By Johnathan Paoli

In an exciting finale to the 2024 CAF African Schools Football Championship, South Africa emerged victorious in both the boys’ and girls’ categories, securing their spots at the upcoming continental finals.

The tournament, which was held over the weekend, saw the country solidify its remarkable record. The finals were also a qualifying match for the Council of Southern Africa Football Associations.

In the boys’ final, South Africa faced a tense battle against Zambia, which ended in a 1-1 draw after regulation time.

The match, hosted in Walvis Bay, Namibia, proceeded to penalties, where South Africa emerged victorious, winning 4-2.

The girls’ final featured a thrilling clash against Malawi.

Despite an early goal from Malawi’s Rejoice Silungwe, South Africa quickly responded, with competition top scorer Leonay Kock netting two goals and Lethuthando Mthembu adding another, leading to a 3-1 victory.

This win not only retained their title, but also highlighted the country’s resilience, having conceded their first goal of the tournament.

This achievement marks the third consecutive year that South Africa has claimed both titles.

Earlier this year, the girls’ team also secured the African championship in Zanzibar, further emphasising their status as a powerhouse in school-level football.

Zambia’s Tenani Simfukwe was honoured as the Player of the Tournament for the Boys competition, while Malawi’s Okester Kanyenda took home the Golden Boot for scoring four goals.

Zambia’s William Zulu earned the Golden Glove for his outstanding goalkeeping, while South Africa was recognised with the Fair Play award.

In the girls’ competition, Kock not only won the Golden Boot for her impressive tally of 11 goals, but also claimed the Player of the Tournament award.

Mia Heneke from South Africa was named the tournament’s best goalkeeper, contributing significantly to her team’s defensive strength.

Gauteng education MEC Matome Chiloane welcomed the wins on Monday, expressing pride at the country’s top school footballers.

“I am beyond proud of these young athletes for their determination and spirit. South Africa’s future in sport is in great hands. Congratulations, Team SA!” Chiloane said.

INSIDE EDUCATION

By Edwin Naidu

Gauteng education MEC Matome Chiloane must feel like the Grim Reaper. 

Weekly, he expresses sorrow over the death of one learner too many. 

Throughout 2024, children have perished in horrific vehicle accidents and incidents of suicide, and currently six children have succumbed to suspected food poisoning. 

Inevitably, Chiloane is the bearer of bad news. 

The deaths of children under a democratic system, which is meant to nurture and ensure a better life for all, shows that for all the beautiful words and subscription to international conventions, it means nothing without delivery. 

On Sunday, a Grade 1 learner from Karabo Primary School, who had been recovering in ICU following the tragic suspected food poisoning incident in Naledi, Soweto, a week before, died. On the same day, there was the mass funeral of the five other learners who lost their lives in the same suspected food poisoning incident.

As expected, Chiloane conveyed sympathies to the family and school community. How does one explain to these parents what happened to their children? It should not end with Chiloane. 

The Bill of Rights, Section 28, outlines children’s rights, including access to food, shelter and healthcare. The child standing at the robot shows that this promise is not being honoured.  

Children are entitled to be protected from abuse, neglect, maltreatment and degradation. Ongoing abuse of children, rapes and murders show failure in this regard too. 

South Africa’s leaders are failing to meet the promises in the Constitution. A severe lack of accountability seems to match the corruption rot rooted in South Africa.

It does not help when the justice system allows frivolous corruption cases to be challenged for years without crooked people being put behind bars. 

When the authorities find nothing wrong with a president keeping money under the mattress in contravention of exchange control regulations, one cannot believe in justice for all.

The crooked and corrupt seem to have a licence to chill with someone as ineffective at the helm as ShamilaBatohi, the National Director of Public Prosecutions. And we haven’t started on the former president’s legal shenanigans driven by everyone’s favourite blustering advocate who blows hot air but never wins cases. 

Therefore, one has no faith in empty words on paper when the crooks escape without impunity while children are dying in our beloved country. 

To his credit, Chiloane cannot do more than issue statements with crocodile tears. But at least he cares, shows empathy, and sometimes gets lawyers to probe incidents of wrongdoing in the schooling system. He gets things done. 

But when children die, it becomes a national problem. As the custodian of all South Africans, by design, not necessarily choice, it is incumbent on President Cyril Ramaphosa to find out why children get a raw deal in South Africa. What is the government doing to honour its commitments in respect of children in the Constitution?

Under the fiery Barney Pityana and committed Jody Kollapen, the South African Human Rights Commission took steps to monitor government delivery on human rights. Unfortunately, their departure has weakened the human rights policing of government in South Africa. 

With human wrongs dominating society, one would have expected the commission to visit Naledi and establish why children are dying.

It has a children’s unit, and Unicef funds its website. Still,all the feel-good stuff is public relations when the body established to support constitutional democracy does notbreak its silence when children are dying. 

While the victims of crime transcend race, most children killed in taxi accidents, through food poisoning, falling into pit latrine toilets, drowning in drains, and the list can go on, are Black. What is the government doing? 

One cannot help but feel that the lives of Black children do not matter. 

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Johnathan Paoli

The guidelines to help matric learners prepare for the National Senior Certificate (NSC) can be accessed here.

The booklet by the Basic Education Department and the Second Chance Matric Support Programme outlines the exam timetable and offers strategic guidance for students facing their final assessments.

By familiarising themselves with this information, learners can mentally prepare for the challenges ahead.

It stresses the importance of developing both a broad study plan and targeted preparations for each individual paper.

Also, after recognising a previous trend where learners struggled with source-based questions, the guidelines provide practice strategies and tips for managing exam day effectively.

As the prospective matriculants embark on this important journey, the recommendations stand as a vital tool to guide them towards success in their upcoming exams,

https://insideeducation.co.za/wp-content/uploads/2024/10/Matric-guidline-2024.pdf

INSIDE EDUCATION  

By Anne Hamby, Eric Jankowski, Krishna Palaka and Patrick R. Lowenthal

Stories of self-doubt are common among engineering students. That was a key finding of a study conducted recently at Boise State University by a team of researchers.

Students surveyed questioned their abilities. They were sure everyone else understood the material. They said they didn’t fit in. They wondered whether they should quit engineering and find a different major.

Many students who possess the aptitude to become engineers choose not to persist in their major because of the stories they tell themselves – about not belonging, about not being the “type” of person who can become an engineer. This is not just a problem for students and engineering or STEM culture. Because of the need to fill a growing number of STEM-related jobs, it affects society at large.

We – an interdisciplinary team of researchers with backgrounds in materials science, engineering education, educational technology and consumer psychology – are conducting research on a new approach to support students who question whether they fit in engineering.

With the aid of National Science Foundation funding, we are two years into testing a simple idea. We started with the assumption that the stories students tell themselves about whether they belong in engineering are related to their negative
beliefs about their abilities. And then we asked educators at Boise State University to try a novel approach to changing those stories. While our research is still under review, preliminary findings suggest storytelling could be a game changer.

New assignment: Tell a story

Through a partnership with The Story Collider, a nonprofit that helps people learn the art of storytelling, engineering faculty at BSU have begun giving engineering students a new assignment: Tell stories about how they overcame a problem.

Students write their stories, receive feedback to help them better develop their ideas, then record themselves narrating their work.

Toward the end of the semester, a few students present their stories in a professionally produced storytelling show. Recent shows, available online, featured stories about realizing potential, starting over and being volunteered for unwanted work.

We conducted before-and-after surveys with 113 students and in-depth interviews with 22 students over the first two years – or four semesters – of the program. The students who participated in the storytelling project identified more strongly as
engineers, had a stronger sense of belonging in an engineering community and were more likely to state they intend to continue in their major. The research team is still gathering data to discover whether more students actually stay with their
majors and finish engineering degrees.

One student said writing about a time she “freaked out” in a research lab allowed her to validate herself as an engineer. “Yeah, mistakes can happen. But that’s OK.”

Positive effects of creating the narrative

The storytelling exercise resulted in more than one benefit. By telling a story about overcoming a challenge, students’ perception of their abilities – as measured on empirically validated self-report scales – improved.

Research shows that the lack of diverse representations of scientists fosters a stereotypical view of engineers. Hearing the students read their stories also reduced listeners’ stereotypes of engineers as competent but nerdy and lacking empathy.

Audience members surveyed after the presentations said they viewed engineers as more likable and trustworthy.

Like many stories, this project also has a moral: The change in students’ self-image after telling their stories, as shown by our research, highlights the ability of something as simple as sharing a story to effect change. When educators recognize
this ability and encourage students to take control of their personal narrative, they can ultimately help more students find success.

This article was first published in The Conversation

By Buti Manamela

I welcome and appreciate the opportunity to providereflections on the Department of Higher and Training’s (DHET’s) strategic thinking around the theme of the dialogue today: ‘Reimagining Education for a Better Future’. 

The guiding theme is fundamental to the department’smandate and mission, and foundational to the vision of the future articulated in the National Development Plan (NDP) 2030.

NDP: Education and Skills

In every pillar and strategic goal of the NDP, successful implementation depends on good quality education and skills. High-quality education and skills are the differentiators between economic inclusion and exclusion, as well as gainful employment and unemployment.

The NDP proposes expanding the country’s skills basethrough quality education and vocational training. This includes early childhood education, a well-functioning schooling system and Further Education and Training(FET) geared towards enabling our people to fulfil theirhighest potential. 

The ultimate goal, and the measure of our collective success, is preparing young people to participate in and contribute meaningfully and productively within society. 

The NDP concludes that there must be clear linkages between schools, FET Colleges, Universities of Technology, Universities and other providers of education and training.

By 2030, the Department wants 2.6 million students to walk through the corridors and hallways of Technical and Vocational Education and Training (TVET) Collegesin pursuit of better future work prospects.

As a proud product of a TVET College, I have a positive perception of these institutions as viable options where young people can engage in further training to acquirethe skills necessary for the world of work.  

TVET Colleges: Centres of Excellence

As the focus of the dialogue today is on embedding skills-based education at the basic phase, I would like to highlight the training aspect of the Department of Higher Education and Training’s mandate and the relevant associated initiatives.

In March this year (2024), I attended the Basic Education Lekgotla, where we collectively shared and exchanged ideas about ‘Equipping learners with the knowledge and skills for a changing world’. I will expand more on the Department of Higher Education and Training’s programmes which promote skills-based learning at the basic level later on. 

The education ecosystem resides at the nexus of theinclusive society and globally competitive economy we are attempting to co-create as a government collectivewith key partners and stakeholders. 

A capable, well-capacitated and credible post-school education and training landscape across the board has the potential to catalyse economic growth, drive job creation and foster inclusion. It is, therefore, essential to collaborate with partners and stakeholders. 

Addressing the plight of young people is front and centre to the attainment and achievement of a prosperous and productive future wherein education outcomes, skills and employment are well aligned. 

The role of TVET Colleges in equipping the youth through training with the practical skills that are suitable and relevant for the workplace cannot be overstated. 

In September, we observed Community Education and Training (CET) Month, which creates awareness aboutCET Colleges. Young people who are not in employment, education or training live and walk among us in our communities. 

The CET Month initiative encourages a community approach to get young people back into the fold of Further Education and Training.

We are in the midst of rolling out the Fourth Industrial Revolution (4IR) Centres of Excellence at 16 TVET Colleges around the country. The first beneficiary was Maluti TVET College in the Free State and the second Ekurhuleni East TVET College.  

The Department is next targeting Lovedale in the Eastern Cape; Majuba in KwaZulu-Natal; West Coast in the Western Cape; Northern Cape Urban in the Northern Cape; Taletso in the North West; Waterberg in Limpopo; and Ehlanzeni in Mpumalanga.  

The Centres of Excellence concept and programme is a flagship partnership and collaboration which brings together at the skills training table the Department, selected Sector Education and Training Authorities (SETAs) and TVET Colleges. 

The Centres of Excellence model is a pragmaticexample of how the Department is ‘Reimagining Education for a Better Future’ by focusing on imparting TVET College lecturers and students with the requisite advanced skills for the age of the 4IR.

Youth who are not in employment, education or training are part of the intended beneficiaries of the 4IR Centres of Excellence initiative. The Department wants young people to improve their chances of employability and participating productively in our economy.

The Centres of Excellence form part of continuing efforts to create a capable and component citizenry which is equipped to cope with the demands of a changing world and innovate. 

Policy Perspective

Allow me to venture into the past in order to demonstrate how the future we are preparing for now,has long been imagined.

In June 2018, the Department gazetted the Draft National Artisan Development Strategy and Implementation Plan 2017. 

A few years earlier, in June 2014, the Department published the White Paper for Post-School Education and Training. Consider also that there exists theNational Plan for Post-School Education and Training 2021-2030.

The Department’s work is enabled by legislation, including the Skills Development Act. The Artisan Development Strategy reflects the content of Chapter 2 of the National Skills Development Act. 

In the Draft National Artisan Development Strategy and Implementation Plan 2017, the Department recognised that: “Education is generally good insurance against unemployment and for an individual to stay in employment.”  However, “too few [people] work”. 

The Artisan Development Strategy forms part of the Department of Higher Education and Training mission to develop capable, well-educated and skilled citizens through relevant and appropriate training. 

The Department of Basic Education is a co-partner inthe Department of Higher Education 

and Training’s efforts to train artisans in South Africa’s 50 TVET Colleges. The NDP envisages that South Africa will by 2030 train 30,000 (Thirty Thousand) artisans.

The overriding view in the Department of Higher Education and Training, as expressed in official policy proposals and positions, is that the Department of Basic Education is critical to the success of intended initiatives. 

In the Artisan Development Strategy, the Department of Higher Education and Training identifies the Department of Basic Education as a key partner and collaborator. 

That is so because the Department of Basic Educationis the custodian of technical high schools, schools of skill and academic schools which create the pipeline of learners who feed into the artisan development system. 

In the Artisan Development Strategy, the Department of Higher Education underscores the need for greater clarity between the technical, vocational and occupational offerings in the Department of Basic Education’s CAPS curriculum and artisan training without further onerous requirements. 

In the Draft Plan, the Department of Higher Education and Training dispels the misconception that career guidance begins in high school. In fact, the policy calls for an earlier introduction of career options to primary school children, who are exposed to more information in the modern world.  

The Department suggests in the Draft Plan that, starting at Grade 6 level, learners must be invited to attend career-related events. 

Decade of the Artisan

In addition to 30 years of democracy, 2024 also marks the 10-year anniversary of the Decade of the Artisan, a collaboration between the Department of Higher Education and Training and the Department of Basic Education.

When the Department of Higher Education and Training embarked on the Decade of the Artisan, we also established TVET College Open Week.

The Draft Plan had the foresight to include primary school children, starting in Grade 4, as attendees to Decade of the Artisan initiatives and World Skills South Africa festivities for early exposure to skills-based careers and training options. 

Part of the Draft Plan features a proposal to include youngsters in basic education in the Try a Skill programme, which enables the young to “touch and feel” certain occupations.

The Department of Higher Education and Training acknowledges in the Draft Plan that more work isneeded to expand the partnership with the Department of Basic Education to include the SETAs, school governing bodies, NGOs and community-based organisations.

Furthermore, the Draft Plan highlights the need to spotlight and better publicise the Department’s work in this space. Greater effort is required to inform partners, prospective participants and stakeholders. 

I believe I have successfully and persuasively shown that the Department of Higher Education and Training has been ‘Reimagining Education for a Better Future’. Equally important to note is the Draft Plan’sconsideration and inclusion of skills-based education and training in basic education. 

The work is being done in the background, but few seem aware about what is taking place. This is an area we need to strengthen as a Department to ensure wider reach of our programmes and deeper collaboration.

In the Draft Plan, the Department estimates the cost of training an artisan at R400,000 (Four Hundred Thousand Rand). Hence the emphasis on the importance of collaborating with partners and stakeholders. This requires collective effort.

Training and Employability

It remains my conviction that TVET Colleges are the best-placed institutions to train artisans, who are in constant and consistent demand in the labour market. This was my position when I entered into the post-school education and training landscape, it is unchanged today.

I have previously referenced the Swiss-South Africa Cooperation Initiative’s (SSACI’s) study on the employability of graduates possessing artisanal skills – in other words, trained artisans. The Swiss-South Africa Cooperation Initiative’s research reflected that 76% of trained artisans found work while another 6% became entrepreneurs.

Considering that the youth are overrepresented in the category of individuals who are not in employment, education or training, it is imperative that they are exposed to training programmes which enhance participation in the labour market.    

It truly is cool to be an artisan in the 21st Century, and TVET Colleges are the appropriately placed institutions to get the requisite training. This is a mantra I communicate often to learners who are still forming ideas about which career paths to follow post-schooling. 

Future of Education, Skills and Work

In 2022, the Cabinet adopted the Decadal Plan, which aims to resolve the societal grand challenge on the future of education, skills and work. Although no longer in direct line of sight of the Department of Higher Education and Training, we are a critical part of the Decadal Plan’s goals coming into fruition. 

It also bears repeating that every pillar and strategic goal of the NDP requires a capable and competent education and training sector. Without appropriate education and skills, there can be no growth, inclusivity or greater chances of employability.  

The Department of Higher Education and Training’s mandate and mission render it integral to the successful attainment of the NDP’s strategic goals.

The Department not only concerns itself with the immediate challenges of the day, but also casts its imagination beyond the horizon of the limitations of today to reimagine alternative possibilities and opportunities. 

The dialogue today correctly poses the question about the benefits of the early introduction of skills-based education and training in basic education. 

The Draft National Artisan Development Strategy and Implementation Plan 2017 provides a conclusive answer: Yes, we have partnered and collaborated with the Department of Basic Education on skills-based education. This is a flagship programme, which serves as an example of successful inter-departmental collaboration and partnership. 

It is pleasing for the Department to note that partners and stakeholders are equally consumed about the task of equipping the youth with the relevant and appropriate education and skills for a fast-changing world. 

Every facet and corner of the South African economy relies upon an educated and skilled labour force to thrive and innovate. The Department has shown itself prepared and ready to deliver on its mandate and mission to ensure improvements and continued success.

I end on the NPD’s vision, which reads: “Young people deserve better educational and economic opportunities.The 21st Century presents humankind with exceptional opportunities and unprecedented risks.”

Higher Education and Training Deputy Minister Buti Manamela was addressing the Skills Development Dialogue hosted by Inside Education and Sibanye Stillwater on Thursday.

INSIDE EDUCATION

By Johnathan Paoli

This week, Higher Education and Training Minister Nobuhle Nkabane expressed confidence in the government’s commitment to enhancing educational support and quality within the sector.

In an update during a social cluster question and answer session in the National Council of Provinces (NCOP), Nkabane outlined the government’s progress on various initiatives aimed at improving access to higher education and addressing key challenges in the sector.

She confirmed that the government had begun implementing recommendations from recent reviews, including the introduction of the income contingent loan system and full funding for TVET students.

This move is part of a broader strategy to ensure that students from low-income backgrounds can access higher education without financial barriers.

Addressing concerns about rising tuition fees, Nkabane noted that the Higher Education Act of 1999 did not grant the department the authority to regulate these fees directly.

However, she announced that workshops and consultations were underway to reach a consensus on the appropriate tuition fee increases for the 2025 academic year.

“Our goal is to keep university tuition affordable while ensuring that quality education is not compromised,” she said.

The minister highlighted plans to focus on upskilling and reskilling educators within higher learning institutions, which aimed to enhance the quality of education and better prepare graduates for the evolving job market.

On the assessment front, Nkabane reported significant progress in the National Examinations and Assessment system for TVET colleges.

She emphasised that the Chief Directorate has made strides to eliminate any backlog in certificate issuance, thus further supporting students in their educational and career pathways.

In alignment with the National Development Plan, the department has established the Centre of Specialisation Programme to enhance vocational education and training.

Nkabane revealed that several skills development centres have been built across various provinces, including KwaZulu-Natal, the Eastern Cape and Mpumalanga, with additional centres planned.

On the topic of the National Student Financial Aid Scheme (NSFAS), Nkabane provided an update on measures taken to stabilise the entity.

She emphasised the need to fix the NSFAS, which has been under scrutiny in recent years due to funding challenges and administrative issues.

“Our goal is to ensure that every deserving student has access to financial aid to pursue their educational aspirations. We are working diligently to rectify the systemic issues within NSFAS to provide reliable and efficient support,” she stated.

She mentioned the establishment of regular meetings with NSFAS administrator Freeman Nomvalo and relevant stakeholders, as well as efforts to appoint a new board.

“We are committed to ensuring that we enhance governance and accountability within NSFAS,” she said.

In response to concerns raised about governance issues at the University of Fort Hare, the minister confirmed that the institution was actively addressing the challenges highlighted by the former higher education minister Blade Nzimande in 2023.

The university council is reportedly working on comprehensive plans to improve its governance structure and restore its reputation.

Nkabane said by implementing financial aid reforms, addressing tuition fees and focusing on quality education, the government aimed to ensure that all students, regardless of their socioeconomic status, had the opportunity to succeed in higher education.

As initiatives roll out, stakeholders will be closely monitoring the impact on students and institutions alike.

INSIDE EDUCATION

By Johnathan Paoli

A skills development dialogue organised by Sibanye-Stillwater in partnership with Inside Education saw panellists calling for a frank consideration of ways to expand educational development in the country.

The event, at the University of Johannesburg, brought together educators, policymakers, and industry leaders during the week to discuss critical issues surrounding early childhood development (ECD), basic education, and the transformation of the Technical and Vocational Education and Training (TVET) sector.

The first panel focused on the essential role of ECD centres in fostering a skills-oriented culture from a young age.

Panellists emphasised that these centres were more than just daycare facilities; they served as foundational blocks for lifelong learning.

Shamiso Chideme from Tshikululu Investments highlighted the urgent need to support under-resourced ECD centres, advocating for their evolution into vibrant hubs of learning and development.

“We must capacitate these centres to ensure they can provide quality education and care,” Chideme said.

Sibusiso Khumalo from education platform iCAN4IR reinforced the significance of early intervention, noting that “anything that ends wrong starts wrong”.

He explained that systemic challenges observed in later grades often have roots in early childhood experiences.

Tsakani Baloyi from the Gauteng education department added that while a set ECD curriculum existed, its effective implementation remained a challenge, especially in centres managed by local community members.

Baloyi observed that resource allocation for ECD centres need not be exorbitant, as children thrived through imaginative and creative learning experiences.

“Proper planning and execution can make a world of difference,” she said.

The second panel delved into the state of basic education and its readiness for a skills-based approach.

A key issue raised was the country’s low child literacy rates.

Basic Education deputy director-general Barney Mthembu explained that while learners could read, the materials often failed to engage their interest.

“We must ask ourselves if we are producing content that resonates with our students,” he said.

Ernest Rangaka from the Tlou Institute echoed this sentiment, highlighting the importance of engaging learners with materials relevant to their ever-changing environments.

Oupa Bodibe from the Gauteng education department raised concerns about the recent shift in teacher training from colleges to universities, suggesting that training colleges provided a more appropriate setting for developing practical teaching skills.

The panel also tackled the challenge of fostering a culture of reading among children.

Bodibe noted that promoting early reading was almost impossible when parents themselves do not model a reading habit.

Rangaka further pointed out that students often struggled to translate their skills into entrepreneurial ventures, highlighting the need for a more integrated approach to education that allowed learners to leverage their abilities effectively.

The final panel focused on the transformation of the TVET sector to create an optimal environment for a new calibre of students.

Pule Mashele from the Higher Education Department stressed the need for TVET colleges to equip students not only for employment, but also for entrepreneurship.

“We must prepare our students to explore the possibility of being employers themselves,” he said.

Zuko Mbolekwa from Ekurhuleni East TVET College acknowledged the diverse age range of students, which could sometimes create apprehension among parents.

He assured attendees that TVET lecturers were trained to address the academic and social needs of all students, ensuring a supportive learning environment.

The dialogue highlighted the importance of understanding the unique challenges faced by young learners, particularly in mixed-age classrooms.

Mbolekwa emphasised the sensitivity and training of TVET staff in catering to the varied needs of students, ultimately fostering a nurturing educational space.

The dialogue served as a crucial platform for discussing the interconnectedness of ECD, basic education and TVET, with panellists sharing valuable insights on how to cultivate a skills culture in the country, stressing the need for investment in resources, training and engaging educational content.

INSIDE EDUCATION

By Lungile Ntimba

University of Johannesburg Prof. Basie von Solms, who has been at the forefront of global cybersecurity research for 50 years, has been awarded the Isaac L. Auerbach Award by the International Federation for Information Processing (IFIP).

It is only the eighth time that the award, which is named after the federation’s founding president and early computing pioneer Isaac L. Auerbach, has been given in the IFIP’s 64-year history.

“This award is the pinnacle of my long-standing relationship with IFIP. I am honoured to have represented South Africa for so many years and to contribute to the advancement of information processing on a global scale,” Von Solms said in a statement this week.

Earlier this year, he was ranked 5th in the world for lifetime contributions to cybersecurity research by ScholarGPS, highlighting his immense impact in a field that has never been more critical. 

Cybersecurity has become one of the most serious concerns for individuals, businesses and governments.

According to the university, Von Solms’ work has been pivotal in shaping how the world understood and combated digital threats.

“Cybersecurity is more critical than ever in today’s world of evolving digital threats. Ongoing research and collaboration are essential to staying ahead of these challenges,” he said.

According to security firm Check Point, South African business alone faced an average of 1000 attacks a week.

Von Solms has contributed to the transformation of information security since the early 1980s. Over the years, he rose to prominent leadership roles, including serving as the first African IFIP president from 2007 to 2010.

UJ said that alongside his research advancements, he has mentored over 30 doctoral students and numerous master’s students, many of whom focused their studies on information and cybersecurity.

His also serves as an Associate Director at the University of Oxford’s Global Cybersecurity Capacity Centre and as a board member of the Centre for Cybersecurity Capacity Centre of Southern Africa.

Von Solms dedicated the award to key institutions that have supported him throughout his journey – the Institute for IT Professionals of South Africa and UJ.

“I am incredibly thankful for the time and freedom UJ has granted me to participate in IFIP over the years.

“This award is a recognition not just of my work, but of the support from my colleagues, students and UJ. It has been an honour to contribute to the advancement of this field, and I look forward to seeing how the next generation builds on this legacy,” he said.

Prof. Annah Moteetee, who is the Dean of the Faculty of Science, said: “We are immensely proud of Prof. Von Solms’ contributions to both UJ and the global community. His work has been nothing short of groundbreaking and we celebrate him for this extraordinary recognition.”

INSIDE EDUCATION

By Thapelo Molefe

Basic Education Minister Siviwe Gwarube has revealed that she has received briefings from provinces regarding food poisonings, and the incidents appear to be isolated.

This comes after five children died after eating food that was allegedly expired and sold from a local spaza shop in Soweto, and 70 Grade 12 learners from various schools in the West Rand were treated in hospital following a suspected food poisoning incident that happened during a matric camp.

They have been discharged.

The minister expressed her deepest condolences to the affected families, saying: “One learner is a learner too many in our system, and it breaks my heart to have to look at the faces of parents and tell them that their loved ones are gone.”

Gwarube assured that preliminary investigations indicated that the incidents were unrelated to the National School Nutrition Programme (NSNP), a R10 billion initiative providing daily meals to 9.7 million learners. 

She emphasised her commitment to protecting the programme, citing its critical role in ensuring learners receive at least one nutritious meal daily.

“So that is why I seek to protect that line item in our budget at all costs, even in the face of budget cuts, because we want to make sure that the food is of quality. Number two, that learners never suffer food poisoning from the hands of the government,” she said.

On Thursday, Minister in The Presidency Khumbudzo Ntshavheni called on South Africans to stop supporting spaza shops owned illegally by foreigners who she accused of selling poisonous food that claimed the lives of innocent children.

However, Gwarube said provincial authorities were currently investigating the source of the food poisoning, with one incident linked to the matric camp and another occurring separately in Limpopo.

“It’s unclear whether or not these learners’ bought food from a particular shop,” Gwarube said.

The minister wished the learners a speedy recovery and assured that her department was  working closely with provinces to prevent similar incidents.

“When they have had such a bright future, it’s an absolute tragedy. And this is why, again, my obsession with looking after this National School Nutrition Programme is something that I’m unwavering on,” Gwarube said.

She said that they would leave no stone unturned to make sure the money for the programme was not stolen or squandered.

INSIDE EDUCATION

By Johannah Malogadihlare

The University of Cape Town’s (UCT) Centre for Bioprocess Engineering Research is working on a five-year project that will convert waste disposals into energy source and water.

The project is led by Dr Thanos Kotsiopoulos. It includes leading research, feasibility studies and proof-concept living labs on campus and forms part of UCT’s Vision 2020 that focuses on environmental sustainability.

Its aim is to expand the anaerobic digestion (AD) process that uses anaerobic bacteria to breakdown waste.

Energy source produced can be used for cooking or to produce water that can later be used to irrigate on-campus vegetable gardens.

“The project aims to address certain environmental challenges we face. These include increasing food waste volumes, the costs associated with disposing this waste, as well as the significant carbon and water footprints that emanate from landfill disposal,” said
Kotsiopoulos.

The project would allow the practice of growing plants in an air or mist environment (vertical farm) and solids generated through AD could also be used as fertiliser.

“The constructed arrangements of the vertical farms have the potential to contribute to UCT’s interior and exterior landscaping design while also functioning as prospective low-cost climate control arrays that offset building cooling requirements and electricity costs,” he said.

UCT is currently facing significant sustainability challenges like climate change, waste management and resource depletion.

“By using organic waste as a feedstock to produce biogas, the project demonstrates how we can decrease fossil fuel resilience and conserve water. This approach advocates for utilising available resources and reduces those environmental impacts associated with traditional practices,” said Kotsiopoulos.

Additionally, he said that a group of fourth-year students were involved in developing a heat transfer model to simulate the energy balance across the green wall system.

“This model demonstrated that vertical green walls can significantly reduce energy usage to maintain a stable internal environment,” said Kotsiopoulos.

UCT emphasised that the project’s success would change the way it viewed waste and its potential as a resource.

INSIDE EDUCATION