By Johnathan Paoli

A suspected food poisoning incident involving 47 primary school learners from Rapelego Primary School in New Eersterust, Hammanskraal, has prompted medical attention across multiple hospitals in the area.

Gauteng health department spokesperson Motalatale Modiba confirmed that the children, aged between 9 and 14, received treatment at Jubilee Hospital, Odi Hospital, Tshwane District Hospital and Dr George Mukhari Academic Hospital.

The majority of the affected learners were discharged from the hospitals by Tuesday.

However, as of the latest updates, four children remain hospitalised, with one receiving care at a private facility.

The incident reportedly began when Grade 5 learners consumed chocolates that were purchased from another student.

While the chocolates had an expiry date of June 2024, the consumption led to gastrointestinal distress among the children, with some also experiencing breathing difficulties.

In response to the incident, Modiba has issued a public advisory emphasising the importance of food safety.

He urged parents and caregivers to be vigilant about the proper handling of both perishable and non-perishable food items.

“While the chocolates may have appeared safe due to their expiry date, it is crucial to remember that expired food should not be consumed, regardless of its appearance,” Modiba said.

He highlighted the significance of hand hygiene, advising the public to wash hands thoroughly before handling food and after using the bathroom to prevent cross-contamination.

As investigations continue into the circumstances surrounding this incident, health officials are urging the community to remain cautious and proactive about food safety practices.

Modiba said his department was monitoring the health of the remaining learners and has committed to providing further updates as necessary.

There have been a number of suspected food poisoning of children in Gauteng in recent months. Six friends, who were in primary school, died in Naledi in Soweto after purchasing chips from a spaza shop.

Five of them were buried last week, and the sixth child, seven-year-old Katleho Olifant who later died in hospital, will be buried over the weekend.

The government is still attempting to get a handle on all the cases.

Basic Education Minister Siviwe Gwarube said last week that she had received briefings from provinces regarding the food poisonings, and the incidents appeared to be isolated.

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

INSIDE EDUCATION

By Johnathan Paoli

There are significant operational challenges in the National Skills Fund (NSF), according to the Higher Education and Training Department.

Briefing the Standing Committee on Public Accounts (Scopa), the department said they included issues around administration and skills development.

While Scopa chair Songezo Zibi welcomed the presentations from Higher Education Minister Nobuhle Nkabane and director-general Nkosinathi Sishi on the NSF’s latest annual rep[ort, he said cooperation was essential to address the challenges plaguing the fund.

The NSF, which has been probed by the Special Investigating Unit, only achieved nine of the 39 performance indicators for the year.

“It is important for us to work together over the next few years, to get to a point where the department and entities facilitate millions more going through the Post-School Education and Training (PSET) sector, that they are skilled and employed, in order to contribute to the economy of the country,” Zibi said.

Sishi told the meeting that performance across its three key programmes was uneven, with three out of 12 indicators met for administration, only one out of 24 achieved in terms of skills development funding, and 5 out 13 indicators were reached for PSET system improvement funding.

He said the challenges were largely attributed to inadequate integrated systems, capacity constraints and delays in project approvals.

In terms of financial highlights, Sishi said the NSF reported a revenue of R4.484 billion, which was slightly below budget expectations by 1.3%.

Expenditure saw a significant 51% increase, primarily driven by new initiatives in work-integrated learning and artisan development.

However, the NSF underspent on its budget, with skills development expenditure totalling R1.784 billion, which was 68% below the planned R4.9 billion.

Sishi explained that the underspending was linked to delays in project approvals and contracting processes.

The accumulated surplus increased by 26.79% to R3.2 billion, reflecting underutilised funds.

Sishi said that despite the glaring problems, the NSF remained committed to optimising its financial resources to better fund its programmes.

In relation to governance and compliance, the DG confirmed that the NSF maintained a qualified audit opinion with a notable reduction in material findings compared to previous years.

However, he said following the audit, there had been no new reports of irregular or fruitless expenditure.

He said the fund had implemented a comprehensive audit action plan to enhance operational effectiveness and address prior findings.

Despite these efforts, capacity constraints and insufficient project monitoring remained issues, prompting the NSF to focus on critical appointments and improved project management.

The DG said the NSF had established a structured approach to managing employee misconduct, with procedures in place for investigations and disciplinary actions.

Some past offences included a refund of R486,115 related to fruitless and wasteful expenditure, and ongoing disciplinary actions against three officials, with hearings scheduled for the end of the month.

In addition, Sishi said forensic investigations revealed significant financial irregularities, leading to the suspension of several officials and a concurrent criminal investigation by the Hawks, which was still ongoing.

The report underscored the urgent need for capacity improvements and more efficient processes in skills development initiatives.

While revenue and surplus figures showed positive growth, Sishi admitted that the organisation faced ongoing challenges that must be addressed to fulfill its mandate effectively.

“With a focus on enhancing compliance and operational efficiency, the NSF is working towards a more robust framework for skills development across the country,” he said.

The minister echoed the sentiment and said she remained determined to turn the NSF around.

“We are committed to ensuring accountability and transparency in the NSF, thus my priority revolves around accountability on all levels,” Nkabane said.

The minister said both her department and NSF were actively establishing more effective corrective measures and capacity building to enhance its efficiency in supporting skills development.

INSIDE EDUCATION

By Johnathan Paoli

It is full steam ahead this week as the education department wraps up its preparations for the National Senior Certificate (NSC) exams, with matric learners telling Inside Education they are living in suspense.

Arguably the most important exams they have faced so far, Grade 12 learners will write their finals from Monday to 27 November.

According to the Basic Education Department, it is prepared for the exams and aims to surpass last year’s 82.9% pass rate.

A total of 727,121 full-time and 155,215 part-time candidates are registered to write.

Education officials are focused on ensuring that the security of the 162 approved exam question papers, assigning 55,053 markers to oversee assessments across 6,334 public schools and 575 independent centres.

“We are confident that we have implemented effective strategies to support our learners, especially given the disruptions caused by the Covid-19 pandemic,” Basic Education Minister Siviwe Gwarube recently told a portfolio committee meeting.

On Friday, Umalusi, which is the quality assurance body overseeing the exams, approved the writing of the end of year examinations. It has confirmed that all question papers have been moderated and approved, while emphasising the importance of maintaining integrity throughout the examination process.

This week will see matric learners signing pledges to uphold the NSC examination Code of Conduct across the country, while provinces like KwaZulu-Natal will hold a “prayer weekend”. Faith-based organisations and churches have been requested by the provincial education department to pray for the Class of 2024 and matric learners have been asked to attend services in their school uniform.

Amidst all the preparations and ceremonies, the atmosphere among pupils is a mix of excitement and anxiety. Learners from various schools have shared their experiences and strategies for tackling the exams.

Gomolemo Kadiege from Bokamoso Secondary School in Tembisa expressed her apprehension.

“I’m actually not ready for the exams; I’m scared,” she told Inside Education.

Despite developing a structured study timetable, she said found the workload daunting, but hoped to pursue mechanical engineering while gaining work experience.

In contrast, Nkhensani Khosa from Kaalfontein Secondary School in Ebony Park exuded confidence.

“Yes, I am ready,” she said.

Khosa said she had engaged in extra classes and effectively managed her time, aspiring to continue her education at a tertiary institution.

Sizwe Khumalo from Illinge High School in Vosloorus shared his readiness, emphasising the importance of utilising previous question papers and seeking help from teachers.

“I have found that some topics I do not understand clearly,” he said.

His goal is to study firefighting at a private college.

Khumalo’s fellow pupil, Ntokozo Mashego views the exams as “a key to my future,” having established a focused study routine.

While learners like Musa Shebangu and Betty Bongusa have expressed their  determination to achieve their goals, highlighting the support they received from peers and teachers.

Their aim is successful matric results that will open doors to further education or immediate employment.

With diverse experiences and ambitions, these learners are not only preparing for exams, but are also laying the groundwork for their future careers.

With preparations in full swing, the Basic Education Department remains committed to creating a credible examination environment, ensuring every learner is supported as they navigate this critical phase of their education.

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

The girls’ final featured a thrilling clash against Malawi.

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Edwin Naidu

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

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

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

Inevitably, Chiloane is the bearer of bad news. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Johnathan Paoli

The Gauteng education department is gearing up for the 2024 National Senior Certificate (NSC) exams, which are starting in a week’s time.

Education MEC Matome Chiloane told reporters on Monday that the department had implemented a range of support systems and security measures to assist candidates.

Speaking at Edenvale Secondary School, he said his department’s focus was on ensuring the exams were conducted with credibility, integrity and efficiency.

A total of 189,693 candidates are registered for this year’s exams, which is a slight decrease of 0.78% from 2023.

This includes 136,051 full-time and 53,642 part-time/repeater candidates. The department has set up 1035 exam centres, including 669 public ones.

Chiloane said that in light of the Class of 2023 performing commendably, achieving an 85.4% pass rate and the highest number of Bachelor passes since 1996, this positive trend was expected to continue.

He said stringent measures had been introduced to prevent cheating, including the use of advanced scanners and the banning of cellphones and smart devices during exams.

“Disruptive behaviour can lead to immediate removal from the examination, while dishonesty could result in nullified results and a ban from future exams. Candidates are required to sign a pledge committing to uphold the NSC Examination Code of
Conduct,” the MEC said.

A pledge ceremony led by the MEC is scheduled for Friday.

He said that throughout the year, the Secondary School Improvement Programme has provided extra tutoring and lessons for matriculants. It has included residential camps and partnerships with educational organisations like Sci-Bono, which enhances learning through innovative technologies.

The MEC confirmed that his department was opening registrations for candidates wishing to rewrite subjects in the June 2025 examinations, with applications closing on 7 February next year.

Chiloane also gave an update on the 2025 online admission placements for Grade 1 and Grade 8 learners, which began last month.

A total of 199,492 applicants have been placed, accounting for approximately 61.22% of total applicants with complete applications.

Specifically, 103,446 Grade 1 learners and 96,046 Grade 8 learners have secured placements.

Despite this progress, there are still 126,366 unplaced applicants; with 53,960 for Grade 1 and 72,406 for Grade 8.

Chiloane said the department was actively managing high-demand schools, where some have already reached full capacity.

“The department is committed to expanding school infrastructure, having approved the construction of nearly 3800 additional classrooms over the past five years,” he said.

He said an online platform would open on 11 December for late and incomplete applications.

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

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

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

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

INSIDE EDUCATION  

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

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

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

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

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

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

New assignment: Tell a story

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

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

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

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

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

Positive effects of creating the narrative

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

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

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

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

This article was first published in The Conversation

By Buti Manamela

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

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

NDP: Education and Skills

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

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

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

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

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

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

TVET Colleges: Centres of Excellence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Policy Perspective

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Decade of the Artisan

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

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

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

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

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

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

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

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

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

Training and Employability

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

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

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

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

Future of Education, Skills and Work

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION