By Johannah Malogadihlare

Miss SA Mia le Roux and Gauteng MEC for Education, Sport, Art, culture and Recreation Matome Chiloane teamed up on Tuesday to promote sign language at schools.

Chiloane told a sign language mini festival at Transoranje School for the Deaf in Pretoria that to support hearing and deaf learners, the department had introduced the Basic South African Sign Language (SASL) to hearing learners starting from Grade 5.

Since sign language was declared the 12th official language in 2019, the MEC said teaching it would enhance interaction and social inclusion.

Le Roux was thrilled to see the government taking more of an initiative on the matter. She said that by promoting SASL, learners would be keen to pursue studies in the field of deaf education and interpreting. 

Speaking to the learners, Le Roux said: “I believe that the deaf community, including me, we are so well capable of achieving our dreams if we are to believe in ourselves”.

While the MEC said: “We are building bridges and breaking barriers of teaching and learning.”

INSIDE EDUCATION

By Johnathan Paoli

Durban University of Technology vice-chancellor and principal Thandwa Mthembu has filed an application in the Durban High Court to interdict the university’s executive council from suspending him.

The council announced its intention to Mthembu last week, following recommendations by a forensic investigation last year into delays of the DUT 355 project.

The project was to construct its new engineering building and lecture halls at the Indumiso campus, as well as the construction of a student centre, multipurpose halls and parking garages at the Steve Biko campus.

The forensic report recommended that Mthembu be suspended and consequenced, however, three legal opinions have subsequently found the recommendations to be irrational, unjustifiable and illegal.

Nevertheless, the executive committee said the suspension was to allow the university to investigate possible charges of, among other things, gross negligence, substandard work performance, dereliction of duties, possible misappropriation of
funds and causing the institution financial losses relating to the project.

In addition, Mthembu is seeking an order interdicting the committee from institutingdisciplinary action against him.

He approached the court after the council resolved to suspend him at the beginningof the month.

Mthembu claimed that the external council members had excluded internal council members from both meetings to push through the resolution to implement the recommendations, and any decision was questionable in light of the failure to
achieve a quorum.

“The exclusion of internal council members, without affording them a right to be heard, on that exclusion in itself is unlawful, and any decision taken by the council in this regard is unlawful,” Mthembu said in his founding affidavit.

He claimed that the decision to exclude certain members from the decision-making process was a clear indication of bias on the part of a faction within the university that wanted to see him removed.

“In circumstances where the external council members deliberately exclude internal council members so that they may force the resolution through demonstrates that they are biased against me or at least demonstrates that there is a reasonable suspicion of bias against me,” Mthembu said.

Those wishing to oppose the application have until Friday to do so.

INSIDE EDUCATION

Edwin Naidu

Academic freedom is said to be sacrosanct. Why aren’t more South African academics using their voices to speak out against the genocide in Palestine?

Are they concerned that expressing themselves could land them in hot water with donors or people who could thwart their academic ambitions?

Sometimes, it feels like there are more questions than answers. But while some sit on the fence there are brave voices that continue to call for an end to the Israeli attacks on Gaza. I won’t name them to draw attention to their powerful voices because that’s not why they’re doing it.

There’s a few in South Africa that daily keep their followers updated through social media platforms. However, it is not enough. In South Africa, and globally, there seems to be a pattern by universities to muzzle such voices or use silent bullying tactics to threaten university staff with sanction if they expressed views in the name of the university.

It does not make sense, however, expecting one to express their views in a personal capacity when tied to an organisation as a university, the embodiment of free speech, expression of ideas and pursuit of justice.

In South Africa, it is not as overt at the clampdown on voices in Britain and America, however, in some instances it is a question of “he who pays the piper, calls the tune”. Some people at universities in South Africa have been told to pipe down or face disciplinary action.

The genocide in Palestine was discussed during the recent 26th annual International Education Association of South Africa (IEASA) conference under the theme “Navigating Internationalisation in Challenging Times”, in Kempton Park, Johannesburg.

The academics and staff from university international offices gathered to examine a variety of issues, among them whether intercultural competence and “dialogue” should occur instead of taking a stance to immediately cease all partnerships, research activities, exchange programmes, etc.

There were questions about the academic freedom of the individual researcher versus the collective freedoms of academics, researchers, staff and students in the Palestine-occupied territories, which were also debated.

Academics and practitioners pondered how to balance values, ethics and human rights in contexts where universities are not taking a firm stance in support of the International Court of Justice ruling on 24 July that declared Israel’s occupation of the Gaza Strip and the West Bank was unlawful.

In her presentation, “Power: Of Speaking Truth in International (higher education) Relations”, Professor Ylva Rodny-Gumede, the Head of the Division for Global Engagement at the University of Johannesburg (UJ), said the main aim of higher education institutions should be to educate students about democracy and community and global engagement, in the interest of finding solutions to common problems and fostering solidarity and unity.

“What is emerging is a stronger emphasis on diversity and equity in international relations globally and within the global South, a voice that is becoming increasingly stronger and empowered to speak the truth,” she said.

While it might be trite to say that speaking truth to power is an act of bravery, Prof. Gumede said in international relations, diplomacy often trumps the ideal of truth-speaking. 

“Where in the mix does academic freedom sit and what is the state of academic freedom in our institutions amid increasingly fraught geopolitics?” she asked.

Prof. Gumede was clear that academic freedom is an as unbreakable covenant of the business and ethos of higher education. But in later years actions as well as talk of academic freedom have increasingly touched upon issues of how to deal with academic partnerships with states accused of domestic and/or international war crimes or human rights abuses.

For example, she said there were debates among and between academics and university leadership of whether to continue partnerships and whether an institution should follow its own ideas and ideals, i.e. exercise their right to academic freedom or align to government policy on issues of international relations.

She highlighted the views of 12 conversations with a select group of academics (ranging from full professors to lecturers) from five different universities, including the University of Johannesburg, University of South Africa, University of Cape Town, University of the Free State, and Stellenbosch University,

The conversations provided some illuminating responses.

“What are we if not a public good, the question is what public good we are, who we serve?” (Lecturer, University of Stellenbosch)

“We might have become lapdogs of government.” (Professor, University of South Africa)

“I don’t think our Senate debates are as open and free as they should be.” (Professor, University of the Free State)

“The level of debate within our universities could and should be much higher.” (Professor, University of Johannesburg

“Do academics see themselves as truth speakers and do they exercise their right and standing to be public intellectuals in their own right?” (Senior Lecturer, University of Cape Town)

“Does our academics understand their own role and how to exercise academic freedom?” (Senior Lecturer, University of Johannesburg).

In April, the United Nations expressed concern over the pattern of attacks on schools, universities, teachers and students in the Gaza Strip and the West Bank, describing the systemic destruction of the Palestinian education system as ‘scholasticide’.

Palestinian academic Amani Al Mqadma implored: “Please don’t lose hope in us. We started universities from tents and even without buildings. We will continue to provide education because education is part of our existence in Palestine, and we are doing a lot of things to be educated, providing education in Palestine in the Gaza Strip because without education, we will not have a future. So please don’t lose hope. We will continue to provide education. We need your support to continue.”

In a presentation entitled “The Role Paradox: Speaking Truth to Power or Soft (Power) Diplomacy?”, Anisa Khan, the Director of Academic Services in the Global Engagement Division at the University of Johannesburg, said some universities took distinct approaches to dealing with the genocide.

Coordinator of the Right-to-Education campaign, Birzeit University, Sondus Hamad, said education has become a casualty, with 17 higher education institutions in Gaza paralysed by the bombings which have claimed the lives of countless professors and students.

A day after the conference, she issued a statement saying that Birzeit University was raided again on Tuesday. The carnage continues.

If the pen is mightier than the sword, it’s time the voices of academia were louder than bombs.

Edwin Naidu is editor of Inside Education.

By Jonathan Paoli

Basic Education Deputy Minister Reginah Mhaule and Sports, Arts, and Culture Minister Gayton McKenzie visited the Job Rathebe Senior Secondary School in Soweto, to present the school with a multipurpose sports field, aiming to enrich the students’ extracurricular activities.

The departments in partnership with Orlando Pirates, Nedbank and The Sports Trust commemorated the handover of a Multipurpose Sport Court on Monday as the first constructive step in implementing the drive to reintroduce sports into public schools.

It follows the signing of a Memorandum of Understanding between the departments last week. It is a framework between the two departments to implement extracurricular programmes, including school sports programmes, throughout the country.

The Orlando Pirates Football Club, who are champions of the 2024 Nedbank Cup, chose the school as the recipient of the field, due to a legacy of former students who have been selected to play for professional teams.

“This project will help improve school sports, supporting the objectives outlined in the recently signed Implementation Protocol on School Sports, Arts, and Culture,” Mhaule said.

McKenzie addressed the recent criticisms regarding previous government initiatives, especially concerning sports in public schools, saying it was actions and not paperwork that remained important in transforming schools.

“People say you are not the first one to sign a MOU. You can sign a million MOUs. I am an action man. Sport is not coming back, it is already back,” he said.

He thanked the Basic Education Department for being a partner in driving transformation within the country’s schools.

McKenzie said the agreement was a vital first step in unlocking talent and boosting transformation in both sport and the arts. It was also key to transforming South African sport to ensure that as many schools as possible gain access to similar kinds of facilities, coaching and equipment.

“For too long, South Africa’s national teams have relied on private schools as talent-feeders, which, while valuable, does not represent the full potential of this country,” McKenzie said.

The MOU is expected to materialise in a manner where facilities are built for numerous schools to be able to share and benefit from them.

McKenzie has been vocal about reviving sports in schools, particularly in rural areas, to give pupils equal opportunities and ensure representation in national teams.

INSIDE EDUCATION

By Johnathan Paoli

Gauteng’s educational environment faces a grave safety concern, as recent revelations indicate that a staggering 95.5% of teachers in the province have not been vetted against the Child Protection Register (CPR).

This shocking statistic was disclosed by Gauteng Department of Education (GDE) MEC Matome Chiloane, highlighting a severe lapse in safeguarding measures for learners.

According to the figures, only 4.5% of the total 83,828 teachers — equivalent to 3,750 educators — have undergone the necessary vetting process required by Section 120(4) of the Children’s Act.

Chiloane was responding to a written question from the Democratic Alliance (DA) in relation to what the status of the vetting process in the province was.

This legislation mandates that individuals convicted of serious offences, such as murder, attempted murder, rape and other violent crimes against children, should be deemed unsuitable to work with minors and consequently listed in the CPR.

Part B of the CPR specifically addresses the need to identify and bar individuals unsuitable for working with children, aiming to protect students from potential abuse.

Despite this critical mandate, it appears the department has failed to enforce this protective measure, leaving the majority of educators unchecked.

The lack of comprehensive vetting is particularly alarming given that the GDE has confirmed awareness of its legal obligations.

The revelation that only a fraction of teachers has been vetted, underscores a troubling disregard for the legislation designed to ensure child safety in schools.

DA Gauteng education spokesperson Michael Waters has condemned the GDE’s inaction as “unacceptable” and a blatant neglect of their responsibility to protect children.

Waters emphasised that the failure to vet over 95% of teachers represented a significant risk to student safety and undermined the trust that parents and guardians placed in the educational system.

In response to this pressing issue, the DA said on Monday it would urge the Chairperson of the Education Portfolio Committee to summon the GDE for an urgent accountability session.

Waters asserts that the current situation is untenable and demands immediate rectification to ensure that every teacher is vetted in accordance with the Children’s Act.

“We cannot allow our children to be at the mercy of individuals who may pose a threat,” Waters declared.

“A DA government is committed to upholding rigorous safety standards, including thorough vetting processes, to ensure that those entrusted with educating and caring for our children are held to the highest standards of safety and integrity,” he said.

Parents and guardians in Gauteng are now left to question the measures in place to safeguard their children’s well-being.

Waters said that his party’s call for accountability aimed to restore confidence in the safety protocols of Gauteng’s schools and ensure that all educators were properly vetted to prevent potential harm to students.

The vetting of teachers against the CPR has been a topic of concern, with recent reports indicating that many provincial education departments have not been consistently vetting teachers.

The South African Council for Educators has previously emphasised the importance of thorough background checks, including police clearances and checks against these registers, however, there have been challenges in accessing and utilsing these registers effectively.

This situation highlights the need for improved processes and stricter enforcement.

The Child Protection Register, maintained by the Department of Social Development, includes information on individuals who have been found guilty of child abuse or other serious offenses against children. Before hiring, schools and educational institutions are required to verify that prospective teachers and staff do not appear on this register.

This vetting process aims to prevent individuals with a history of child abuse or similar offences from being employed in positions where they will have direct access to children. It is a key component of South Africa’s efforts to safeguard children in educational settings and uphold a safe learning environment.

Inside Education reached out to the GDE spokesperson Steve Mabona for comment. He did not reply at the time of publication.

INSIDE EDUCATION

By Adri du Toit

Senior Lecturer in Entrepreneurship, Consumer Studies and Technology Education, North-West University.

Starting and running your own business takes hard work and a can-do attitude. Typically, entrepreneurs are the kinds of people who can identify and solve problems innovatively, are willing to take risks and learn from mistakes.

But many entrepreneurs also have a set of skills that anyone can learn, and use in work and life. Examples include adaptability, problem-solving, collaboration, communication, creative thinking, innovation and resilience.

South Africa’s Department of Basic Education sees these skills as an important part of the school curriculum, especially since about 60% of South Africans aged 16-24 don’t have work. The department’s 2016 Entrepreneurship in Schools Sector Plan is being implemented by the organisation E3 (E-cubed) to help all learners develop these skills. A department workshop reported that by the end of 2023, 13,215 (or 53%) of South African schools had put parts of this plan in place.

Can more be done?

As education researchers, we carried out a study to see how entrepreneurship education could be expanded in South Africa’s Technology curriculum at secondary school level. The subject of Technology is an ideal vehicle for integrating
entrepreneurship education because it is problem-based and combines practical knowledge and skills.

Previous studies have explored how Technology education can promote entrepreneurship. But they have largely overlooked the perspectives of teachers who put the curriculum into practice. This was our new study’s focus.

We sought the views of 30 senior phase (grades 7-9) Technology teachers. Almost all said they thought it was possible to include entrepreneurship in the Technology curriculum. They mostly showed a positive attitude to the idea and saw it as having value for the learners. They suggested some practical ways of combining the subjects.

Teachers play a pivotal role in turning curriculum ideas into practical learning experiences for learners. Taking their views on board could make a difference to the success of the plan in preparing learners for life and employment in South Africa.

Teachers’ points of view

The teachers who were part of our study had at least three years’ experience of teaching the subject, and 19 of them had more than 10 years’ experience.

The majority of these teachers believed it was feasible to integrate entrepreneurship into the current Technology curriculum without much difficulty.

One suggested that including entrepreneurship might increase learner interest in Technology education. This aligns with our belief that when learners perceive the subject as relevant to their lives – for instance, by showing them how to generate income – their motivation and engagement in the subject will increase.

Most teachers also said it would be good to introduce entrepreneurship education before grade 9 (when learners are around 15 years old). Many learners (up to 40%) leave school at that point. They saw this as enabling school leavers to create their own work opportunities.

One teacher noted: Learners need to develop the skills and mindset to create their own job opportunities, and if entrepreneurship skills are developed, they will be able to be self-sustainable.

There were also concerns, however.

The teachers pointed out that the Technology curriculum was already full of content. Adding new entrepreneurship-related material would be impractical. Instead, they suggested identifying existing Technology curriculum content that could be linked to entrepreneurship. For instance, the products learners already design and make as part of the curriculum could be tied to entrepreneurial thinking by exploring their potential as marketable goods.

Teachers proposed connecting entrepreneurship education to specific topics, such as cellphone towers, the jaws-of-life (emergency rescue equipment) and electromagnets. Learners could design innovative, problem-solving products with
real-world applications.

They said additional topics in the curriculum could be adapted to develop learners’ entrepreneurship skills. For instance, topics like “emergency shelters for disaster victims” are less prescriptive and allow learners to be creative and original – qualities essential for entrepreneurship.

Teachers also suggested new content for future curriculum updates. Learners could create functional products that combine technical skills with entrepreneurial ideas and are relevant to real life. Examples included doormats, toys, steam engine cars, carpentry products and household tools. Some teachers proposed merging product development with services like baking, cooking and running mobile tuckshops. All could be linked to existing Technology content.

Understanding the value of entrepreneurship

Our study participants’ suggestions show that they tend to think of entrepreneurship as mostly being about making a living. This is certainly important in South Africa, but we believe that to unlock the full potential of entrepreneurship education within Technology, teachers need to be trained to understand and appreciate the full value of entrepreneurship.

The knowledge and skills associated with entrepreneurship can also create social value when applied to solve problems in communities, not necessarily for profit.

Teachers who appreciate this will be able to explain it better to their learners. This could open up more opportunities for learners to apply what they learn in Technology education to solve real-life problems.

In conclusion, we argue that incorporating entrepreneurship education into the Technology curriculum holds great potential for addressing South Africa’s youth unemployment crisis. To do this successfully, existing curriculum content should be linked to entrepreneurial thinking, and teachers should receive the necessary training to guide learners in applying these ideas to their daily lives and future careers.

Master’s student Faren McCarthy-Kettledas carried out the study this article is based on, supervised by Prof Deon van Tonder.

This story was first published in The Conversation

By Jonathan Paoli

The Kenyan Education authorities are preparing to initiate DNA testing in order to assist the identification of the 21 victims of a school dormitory fire last week.

The laboratory testing is set to begin on Monday and aid in identifying the 21 boys who lost their lives in the deadly blaze at the Hillside Endarasha Academy in Nyeri county in central Kenya as they were sleeping late on Thursday night.

Kenyan government spokesperson Isaac Mwaura confirmed over the weekend that 19 bodies were found in the charred ruins of the building, while another two died in hospital. A total of 17 are unaccounted for.

Nyeri County Commissioner Pius Murigu told international news agencies that the bodies of the youngsters, aged between 9 and 13, were burnt beyond recognition. The families of the victims have been forced to wait to find out the fate of their lost loved ones.

“We are urging the affected families to turn up tomorrow at the Naromoru hospital to be part of the next process of forensic identification of the remains from this tragedy,” he said.

Post-mortems start on Tuesday.

Kenyan President William Ruto declared a three-day period of mourning on Friday to honour the victims. Flags are flying at half-mast on all Kenyan public buildings, military bases and embassies until Wednesday.

“This incident compels us to ensure accountability in all schools across the country and to take every action we can to safeguard the lives of our school-going children,” he said.

Meanwhile, on Saturday night, another fire broke out at Isiolo Girls High School, also in central Kenya, and a fire destroyed a dormitory at Njia Boys High School in the central county of Meru as students were having supper on Sunday. No deaths of injuries were reported.

NGOs and other organisations have highlighted the issue of safety at schools in Kenya, following numerous similar incidents over the years, many of them deadly.

INSIDE EDUCATION

By Johnathan Paoli

Enriching children’s experiences through reading and writing to elevate the unique value of African languages will by the focus of the Basic Education Department in September, which is Literacy Month.

This follows the department, the National Education Collaboration Trust (NECT), the Nal’ibali Trust, Room-to-Read, South African Primary Education Support Initiative (SAPESI), Fundza, and A Better Africa Foundation launching the Literacy Promotion Collective (LPC). 

Department spokesperson Elijah Mhlanga said that the LPC was poised to advance reading development rooted in African languages and culturally relevant practices under Unesco’s International Literacy Day theme of “Promoting Multilingual
Education: Literacy for Mutual Understanding and Peace”.

He said the LPC represented a landmark initiative aimed at fostering an inclusive literacy culture that celebrated and integrated Africa’s rich linguistic diversity during the month.

“By uniting these pivotal organisations, we are committed to enhancing literacy practices that reflect our continent’s cultural heritage and promote mutual understanding and peace through education,” Mhlanga said in a statement on
Sunday. 

Basic Education Minister Siviwe Gwarube has praised the collaboration as a significant milestone in the department’s commitment to enhancing literacy by embracing and integrating the diverse linguistic and cultural landscapes of Africa. 

“The LPC aims to create an enriching educational environment where multilingualism is celebrated, and literacy development is deeply rooted in African cultural contexts,” Gwarube said.

NECT CEO Godwin Khosa emphasised the importance of home-language in teaching instruction, as learners who were taught using their home-language in the first six years of schooling fared better than those who were not taught in their home language.

Khosa said readers and storybooks written in African languages went a long way in restoring the esteem of African languages in the country. 

“This collaboration signifies our commitment to solving the reading challenges we face in the country by recognizing the importance of African languages in literacy development,” the CEO said. 

Fundza Literacy Trust Nadeema Musthan outlined the manner in which the LPC wold engage with communities across the country in meaningful ways. 

She said that face-to-face activities and interactive workshops that brought literacy to life would be facilitated in order to create opportunities for direct engagement and hands-on learning experiences.

 “The Literacy Promotion Collective marks a significant step in recognising the critical nature of collaboration and solidarity that will be required to advance literacy, reading, writing, and learning among South African youth today,” Musthan said.

Mlhanga said the department would organise children’s literacy festivals as well ashost reading dialogues to explore the benefits of multilingual education and its impact on literacy and social cohesion.

“Storytelling and writing initiatives will play a pivotal role as we launch programmes that highlight and preserve African narratives, connecting learners with their cultural heritages through literature,” he said. 

The department invited educators, parents and community members to join in supporting the transformative initiative to make a significant impact on literacy development and build a brighter future for all.

 INSIDE EDUCATION

By Johnathan Paoli

Learners from Mpumalanga have won the Youth4SaferSouthAfrica Debate and Leadership Championships, with the Western Cape team coming in second and the Eastern Cape in third place.

The country’s brightest young debaters gathered in Ekurhuleni on Saturday for the competition hosted by the Safer South Africa Foundation (SSAF), in conjunction with the Training Firm, the National Lotteries Commission and the Basic Education Department.

The annual event brought together learners from across the country to engage in the debate, which focused on creating a safer society to empower youth by providing them with the skills and platform to voice their ideas and solutions for societal issues.

The participants discussed and proposed solutions on topics such as road safety, crime prevention and community development; culminating in a grand finale where the top teams and individuals were recognised for their contributions.

SSAF CEO Riah Phiyega confirmed that 244 learners from 25 schools in eight provinces participated in the programme, with 177 of the participants being girls and 68 being boys.

A total of 48 learners have made it to the final championships.

“It is often said that great things are not done by impulse but by a series of small things which over time lead to significant outcomes. Thank you for all the diverse efforts and contributions,” Phiyega said.

The format of the debating finale was structured around the presenters simulating being appointed as members of the executive authority of the country’s 7th administration.

Following the formation of the government of national unity, they presented before a strategy session lekgotla and proposed the policy agenda for their particular portfolio and area of responsibility.

The teams were broken down into five speakers, with a president, basic education minister, police minister, employment and labour minister and minister of planning, monitoring and evaluation.

Despite a few instances of stumbling in their presentation, the team representing the Eastern Cape forged ahead with their take on potential solutions and policies which could take the country forward.

Michelle Mbuyisa, as the country’s first citizen, emphasised the need for speedy solutions to the country’s problems.

“We do not need a government of national unity, but a government of national urgency,” Mbuyisa said.

Western Cape’s basic education minister Thimna Tshangana, expressed her vision for the future of the country loudly and proudly and the need to re-imagine education.

“Our basic education requires a collaborative overhaul, to create a brighter future for our learners,” Tshangana said.

Pupils from Mpumalanga represented the province of the rising sun well, and stressed that in face of the challenges, the country would find its strength in order to re-imagine the future.

Mpumalanga’s monitoring and evaluation minister, Junior Munguamba, stressed the need for cooperation and support both in terms of education and policing.

“Together, we will create a brighter future for South Africa,” Munguamba said.

The Mpumalanga team won with a score of 133 points (88.67%) and a cash prize of R9000, the Western Cape scored 127 points (84.67%) and received R6000, while the Eastern Cape scored 118 points (78.67%) and got R3000 Each of the learners received a trophy to take home in remembrance of their participation in the event as well as a prize to the coordinators who assisted them, and included a gold, silver and bronze medals.

The cash prize was from Metropolitan Life, and other prizes including headsets for the third team, Khoi Tech watches for the second team and tablets from WorkersLife for the first team.

Training Firm board director Sharlee Ruthman praised the finals and said that the programme was instrumental in shaping the next generation of responsible leaders and confident speakers.

“With each passing year, it has been an honour and privilege to watch hundreds of learners journey through the programmes, and most starting off with immense potential slightly overshadowed by nerves to fully bring their talent forward as they pick up the public speaking and leadership tool carefully carved throughout the length of the programme,” Ruthman said.

She said the Board of Directors continuously looked for innovative ways to stretch the learners and push the boundaries and to improve the programme in order to better prepare the youth for their post-high school careers.

Ruthman said they designed the programme with the aim of tapping into the human elements of performance and personal mastery to inspire future leaders to craft their leadership identities and brands in a way that is intentional, directed, courageous and impactful.

The final was held in memory of Nomonde Scott and Mahudu Seabi, the provincial coordinators of the Western Cape and Limpopo respectively, who contributed greatly to the programme and passed away during the year.

INSIDE EDUCATION

By Nkhensani Chauke

South Africa is dedicated to leveraging international partnerships to improve the education system and address the needs of all learners in a quickly changing world, according to the Basic Education Department.

Minister Siviwe Gwarube held meetings with several international partners this week to strengthen the country’s commitment to upgrading the educational sector via global collaborations.

They included discussions with Andrew Schleicher, who is the director for education and skills at the Organisation for Economic Cooperation and Development (OECD).

They spoke about the joint work programme (JWP) between South Africa and the OECD.

The JWP, which is aligned to the country’s National Development Plan, supports initiatives in early childhood education, career development and curriculum standards.

“The meeting also covered South Africa’s participation in the 2024 Teaching and Learning International Survey (TALIS), which offers insights into teacher development and education trends. 

“Additionally, the OECD offered support for South Africa’s Education Working Group during its G20 Presidency in 2025,” the department said in a statement on Friday.

She also met European Union (EU) ambassador Sandra Kramer on the EU’s partnerships with South Africa, especially in the field of education.

“This partnership has notably improved literacy, numeracy and technology education, especially in Grades 7 to 9. The minister expressed her gratitude for the EU’s 30 years of support whilst highlighting the importance of continued collaboration,” the department said.
 
In the minister’s meeting with humanitarian aid organisation Unicef’s country representative, Christine Muhigana, they focused on early childhood development (ECD), quality basic education and adolescent development. 

“Unicef has played a significant role in supporting South Africa’s efforts to improve ECD, boosting educational outcomes and empowering adolescents, particularly girls, in Science, Technology, Engineering and Mathematics (STEM). The partnership also aims to strengthen teaching practices and promote skills for the Fourth Industrial Revolution,” the department said. 

Gwarube has also sought an extension of the Japan International Cooperation Agency’s (JICA) collaboration which started in 2012. It focuses on improving Mathematics, Science and Technology (MST) education.

The extension is to finalise the National Mathematics Improvement Plan.

INSIDE EDUCATION