Inside Education Correspondent

Teaching mathematics in South Africa, like in many other countries, is a complex and multifaceted challenge, according to Yeshvira Brijlall, the Department Head (Acting) for Maths & Sciences at the University of KwaZulu Natal.

Speaking during a maths symposium at UKZN, Brijlall said the effectiveness of mathematics education is crucial not only for individual academic success but also for the overall development of the country.

“South Africa faces significant socio-economic disparities, and this is reflected in the education system. Many students come from disadvantaged backgrounds with limited access to resources, which can impact their learning experiences. At my school, we have learners from Grade R (pre-school) all the way to Grade 12 (Matric).

“Many of these learners’ stem from affluent backgrounds with a few learners coming in from the nearby informal settlements. Even though my school is relatively well-resourced, the learners are not all equal when they leave the school premises resulting in them still having unequal opportunities,” she said.

Brijlall said the learners have parents/caregivers who may not be able to offer these children support and guidance when it comes to homework and re-enforcement of skills.

As a result, these learners are often left behind as teachers check activities and move on with the syllabus in the interests of time constraints. Their school ran intervention programmes for at risk learners.

Citing language of instruction as a crucial factor, she said South Africa has multiple official languages (12 languages – inclusive of Sign Language), and the choice of language in which mathematics is taught can affect students’ understanding.

“It’s important to consider language barriers and ensure that students have a strong foundation in the language used for teaching.”

Remedial classes, literacy and numeracy programmes can increase understanding of the subject.

However, Brijlall noted that the quality of mathematics education depends heavily on the competence and commitment of teachers.

“Continuous professional development is essential to keep educators updated with the latest teaching methods and technologies. Additionally, addressing the shortage of qualified mathematics teachers remains a priority.”

INSIDE EDUCATION

Inside Education Correspondent

A study commissioned by Inyathelo, the South African Institute for Advancement, has revealed a significant increase in philanthropic funding for South African universities.

However, the research also exposes deep-seated disparities in funding distribution that continue to plague the higher education sector.

South African universities saw a remarkable increase in philanthropic income in 2020, valued at R2.31 billion, nearly double 2019 funding. When Sector Education and Training Authority (SETA) income is also included (funding from skills development and training organisations), the total reached R2.66 billion.

Now in its eighth edition since it was launched in 2013, the Annual Survey of Philanthropy in Higher Education (ASPIHE) provides comprehensive data and analysis on philanthropic support to South African universities.

To ensure continuity with previous research, the latest study is based on philanthropic funding during 2020, a year marked by the global Covid-19 pandemic. It sheds light on the challenges faced by universities in South Africa at that time, as well as the resilience they showed in navigating the crisis.

This upward trend in giving highlights the commitment of donors in addressing pressing pandemic issues such as emergency relief, medical research and digital technology support, says Professor Beverley Thaver, Professor in Higher Education Studies, University of the Western Cape, and lead researcher, ASPIHE.

Key findings from the ASPIHE 2020 report include:

More donors: Some 11 244 donors contributed to 10 institutions in 2020, compared with 4 355 donors in 2013.

Parity in giving: The proportion of income from international donors, 50%, was matched by South African sources. This suggests robust levels of civic responsibility by South Africans, says Professor Thaver.

Shift in allocation: Unlike previous years, where student funding received the bulk of philanthropic support, the pandemic caused a significant shift. Some 40% of funds were directed to infrastructure, such as vaccination stations, and less than 30% to student funding.

Greater staff investment: The 10 participating universities employed 178 full-time and part-time staff in fundraising, development and alumni relations by 31 December 2020. This was just below 2019 and 2018 figures, and an increase from the total of 136 staff in the 2013 sample.

“The numbers suggest that the more an institution spends on attracting philanthropic income, the higher the income amount. That is, the more fundraising, alumni relations and associated support staff an institution has, the higher its philanthropic income.

“Nonetheless, the higher the income received, the greater the cost. Three institutions had expenditure ratios ranging from 18% to 40%, way above the international benchmark of between 8% and 12%.”

South African universities are divided into three types: traditional universities which offer theoretically-oriented university degrees; universities of technology which offer vocational-oriented diplomas and degrees; and comprehensive universities which offer a combination of both types of qualification.

Shift in SETA strategy: Non-traditional universities have generally been more successful at attracting SETA funding. The top earners of SETA income in 2020, however, were traditional universities, a reversal from the previous year. This suggests traditional institutions increasingly target SETAs for funding

Skewed income distribution: Traditional universities received a disproportionate share of philanthropic income. In 2020, traditional universities accounted for 99% of total donor income, leaving non-traditional institutions with just 1%.

“The stark inequality in the donor income totals between traditional and non-traditional universities has been persistent and the gap is growing. Previous reports have pointed to deep and complex historical, political, and structural factors that continue to disadvantage most institutions that are not classified as traditional by the South African Department of Higher Education,” says Professor Thaver.

The 10 universities that participated in the latest research were the Durban University of Technology (DUT); Tshwane University of Technology (TUT); University of Cape Town (UCT); University of the Free State (UFS); University of Johannesburg (UJ); University of KwaZulu-Natal (UKZN); University of Pretoria (UP); Stellenbosch University (SU); University of the Western Cape (UWC); and University of the Witwatersrand (Wits).

INSIDE EDUCATION

Sports Reporter

“Winning rugby” is Dewey Swartbooi’s honest answer when asked what kind of rugby he wants Tuks to play next year.

The former Bulls rugby player is TuksRugby’s new head coach.

Swartbooi admits that saying he wants the team to win is a cliche. But then, he justifies what he said by quoting one of South Africa’s coaching legends, Heyneke Meyer.

“Heyneke used to say he is coaching players to play winning rugby because playing attractive rugby is no guarantee to win trophies.”

Swartbooi is under no illusion of the enormity of the task that awaits him and his players from next year on. They have got to restore Tuks’ rugby honour. 

This year’s Varsity Cup campaign was a disaster. As defending champions, Tuks lost all seven games. It is hard to remember when last, if ever, Tuks lost seven games on the trot. It led to Tuks being relegated to the Varsity Shield Tournament.

According to Swartbooi, many might think that it is going to be a mere formality for Tuks to win the Shield Trophy.

Making a difference in the lives of young people

“Experience has taught me to never take anything for granted. I know now that we must be at our best to win. Every team in the Shield competition is going to come for us. 

“For them, it is about getting the bragging rights to beating Tuks. Despite what happened, Tuks is still considered one of the legendary teams of South African rugby.”

As a coach, Swartbooi firmly believes that getting to know and understand your players is the foundation of success.

“As said, winning is important, but the most rewarding thing about being a coach to me is knowing that I can make a difference in the lives of young people. 

“It is important that players not only succeed on the field, they must excel in everything they do. Rugby is a tool to help players think like winners.”

In 2017, Swartbooi coached Tuks Young Guns to victory.

Swartbooi’s passion for rugby started in the dusty streets of Sutherland. At the age of four, he went along with his dad to watch club rugby. A memory that has remained is how sometimes the spectators switched on the headlights of their cars to allow for enough light so the players could finish the game.

Then there are also the memories of listening on Saturday afternoons to the rugby games broadcasted on the radio.

2002 Junior World Cup a highlight

“The commentators in those days were brilliant. The way they described the action made you feel as if you were next to the field watching the game.”

It was in Worcester, playing as a centre, that Swartbooi’s heroics started to get noticed. He got to play for the Boland Craven Week team, the South African Schools (under-18).

A definite highlight was being part of the South African under-21 team that won the inaugural Junior World Cup in 2002. The team was coached by Jake White. In the backline, Swartbooi partnered with the likes of Jean de Villiers, Fourie du Preez, Clyde Rathbone and Ricky Januarie. A year later, he debuted for the Bulls playing SuperRugby.

Playing golf to forget about rugby and to relax is something Swartbooi learned in Pretoria. He admits not to being one of the best.

“I play off an 18 handicap, which is genuinely an 18 handicap. When I play, I am there to lift the spirits of the other players.”

INSIDE EDUCATION

Inside Education Reporter

Exams can be daunting, stress-inducing, and downright nerve-wracking, according to Dr Hestie Byles is Manager: Academic Advising at the University of Pretoria.

The mere thought of those looming exam papers can send shivers down the spines of even the most confident students.

However, amidst the anxiety, she says it’s crucial for students under pressure to remember that success in exams is not solely determined by innate abilities (“I have good study techniques”) or external factors (“This is a difficult module” or “This lecturer’s standards are too high”). It’s about approach, mindset, and ability to focus on what you can control.

In today’s fast-paced academic world, the pressure to excel can be paralysing, and many students become fixated on the uncontrollable elements of exams, such as the difficulty of the questions or the expectations of teachers and parents.

This fixation on external factors can lead to feelings of helplessness and despair. However, there is a better way to approach exams – one that empowers students to take control of their own success.

The key to coping with exams is to shift the focus away from what you cannot control and redirect it towards what you can. Here are some strategies to help students do just that:

Preparation:

It all begins with how you prepare for your exams. You can control your study habits, the resources you use, and the time you allocate for studying. Create a study schedule that suits your learning style and stick to it.

Organise your study materials and your study space, seek help from lecturers, advisors, tutors, or peers if needed, and actively engage in the learning process. Remember, preparation is the foundation of success.

Mindset:

Your mindset plays a significant role in how you cope with exams. Cultivate a growth mindset, which believes in the power of effort and resilience.

Understand that setbacks and failures are opportunities for growth and improvement. Anyone can get better at anything if they are willing to put in the work. By focusing on your ability to learn and adapt, you can approach exams with a sense of confidence and determination.

Stress Management:

Stress is a natural response to exams. It’s part of what makes us human, but how you manage it is within your control. Practice stress-reduction techniques such as deep breathing, meditation or exercise. Create a conducive study environment that minimises distractions.

Switch OFF your cell phone while studying; I have proven to myself (many times over) that multi-tasking, especially if a phone is involved, does not work! Taking breaks and getting enough sleep are also crucial for managing stress and maintaining focus, and both are within your control too.

Perspective:

Shift your perspective from a narrow focus on grades to a broader view of education as a journey of personal growth and knowledge-acquisition to empower yourself to be the best version of whatever career-person it is that you see yourself as.

While grades are important, they do not define your worth or your potential. If they did, many of our great heroes of the past would have been deemed pretty worthless (case in point, Einstein and more). By valuing the learning process itself, you can reduce the anxiety associated with exams.

Adaptability:

Exams can be unpredictable, but your ability to adapt to changing circumstances is within your control. I remember coming to university as a first-year student, thinking I had it all figured out, only to realise that we cover a term’s worth of schoolwork in one week!

The only way I survived was by being open to different methods of learning and problem-solving. I often found that you have to use different study methods for different subjects. If you encounter a challenging question or unexpected format, stay calm, breathe, and then apply the knowledge and skills you have developed throughout your studies and by incorporating different study methods.

In the grand scheme of the educational journey, exams are just one part of the process. Focusing on what can be controlled – preparation, mindset, stress management, perspective and adaptability – will not only help students cope with exams, but also empower you to thrive in your academic career and reach your finish line.

Above all, students must remember you have the power to shape your exam experience, and ultimately your success. By taking charge of what you can control, you can approach exams with confidence, resilience and the certainty that you are capable of achieving your goals and mastering your exams and your academic life.

INSIDE EDUCATION

Staff Reporter

Out of one million youth entering the labour market annually, 2/3rds will end up not in education, employment, or training (NEETs) within a year, according to the Steel and Engineering Industries Federation of South Africa (SEIFSA).

South Africa has a slow growth economy that results in young people being locked out of the labour market due to various barriers and although there is high investment in education and training programs, we see limited transition of these youth into earning opportunities.

Citing the example of youth employment accelerator Harambee, which uses innovative technology to speed up youth employment by unlocking and aggregating jobs to make them visible and accessible to youth and providing tools for young people to make themselves more employable. This zero-rated platform is called SA Youth and is part of the Presidential Youth Employment Intervention.

Harambee breaks barriers for youth through research, intelligence, and advocacy: data and insights gathered from the over 3.5 million young people we have supported through our platform give us the insights we need to reduce the barriers that exclude young people from the labour market.

This platform will give business leaders knowledge of how to reduce existing barriers in youth unemployment. It will also give them a platform to source young talent and be able to give employment to the youth to address the socio – economic issue which is unemployment.

INSIDE EDUCATION

Edwin Naidu

While former University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng has dismissed the UCT report into governance lapses during her tenure as “gossip”, the Chair of Council, Norman Arendse says the university has agreed on a roadmap to fix past governance failures.

The University of Cape Town (UCT) Council met on 11 November 2023 to discuss the implementation plan of the recommendations made by the report of the independent panel of investigation on governance matters at UCT during the period 2018-2022.

At the meeting, Arendse said Council reaffirmed its commitment to remedying past governance failures and strengthening current structures by complying with UCT’s regulations and policies and enforcing the Council code of conduct.

This includes ensuring the delineation of the oversight governance role of Council from the executive management function together with matters that fall within the purview of the Senate.

Student governance via the Student Representative Council (SRC) and the role of the Institutional Forum (IF) remain important arms of institutional governance.

However, while the university is grappling with her chequered career at the UCT, Phakeng has received an international award for her contribution as a leader in Information and Technology Communications.

She also took to social media to let her former employers know that she will respond to every single “gossip” contained in the report.

In a statement, Arendse said a Council sub-committee will establish a framework to strengthen the university’s governance. This will include induction processes for Council members, reviews of Council performance, tightening the terms of reference for key committees of Council, alignment of the functions to execute Council decisions through the management systems and without any undue impediments that may undermine good governance.

The governance role of key committees of Council, like the Remuneration Committee of Council and the University Human Resources Committee, as well as the operational function of key university departments, will be included in this process.

Council took further resolutions:

(1) to report wrongdoing by individuals to external professional bodies;

(2) to initiate disciplinary procedures in instances where university jurisdiction applies;

(3) to reassign the executive reporting line for Human Resources to the Vice-Chancellor;

(4) to recall the current chair of the University Human Resources Committee from that role and from all other Council committees to which Council had made this appointment;

(5) to offer a written apology to be posted on the UCT website to those who had been wronged as referenced in the report of the panel, and so too in the case of the 37 anonymous complainants referred to in the Ombud Report referenced in the report of the panel.

“We believe that this revised focus on governance will set the right tone for a future marked by accountability and transparency. The measures agreed to in the roadmap and framework will live beyond the term of the current Council and go a long way in ensuring that the failures as identified in the report of the panel do not happen again.

“The council is determined to ensure UCT moves forward and in doing so restore the university community and the public’s trust and confidence in us as a leading institution of higher learning,” Arendse said.

INSIDE EDUCATION

Lerato Mbhiza

THE Department of Basic Education has assured matric pupils that there is no truth to social media posts suggesting that some question papers have been leaked. 

Basic Education spokesperson Elijah Mhlanga said the posts are fake, misleading and seek to cause unnecessary confusion.

Mhlanga said there have been no serious irregularities since the start of the exams.

“This implies that the measures put in place to secure the examinations are working well thus far. A total of 136 of the 231 question papers have already been written and today is day 15 of the 28-day examination period.”

“The Minister of Basic Education Mrs Angie Motshekga has made no such announcement about any incident related to examinations. The social media posts are a pure fabrication and malicious.

“The examinations are proceeding well without any major incidents reported.

“The department wishes to reassure the National Senior Certificate candidates, their parents and guardians and members of the public that there have been no examinations paper leaks nor an announcement about any rewrite of any papers whatsoever,” Mhlanga said.

INSIDE EDUCATION 

INSIDE EDUCATION REPORTER

THE Human Sciences Research Council (HSRC) will present its findings and recommendations of the South African National Survey on Health Life Experiences and Family Relations study to the Portfolio Committee on Higher Education, Science and Innovation in Parliament on Friday following another violent incident at a tertiary institution in the country.

A University of the Western Cape student who reportedly stabbed a female student believed to be his wife at a private student residence at the Cape Peninsula University of Technology in Cape Town was arrested in connection with the incident.

Chairperson of the Portfolio Committee on Higher Education Science and Innovation, Nompendulo Mkhatshwa, welcomed the arrest and said tertiary institutions must do more to address violence on campuses.

“Institutions of higher learning are one of many social institutions that ought to play a role in shaping and harnessing the social construction of societies in alignment to our constitution that speaks of a non-sexist society.”

The committee continuously invites the portfolio committees on police, and women, youth and people with disabilities on a wide range and cross cutting GBV and gender related matters.

The Portfolio Committee on Higher Education Science and Innovation has extended an invitation to the chairpersons of the Portfolio Committee on Women, Youth and Persons with Disabilities and of the Multi Party Women’s Caucus to its upcoming meeting.

Furthermore, the committee further urged Higher Health and the institution’s mental health services to ensure that the victim and the entire CPUT community receives the support it needs to get through such a traumatic experience has welcomed the arrest of the University of the Western Cape student who reportedly stabbed a female student believed to be his wife at a private student residence in Cape Town.

The committee wishes the victim of the assault from the Cape Peninsula University of Technology (CPTU) a speedy recovery and further calls for a multipronged approach to addressing gender-based violence (GBV) in society and at institutions of higher learning.

The committee is concerned that a scourge of GBV continues to plague society and has reached unacceptable levels, in which institutions of higher learning have not been spared.

The committee calls upon the full implementation of the National Strategic Plan on GBV which aims to provide a multi-sectoral strategic policy and programming framework to strengthen a coordinated response to the GBV crisis.

The committee welcomes initiatives of the Department of Higher Education and Training in introducing programmes such as the Higher Health Civic Education and Health Skills Programme as well as the Transforming MENtalities programmes as part of the curriculum.

The Transforming MENtalities Initiative is a programme focused on men in the higher education sector to be part and champions of a world free of GBV and against all forms of discrimination.

The committee welcomes the introduction of these programmes in the Post School Education and Training sector as they contribute to assist in shaping the social construction of students.

The committee said it engages with the Commission for Gender Equality on its investigations in universities and TVET colleges regarding GBV, and gender related matters reported at institutions.

The committee has had follow up meetings with institutions to ensure that they implement observations and recommendations of the CGE.

INSIDE EDUCATION

Lerato Mbhiza

THE man captured on video viciously stabbing a woman, said to be his wife, several times at a student residence in Belhar in the Western Cape on Saturday morning has been arrested and is in hospital under police guard.

Police spokesperson FC van Wyk said a 30-year-old man was arrested and the Belhar police registered an attempted murder case following a stabbing incident where a 26-year-old woman student was injured.

“Circumstances surrounding this stabbing incident are under investigation. The injured victim was transported to a nearby medical facility for treatment. Investigations continue,” said Van Wyk.

A spokesperson for the Cape Peninsula University of Technology (CPUT) Lauren Kansley said the university offered assistance to students who may have been traumatised by the incident.

“The incident happened at a privately owned residence. The female student sustained serious injuries and has been transferred to Tygerberg Hospital for emergency surgery.

Gasant Abarder, the spokesperson for the University of Western Cape where the attacker is alleged to be a student, said they condemned any act of gender-based violence.

“At a time when UWC pronounced its zero tolerance for gender-based violence and communicated its condemnation of any acts of gender-based violence and femicide, it notes a disturbing report of the stabbing of a female CPUT student on 11 November 2023. It is alleged that the student’s spouse, who is a UWC student, stabbed her at her South Point residence.

The incident has sparked outrage, with the DA saying it would visit the university on Tuesday to meet with university management.

“Heightened security measures on campuses and residences must be prioritised. Our thoughts are with the victim and the wider student community.

“The DA calls on authorities to conduct a thorough investigation into this incident and take decisive action against the perpetrator,” it said.

Meanwhile,  Higher Education Minister Blade Nzimande has welcomed the arrest of the suspect.

“Minister Nzimande welcomes the swift response of law enforcement agencies in arresting the perpetrator who, according to the video footage in circulation, was so merciless and barbaric in committing the crime against his spouse.  

“Minister Nzimande urges all institutions working with Higher Health (which oversees wellness at higher education institutions) to continue working collectively in implementing programmes towards addressing the challenges of sexual and gender-based violence within the Post School Education and Training system,” said spokesperson  Ishmael Mnisi.

INSIDE EDUCATION