By Johnathan Paoli

The 2024 St David’s Marist Inanda Hoops Classic Challenge wrapped up on Sunday evening, marking what many are calling the most successful event in its seven-year history.

Despite interruptions from heavy rain cloud cover, the festival culminated in exciting basketball finals that showcased the skills of young athletes from across the region.

In a thrilling first-ever U12 final, St Peter’s Boys Prep School emerged victorious against The Ridge.

While Saheti School secured third place.

The U15 final featured the host team, St David’s, battling it out against St Alban’s in a nail-biting contest.

After an hour-long weather delay, St David’s edged out St Alban’s 35-33, maintaining their unbeaten streak throughout the tournament.

Lelentle Nthlokwa of St David’s was awarded the U15 Most Valuable Player (MVP) for his outstanding performance, including leading in steals and rebounds.

The U19 championship showcased St Stithians College and St John’s in an electrifying match before a capacity crowd.

St Stithians triumphed 35-25, with Benedict Agammouh earning the U19 MVP title after scoring the most points in the tournament.

At the post-tournament prize giving ceremony, individual accolades were awarded, celebrating exceptional performances across the board.

As the curtain fell on this year’s challenge, all eyes are now on next year’s event, where young athletes will again gather to showcase their talents and foster a spirit of sportsmanship.

With a rich mix of competition, camaraderie, and community, the event continues to be a cornerstone of youth sports in Johannesburg.

INSIDE EDUCATION

By Johnathan Paoli

Tensions are growing amongst unions over the Basic Education Laws Amendment (Bela) Act, with the new conflict resolution unit of the Government of National Unity set to sit for a third time this week to iron out difference, including those in the contentious legislation.

In some of the latest developments, over 50 Afrikaans organisations and more than 70 schools have declared that they will gather at Freedom Park in Pretoria, despite the venue application being rejected.

They are opposed to two clauses in the Bill that limit the decision-making powers of school governing bodies on admissions and language policies.

This weekend, the SA Democratic Teachers’ Union,which represents over two-thirds of educators in the country, warned that that progressive laws could not “be at the mercy of the DA and its deployee, the Minister of Basic Education”.

It demanded that the outstanding two clauses be signed into law now.

“We… call upon the Minister of Basic Education, MECs and the Department of Education, School Governing Bodies and school management to implement the signed Act in its entirety… with immediate effect. The suspension of the clauses was unlawful and must just be ignored. 

“Admission policies and language were used to deny many to access some schools. They cannot be allowed to continue 30 years post the democratic breakthrough,” said Satdtu’s secretariat.

“We call upon Cosas (Congress of SA Students) and all progressive organisations to stand firm on the Act and prepare for a mother of all battles against white supremacy in this country.”

Trade union Solidarity and civil rights group AfriForumhave been at the forefront of fighting the legislation.

Asked for comment on Tuesday, Solidarity CEO Dirk Hermann told Inside Education that there were different negotiation processes.

“The first is at Nedlac between Solidarity, the Department of Basic Education and the Presidency. It will continue next week. The second is within the Government of National Unity, and it will resume this coming Wednesday,” Hermann said.

“The third is negotiations between the Solidarity Movement and the various political parties of the Government of National Unity. This will continue for the next two weeks. On 5 November, there is a massive march against Bela from the Voortrekker Monument to Freedom Park. Tensions are building from all sides as the three-month period expires on 13 December.”

Solidarity has called on Sports, Arts and Culture Minister Gayton McKenzie to intervene and ask Freedom Park to reconsider its decision.

As preparations for the protest continue, both sides are poised for a critical moment in South Africa’s educational landscape, with the outcome likely to shape future policies and community relations.

INSIDE EDUCATION

By Lungile Ntimba 

South African Young Academy of Science (SAYAS) has expanded its expertise by enlisting biomedical sciences lecturer Caitlin Uren into its ranks.

SAYAS was founded in 2011 and it aims to be the voice of young scientists across the country, fostering opportunities to influence policy decisions, promoting science awareness and engaging in educational activities for research and development. 

Caitlen Uren, who is a lecturer at Stellenbosch University, regarded her SAYAS membership as an opportunity to play a broader role in improving communities.

Uren is currently conducting research on tuberculosis (TB) pharmacokinetics with an aim to improve treatment outcomes in patients across Africa.

“In addition to my pharmacokinetics work, we are also interested in quantifying latent TB infection in the Northern Cape with the goal of better understanding the genetic and non-genetic factors that lead to progression from latent TB infection to active TB infection.

“Associated with that, we are running a training and outreach initiative in the area on general TB awareness, understanding the signs and symptoms of TB, risk factors, TB diagnostics and TB treatment,” she said.

The university said other outreach events in the province included meetings with high school students on Science, Technology, Engineering and Mathematics (STEM) subjects leading up to tertiary education.

Uren said practical activities were arranged to get students interested in biological sciences.

“Genetics is quite a broad field, but no matter what aspect of genetics you are looking into, you are likely to either directly or indirectly positively influence an individual’s life.

“It is this potential to benefit an individual or society that attracted me to genetics,” she added.

Uren emphasised that Africa was under-represented in biomedical and in pharmacokinetics research particularly, to the extent that the continent had been disadvantaged.

“There is therefore room for improvement – not only in terms of the extent and breadth of research in the are – but in the capacity for us to help patients achieve a positive treatment outcome without any serious adverse side-effects. I think it’s an area that can have the greatest impact,” she said.

INSIDE EDUCATION 

By Johnathan Paoli

Six children who recently died in Naledi, Soweto, were exposed to an organophosphate pesticide known as terbufos, according to Health Minister Aaron Motsoaledi.

“This chemical is commonly used in agriculture, but is not intended for domestic use. Our investigations suggest that some spaza shop owners may be using it as a pesticide to manage rodent infestations,” Motsoaledi told reporters on Monday.

Five of the six friends died after eating chips from a spaza shop. The sixth learner died days later in hospital. There has been a dramatic increase in children falling ill after buying food from spaza shops.

This revelation follows an extensive investigation by a team of experts from the National Institute for Communicable Diseases.

Initial speculation had suggested that the cause of death might be linked to carbamates, another class of chemicals.

However, Motsoaledi clarified that further toxicological assessments have definitively identified terbufos as the culprit.

The minister emphasised that children were particularly vulnerable to organophosphate exposure due to their smaller body mass and developing organs, which make them more susceptible to toxicity.

Symptoms of organophosphate poisoning include severe diarrhoea, vomiting and excessive salivation, which the minister said caregivers must be on the lookout for. .

Motsoaledi highlighted the importance of timely medical intervention, recommending intravenous atropine as the antidote for organophosphate and carbamate poisoning.

He urged healthcare professionals to utilise the AfriTox app, a tool designed to provide immediate guidance on managing poisoning cases.

Four individuals were arrested for allegedly illegally selling dangerous chemicals, however, Motsoaledi clarified that these arrests were not directly related to the terbufos poisoning case.

As investigations continue, authorities are urging community members to remain vigilant about food safety and to report any suspected cases of poisoning to local health officials.

INSIDE EDUCATION

By Johnathan Paoli

The Department of Basic Education has raised concerns over a surge in reported food poisoning incidents affecting school-aged children.

Recent cases, occurring primarily during school hours, have disrupted teaching and learning, as schools have had to shift their focus to providing medical assistance to affected learners.

On Sunday, basic education spokesperson Elijah Mhlanga said the negative psycho-social impact these incidents are having on both students and teachers, highlighting that schools should be safe havens for children.

The alarming trend appears to be linked to food items purchased from local vendors and spaza shops near school premises.

Mhlanga said while some media outlets have incorrectly associated these food poisoning cases with the National School Nutrition Programme, the department has clarified that no evidence supports this claim.

He said the NSNP plays a crucial role in addressing hunger and malnutrition among learners, providing nutritious meals to approximately 9.7 million students on school days, with a budget allocation of R9.8 billion for the 2024/25 financial year.

“With that said the DBE has the responsibility to intensify its efforts to improve food safety and hygiene practices and to raise awareness,” Mhlanga said in a media statement.

The Department has outlined five essential hygiene principles: maintaining cleanliness, separating raw and cooked foods, thorough cooking, keeping food at safe temperatures, and using safe water and materials.

Mhlanga said adherence to these guidelines is crucial in ensuring the health and safety of students consuming school meals.

He noted that many reported cases stem from food purchased through informal vendors rather than school meal programs.

Additionally, many tuck shops and vendors operating on or near school grounds do not comply with NSNP guidelines, further exacerbating the issue.

To tackle these challenges, Mhlanga has called on school governing bodies and management teams to take a proactive role in promoting the sale of healthy snacks and beverages.

Schools are encouraged to maintain a database of local food vendors and engage in discussions about the nutritional value of their offerings.

“Parents, guardians and caregivers are urged to be on high alert and to monitor the food items children consume and most importantly to verify the source of such items,” he said.

Mhlanga said the department has also extended its condolences to families affected by tragic incidents involving children who have succumbed to food poisoning, underscoring the urgent need for community involvement in safeguarding the health of young learners.

As the department continues to collaborate with various government agencies to address this pressing issue, it remains committed to ensuring the safety and well-being of all students in the education system.

INSIDE EDUCATION

By Kathryn Watt and Chris Desmond

For the past two decades, investing in girls’ schooling has been hailed as a cornerstone of promoting gender equality in sub-Saharan Africa. Between 2016 and 2018 the World Bank Group invested US$3.2 billion in education projects benefiting adolescent girls.

The logic is straightforward. Girls face significant barriers to education, among them poverty, insufficient academic support, adolescent pregnancy, child marriage, and school related gender-based violence. Reducing these barriers can substantially improve their educational outcomes.

But is this approach – investing in girls’ education – fair to boys, and enough to make a meaningful impact on girls’ lives in the long term? Having studied the relationship between interventions and the way people’s lives develop in adverse contexts, we argue that the answer is no on both counts.

We explain this view in a recent paper. In it we compare the different effects of directing development assistance: improving girls’ school enrolment, prioritising schooling for both girls and boys, and addressing barriers to gender equality throughout life.

We used publicly available data for 136 low- and middle-income countries, including those in sub-Saharan Africa. We calculated the female-to-male ratio for important education indicators in each country to show where girls are ahead, on par or behind boys.

Our findings suggest that the current focus on girls’ schooling may both unintentionally disadvantage boys and be a relatively inefficient means of advancing gender equality.

Girls’ and boys’ education in sub-Saharan Africa

We focused on two indicators to assess the current state of girls’ and boys’ education in the region:

Secondary school completion

Student performance in standardised test scores, known as harmonised learning outcomes

Harmonised learning outcomes measure learning and progress based on the results from seven different types of tests combined and made comparable among children attending school. They reflect the environmental inputs into learning and achievement, such as school quality. Completing secondary school, meanwhile, has been shown to increase a person’s potential for future development, opportunities for employment and higher education.

In most countries in sub-Saharan Africa, girls are behind boys on secondary school completion. The average completion rate for boys is 30%. For girls it is just 24%. In southern Africa specifically, girls have higher completion rates than boys.

In sub-Saharan Africa, the average harmonised learning outcomes score for boys is 301; it is 303 for girls. Our results show that, for most countries in the region, girls are achieving roughly equal scores to their male peers.

This suggests that gender gaps in education are not as pronounced as is often portrayed.

Firstly, although school completion rates are higher for boys, this gap is small, and overall completion rates remain low for both genders.

Secondly, where boys are averaging higher levels of completed schooling, it is not due to better academic performance. Once enrolled, girls in the region tend to keep up with boys in school completion and academic performance.

Rather than asking who is ahead, it’s more important to note that neither boys nor girls are doing well. Our results show that educational outcomes in sub-Saharan Africa – including school performance and completion – are alarmingly poor for both girls and boys.

So, if all children in the region are clearly in need of support, why target education interventions at girls alone?

Large disparities in later life

The key to gender equality lies in ensuring girls and boys, and men and women, have the same opportunities to reach their potential from early life, through late childhood and adolescence, into adulthood.

Research emphasises that human development does not hinge on any single factor such as schooling. Rather, it depends on capabilities built throughout life.

In early childhood, proper nutrition, among other things, is crucial for developing a child’s basic physical and cognitive capabilities. These early investments protect the potential for human development.

During childhood and adolescence, factors like quality schooling and social support allow young people to realise that potential.

Finally, in adulthood, social norms and job opportunities determine how fully a person can use their realised potential.

Our findings suggest that, on average, in low- and middle-income countries the development potential of girls and young women is protected and realised better than it is for boys and young men. But later in life, women don’t have as many opportunities as men to use that potential.

This implies that initiatives focused on girls’ schooling are likely not the most effective means of promoting girls’ development or reducing gender gaps.

Large disparities emerge later in girls’ lives. For example, our findings show that women earn less than men in almost every country in sub-Saharan Africa. These results reflect how patriarchal norms, particularly the unequal burden of housework and childcare, tend to push women into lower-paid informal or part-time work. Even when similarly qualified and in comparable positions, women typically earn less than men.

These findings, when considered in the context of the current state of education in the region, challenge the idea that focusing solely on girls’ education is enough to promote their lifelong development or meaningfully reduce gender inequalities.

The argument that boys should not receive the same support as girls is weak.

How to promote greater gender equality in sub-Saharan Africa

Targeted interventions are likely to have the greatest impact where girls and women face the greatest barriers: in using their potential. That means, for example:

recognising the unpaid household and caregiving work that women shoulder

improving women’s access to better job opportunities in paid and formal work

challenging discriminatory laws and social norms.

Social protection policies, including childcare and reproductive health services, can ease women’s caregiving burden and give them the time and agency to fully participate in politics, the economy and society.

There are also opportunities beyond government, where support for trade unions, for instance, has been shown to help narrow gender wage gaps.

Addressing gender inequality requires a life-course approach. It should involve quality education for both genders, and tackling the policies, practices and social norms that marginalise women and girls, especially in the later stages of their lives.

Watt is Research Manager, The Asenze Project, University of KwaZulu-Natal and Desmond is Professor, Derek Schrier and the Cecily Cameron Chair in Development Economics, SEF, University of the Witwatersrand

This article was originally published in The Conversation

By Johannah Malogadihlare

The Dietetics and Nutrition Department of the Western Cape University has emphasised the importance of facilitating garden projects as a means to address food shortages and poverty.

Third year BSc dietetic students are working on the project.

“It was inspiring to see how our efforts allowed students to apply community-based programming principles as part of an assignment based on nutritional programming principles, that aimed to highlight and promote a healthy food environment on campus where nutrients can flourish and students can thrive,” said dietetics lecturer Elsabe Nel said.

She said the garden consisted of indigenous and medicinal plants that would fulfil the curriculum requirements of students, while assisting the pedagogical requirements of staff.

Several students expressed their experience during the entire process as being fun and gratifying.

Third-year student Caleigh Hanekom celebrated being able to identify useful plants in her studies.

“We can now identify some of the vegetable and medicinal plants. The entire process was a lot of fun,” Hanekom said.

UWC horticulturist and manager of gardens and grounds maintenance section, Jade Leon, praised the development and growth of the project since it started three years ago.

“It started off small three years ago, and has now become a much bigger garden. It’s a good initiative, and in the long run, gardens like these could become a solution to food insecurity issues experienced on campus,” Leon said.

National Research Fund nutrition head, Prof. Rina Swart mentioned that finding a suitable space to produce food has been a challenge for a long time.

Swart said that she believed that the food garden would inform the development of effective nutrition programmes and improve dietary diversity in communities.

Her department confirmed that while the garden’s establishment aligned with the university’s goal of reaching global sustainable development goals, the concept addressed the first and second goals of no poverty and zero hunger.

Swart also emphasised the importance of the garden as a means to expose students with practical experience and to enhance their understanding of nutrition and sustainable food systems.

INSIDE EDUCATION

By Edwin Naidu

The financial sustainability of South Africa’s tertiary sector and the way it is governed are crucial.

“If the higher education sector is to continue catalysing social mobility in future generations, we need to invest in our universities now rather than later,” said Dr Phethiwe Matutu, the CEO Universities South Africa (USAf).

She was speaking at a recent conference on the future of higher education.

Matutu, who heads the country’s representative body of all university vice-chancellors, expressed concern about the sustainability of the country’s tertiary system, which has been hit by severe budget cuts.

She warned that declining state subsidies, mismanagement of the National Student Financial Aid Scheme, and neglect of funding for postgraduate studies could collectively harm the population.

In 2024, Matutu noted that the state subsidy had declined in absolute terms. If it grew slower than the rising student enrolment, the higher education system would experience sustainability problems.

The sector’s financial sustainability was a major concern at the recent Third Higher Education Conference in South Africa by USAf, which was themed: “The Future of the University.”

Former University of Johannesburg vice-chancellor Prof. Ihron Rensburg expressed concern about governance at the country’s universities, saying he worries about their long-term sustainability.

“It is difficult not to conclude that university governance – and key departments in the DHET (Department of Higher Education and Training) are broken – and that current governance arrangements are outdated and have served their time.

“We have people who often give unqualified friends or colleagues, who are not ideal for the role, opportunities because of prestige or to capture a particular part of the institution,” he said.

Rensburg said he had had to administer a serial defaulting institution with a close-up view of institutional capture concerning the human resources and management processes.

“We need to go back to basics when we think of the university’s future if it is to be sustainable. Suppose we continue to allow governance to be broken as it currently is. In that case, we are going to have perpetual crises and serial defaulting institutions going into administration, and we are rushing in to try and fix them. But if nothing changes five years later, it will return to the same dire situation.”

He said if the sector was to survive and thrive, the solution was a special kind of better leader who could navigate this new reality and the unfolding future.

“The last thing universities need are high ego personalities who are often toxic. Rather, we want to promote and nurture medium to low-ego leaders who, in turn, foster harmony and fellowship and are compassionate and empathetic as opposed to a top-down, strong-arm type approach, which has been clearly shown not to work. We should nudge our teams rather than kick them.

“This does not mean we cannot make decisions or have to walk on eggshells, but we do have to be self-aware and realise that we are part of a collective working for the common good.”

He urged some university leadership to go back to the drawing board.

He believes the root of the governance problem lies in the sector’s leadership ignoring the prescripts in the Guidelines for Good Governance Practice and Governance Indicators for University Councils (DHET, 2017).  

His advice to the sector contained intersecting and mutually reinforcing leadership philosophies, including ubuntu and transformational leadership.

He said the four key attributes of transformational leaders were that they were charismatic, inspirational, intellectually stimulating and encouraged critical thinking and problem-solving, and were considerate of individual team members.

He said these styles challenged leaders to consider, explore and reflect on their reasons for being in their role.

“But also consider my dictum: Don’t be obsessed with yourself regularly and consciously. Do not take yourself too seriously, however, take your office and role exceedingly seriously.”

INSIDE EDUCATION

By Alicia Mmashakana

The North West’s transport and education committees have expressed complete discontent with the unacceptable state of the province’s scholar transport.

This emerged after numerous complaints and a recent oversight visit by both committees, which inspected the state of scholar transport operations in the Dr. Kenneth Kaunda District.

Safety and transport management chairperson Freddy Sonakile said: “The department’s failure to provide scholar transport to learners who need [it] is a deprivation of their right to education and must never be tolerated.”

A joint oversight meeting was held on Thursday, during which the community safety and transport management and the education department were held accountable for the province’s unacceptable state of scholar transportation.

The departments made presentations on the situation where the joint committees issued firm recommendations, demanding immediate action.

“The department should conduct unannounced roadworthy tests for all scholar transport service providers between now and December throughout the province and must launch a full investigation into the possibility that some service providers fraudulently passed the verification process,” Sonakile said.

He said that a meeting with all unpaid service providers must be held within two weeks, and all outstanding payments must be expedited where services have been provided.

Sonakile added that following the committees’ investigations, which revealed negligence and serious risks to learners’ safety, an electronic monitoring system should be in place and operational by January 2025.

Non-compliant buses operating at Mampho Secondary, Kromellenboog Combined, Botoka Secondary, Resolofetse Secondary, Phakedi Primary, Letlhasedi Combined and Reabona Primary schools must be revoked immediately.

The committees also conceded that the education department should conduct an urgent study to locate the 9045 students who were not part of the scholar transport across the province.

“The study must include the affected schools, identify whether these students are still attending and whether they have dropped out, and assess the full impact.

“They must also submit a detailed report on the 21 learners of Phakedi Primary School who last attended school in March 2023 due to a lack of scholar transport after the previous service provider’s contract expired,” Sonakile said.

The committee has referred the matter to the SA Human Rights Commission for investigation given that it suspects it was a clear violation of the learners’ right to education.

“We call for a zero-tolerance approach toward those who are putting children at risk. The rights of learners are non-negotiable and must be safeguarded at all costs,” he said.

INSIDE EDUCATION

By Thapelo Molefe

The Construction Education and Training Authority (CETA) has launched a digital initiative aimed at revolutionising the way young people access information about careers in the construction industry.

South Africa’s  construction industry, a vital contributor to the country’s GDP, has long struggled with a severe shortage of skilled workers. This shortage has resulted in project delays, reduced quality of work and higher labour costs.

In efforts to address the critical skills shortage, CETA has introduced the Careers for Tomorrow’s Impact programme.

Developed in partnership with Yalina, Primestars and the YouthStart Foundation, the programme seeks to empower high school learners from under-resourced communities to pursue careers in construction and the built environment.

It offers learners a comprehensive understanding of the construction sector, introducing them to various career paths, including engineering, plumbing, bricklaying and electrical work.

Emphasis is placed on science, technology, engineering and mathematics disciplines, ensuring learners are equipped to thrive in an increasingly technology-driven industry.

Speaking at the launch of the programme on Thursday, CETA strategic partnerships head Koketso Maimela emphasised the importance of adapting to the digital age, citing the widespread use of smartphones and online platforms among young people. 

“We need to move with the times,” Maimela said. “The best way to reach young people is through their devices and digital media.”

The new initiative focuses on creating immersive and accessible experiences for learners, particularly in rural and township areas. 

CETA has developed innovative digital platforms, simplified language and interactive content to engage young people and provide them with valuable information about construction careers.

The initiative boasts several key features designed to engage and educate young people about careers in the construction industry. 

Maimela said at its core, the programme utilised easy-to-navigate digital platforms, ensuring that learners could effortlessly access and explore the available resources. 

Additionally, the content was presented in accessible language, free from technical jargon, making it understandable to a wide audience. 

To further enhance the learning experience, she said the initiative incorporated immersive experiences, including interactive exhibits and simulations, which provided a hands-on glimpse into the world of construction. 

The programme prioritised targeted outreach to rural and township areas, bridging the gap in access to information and opportunities for these communities.

Maimela highlighted the programme’s potential to empower the workers of tomorrow. 

“This initiative shows young people that there are options available to them, and provides the information they need to make informed decisions about their careers,” she said.

It also aimed to upskill existing construction workers, addressing the industry’s skills gap. 

Maimela noted that while global construction trends were shifting towards technology and automation, South Africa’s context required a balance between technological advancement and social considerations.

Looking ahead, CETA plans to expand the programme’s reach, aiming to engage 10,000 learners in the first phase and doubling that number in subsequent phases.

“This is just the beginning. We want to make digital education a culture in every programme we implement, providing opportunities for young people to access information and pursue careers in construction,” Maimela said.

“CETA is committed to bridging this gap by nurturing the next generation of construction professionals,” said CETA CEO Malusi Shezi. 

“Through Careers for Tomorrow’s Impact, we’re not only shaping the future of our industry, but also transforming lives and communities.”

On breaking down barriers for women in construction, Shezi said the programme challenges the stereotype that construction was men’s work. 

“Women have an essential role to play in building our society,” Shezi emphasised.

“We’re committed to empowering young women to succeed in this field.”

The launch marks a significant step forward in CETA’s commitment to innovation and accessibility, poised to transform the construction industry’s approach to education and training.

INSIDE EDUCATION