Johnathan Paoli

The Department of Higher Education and Training has officially announced its deregistration of several educational institutions owned by Educor, including Damelin College, City Varsity, Lyceum colleges and Icesa City Campus.

The closure of the popular institutions will have a huge impact on thousands of students who have already registered with them and now have to find alternative places to study.

The Department’s DG Nkosinathi Sishi confirmed on Monday that the institutions have been deregistered due to their failure to submit annual financial statements for the years 2021 and 2022, as well as their non-compliance with legal requirements.

The affected institutions are owned by Educor, which claims to be the largest providers of private tertiary instruction in the country, with many of its programs offered through distance learning.

Deregistered institutions are required legally to inform students within 14 days, provide academic transcripts, reimburse students unable to access education, and make arrangements for affected students to complete their programs at alternative institutions.

In 2022 the Department made known its intentions to deregister Educor Colleges for failing to submit their audited annual statement. It also said a year ago it would deregister some programmes at Damelin College.

However, Educor denied the Department’s assertions at the time.

Veli Mbele, the spokesperson for the Minister of Higher Education and Training Blade Nzimande said the department had experienced significant problems with Educor Colleges and had received many complaints from students at Intec College and Damelin Correspondence College.

Lyceum was evicted from the campus in Woodmead late last year after allegedly owing more than R2 million to Adcorp.

Adcorp Group’s general counsel and company secretary Lisa Laporte said that Lyceum had continued to occupy the premises unlawfully until it left at the beginning of November, and Adcorp had requested the Department to investigate the matter.

“As of 10 August 2023, the sublease agreement between Adcorp and Lyceum was canceled pursuant to unremedied breach for non-payment by Lyceum of rental and other direct expenses,” Laporte said.

Mbele said in January this year the Council on Higher Education withdrew the accreditation of nine of Lyceum’s programmes; including diplomas in fleet managements; and higher certificates in credit management, financial management, fleet management, human resource management, marketing and sales management, public relations, small business management and supply chain management.

With regard to Damelin, a certificate issued by the Department on 12 December 2022 stated that the college may not market and have new intakes in a number of programmes pending the ruling of the high court on the withdrawal of accreditation for programmes including higher certificates in PC engineering, bachelor of commerce in information management and diplomas in financial accounting, HR, journalism and media studies.

The impact remains significant considering thousands of students will need to find alternative places to study, as the institutions mentioned will have no choice but to close by the end of the year.

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Inside Education Reporter

The Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, has paid tribute to Dr Phil Mjwara, the retiring Director-General of the Department of Science and Innovation (DSI).

Mjwara has a long and distinguished career as a senior public servant. With 18 years of service, he is the country’s longest-serving Director General.

“He played a leading role in shaping the policy and institutional architecture of South Africa’s National System of Innovation (NSI) and led the establishment of some of our country’s key science institutions, such as the Technology Innovation Agency (TIA) and the South African National Space Agency (SANSA),” said Nzimande.

Nzimande said the DG also played a leading role in laying the basis for and repositioning National Science Innovation through such policy interventions as South Africa’s first national Science and Technology Foresight Exercise in the 1990s and later the White Paper on Science, Technology, and Innovation and the Decadal Plan for Science, Technology, and Innovation.

“As chairperson of the Forum of South African Directors-General (FOSAD), he was critical in coordinating some of the key government projects and ensuring inter-departmental synergies.”

Dr Mjwara leaves the public service with a solid visionary and ethical leadership reputation.

Daan Du Toit has been appointed acting Director General for the Department of Science and Innovation for 12 months.

Du Toit brings with him a wealth of experience. He started his career in government at the then Department of Foreign Affairs, where he trained as a diplomat. Since 2002, he has been attached to the Department of Science and Innovation and has served as the Department’s representative in Europe.

Du Toit has big shoes to fill in Dr Mjwara’s place.

A three-time graduate of the University of Fort Hare (UFH), Mjwara was lauded by the South African Medical Research Council (SAMRC) for his immense contribution to promoting SA’s science, technology, and innovation when the council bestowed him with the Presidential Award during its 10th Annual Merit Awards held recently.

The award was granted a few days before the Higher Education, Science and Innovation Minister, Nzimande, announced Mjwara’s retirement from being the country’s longest-serving Director-General as the DG of the Department of Science and Innovation (DSI).

Dr Mjwara obtained a Bachelor of Science, Bachelor of Science (Honours) and Master of Science degrees from UFH between 1981 and 1987.

SAMRC President Professor Glenda Gray said: “Dr Mjwara has set the vision for all policy development in the science and technology sector in SA. He saw the need to create sustainable programmes, infrastructure, and human capacity to ensure SA achieves excellence in critical areas of science and technology,”

At Fort Hare, the university said that, as a community, it prides itself on alumni such as Dr Mjwara, who continue to portray Excellence in their roles.

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Staff Reporter

Professor Sunil Maharaj, Vice-Principal of Research, Innovation and Postgraduate Education at the University of Pretoria (UP), along with various UP representatives, recently met with Prof David Honys, member of the Council of the Czech Academy of Sciences (CAS), and delegates from the Embassy of the Czech Republic to discuss opportunities for collaboration between the two institutions.

Prof Maharaj facilitated the discussion and emphasised UP’s continuous efforts to cultivate global collaborations and partnerships, including within the European Union, with a focus on identifying areas of mutual academic interest and exploring the potential for establishing a formal partnership.

“The Forestry and Agricultural Biotechnology Institute, which we have been running for 25 years, is one of the biggest plant science institutes in South Africa,” Prof Maharaj said. “They are leaders in terms of research, with a number of the researchers in the Institute ranked in the top 1% of the most highly-cited researchers in the world by the Institute for Scientific Information (ISI). We also have a platform called Innovation Africa @UP, where we do cutting-edge research, particularly on forestry, agricultural and natural sciences.”

Prof Wolf-Dieter Schubert, Chair of Postgraduate Studies in UP’s Department of Biochemistry, Genetics and Microbiology in the Faculty of Natural and Agricultural Sciences, was part of the UP delegation. He and Prof Honys are optimistic about the research the CAS is doing on water management, land protection, land conservation, agricultural energy production and energy storage.

UP and the CAS recognise the importance of global collaboration to advance scientific research and innovation. The partnership will allow for a transfer of skills and knowledge as doctorate students will get the opportunity to conduct research in world-class laboratories under excellent tutelage.

While no formal agreement was finalised, both parties expressed a desire to continue discussions about potential student/faculty workshops, collaborative research projects and other partnership opportunities, and establish a comprehensive roadmap for cooperation between the two institutions.

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Staff Reporter

THE dire socio-economic challenges many teachers and their learners face are why the University of the Western Cape’s (UWC) Education Faculty has embarked on an effective teacher-training student excursion to expose first-year students to the obstacles that might lie ahead.

The faculty arranged an orientation weekend excursion to Betty’s Bay to introduce the new cohort of foundation phase teaching students to a South African future education workforce experience.

Professor Josef de Beer, Director of the Science Learning Centre for Africa (SLCA) at UWC, said the excursion was a perfect base for them to build on and to provide foundation phase student teachers exposure to the social background of their future learners, especially those from underprivileged backgrounds, while sensitising them to the complexity of the teaching profession.

As an example, some learners are forced to warm water on a fire to wash themselves before school, and thanks to these excursions, teaching students can better relate to some of their future learners’ lived experiences.

“We use a teaching method of play that would disrupt their current thinking by asking critical questions such as whether they are truly inclusive and what barriers they will be facing as a teacher in the making. It is a way of addressing their fears and confronting their biases,” said Prof De Beer.

An activity was developed where students built sun stoves or solar cookers from scratch using recyclable materials such as boxes, aluminium foil and cling wrap. They then had to boil water in cold drink cans to as high a temperature as possible.

“The idea with this exercise is to prepare students for any situation, whether they teach at a rural school or a school in an affluent area, the aim is to bring them to the real-life situation to address another goal: to make students aware of the socioeconomic divide they will face in a classroom.”

The sunstove activity also required out-of-the-box thinking, where student teachers had to design stoves taking the laws of physics into consideration, and also outsmarting the baboons in the area, who were very curious about these contraptions.

One specific activity, the Famine and Abundance Game, made students aware of some learners’ limited access to resources.

“This is just one of the important characteristics of the education environment that students may encounter, and it is important that they experience it themselves through the activity we applied. Students could engage with questions about what they have to do to be a truly inclusive teacher and think about how they should include it in their teaching methods.”

Prof De Beer said that according to research; student teachers often hold very naive perceptions of what it means to become a teacher.

“It is called the apprenticeship of observation. This means the 12 years we spend in schools, as with our first years, we are exposed to observing teachers who are very often bad role models, resulting in new students having the perception that they are ready to teach, but this is definitely not the case.”

A visit to the Harold Porter Botanical Garden showcased activities highlighting the environmental crisis the country is experiencing.

Teachers have a significant role to play in advocating for environmental education because they work closely with a new generation of learners who may have yet to be exposed to nature, and need to realise the importance of conserving this natural asset.

Dr Carli Schoeman, a first-year education lecturer at UWC, said: “It is very important that students should be exposed to the complexities of education as a profession. The activities we’ve been doing with students exposed them to some elements of the multi-dimensional classroom they will encounter in future, opened their eyes to the social backgrounds of other students, and helped them experience totally new perspectives.

“We received positive feedback from our students. It was important for them to form a unit in the classroom setup. It also helps us as lecturers to link our lessons to what we experienced here during this excursion.”

First-year student Somalia Mhlauli said this educational excursion changed her perspective. “It taught me what it will be like stepping into the classroom and explained my role in changing someone’s life.”

Click here to watch the first year education students and lecturers speak about their experience during their excursion in Betty’s Bay.

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Inside Education Writer

Local technology entrepreneurs have an opportunity to showcase their innovations to a global audience with the official launch of the 2024 instalment of the Irish Tech Challenge South Africa.

The challenge is a partnership between the Embassy of Ireland in South Africa, the Department of Science and Innovation (DSI), the Technology Innovation Agency, along with implementing partners, Wits University’s Tshimologong Digital Precinct and Dogpatch Labs, a start-up incubator in Ireland.

Launched on 15 March 2024 by Ireland’s Minister for Housing, Local Government and Heritage, Mr Darragh O’Brien, TD, this year’s competition will have seven winners, an increase from five winners in past editions.

Speaking at the launch at the Tshimologong Digital Innovation Precinct in Braamfontein, Minister O’Brien said the continued collaboration between South Africa and Ireland is important for his government.

“Ireland is committed to deepening trade and investment relations with South Africa. This includes the promotion of entrepreneurship among women and young people from backgrounds of historical disadvantage. Our partnership with the South African government on the Irish Tech Challenge reminds us of the crucial role of technology and innovation in achieving the Sustainable Development Goals and inclusive economic growth.”

The winning start-ups will receive €10,000 each in grant funding and travel to Ireland on a 10-day trip where they can engage with global customers and partners, access Ireland’s top tech expertise and business acceleration, and benefit from increased visibility through support from both governments.

Chief Director for Overseas Bilateral Cooperation at the DSI, Ms Anneline Morgan, expressed South Africa’s commitment to bilateral relations with Ireland on science and innovation.

“This initiative underscores the two countries’ commitment to fostering innovation and driving technological advancement. Programmes like the Irish Tech Challenge provide a platform for aspiring technologists and entrepreneurs to showcase their talent, collaborate on groundbreaking projects, and contribute to the growth of tech ecosystems in both countries,” said Ms Morgan.

“The DSI encourages all participants to seize this opportunity, embrace the spirit of collaboration, and unleash their potential to shape a brighter future for the two countries and beyond,” she said.

Prof. Zeblon Vilakazi, Vice Chancellor of Wits University, reaffirmed the university’s dedication to fostering innovation and entrepreneurship. He emphasised the pivotal role of the Tshimologong Precinct in nurturing start-ups, positioning it as a key contributor to their growth and development.

“Wits University is committed to supporting the vibrant entrepreneurial ecosystem, exemplified by its active participation and coordination in initiatives like the Tech Challenge, which greatly benefits the start-up community,” said Prof. Vilakazi.

Innovative companies working in clean and green technology, healthcare, education, and water sanitation and hygiene are particularly encouraged to apply, as part of the Tech Challenge’s aim is to address pressing global challenges while promoting economic development and job creation in South Africa.

In line with its commitment to diversity and inclusivity, the Irish Tech Challenge South Africa encourages applications from women, young entrepreneurs, and historically disadvantaged communities. By providing a platform for underrepresented groups to showcase their innovations, the challenge aims to create a more inclusive and equitable tech ecosystem.

Building on previous successes, the Irish Tech Challenge 2024 marks a new phase of innovation advancement and promotion in South Africa. With a focus on sustainability, social impact, and economic development, the challenge promises to catalyse positive change and work towards a brighter future.

Applications close on 26 April 2024. For more information, including how to apply, visit www.irishtechchallenge.com or www.dst.gov.za.

For media inquiries, please contact Veronica Mohapeloa at 082 882 3818 or veronica.mohapeloa@dst.gov.za.

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Sports Reporter

The Graeme College Rugby Festival packed plenty of punch with rousing performances and plenty to cheer for spectators.

In some of the most exciting matches at the weekend, Grey High romped to Victory with Jon Hobson unstoppable, powering through the Hudson Park defence for a hat-trick of tries.

The Grey champion kept Hudson Park on their toes with a dominant performance, leaving them trailing 20-0 at halftime. Hudson Park showed some spark in the second half, but Grey piled on another five tries for a convincing 44-5 win.

In a game of dramatic swings, Dale College found itself in a rut against Nico Malan. The first half saw Malan score four tries, leaving Dale floundering at 32-8. But Dale dug deep in the final quarter, scoring a flurry of tries and threatening a comeback. Unfortunately, their final try came after the hooter, sealing their fate with a slim 32-29 defeat.

Mary Waters won an absorbing encounter against Port Rex with a last-gasp drop goal. The match was hard-fought. Mary Waters sneaked ahead through a Peterson penalty midway through the second half. Port Rex returned with a try to take a 12-10 lead with just 12 minutes remaining. But Mary Waters wouldn’t give up.

Capitalising on territorial dominance, they earned a tap penalty just five meters out. With the Port Rex defence holding strong, Shaneen Peterson displayed some magic with a cleverly executed drop goal that sailed through the posts, giving Mary Waters a dramatic 13-12 victory.

Kingswood Cruises Before Marlow Mounts a Late Charge: Kingswood capitalised on Marlow’s mistakes, racing to a commanding 14-0 lead at halftime thanks to tries from Vizi Labase and Tapiwe Zhanda. The second half seemed like a formality as Kingswood added two more tries to stretch the lead to 24-0. However, Marlow refused to give up. They clawed their way back with tries from Jan Els and Hermanus Steyn. Despite a glimmer of hope, Kingswood shut the door with another try to secure a hard-fought 29-14 win.

Daniel Pienaar Puts on a Masterclass: Daniel Pienaar dominated Union High with a clinical display of power and precision. Mariano Pillay’s double strike in the second half highlighted their dominance, while Armand van Rensburg orchestrated the attack with pinpoint kicks and a well-deserved try. The final score reflected Daniel Pienaar’s complete mastery: 43-6.

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Johnathan Paoli

Minister of Basic Education, Angie Motshekga has expressed her optimism over the progress as well as future plans concerning development within basic education and said that transformation within languages of instruction as well as the increased development of infrastructure and digital accessibility remained the foundation of bringing change to Africa.

Motshekga was addressing the Basic Education Sector Lekgotla for the last time in the 6th Administration on Thursday in Boksburg, Ekurhuleni and thanked the ‘village’ of stakeholders for their cooperation and support in the projects and programmes established to improve basic education.

“Our Lekgotla is a testament to our efforts to construct a world in which every learner can thrive in a changing world,” Motshekga said.

In setting the scene for the conference, the Deputy Minister of Basic Education, Reginah Mhaule, said this year’s theme is not just a statement of intent but a clarion call for action, reflection, and innovation across the entire spectrum of the sector.

“Having been in this sector for a while, one has a feeling that we’re really at the cusp of stabilising our fragile system. There are major issues that we need to advise the next administration on; critical programmes that need to continue if we are indeed to move forward,” Mhaule said

Motshekga said as the attendees embarked on this Lekgotla, she urged everyone to engage in the discussions with an open heart and a visionary mind, in order to sculpt a future for South African education rooted in equity, efficiency, quality, inclusivity and sustainability.

The Minister said that the conference was a fundamental gathering for the sector, with participants deliberating on mother tongue learning, early childhood development, the three streams model; and digitization and technology.

The head of African Union’s Education Division Sophia Ndemutila Ashipala discussed the building of resilient education systems for increased access to inclusive, lifelong, quality and relevant learning in the continent.

Ashipala discussed the outcomes of the AU’s theme, which included infrastructure development for STEM, a continental campaign on ending learning poverty, encouraging teaching profession reform, strengthening and accelerating capacity to teach African history at all levels, accelerating the implementation of TVET and higher education strategies, implement Digital solutions in Education, creating a healthy and conducive learning environment, and enhancing and protecting the rights of marginalised groups (especially girls education).

Director of the Environment Learning research centre Heila Lotz Sisitka discussed mainstreaming education for sustainable development (ESD) into the sector in relation towards the continent’s plan for 2030.

Sisitka said that the youth wanted system change, not climate change, and it remains important to mainstream ESD into the curriculum in order to facilitate change.

“Transformative learning for people and the planet is a necessity for our survival and that of generations to come,” she said.

The chairperson of the National Education Collaboration Trust council Sizwe Nxasana discussed education for economic reconstruction and recovery and outlined the approach, process and content needed.

DBE researcher Martin Gustafsson spoke about the positioning of reality based on data, and said South Africans should not fall for the rhetoric that the country’s education is the worst.

“Our trends in IRT show improvements over time. We are yielding results and expect to reach a country like Malaysia by 2035,” Gustafsson said.

A panel discussion on the 2030 Early Childhood Development Strategy, chaired by the Gauteng Education MEC, focusing on the social compact behind delivering the strategy and included the LEGO Foundation’s Kerry Kassen, Zanele Twala from the Standard Bank Tutuwa Foundation, Spencer Janari from the National Treasury and the chief director of the Foundations for Learning, Kulula Monana.

The three day event is expected to end on Saturday and will discuss diverse topics such as the digital transformation in education, artificial intelligence (AI) and digital learning, and how to utilize digital learning to contribute to teacher professional development thereby improving their own skills and that of their learners.

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Johnthan Paoli

Principal and Vice-Chancellor Puleng LenkaBula gave a welcome address and set the scene for the Unisa 2nd Principal and Vice-Chancellors Lekgotla gathering in Pretoria on Monday, and affirmed the university’s commitment to continuously enhance teaching and learning practice.

In her welcome address at the event, VC LenkaBula said that Unisa was a knowledge institution which needed to rethink the future of science, technology, and innovation.

“We must ensure collaboration across Unisa colleges and produce outputs that we can be proud of,” she said.

The VC said the Lekgotla is therefore reflexive to clearly understand the progress made thus far, identifying challenges faced, and exploring potential solutions to expedite efforts to reach goals.

In addition, she said the conference was a vehicle for presenting solutions, and outlining action plans, which includes identifying the requisite support needed to ensure the success of the core business of Unisa as an academic project.

“The purpose of the 2024 Vice-Chancellor’s Lekgotla is to assess the advancements in the implementation of portfolio plans based on the preceding five pillars of the revised institutional strategy, within the planning cycle(2021-2025), highlighting its achievements and challenges,” LenkaBula said.

The VC said the various university rankings assist the university to increase its visibility and attract international students and researchers,

She said there was a need to engage together to ensure collective inputs created a synergy, symbiotic mosaic of ideas that strengthen the university as an institution.

“Our university operates in global and regional contexts, it requires constant engagement and reflections on issues that matter to humanity, the academy and the entire knowledge arena,” LenkaBula said.

Dr. Pali Lehohla, former Statistician-General, spoke under the theme “Global context, science, and higher education systems”; and said that to place education on a virtuous run, there must be a stable environment to attract investment and drive growth and employment, among others.

“In 2015, approximately 13,8 million South Africans were living below the food poverty line, down from a peak of 16,7 million in 2009,” Lehohla said.

Lehohla highlighted the reality that without proper investment in education, the country would not effectively be able to combat poverty, and said that in a complete knowledge society that is well and better informed, knowledge of the world will be simultaneously and freely accessible to everyone.

Director of Executive Support in the Office of the Principal and VC, David Maimela outlined the impact, viability and sustainability of the university.

“How do we use numbers and statistics to position planning and how do we get the university to perform better and make an impact in transforming education for the development and benefit of society as a whole,” Maimela said.

This comes on the back of reports arising over the weekend which indicated that Unisa’s online platform has identified more than 15 000 instances of potential plagiarism during tests, which has prompted the institution to take action in order to address the issue.

However, students have retaliated and said the system was outdated and riddled with glitches, with problems from last year still not having been resolved.

Unisa SRC President, Nkosinathi Mabilane said that the high number of flags resulted from the examination period of last year and that while some were first time offenders, thus entitled to a new opportunity for a rewrite, others are repeat offenders who the university had to deal with through a disciplinary process.

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Johnathan Paoli

President Cyril Ramaphosa will address the 9th Annual Basic Education Sector Lekgotla –  an initiative of the Department of Basic Education – by highlighting some of the key advancements made within the sector with a special focus on developments achieved over the last decade.

The Basic Education Sector Lekgotla led by Basic Education Minister Angie Motshekga is taking place at the Birchwood Hotel and OR Tambo Conference Centre in Ekurhuleni, Gauteng on Thursday.

The DBE said the three-day event offered a unique opportunity for key actors in education to discuss strategies on basic education and attendees include MECs; Heads of Departments; representatives of teacher, parent and learner organisations; local and international academics; and experts from post-school education sectors.

Since its inception in 2016, the department said one of the priorities of the lekgotla is to deepen the understanding of “where we are coming from”, with a special focus on developments in the sector over the last decade, as well as the global and local challenges and opportunities associated with the 21st century context for a strengthened curriculum.

Focus areas include the strengthening of Early Childhood Development (ECD) and foundational learning; harnessing digital technologies more efficiently, including emerging Artificial Intelligence (AI); entrepreneurship; teacher development and support; and the modernisation of learner assessment.

Discussions will focus on practical ways in which the wide range of institutions and leaders in the sector can work together to take forward key proposals emerging from the Lekgotla, against the backdrop of the evolving architecture of policies and the direction provided by the National Development Plan (NDP).

The DBE said that in light of the African Union designating 2024 as “The Year of Education in Africa”, the theme, Educate an African fit for the 21st Century: Building resilient education systems for increased access to inclusive, lifelong, quality and relevant learning in Africa; is expected to be unpacked in conjunction with the Lekgotla theme for a holistic continental and global approach to the Education Sector and South Africa’s unique challenges.

The AU has warned of the high proportion of children and young people in the official age range for the given level of education, who are not enrolled in pre-primary, primary, secondary or higher levels of education and the need to heighten efforts to address learning poverty which has been worsened by the impact of the COVID-19 pandemic.

It has been estimated that Africa will need 17 million additional teachers in order to achieve universal primary and secondary education by 2030.

The expected outcomes of the Lekgotla include new insights into a complex sector, and also a written statement of key observations and proposals emerging from the Lekgotla under the theme: “Equipping learners with knowledge and skills for a changing world”.

During the session on Language and Foundations for Learning, the Global Education Monitoring Report is expected to present their ‘Spotlight on Basic Education Completion and Foundational Learning’ country report.

The initiative by UNESCO assesses and monitors progress in education worldwide, providing insights into global education trends, challenges, and opportunities and covers a wide range of topics related to education, including access, quality, equity, and policy.

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