting that we commemorate this day today at the University of Limpopo, which boasts alumni of freedom fighters such as Dipuo Peters, Tito Mboweni, Cassel Mathale, Reverend Frank Chikane and Mathews Phosa, to mention a few.,” she said.

“We are thankful to vice-chancellor Professor Mahlo Makgalong for partnering with our department on this day and we hope that more is to come. Another notable University of Limpopo alumni whose spirit lives forever is Ongopotse Tiro, who was an activist student on this campus, a founder member of the South African Students Organisation (SASO) and a leader of the Black Consciousness Movement (BCM).

The DM said one of the moments in which Tiro displayed his fearlessness was when he delivered a speech at the University’s graduation ceremony in 1972, which sharply criticised the Bantu Education Act of 1953. The speech is known as the “Turfloop Testimony,” Mafu said.

“As we commemorate this day, we should remember him in this space fittingly named after him. We commemorate the June 16 Uprisings, which took place 48 years ago. We remember the leadership shown by the youth of 1976. We remember the lives lost in the struggle for education and a period in our history that we should dare not repeat.”

“We are also celebrating the 30 Years Freedom in South Africa, which we attribute to the youth of 1976. What can you, as the youth, do with this history, given the many issues and challenges you face, such as Unemployment and Poverty? Inequality, Crime and GBV,” added Mafu.

“Government also has interventions dedicated to upskilling young people through various government initiatives, from bursaries to learnerships, to job-opportunity programmes such the Expanded Public Works Programme (EPWP) and the Presidential Employment Stimulus Programme (PESP).

“Yet, youth in remote areas still find it difficult, if not impossible, to access these services. Similarly, gender equity will have to be considered when literacy skills programmes are being implemented, as the current studies show that a lower percentage of young women aged 15-24 are given equal opportunities compared to young men of the same age bracket.”

The DM said Programmes such as the Cultural and Creative Industries Youth Careers Expo or CCI Youth Careers Expo, which we are running for the second year, is the Department’s intervention to empower the youth in the Creative Sector.

“I challenge you after the workshop session hereafter that you create new work inspired by these national days and the leaders whose names I mentioned earlier. We have bursaries and funding available through the department and our funding agencies. This way, these National days and these heroes of our liberation do not lose their significance; they should live in our memories, and their heroic deeds should not fade away.

The Expo intends to create a platform that engages learners and creatives as job creators rather than as job seekers. The Fourth Industrial Revolution (4IR) presents several implications for skills development and education.

“In the seventh administration, the Government will explore policy development that is linked to the NDP’s focus on integrated development, the government’s district-based coordinated approach and implementing programmes that follow the prescripts of the National Youth Policy 2020-2030,” concluded Mafu.

INSIDE EDUCATION

Staff Reporter

THIS year marks the 48th anniversary of the 16 June 1976 student uprising in Soweto, when young people protested against the Bantu Education Act, which enforced Afrikaans as a medium of instruction in schools, and apartheid laws that oppressed black South Africans.

Yershen Pillay, the Chief Executive Officer of the Chemicals Industries Seta (CHIETA), says the time is ripe for critical reflection 30 years after democracy on what has happened since. “Why have youth who have been so committed to a just cause given way to those with a different outlook on life?”

Therefore, 30 years after democracy, he asks why youth apathy was evident in the 2024 elections, according to the Independent Electoral Commission. Election 2024 was characterised by poor voter turnout, especially among youth. Although 11 million registered, fewer took part in the polls.

Overall, only 58% of registered voters took part in the poll. Why, in the digitally driven 21st century, are youth not exercising their democratic rights as championed and won by the youth of 76?

“Today, one should not ignore the sacrifices of the 1976 youth. But how did their example manifest itself 30 years after the birth of democracy? Instead of action, we have seen youth disengaged from democracy, as shown by the low voter turnout. For instance, according to the IEC, despite the high registration of youth, between five percent and nine percent of registered youth actually voted in many areas,” Pillay said.

He said such inertia must be stopped if we truly wish to honour the memory of the Class of 76.

Admittedly, the youth have raised pressing issues such as unemployment and lack of opportunities, but their voice has been muted. Simply put, we are not making an impact. According to Stats SA, the number of youths not in education, employment, or training (NEET) is approximately 3.4 million, which has remained roughly the same for the last decade.

Pillay said the absence of youth voices in this election raises the question of what can be done to spark a youth renaissance in democratic South Africa.

It is necessary to celebrate the Class of 76 but learn from and emulate them to create the future type of South Africa we want – and deserve.

June 16 taught us that young people have the power and potential to create lasting change. However, the election results remind us of the need to do more to harness the tools of the 21st century for the better.

The iconic image of Hector Petersen looms large over the 16 June celebrations. However, heroes of 76 beyond Petersen, for example, Kagiso Moloi at Krugersdorp, are among many unheralded activists who will have a plaque in his honour at schools as part of an initiative to acknowledge those who stood up to the state for better education.

Why this matters 30 years later is critical to changing how we look back on the past to help shape a better future. June 16 this year must be a time of renewal to leverage and articulate the need for more robust, newer youth voices.

“We cannot be hostage to the alarming unemployment statistics; the time is now for action. What must be done to empower youth? Investment in skills and training is taking place across many levels. Artificial intelligence is used throughout the country to open the learning gates.

“Every youth must have a skill—our commitment to youth development as a training authority on skills development and training. What youth do with the skills they receive is up to them. Ultimately, the youth should lead, and we will support them,” he said.

To date, 9501 youth have benefited from CHIETA’s four SMART Skills Centres in the last six months, with many more SMART Skills Centres still to come. The unemployment crisis makes it imperative to provide access to data resources, tailored training courses, support for Job Seekers, assistance for business start-ups, and growth opportunities for SMMEs.

“Our challenge is for South African institutions to do more to ensure we tackle the growing unemployment headache through tangible solutions in communities where it is most needed. We need to collaborate with urgency and creative solutions,” Pillay said.

INSIDE EDUCATION

Staff Reporter

During the second day of the recent Department of Basic Education Language and Literacy Workshop, key education stakeholders consisting of researchers, literacy and numeracy experts, national and provincial education officials and government entities applauded the DBE for considering MTbBE as a platform to strengthen social cohesion in the schooling system. 

The participants engaged in a robust discussion during five workstreams as part of the Workshop. According to the participants, the Basic Education Sector is on the right track to strengthen learning and teaching in General Education and Training and Further Education and Training. Some participants urged the sector to ensure proper teacher development and learning materials were in place for the full-scale implementation of the MTbBE. 

The workstreams recorded the following inputs shared by participants during the workshop:

Workstream 1: 

The best way to teach literacy in African Languages is to focus on African logic, which includes African knowledge systems such as stories, rhymes, games, songs and riddles. 

The sector should consider a multi-stakeholder transformation task team to drive activities intended to strengthen MTbBE.  There must be a special allocation of funds and other resources to enable the teaching of African languages, especially African story books instead of translated stories. 

The methodology of teaching reading should be debated to identify the right methodology. The sector should ensure that the implementation of MTbBE is aligned with the existing School Based Assessment.

Workstream 2: 

MTbBE and Mother Tongue Education should be interpreted differently. MTbBE uses more than one language for teaching, learning, and assessment. It is the intentional and deliberate use of multiple languages for teaching, learning, writing and assessment. 

This allows learners to trans-language for meaning. Mother Tongue Education is associated with using the child’s mother tongue as a Language of Learning, Teaching and Assessment. 

The implementation of bi/multilingualism is informed by legislation, including the demographics and to meet the needs of the diverse society. (Sign and braille languages). The Sector must allow natural progression from ECD to grade R-7 whilst creating opportunities for learners to access education in their mother tongue starting from ECD onwards. 

As a sector, we must strengthen teacher development programmes to enhance the teaching of African Languages. We must enforce teacher collaboration to implement appropriate concepts throughout the phases. It is also critical to consider engaging various stakeholders, especially parents, to support the implementation of MTbBE. Another critical aspect that should be taken into consideration is the strengthening of collaboration with HEI through the establishment of work streams. HEIs must take responsibility for producing competent teachers.

Workstream 3: 

One of the principles of bilingual assessment is to weigh the two languages, commencing with a greater weighting of the mother tongue and gradually phasing in the second language so that a 50:50 split is reached in Grade 7. 

Translanguaging should be considered as the pedagogical approach to learning. Assessments should be linked to teaching, and learners should be allowed to respond to assessment questions in any of the two languages. 

There should be a policy amendment to accommodate translanguaged responses in assessment. The sector will have to profile learners and teachers to be able to apply for MTbBE. 

The distinction between mother tongue, LOLT and language of assessment is critical. A task team might be required to look at policy implications and policy review.

Workstream 4: 

The sector should consider a Framework for national teacher development on implementing MTbBE, which can be contextualised provincially. The workstream looks forward to auditing current practices in schools regarding Translanguaging. 

An audit of language offerings in HEIs (fully developed language units with lecturers or communicative language) will be critical in this undertaking. 

The DBE should develop MTbBE resources collaboratively through the involvement of Higher Education and PANSALB. A survey should also be conducted to obtain teachers’ perspectives on MTbBE.

Workstream 5: 

The critical overarching principle for private funding is that the Government must take the lead regarding planning and funding. The extent to which funds can be raised depends on the extent to which a clear and robust plan exists. This is particularly true for civil society. 

There is a need to go out and look for materials and reach out to these parties. Model 2 is a public/private partnership in which materials are developed together with a state development process in which the Government is responsible for the end-to-end development of materials. 

A collaborative approach between the Government and the Private Sector will be essential in making Mother Bilingual Education successful.

A complete, consolidated report will be available in the next few weeks. The inputs shared by various participants during the Workshop are envisaged to play a crucial role in transforming South Africa’s education landscape.

INSIDE EDUCATION

Staff Reporter

University of Pretoria (UP) student Dimakatso Lekola was recently awarded one of 10 prestigious Raising Legends Awards by the Hope Givers Foundation, in recognition of the work he’s already done – at age 23 – to improve his community.

Lekola won in the category ‘Community Builder and Education and Academia’ and was applauded for establishing his DK Lekola Global Education Institute, which helps high school learners from underprivileged backgrounds get access to tutoring and other educational support. 

Lekola, a student in UP’s Faculty of Law, says he wants to create education equity by bridging the gaps in South Africa’s education system. “I am deeply passionate about revolutionising education and fostering inclusivity,” he says.

While growing up in Phetwane Village, Limpopo, he lived the challenges faced by students who have limited access to quality education. This ignited a fire within him, leading him to pursue a law degree.

 “I witnessed first-hand the disparities and inequalities present in our education system. This instilled in me a deep sense of resilience and determination,” he says. “I decided to study law because I saw it as a powerful tool with which to advocate for underserved communities.”

This drive saw him establish the DK Lekola Global Education Institute in 2022. The institute provides crucial access for underserved high school learners to academic support, mental health services, talent development, legal compliance, and mentorship programmes. “Our purpose is to enhance academic excellence and promote inclusivity in education,” Lekola says.

The Hope Givers Foundation, founded in 2014, is a South African NGO dedicated to helping young people and their communities by providing education and social development programmes focused on areas such as early childhood development and educational support, and by advocating for social issues that impact young people.

Lekola says balancing his demanding law studies with his work for his NGO requires exceptional time management and prioritisation skills. He makes it all work by dedicating focused time to his studies while actively engaging in institute projects. 

Technology and collaboration with like-minded individuals further enhance his efficiency and impact.

He hopes his story of resilience, determination and a burning desire to make a difference will inspire not only aspiring law students but anyone who’s passionate about creating a more equitable future.

For people interested in studying law at the University of Pretoria, Lekola advises, “Stay committed to your studies, but don’t just memorise – wrestle with the concepts. Seek out experience through internships, competitions, volunteer work – to turn theory into action. 

“Build a network of mentors and peers to support you on the path. And remember, the law is a living thing – stay informed, engage in debate, and broaden your understanding with every step.”

INSIDE EDUCATION