By Johannah Malogadihlare

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

Third year BSc dietetic students are working on the project.

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Edwin Naidu

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Alicia Mmashakana

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Thapelo Molefe

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Lungile Ntimba 

Two months ago, Higher Education and Training Deputy Minister Mimmy Gondwe launched a help desk to provide students in the Post-School and Education Sector with a platform to raise their concerns.

As of 22 October, the desk had received 4013 queries. On average, the desk receives between 30 to 90 emails a day and has a resolution rate of about 73%.

The deputy minister noted that many complaints were from students waiting for their diplomas and certificates, statements of their results and combining of their National Certificate: Vocational, which was an alternative option and equivalent to a Matric Certificate.

Gondwe said the department’s diploma section hadstarted issuing qualifying students with letters confirming that they had graduated and were waiting for their diplomas to be issued.

She pointed out that other enquiries typically related to matters pertaining to the National Student Financial Aid Scheme, TVET colleges and community colleges.

The Deputy Minister noted that many students were concerned that they attended graduation ceremonies,but did not receive their certificates. 

“It is clear from the take up of the desk that students have longed for a platform where they could express their frustration and get a human response in real time or as soon thereafter as applicable. We are taking up the lessons learnt in the last few months as we seek more innovative ways such as using technology, to respond quicker and offer a more effective service to students,” said Gondwe.

“This is part of my intention to be accessible, accountable and available to the most important stakeholders in the higher education and training sector- the student. I am delighted that students receive personalised feedback on the queries they send to the desk.”

While the desk, which is in the office of the Deputy Minister, is empowered to advise students on certain matters, it escalates and brings issues it cannot advise on to relevant officials for their response and resolution.  

INSIDE EDUCATION

By Thapelo Molefe

South Africa’s Technical Vocational Education and Training colleges are facing significant difficulties in implementing the Post-Provisioning Norms framework, including staff placements, according to the Higher Education and Training Department. 

These challenges, which were highlighted during a presentation by the department to the Portfolio Committee on Higher Education and Training on Wednesday, revolved around budget constraints, staff placements and compliance with recruitment processes.

The TVET PPN policy supports the implementation of Section 20 of the Continuing Education and Training Act, which authorises the minister to establish posts within a structure, with remuneration aligned to the department’s budget and strategy.

However, full implementation of the PPN for TVET colleges could not be achieved in 2021/22 due to incomplete or delayed submission of necessary information by the colleges. 

This further caused delays in finalising verification processes and transferring staff to the public service’s payroll.

According to the department, in the 2021/22 financial year, only 24 of the 50 colleges were able to process the PPNs, with the remaining 26 colleges scheduled for processing from 1 April 2022.

Despite progress in some areas, Rhulani Ngwenya, who is the department’s deputy director-general for corporate management, said that many institutions were grappling with financial shortfalls and delays, impacting their ability to fully implement the PPNs.

One of the key issues flagged in the presentation was budgetary constraints, with several colleges warning of potential overspending if the PPNs were fully implemented. 

Ngwenya cited Buffalo City College in East London as an example, saying it would require an additional R12 million.

“If they had proceeded and implemented to the end, they would have had to overspend on the budget,” Ngwenya noted. 

She said other colleges such as King Hintsa College in Butterworth in the Eastern Cape, also reported difficulties due to disagreements over staff placements, leaving some employees unmatched with positions and still on the payroll.

In addition to financial challenges, Ngwenya pointed to inefficiencies in the staff matching and placement process, with concerns over whether employees were placed in roles that aligned with their skills and experience. 

The department has identified key vacant positions, including three principal positions in Community Education and Training (CET) colleges in Limpopo, Gauteng and the Eastern Cape, as well as eight vacancies in TVET colleges.

Ngwenya said that to address these gaps, a recruitment plan was underway, prioritising 92 positions, with dedicated advertisements for college principals, deputy principals and campus managers.

The department aimed to fill these vacancies by January 2025.

“We could have done better in terms of the management of systems of internal control,” a report from the department presented to the committee said.

It recommended further budget reprioritisation and a review of placement procedures to address the remaining challenges.

Committee chairperson Tebogo Letsie expressed frustration with the department’s presentations, saying that the vacancies dated as far back as the 2020/21 financial year.

Letsie said the presentations failed to provide satisfactory explanations why there had been a delay in filling the positions.

He emphasised that simply stating “we could have done better” was insufficient.

Letsie criticised the lack of accountability, noting that there was no evidence of consequence management against those responsible for the vacancies. 

The chairperson also highlighted concerns about individuals being placed in positions that they were unqualified for due to inadequate internal controls.

INSIDE EDUCATION

By Thapelo Molefe

After spending 12 years establishing the SPARK Schools’ network throughout Gauteng and the Western Cape, the new managing director of the group has announced plans to expand into Africa.

“We’re ready to build a brand for the continent and provide underserved communities with access to world-class education,” managing director Earl Sampson told a media briefing.

“Our goal is to make high-quality education accessible to all and we’re committed to incorporating the best global practices to achieve this vision.”

He said the network’s commitment to blended learning, teacher training and data-driven instruction had yielded impressive results, including a 97% pass rate for the 2023 matric exams.

Since its inception in 2012, the group has grown to 26 primary and high schools. They accommodate nearly 16,000 learners.

The network was recently named as one of Africa’s Fastest Growing Companies by the Financial Times and Statista, and one of Time Magazine’s top 250 EdTech companies worldwide.

Sampson said key initiatives also included opening new schools across South Africa, particularly in Gauteng, the Western Cape and KwaZulu-Natal.

“SPARK Schools has shown that disruption in the education sector can make a tangible difference,” he said.

“We’re now poised to take this impact to the next level, empowering communities across Africa with the education solution they deserve.”

He said the network had achieved numerous milestones over the past decade, including implementing Africa’s first blended learning model for primary school scholars and investing heavily in teacher training, with over 200 hours of professional development annually. 

The network’s emphasis on data-driven instruction enabled personalised learning pathways, while its values-driven approach cultivated responsible global citizens through the core values of service, persistence, achievement, responsibility and kindness, Sampson said.

As SPARK Schools embarked on its next chapter, Sampson said its commitment to revolutionising education on the continent remained unwavering. 

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed the start of the National Senior Certificate (NSC) exams on a high note, despite challenges.

Gwarube was outlining the first day of the exams during a National Assembly plenary on Tuesday.

She said a storm in Gqeberha had disrupted the Computer Studies exams for approximately 400 students.

The severe weather conditions caused significant damage to power lines and infrastructure, including collapsing bridges, and directly affected the ability of students to write their exams.

In response, Gwarube said the SA National Defence Force and local disaster management teams were on standby to assist.

The minister assured that alternative papers had been prepared and approved by Umalusi for such unforeseen circumstances, indicating that efforts were underway to ensure that affected learners were not disadvantaged.

Another issue raised by Gwarube was a significant increase in fake videos purporting to be leaks of the 2024 questions papers and memos.

The minister said the documents featured were in fact old documents that were digitally altered to look like official 2024 papers, and that it had caused needless caution and panic.

“I urge all South Africans, including the media, to rely only on verified communications from the Department of Basic Education, Umalusi and provincial education departments to ensure that only credible and reliable information is relied on,” she said.

The minister said that as the exams continued, her department was closely monitoring the situation in Gqeberha.

INSIDE EDUCATION

By Simon Nare

Basic Education Minister Siviwe Gwarube has assured Parliament’s portfolio committee on education that every contingency plan has been put in place to ensure the National Senior Certificate exams proceeded without any glitches.

The minister told the committee that the first day of the exams went smoothly save for minor hiccups that emerged after the tests and had not affected the actual writing by the learners.

She said from the department’s side, they had done everything possible to counter any disruptions, but local municipalities would need to step up their part to ensure there were no load reductions.

“From our side we have made sure that we have contingent plans in place, but of course it will be really helpful if this is a government effort,” she told the committee.

Gwarube said no learner has been left behind during the preparations for the exams.

She added that learners who were visually impaired had also been catered for, with exams papers supplied in braille and technology in place for those who would supplement the answers verbally.

The minister said the department was in constant contact with law enforcement agencies for any eventualities in all the provinces.

“We also have the assistance of the SANDF where necessary. So, on our side we have activated all of the channels,” she said.

Gwarube said there were a number of factors leading to fewer learners writing the exams.

“It doesn’t mean that we had 1.2 million learners then and now we have over 800,000 candidates writing exams. One, there are unfortunate incidents of death and there are also incidents where a learner leaves school to pursue other avenues even colleges.

“There are various other exits points in the system that allow learners to actually go to TVET to go and acquire skills and not continue to learn. I think it is important for us to allow children to be able to explore various ways of getting an education,” she said.

The minister added that not all learners wanted to finish high school and go to university, but others wanted to acquire skills and enter the job market.

The committee heard from the departmental team that appeared alongside the minister that while preparing for the exams, provinces maintained constant monitoring of learner submission and progress to identify a high-risk learner early in the year.

They were provided with extended opportunities for success through the provision of extra days for submitting practical assessment work and catch up plans were specifically drawn up to suit their environmental challenges.

Every week, virtual content trainings were conducted to cover gaps left by teacher education and these included the Bloom’s Taxonomy, practical examination programme, essay writing and marking trainings.

“To manage the big classes, the school management teams were assisted with enough time to get all the practical work done. This included the necessary equipment to do the recordings of the practical work and data to store it,” the department’s presentation revealed.

The committee heard that the examination would span over 28 days with 162 question papers set by the department in 33 non-official languages and five specialised non-languages subjects.

INSIDE EDUCATION

By Jonathan Paoli

The Basic Education Department has reported a successful start to the National Senior Certificate examinations, with all exam centres opening on time and no disruptions noted during the first day. 

“We are happy with the first day of the exams,” department spokesperson Lukhanyo Vangqa told Inside Education.

Monday saw smooth operations across various provinces, including KwaZulu-Natal and the Eastern Cape, where authorities were on standby due to heavy rain and flooding.

Vangqa emphasised the importance of a seamless examination process, highlighting the department’s ongoing efforts to monitor the situation closely. 

“There were no disruptions to any of the exams,” he said. 

He added that the department would remain vigilant during the exam period.

While no major issues were reported by Monday night, the country’s biggest teacher union, Sadtu, said there were some isolated incidents impacting learners.

Sadtu spokesperson Nomusa Cembi said the union was waiting for feedback from its members across the country.

She said that in the Frances Baard region of the Northern Cape, a service delivery protest led to taxis blocking some roads. 

Local officials acted swiftly to mitigate the impact on students, ensuring that exam papers were fetched and delivered to schools. 

Cembi confirmed that despite the protest, the exams were not disrupted in the area.

With the exams ending on 28 November, both the department and the union are keen to ensure that learners complete their exams without further interruption. 

Vangqa said the Basic Education Department would continue to prioritise effective communication and problem-solving strategies to address any potential challenges that may arise in the coming weeks.

Meanwhile, KwaZulu-Natal education spokesperson Muzi Mahlambi confirmed that the province did not experience any serious disruptions despite the adverse weather conditions, and said the exams had kicked off with a promising start.

“It was difficult in other areas, but it did not impact the writing of the examinations. No late start was reported,” Mahlambi said told Inside Education.

Overall, the first day of matric exams has laid a solid foundation for a smooth examination period, thanks to a collaborative effort from various stakeholders to support learners.

INSIDE EDUCATION