By Johnathan Paoli

Parliament’s Basic Education Portfolio Committee has urged provincial education departments to reconsider plans to reduce teacher numbers in response to budget cuts, emphasising the need to prioritise student outcomes over fiscal constraints.

During a meeting with representatives from the Northern Cape and Western Cape education departments, the committee expressed serious concerns following a recent oversight visit to the provinces.

Committee chair Joy Maimela highlighted on Tuesday that senior officials, including heads of departments and MECs, were absent during the visits, which limited the committee’s ability to address pressing issues at that time.

The Western Cape has announced that it will reduce its educator workforce by 2407 positions, primarily affecting contract teachers whose contracts will not be renewed.

However, the department reassured the committee that no permanent educators would be retrenched.

Instead, a skills matching exercise would be implemented to accommodate those affected.

Maimela raised alarms about the potential consequences of such reductions, particularly the anticipated rise in the learner-to-teacher ratio.

“We are concerned that a greater focus is being placed on budget rather than on our learners,” she said.

The committee also requested detailed information on which schools and subjects would be impacted by these cuts.

In response to the committee’s concerns, the Northern Cape confirmed there would be no loss of teaching posts for 663 teachers not covered by the current budget.

A consensus was reached to explore alternative cost-cutting measures, such as the cancellation of non-essential projects, to preserve teaching positions.

Further discussions included the committee’s commitment to promoting social cohesion and addressing issues of racism within schools.

Maimela emphasised the importance of inclusivity in education, pointing out that language policies and application formed in certain schools were exclusionary, particularly those available only in Afrikaans.

The committee also sought clarity on the late placement of learners within the Western Cape, as conflicting reports had emerged during prior oversight visits.

Other critical issues discussed included the availability of textbooks in schools and the impact of high municipal accounts on education budgets.

“Not all issues raised were fully addressed, and we will send follow up questions to ensure our oversight responsibilities are met,” Maimela said.

She said the committee remained committed to advocating for the educational needs of students and ensuring that budgetary constraints did not compromise the quality of education provided.

INSIDE EDUCATION

By Johnathan Paoli

The protest march against the Basic Education Laws Amendment (Bela) Act scheduled for early next month is now expected to proceed to Freedom Park in Pretoria, following a successful appeal to Sports, Arts and Culture Minister Gayton McKenzie.

Initially, the management of the national heritage site denied access for the march, but after intervention from chairperson of the Solidarity Movement, Flip Buys, permission was granted.

The march, organised by the Solidarity Movement, AfriForum, and the Support Centre for Schools, aims to protest against contentious sections of the Bela legislation that alter language and admissions policies in schools.

Marchers will gather at the Voortrekker Monument on 5 November and proceed to Freedom Park to deliver a memorandum to the Presidency and the Government of National Unity.

Buys expressed his gratitude to the minister on Tuesday for his quick response.

“Political resistance to our fight against Bela is nothing new and we naturally expected challenges leading up to this march. We are pleased that the minister has responded positively to our call for peaceful protest, as is our constitutional right,” Buys said in a statement.

He said the protest route, known as “Reconciliation Road,” symbolised the unity and diversity of the groups involved.

Thousands have already registered to participate in the march, which has garnered support from a broad coalition of organisations, political parties and concerned parents advocating for the preservation of mother tongue education.

Buys emphasised the significance of the diverse support for the protest, indicating that resistance to the legislation was more widespread than authorities might believe.

“We will continue to negotiate on this important matter, but it is crucial for the government to see the broad base of support behind our cause,” he said.

The protest is expected to draw significant attention and underscores the discontent over education policies perceived as undermining local governance in schools.

INSIDE EDUCATION

By Johannah Malogadihlare

Heavy rain has damaged 30 schools in the Bohlabela education district in Mpumalanga. The storms also claimed the lives of four people and injured 40 people.

While the Basic Education Department said on X that learners from Godide High School in Bushbuckridge had to write their matric exams in a church hall, the department’s Elijah Mhlanga denied that classrooms used for exams were damaged.

“Exams were not disrupted, classrooms [were] not damaged [and] were used for exams,” he told Inside Education.

He also said no Grade 12 learners were hurt in the storms.

More than 30 schools were reported to be damaged between Sunday and Monday, with 10 high schools severely damaged as a result of the rain and wind.

Basic Education Minister Dr Reginah Mhaule said Monday’s exams went on as planned despite the damage caused.

“The classrooms of the lower grades, which had not been affected, were used in some schools but most of all, we appreciate the kind of gesture of our churches who have offered their buildings to be used for exam purposes,” Mhaule said.

Meanwhile, the rainfall also damaged houses in the district’s villages.

Bohlabela also experienced power supply cuts and some of its roads were inaccessible.

“An assessment of the damage will be conducted, but it could be hampered by the persistent rain,” said Mhlanga.

“We will work with other government departments and local government to continue to monitor the situation and support affected families,” said Mhaule

The deputy minister urged communities to report any damage and pay attention to weather warnings.

INSIDE EDUCATION

By Edwin Naidu

South Africa talks the talk when it comes to upholding the Constitution and rule of law.

But it seems that only a few unheralded citizens walk the talk. Many others whose fingers have been caught in the cookie jar parade as arbiters of justice.

Former Constitutional Court Justice Edwin Cameron did not hide the details around the powerful persona of rogue rapist Thabo Bester during his imprisonment in Mangaung.

While Correctional Services never divulged much on anything, the former inspecting judge, Cameron, shared details about goings-on in a parliamentary briefing, explaining how powerful Bester had been before bars. 

Democracy is better served when leaders like Cameron don’t shy away from the truth. South Africans in power could learn from this man.

Those in the ivory towers of learning should take a leaf from his book. Chancellors of tertiary institutions usually act in a ceremonial role, endorsing the institution’s they are appointed to watch over, without any power.

Cameron, who is the Chancellor of Stellenbosch University, is cognizant of this. However, in pursuit of the truth, he has always been committed to openness in the public interest.

Hence his decision to take the legal route to allow the courts to decide on governance breaches by the leadership of Stellenbosch University.

On the surface, it seems as if they certainly operate as in the old South Africa, unphased by criticism, unbothered by the lack of diversity, and no repercussions for former vice-chancellor Prof. Wim de Villiers who was in the news last year for nepotism. A little rap on the knuckles was all he got.

At the weekend, Cameron’s affidavit around the controversies at the university’s Wilgenhof Residence claims that de Villiers and chairperson of council, Nicky Newton-King, changed the contents of an independent investigation into alleged misdeeds at the residence.

Cameron’s affidavit exposes serious governance issues claiming that De Villiers and Newton-King fraudulently conspired to change the content into alleged misdeeds at the Wilgenhof men’s residence, and withheld information about the changes from the university’s council when it took a decision on the way forward.

Just some of the misdeeds reportedly include so-called punishment rooms and photographs of initiations practices dating back many years ago

Newton-King, a former CEO of the JSE, should have known better than be linked to a decision to doctor a report. This is a public institution. What would people have to say about her commitment to governance and ethics. She ought to stand down.

At the very least she ought to have read De Villiers the riot act, instead of enabling him to do as he pleased.

The Minister of Higher Education and Training, Dr Nobuhle Nkabane, who is currently in Brazil, needs to intervene over another lapse in governance at Stellenbosch.

While Cameroon says a court must decide on the merits of the report, the minister must lay down the rules as part of the regulations for universities to ensure governance is strengthened.

Universities, like Stellenbosch, pay lip-service to governance, and in fact, transformation is masked by the strategic appointments of people beyond reproach like Prof. Thuli Madonsela and Prof. Jonathan Jansen.

They have several key senior Black academics on the staff. But the decision-making around this debacle suggests that the “old white boys and girls” club is strong at Stellenbosch.

One need not look further than their communications team – they cannot find black professionals to sell the voice of the university. I was appalled that they appointed a hospital medical spokesman as head of communications. Perhaps, that is why it is easy to doctor the narrative.

While there is some excellent research coming out of the institution, and unless I’m mistaken, Stellenbosch University seems like a sick place. 

Edwin Naidu is Editor of Inside Education.

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

While Saheti School secured third place.

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Lungile Ntimba 

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION 

By Johnathan Paoli

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Kathryn Watt and Chris Desmond

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

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

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

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

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

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

Girls’ and boys’ education in sub-Saharan Africa

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

Secondary school completion

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

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

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

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

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

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

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

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

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

Large disparities in later life

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

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

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

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

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

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

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

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

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

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

How to promote greater gender equality in sub-Saharan Africa

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

recognising the unpaid household and caregiving work that women shoulder

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

challenging discriminatory laws and social norms.

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

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

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

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

This article was originally published in The Conversation