Edwin Naidu

Ahead of World Teacher’s Day on 5 October, the lifeblood of the nation, indeed the world, educators in South Africa, are under the spotlight over the vagaries of the country’s tight budget.  

Many have lost their posts due to budget cuts and responsibility for their engagements being passed from the National Treasury to provincial departments. Teacher jobs depend on what’s left in the government kitty, and the National Treasury’s budget cuts seem to be sacrificing educator posts. 

This is bad news if South Africa hopes to improve the quality of educational outputs based on the most important person who will deliver these learnings – teachers. 

As reported in Inside Education last month, teachers face a lack of professional development, poor working conditions, heavy workloads, and low salaries. There’s also a general lack of respect and recognition of their critical contribution to society.

This current challenge shows that they are not taken seriously. 

According to the Democratic Alliance, the Treasury’s alleged failure to fund the 2023 wage agreement resulted in provinces absorbing significant budget shortfalls and putting jobs on the line. 

As highlighted by MEC David Maynier, the Western Cape is facing an R3.8 billion budget shortfall over the next three years, even after implementing drastic cuts. 

Other provinces are similarly impacted, with KwaZulu-Natal unable to afford over 11,000 educator posts and Gauteng forced to reduce learner transport and delay Early Childhood Development expansion.

As the world – South Africa included – prepares to celebrate teachers next month, something must be done to address this growing crisis. 

The DA has called on the Treasury to address this funding shortfall immediately. They say it is unacceptable that provinces are forced to make difficult decisions because of a wage agreement negotiated at the national level but not fully funded.

Teachers should be given the job security needed to improve South Africa’s education system. 

According to the UN Secretary-General António Guterres, “Teachers are central to nurturing every country’s greatest resource: the minds of its people. Yet today, we face a dramatic shortage of teachers worldwide, and millions of teachers who lack the support, skills and continuing training they need to meet the demands of rapidly changing education systems.”

In the euphoria over the Government of National Unity, the lack of unity in the purpose of serving the nation better, especially where teachers are concerned, is disappointing. 

The silence from the teacher bodies, like NAPTOSA and SADTU, over the culling of teachers due to a lack of government funds is deafening.

It beggars belief that President Cyril Ramaphosa would justify spending R44 million on eight imbizos while teacher jobs are being shed in their thousands. 

Ramaphosa believed that this spending was justified so that the government was in touch with its citizens. 

If Ramaphosa held an education imbizo, the president would have heard how the funding cutbacks hurt the economy (contributing to unemployment) and thwarted learning and teaching in South Africa. 

But whether he would do something about it is up for debate. 

World Teachers’ Day will celebrate how teachers transform education, reflect on the support they need to fully deploy their talent and vocation, and rethink the way ahead for the profession globally. 

But it starts with treating teachers better than the current situation in South Africa, at least. After all, where would we be without our teachers?

Edwin Naidu is the editor of Inside Education.

Johannah Malogadihlare

THE Limpopo Department of Health said that a team of healthcare professionals have been deployed to administer Bilharzia treatment to 142 learners at Malwandla Primary School on Wednesday.

Department Spokesperson Neil Shikwambana said last week the department sent a mobile clinic team to conduct tests after parents and teachers suspected that learners at the school might be having the condition.

“The dispatched team will provide immediate medical care and treatment to the affected learners. All learners who test positive will receive appropriate anti-schistosomal medication to treat the infection,” said Shikwambana.

Bilharzia may have been caused by contaminated water since the school uses water from boreholes.

Symptoms of Bilharzia include abdominal pains, diarrhoea, urine mixed with blood or blood stools.

The department is working closely with water service authority in the area to assess and improve water quality in the affected areas.

However, the department said that measures will be put in place to ensure that all water sources used by the school and the surrounding community are safe and free from contamination.

The community has been warned to temporarily distance itself from the local rivers as the water may not be safe.

Parents are also urged to seek medical attention at their nearest health facilities once they notice symptoms of Bilharzia in their children.

INSIDE EDUCATION

By Johannah Malogadihlare

Four Schools that were affected by measles in the Northern Cape province re-opened their doors for learning on Monday after the Education Department together with the Health Department took steps to contain the virus.

The four affected schools in the Delportshoop District were temporarily closed for fumigation after the measles outbreak affected 100 learners.

The Northern Cape Department of Education said it has a recovery plan to help the learners catch up with missed school work.

The Education MEC Abraham Vosloo had reported that learners in Grades 4 and 6, were affected by measles. But only Grade 12 learners would be allowed to write the preliminary exams for precautionary measures to avoid further infections.

The Department of Health reported that over 800 children were vaccinated for measles. One learner has recovered from severe symptoms after 5 days of isolation.

The Health Department’s head of Communication Lehuma Ntuane said the rollout of the vaccination at the affected schools had  begun.

“We are happy to announce that schools have reopened and our subject advisor will be assisting learners to catch up with missed school work,” said Ntuane.

Furthermore, lessons started on Monday and everything is back to normal, vaccination continues in the four affected schools, he said.

INSIDE EDUCATION

Edwin Naidu

A groundbreaking research study, the first of its kind conducted on the internationalisation of higher education in South Africa, has revealed a pressing issue of xenophobia.

According to the findings of the research report ‘Exploring Internationalisation of Higher Education at Public Universities in South Africa: Intentions, Practices, Opportunities and Constraints,’ universities in the country often follow an unwritten ‘South Africa-first policy’ in their staff recruitment.

Presented during last week’s 26th annual conference themed Navigating Internationalisation in Challenging Times, the comprehensive study, jointly commissioned by the International Education Association of South Africa (IEASA) and the British Council, found that academic xenophobia is driven by local politics and staff unions in universities.

The study noted that over the years, the South Africa-first policy has significantly impeded the recruitment of international staff in universities, a concerning trend that needs to be addressed. In some universities, it said that if a South African candidate meets the threshold criteria for recruitment, the question of recruitment by quality falls away as the South Africa-first policy dictates that universities ought to only opt for non-South Africans after an exhaustive search as dictated by the labour law.

According to the study, where a South African meets the minimum requirements of a position, priority should be accorded to recruiting them. Consequently, the study found that excellent international prospects are lost.

Local party and labour union politics have a significant role in this dynamic. Although this can be considered negative for internationalisation to a larger extent, universities consider it part of transformation and employment equity legislation.

Xenophobia, however, was denounced by all deans who took part in the study and seemed to affect different universities differently due to location. Some universities had always been international as much as they had been local. Hence, xenophobia had not concerningly manifested itself in these institutions.

In universities that were now beginning to embrace internationalisation, tensions were reportedly arising concerning the acceptance of international students and staff; hence, xenophobic tendencies were reported.

The South Africa-first recruitment practice was also an issue of concern despite the changing recruiting market and the great demand for international staff. While xenophobic tendencies were acknowledged, they were strongly condemned, and some institutions committed to protecting their international staff and students.

The only limitation was the area of jurisdiction within which such institutional control could be exercised, mainly where students lived within communities susceptible to xenophobic attacks. On the effects of xenophobia and the South Africa-first recruitment practice, one of the deans said:

“I would say for [university named), we’ve not had a lot of instances of xenophobia. However, [one day], this young academic went and requested the head of the department to give him some hours to do, to teach. When he started teaching, all hell broke loose, and they say he’s bringing foreigners because the head of the department himself is foreign.”

The comment illustrated the dismissive opinion demonstrated by most deans about the occurrence and effects of xenophobia. However, by analysing such comments, one can see the subtle occurrences of xenophobia and its impact on institutions and the internationalisation project.

The effects of xenophobia and the South Africa-first practice could be seen in the response given by one of the deans: “We’re not getting the expertise coming from outside because of this, and this is a limitation (xenophobia) … It’s not an institutional issue, it’s a political issue and you, as a person, should know very well that as much as we have management, the student force is controlled by political allegiance to certain parties.”

Similarly, but without making mention of the political issues surrounding the South Africa-first practice, another dean said:

“In fields where it is difficult to attract South African academics, such as engineering, we don’t have a choice but to appoint international academics.”

The study found that xenophobia and the recruitment practice policy seemed to contradict the efforts espoused by the DHET Policy Framework. This is particularly true of the framework clauses: “It is in South Africa’s interests to appoint the best possible people in academic positions in its higher education institutions, including talented and qualified scientists and scholars from elsewhere in the world.”

This must be balanced with addressing race and gender transformation through creating opportunities for black and female South African citizens. There can be no justification for any South African institution prioritising and preferring foreign nationals to South Africans who qualify equally for the same post.

The Department of Higher Education and Training (DHET) launched the DHET framework in 2019. However, many institutions have yet to adopt it fully.

The milestone study was unveiled on Thursday during a panel discussion by the esteemed Dr Samia Chasi of IEASA. The panel was composed of distinguished individuals, including George Barrett, Country Director of South Africa British Council, Prof Felix Maringe, Deputy Vice-Chancellor of Institutional Development, Research & Innovation at the University of Kigali, Dr Phethiwe Matutu, Chief Executive Officer, Universities South Africa, Dr Lavern Samuels, IEASA President and Dr Idah Makukule, University Education Branch, Department of Higher Education and Training, all of whom brought their expertise to the discussion.

The research for this project was conducted between 2022 and 2024. It examined South Africa’s 2019 policy framework on Internationalisation by the Department of Higher Education and Training (DHET).

According to the study, the interpretation and understanding of internationalisation at both conceptual and policy levels in public universities are diverse, with the DHET Policy Framework itself in South Africa focused on pursuing integration, establishing regional and international connections, and incorporating intercultural and global dimensions into a university’s strategic objectives, functions, and the delivery of post-secondary education.

Since the study found that the higher education sector is not fully ready to implement the DHET Policy Framework, one recommendation was that the DHET, in conjunction with its significant partners, such as IEASA and the British Council, organise a higher education summit to kickstart the implementation of the DHET Policy Framework.

The summit would address institutional issues of awareness-raising concerning strategy development, resource mobilisation, and leadership training for internationalisation.

It was also recommended that the visa and immigration dynamics in HE be reflected and reformed both nationally and institutionally. Inadequate visa and immigration arrangements for international students are the most significant issues raised by staff and students.

The prevalence and impact of academic xenophobia at universities in South Africa should be probed further, as well as the need for cognitive justice, equality and social justice for international students.

Xenophobia remains a sick South African problem, as shown by the recent furore over Chidimma Adetshina, the Sowetan of Nigerian descent, who was subject to awful abuse before pulling out of a beauty contest.

Academia, as the study shows, is no different from South African society in displaying xenophobia. They seem to have a subtle way of pulling it off.

Edwin Naidu is a veteran journalist. He writes in his personal capacity.

Inside Education Reporter

Minister of Higher Education and Training, Dr Nobuhle Nkabane, has provisionally agreed to reinstate the registration of private education group Educor subject to certain conditions. 

A statement from the DHET said the decision was on condition that Educor fully comply with the Council on Higher Education (CHE) accreditation requirements before commencing any teaching and learning activities. Compliance with these accreditation standards is imperative to ensure the quality and integrity of the educational programmes offered by Educor.

Furthermore, according to the conditions laid down by Nkabane, Educor is: 

Required to submit comprehensive monthly reports to the Department. These reports must include, but are not limited to, detailed financial statements, student enrolment statistics, and progress updates on compliance with CHE accreditation standards.

 The quarterly reports should particularly focus on the financial health of Educor. The financial statements must demonstrate transparency and adherence to sound financial management practices. Any significant financial concerns must be reported immediately to the Department.

The Department said that the decision to provisionally reinstate Educor is made purely on humanitarian grounds, with the primary aim of minimizing the disruption to the education and prospects of the students currently enrolled. 

Furthermore, the provisional reinstatement does not in any way waive the Department’s rights and powers entrusted to it in terms of the Higher Education Act or invalidate the legal proceedings that the parties were involved in, and, the Minister reserves the right to revoke this provisional reinstatement should Educor fail to adhere to the stipulated conditions or if any further non-compliance is detected. 

The statement said the DHET remains committed to supporting institutions that demonstrate a genuine commitment to providing quality education while adhering to the regulatory frameworks established to protect students and uphold educational standards. 

INSIDE EDUCATION

Lungile Ntimba

THE Congress of South African Trade Unions (Cosatu) has called upon President Cyril Ramaphosa to intervene in stopping the corruption at the Construction Education and Training Authority (CETA).

The call comes in the wake of a recent report that fingers CETA’s management board management in corruption allegations after it planned a 24-day overseas excursion at a cost of R4 million.

Cosatu National Spokesperson Zanele Sabela said on Monday the misconducts are orchestrated by the seniors of CETA and called on Ramaphosa to involve the Special Investigations Unit (SIU) in the probe.

“It’s time Ramaphosa intervened not only to place this CETA under administration but also to task the SIU to conduct a forensic investigation, including lifestyle audits on the Board and management,” Sabela said.

She added that the union is also angered by reports that management is threatening action against whistle-blowers at the CETA and she called for urgent protection against these threats.

“The Federation stands firm with our affiliate, NEHAWU, and workers at the CETA who have exposed this pandora’s box of wanton looting,” Sabela said while pointing out that SETAs are funded by employers and workers and their  mandate is to invest in skills to improve careers, not to fund “insatiable lifestyles of a criminal elite”.

COSATU emphasised that the union will continue to support the efforts of its principled affiliate, NEHAWU, to surgically excise the CETA of this “cancer of corruption”.

Higher Education Portfolio Committee Halts CETA board’s R4 Million planned field trip on its tracks

INSIDE EDUCATION

Staff Reporter

Maths and Science was the bedrock upon which we build our future professionals, innovators, and leaders, said the Minister of Basic Education, Siviwe Gwarube.

“We need to all join hands and build a solid foundation for a quality and efficient basic education system, from Early Childhood Development (ECD), through the Foundation, Intermediate and Senior Phases, to the Further Education and Training (FET) Band,” said the Minister.

She was speaking during the PrimeStars Youth Social Organization Programme, which took place at the Standard Bank Centre in Johannesburg. In its quest to promote Science, Technology, Engineering and Mathematics (STEM) subjects in rural communities, PrimeStars, in partnership with the DBE, launched the eduCate Programme designed to facilitate comprehensive revision sessions for 300,000 learners in 1,000 lower quintile public schools across all nine provinces.

Managing Director of PrimeStars, Martin Sweet, said that the success of the eduCate Programme was made possible by the commitment of the DBE towards improving learning outcomes in STEM subjects.

He assured the Minister that PrimeStars will channel its resources towards improving literacy and numeracy in schools to align itself with key areas of focus in the 7th Administration.

Gwarube said that by fostering an interest in STEM from an early age, schools can help learners to develop the competencies required for future careers, drive economic growth and ensure that the next generation is well-prepared to tackle the challenges and opportunities of a technology-driven world.

“Maths and Science play a crucial role in preparing students for the future by equipping them with essential skills for a rapidly evolving job market. The poor uptake of STEM subjects in public schools, and the low Matric Math and Physical Science pass rate at basic education level, is extremely concerning, as it poses significant challenges for institutions of higher learning and inevitably, our economy,” she said.

Gwarube thanked PrimeStars for sustaining the eduCate Programme for the past 14 years adding that, “the Department supports and strongly encourages initiatives that assist South African learners to perform above their academic expectations and become more meaningful contributors to our economy. Partnerships are key to the success of learners and the system as a whole”.

INSIDE EDUCATION

Staff Reporter

2024 is a critical moment for South Africa as the country celebrates 30 years of democracy, said Prof. Puleng Segalo, the Chief Albert Luthuli Research Chair and a professor of psychology at Unisa.

“These three decades offer us a moment to reflect on our progress in the efforts towards gender equity in all spheres of life,” said Segalo, adding that there have been positive shifts and policies that have greatly contributed towards increasing the involvement and inclusion of women in science, technology, engineering and mathematics (STEM).

“But these shifts are not enough,” said the Prof.

In her 2017 article, “Looking through the Glass Ceiling: A Qualitative Study of STEM Women’s Career Narratives”, the Prof said Mary Amon highlights how, despite efforts having been made to advance women in STEM, many continue to lack social capital, which leads to challenges of work-life balance.

“Such challenges lead to some women struggling to attain and maintain leadership roles. In their journal article titled “The Knowledge Economy”, Kaisa Snellman and Walter Powell state that global discussions on economic development increasingly revolve around the concept of an innovation economy, which underlines the importance of knowledge, creativity and technological advancements as key drivers of economic growth and societal progress.

The shift from traditional means of production and manufacturing economies toward technology-based and intellectual capabilities has an impact on global competitiveness and economic stability,” the Prof added.

Are women playing a central role in this shift?,” Segalo asked.

“Reflecting on her academic and research journey as a woman in STEM, Moleboheng Mokhele-Ramulumo, a senior lecturer in the School of Mathematics, Science and Technology Education at North West university has seen firsthand how vital it is to engage and inspire the next generation in STEM fields,” said Segalo.

“The role of women in STEM goes far beyond simply meeting quotas; it involves bringing diverse perspectives that can lead to more comprehensive and innovative solutions to the world’s challenges.

“Women often approach problem-solving in ways that are empathetic, collaborative, and holistic. These qualities are invaluable in fields like science and technology, where understanding complex systems and working across disciplines are essential to achieving breakthroughs.”

Despite the significant efforts to promote women in STEM, gender imbalances persist in these fields, added Segalo.

In 2020, the Unesco Institute for Statistics reported that women constitute only 30% of researchers worldwide. These inequalities are most visible in specific STEM fields, such as computer science and engineering, where there is low involvement of women. This gender disparity is not only a concern, but also has significant implications for the innovation economy.

“Women in STEM have the potential to offer different perspectives and experiences that can lead to more creative solutions and breakthroughs in research and development. The underrepresentation of women represents a lost opportunity to maximise the innovative potential of the workforce.

“Many women still face numerous barriers that impede their progress and contribute to their underrepresentation, including gender biases and lack of mentorship. In addition, women in STEM are confronted with unequal access to crucial resources such as research funding and laboratory space, which hinders their ability to conduct groundbreaking research.

“This, in turn, reduces their ability to excel and innovate in the various STEM fields,” added Segalo.

The Prof said women are often confronted by the demanding culture of long work hours (e.g. running experiments in the lab) and lack of supportive policies like flexible working hours and parental leave.

These lead to higher attrition rates among women, reducing the diversity of thought and innovation potential. More conducive environments and support at both the personal and the structural level is required.

“Addressing these barriers is critical for fostering an inclusive environment that maximises the contributions of all talent and strengthens the innovation economy.

“As South Africa looks towards the next three decades of democracy, may we shift from rhetoric to action so that the next generation does not have to struggle with the same issues confronting us today.”

INSIDE EDUCATION

Staff Reporter

THE University of Pretoria (UP) in partnership with EyeBrainGym recently hosted the national finals for the Reading Riot competition, a national initiative that promotes literacy and comprehension skills, and fosters a love of reading among learners across South Africa.

Since 2021, recipients of UP’s Vice-Chancellor’s Distinguished Merit Award (VCDMA) have been given the opportunity to participate in the EyeBrainGym programme offered by LectorSA.

This programme seeks to enhance the visual intelligence of learners to help them read faster, recall information more effectively and think more clearly.

“Working with EyeBrainGym on this has been a delight, and the Reading Riot competition emphasises our determination to enhance literacy skills and encourage a culture of reading among learners and the broader community,” said Wallace Isaacs, UP’s Deputy Director for Enrolment and Student Administration.

The competition was supported by UP, EyeBrainGym, employment law consultancy SEESA and car subscription company Drive.

Recent research has highlighted literacy challenges in South Africa. According to the 2021 Progress in International Reading Literacy Study (PIRLS), more than 80% of Grade 4 learners cannot read for meaning.

Through its JuniorTukkie programme, UP has been working with LectorSA for more than 10 years to address this issue.

The Reading Riot national finals, held on 5 August at UP, showcased the reading talents of Grade 6 learners from across South Africa. The competition tested comprehension and reading speed, bringing together top performers from all nine provinces.

The winners of the national finals were Stanton Steenkamp of the Northern Cape, who became the national champion; first runner-up Ridge Lawson of the Eastern Cape; and second runner-up Ayesha Paruk of KwaZulu-Natal. Steenkamp received a new device, a gift bag and other sponsored prizes, while his teacher, school and principal received a prize.

“We are immensely proud of all the participants who demonstrated such dedication and skill,” said Marinda Marshall, CEO of LectorAfrica. “The Reading Riot national finals were a celebration of young South African talent.”

UP hopes this initiative will spark a renewed interest in reading among students and contribute to improved academic performance across all levels of education.

For more information on the Reading Riot competition, visit: www.reading-riot.com or email readingriot@EyeBrainGym.com

Staff Reporter

THE University of the Western Cape (UWC) women’s football team delivered a dominant performance, thrashing Young Buffaloes of Eswatini 6-0 on Thursday to secure their place in the final of the 2024 CAF Women’s Champions League COSAFA qualifiers in Malawi.

UWC will face Gaborone United of Botswana on Saturday afternoon to determine the regional qualifiers, who will represent COSAFA in the eight-team CAF Women’s Champions League later this year.

This will be UWC’s second final in about two weeks, following their victory in the Varsity Football Women’s title on August 9.

They are currently second in the Hollywoodbets Super League – South Africa’s premier women’s football league.

At a packed Mpira Stadium in Malawi, UWC opened the scoring as early as the 7th minute, with Nondumiso Manengela converting a penalty after goalkeeper Philisa Mjambane brought her down in the box.

Captain Bongeka Gamede doubled the lead in the 26th minute when she netted her third goal of the tournament with a fine header from a corner.

The score remained 2-0 at halftime, but in the 65th minute, UWC extended their lead when substitute Ntombifikile Ndlovu capitalised on a goalkeeper error to slot in a rebound. Tiffany Kortjie, Koketso Mamabolo and Sibulele Holweni also found the back of the net, adding to the definitive result.

Coach Thinasonke Mbuli praised her team’s strong overall performance, acknowledging the challenges of the qualifiers.

“Our motto is, ‘One game at a time,’ and we’re not done yet. We have one more game to go. Gaborone United, our opponents in the final, are a solid team with experienced players who represent Botswana at the national level.

“They’re the only team that hasn’t lost a match in this tournament, which says a lot about them. If we give them time and space, we’ll be in trouble. We won’t take them for granted.”

Meanwhile, UWC’s dominance in the tournament is reflected in the CAF Women’s Champions League COSAFA Qualifiers team of the group stage, where five of the 11 top players are from UWC.

These include goalkeeper Siphesihle Dlamini, who conceded only two goals in the group stages; defenders Gamede (who scored twice during the group stage) and her Banyana Banyana teammate Fikile Magama; as well as midfielder Amogelang Motau and forward Noxolo Cesane.

INSIDE EDUCATION