Inside Education Correspondent

Dr Phumzile Langa, Director for the Rural Education Directorate at the DBE, recently participated in a Work Integrated Learning Conference hosted by the UNISA’s College of Education in Pretoria. 

The Conference was attended by renowned education experts from various Higher Education Institutions (HEIs). The theme of the Conference was “Employing and strengthening Work Integrated Learning as a strategy to enhance academic and workplace competencies in the context of 4IR”. 

On welcoming the delegates, Prof Mpine Makoe. Executive Dean of the College of Education highlighted that, “UNISA is one of the key developers of the education profession in the country, and so, through this Conference, we want to sharpen and refine the application of theory by aspiring teachers we produce through the application of Work Integrated Learning”.

In her official address, Dr Langa informed the attendees that the DBE had initiated the Integrated Strategic Planning Framework for Teacher Education and Development in SA, 2011-2025, in line with its ambition to
recruit suitable young vibrant teachers.

“Through this Framework, the DBE has committed to making concerted efforts to attract and encourage high-achieving school-leavers to strengthen the teaching profession. 

“This will be achieved through effective implementation of strong teacher recruitment strategies and the sustainability of bursary programmes such as the Funza Lushaka Bursary Programme. 

“Despite these efforts, attracting and retaining young, qualified teachers in rural schools has remained a serious challenge. The need for new teachers is more pronounced in certain phases of schooling and subject areas. 

“One of the primary factors contributing to this challenge is the high cost of obtaining a degree, which prevents students from embarking on teacher education studies, especially for those from poor socio- economic backgrounds. 

“There is a need to explore teacher recruitment and retention strategies that respond to contextual and economic needs of the country,” elaborated Dr Langa.

Dr Langa proposed a Context-Specific Work Integrated Learning Model for Initial Teacher Training. 

“Through this model, HEIs would benefit from course planning and needs analysis in their teacher education programmes. It will ensure that courses offered align with the needs of schools in terms of phases of schooling and subject areas. Furthermore, the model will also contribute to enhancing the livelihoods of rural youth”. 

The DBE has committed to achieve this through the contextualisation of the National Framework for Rural Education, which provides a basis for the development of context-specific, relevant and sustainable strategies
to improve teacher recruitment and retention. 

It recommends youth exposure to working in rural schools through an effective and targeted Education Assistants Programme as a significant strategy. While still on the Framework, it is noteworthy to mention that
the DBE piloted and conducted a three-year action research known as the Rural Education Assistants Project (REAP). 

The project targeted unemployed youth to work as Education Assistants in rural schools with the aim of enrolling them in School-Based Initial Teacher Training Programmes using various models from distance, online and block release for face-to-face sessions.

“The findings emanating from the research conducted by the DBE on REAP, demonstrated the strategy as an effective mechanism for teacher recruitment and retention in rural schools, especially by exposing the youth to experiential training in the teaching profession; the realities of rural schooling contexts; and as a way of providing ongoing school-based mentorship, all of which are crucial to the development of skills, attitudes and attributes to become a quality teacher on exiting the system. 

“The proposed model therefore will solve the challenges of teacher recruitment and retention, but its implementation would require the DBE to forge a strong partnership with HEIs, including UNISA,” emphasised
Dr Langa.

INSIDE EDUCATION

Staff Reporter

Having won the Varsity Football Women’s league and fought tooth and nail for the Hollywoodbets Super league (equal on points with the mighty Mamelodi Sundowns Ladies FC with an inferior goal-difference), the University of the Western Cape (UWC) Women’s Football team has undoubtedly achieved significantly this year.

The selection of four of its players to the senior national women’s team Banyana Banyana World Cup squad in Australia and New Zealand put a cherry on top of coach Thinasonke Mbuli’s side’s accolades, which undisputedly earned them Team of the Year at the 2023 UWC Sports
Award.

Mbuli walked away with the Coach of the Year accolade for a third consecutive year, while one of her star players, Bongeka Gamede, who played all Banyana Banyana games in the World Cup, took home the biggest prize – the Sportswoman of the Year award. Sprinter Gianno Peddy received the Sportsman of the Year award.

Mbuli, who is also the assistant coach of Banyana Banyana, attributed the success to teamwork.

“I’m a believer in teamwork, so when the team does well, individuals then get to shine. But then I don’t work alone. I work with an amazing technical team and super talented players that I always say we are
blessed to have. Our job becomes easy when you work with committed and hard-working individuals.”

Mbuli’s aspirations for the future involve witnessing players graduate and continue to compete at a high level.  “We want to be the team that produces players that can go play professional football abroad after completing their studies.”

Jenna Bam was among those celebrated at the event when she received the Outstanding Recognition Award. 
 
“This award means a great deal to me as I am so passionate about what I do. To be recognised for something you see as a hobby, something you look forward to doing every day you wake up, is unbelievable. I can’t
thank UWC enough for this award and I am so grateful for what the University has done for me.”
 
Bam credits UWC for giving her an opportunity to acquire valuable video analysis skills. When she was at UWC, she worked as the Rugby Sport Scientist and Performance Analyst for three-years. 

“To go from not knowing how to code three-years ago, to becoming the South African Netball Video Analyst in three-years is testament to the educational environment that UWC offers and encourages. 

“Any person that enters that high performance environment is sure to come out with valuable experience and a lifetime of knowledge that no one can take from them,” said Bam happily. 
 
Bam also wished that UWC Sport would continue to shine. “I hope that UWC Sport only goes upwards from here. There is so much talent that is dying to be recognised and so many determined student athletes that have a bright future ahead of them.”

INSIDE EDUCATION

Inside Education Reporter

THE international launch of the African Synthesis Centre for Climate Change, Environment and Development (ASCEND) at the University of Cape Town (UCT) is set to accelerate the pace and nature of climate change action across Africa and globally.

Launched on 1 November, ASCEND will provide a specialised infrastructure for teams of researchers, policymakers, and practitioners to harness and integrate diverse data and knowledge on climate change
to accelerate discoveries and enhance equitable and effective action on climate change and development.

The new centre will be hosted at UCT’s African Climate and Development Initiative (ACDI) and represents a first for the continent. It is also the world’s first synthesis centre that focuses on climate change and development and will be underpinned by a strong focus on the Global South. “The 2020s are a critical decade for climate action.”

In an era of rapid climate change, research knowledge and data on climate change impacts and solutions have burgeoned worldwide, said ASCEND director, Dr Christopher Trisos.

“We often think of sophisticated equipment like a radio telescope or a biotech laboratory as essential for scientific discovery, but in this age of complex social and environmental challenges –such as climate change
– another form of research infrastructure is now essential too: synthesis centres.”

As a synthesis centre, ASCEND will provide a platform for transdisciplinary teams of policymakers, researchers and practitioners to synthesise and leverage the wealth of existing data and knowledge for climate change solutions. 

The aim is to generate actionable research that will advance climate-resilient development, the core of which is the well-being of people and ecosystems.

The 2020s are a critical decade for climate action,” Dr Trisos said at the launch, attended by high-level researchers, government representatives and funders from Africa and abroad.

“Decision-makers, practitioners, and researchers must address complex problems that cut across disciplines, geographies and socioeconomic divides to enable the transformative change necessary to secure a sustainable future for all.

“Climate change, biodiversity loss, and poverty are interlinked problems that cannot be solved by any single discipline. A lack of data and knowledge synthesis limits breakthrough research and decision-making.”

The centre will welcome synthesis teams in 2024, when work begins on the BAOBAB synthesis project for African research on climate change.This will bring together climate change data, researchers, and decision- makers from across the continent and nurture African scholars and scholarship.

INSIDE EDUCATION

Inside Education Reporter

THE first Belt and Road Conference on Science and Technology Exchange in Chongqing, China earlier this month is an historic occasion, while celebrating the tenth anniversary of the Belt and Road partnership, with this first dedicated event to focus on the strategic role science and technology should play, to accelerate, deepen and expand Belt and Road cooperation. 

“South Africa is privileged to be part of the Belt and Road,” said Minister of Higher Education, Science Innovation, Dr Blade Nzimande.

 “At a time when international solidarity and multilateralism is under attack through the unilateral, biased, and selfish action by some,
ensuring global governance is enhanced to become truly inclusive and more responsive to the concerns of developing countries, deserves our urgent attention. Science, technology and innovation can and should play a critical role to help us achieve this objective,” Nzimande added. 

“Scientific and technological cooperation is an important part of Belt and Road cooperation. China will carry forward the Silk Road
spirit characterized by peace and cooperation, openness and inclusiveness, mutual learning and mutual benefit, implement the Belt
and Road Science, Technology, and Innovation Cooperation Action Plan in an in-depth manner.

“Advance international exchanges in scientific and technological innovation, and work with other countries to jointly tap into the potential for innovative growth, unlock the potential of innovative cooperation, strengthen partnerships on innovation, promote the delivery of innovation outcomes to the greater benefit of people of all the countries, boost the high-quality development of Belt and Road cooperation, and promote the building of a human community with a shared future.”

Nzimande said of the most serious challenges currently posed to global security is the lack of inclusive global governance, meaningfully involving developing countries, of disruptive technologies such as Artificial Intelligence. 

He said South Africa therefore welcomes and strongly supports China’s proposal for a new Global Initiative for Artificial Intelligence Governance. 

“I would therefore like to propose that we launch a dedicated programme to support transnational research and innovation cooperation between Belt and Road partners. 

“South Africa stands ready to contribute to such an initiative, by for example sharing the experience gained by entities such as our National Research Foundation and Technology Innovation Agency. 

“Let us believe in our ability to change the future, let us change the future to truly make it a better world for all, and let us accomplish our task to develop the Belt and Road science, technology and innovation partnership.”

INSIDE EDUCATION

Inside Education Reporter

Gauteng Education MEC Matome Chiloane has been saddened by the untimely passing of Nomvuyo Violet Ntsali (66), the Board of Directors Deputy Chairperson of Matthew Goniwe School of Leadership and Governance (MGSLG). 

Ms Ntsali died in the morning on Thursday, 2 November 2023, after a short illness at home. Before her short illness, she had been hospitalised for a week in September 2023 and later discharged to recover at home. She showed commitment to improving education as she carried on with her duties, despite her ill-health, until her untimely death.

The MGSLG was established to continue with the legacy of anti- apartheid activist and dedicated teacher Matthew Goniwe (1946 – 1985), to improve quality of education. 

This institution has consistently worked alongside the Gauteng Department of Education, playing a pivotal role in shaping the standard and inclusivity of education in the province. 

Through the leadership, dedication and support of Ms Ntsali, MGSLG succeeded in providing training on governance to members of School Governing Bodies (SGBs) across the province, funding the studies of prospective Early Childhood Development (ECD) practitioners, helping them obtain their qualifications, and ultimately spearheading research. 

She was laid to rest at the weekend.

INSIDE EDUCATION

Jonathan Paoli

Education is a societal issue, since the school is a microcosm of society, nsays MEC for Education and Youth Development Matome Chiloane in his address to 240 delegates on the status of safety at the province’s schools on Saturday at the Birchwood Hotel in Boksburg.

Violence and incidents of crime have increased at schools, prompting a collaborative effort to stem the tide. An example is that on Friday, a gang failed in their attempt to stop matric learners from writing examinations. The Acting HOD Rufus Mmutlana said while giving a brief background on the state of school safety in Gauteng, which led to the indaba. 

The School Safety Indaba is part of the Safe Schools Campaign, a commitment under the Operation Kgutla Molao – Restore Order
Campaign, which mobilises different stakeholders to safeguard schools against criminal activities, especially during the holidays.

The Indaba evaluated the progress of the campaign so far, developing further interventions for emerging threats and also providing a status update on identified high-risk schools in the province.

Chiloane told stakeholders present at the Indaba that the safety of public schools in Gauteng was paramount and spoke about the interventions that have been implemented at schools across the province.

The school is a microcosm of the larger society, Chiloane said and the context of the challenges faced by learners at the school extended beyond the actual school, and the reflection of society, required an integrated approach involving the contribution of various stakeholders, including parents, families, communities, and NGOs.

The MEC further highlighted the obstacles faced by school safety intervention programmes which undermined their success, including
social challenges brought into the school environment, territorial constraints upon what schools can do, as well as the lack of resources needed to improve the physical side of safety development, namely non- educational staff as well as the implementation of safety technology.

The Director of Psychosocial Support Services Anthony Meyers spoke about learner support systems while inputs from the NGO ChildLine Gauteng, the Teddy Bear Foundation and the SA Depression and Anxiety Group were heard, outlining school-based intervention programmes, early-stage interventions and mental health programmes.

Director of Clinical Services of the Teddy Bear Foundation, Shaheda Omar detailed the current condition of support within schools and said that 42% of children have been exposed to violence, with currently only 127 social workers across the province.

She further highlighted the contextual factors of mental health among learners and said a holistic approach was required. “Poverty doesn’t create abuse, but it does create the conditions under which abuse flourishes,” Omar said.

INSIDE EDUCATION

EDWIN NAIDU

Acclaimed maths and science place of learning, Mbilwi Secondary School from Venda, Limpopo, won the Solve for Tomorrow school competition at the Birchwood Conference Centre in Johannesburg with an idea that speaks to genuine need in their community.   

The victorious spark from learners is an ambitious plan to fix potholes in their town’s roads using recyclable and sustainable materials – addressing both a societal need and fulfilling their green credentials towards a better planet.

The school, which has had a 100% pass rate for its matric students since 1994, has urged learners to continue to lead the way with distinction.

Teacher Tshifhiwa Tshidzumba said winning the competition will help keep the school’s name on the map.

“We are one of the top schools in the region and have made a habit out of winning, and we are happy to keep it that way. Winning such contests reinforces our status as a great school with a highly competitive edge. We are proud of our learners and their achievements because we don’t enter competitions to add the numbers; we enter to win. When we compete, regardless of the contest or the opponents, we always want to be number one,” said Tshidzumba,

The contest for Grade 10 and 11 learners from underserved communities was announced on 4 October. Learners were encouraged to solve some of the challenges within their communities using Science, Technology, Engineering and Maths (STEM).

Former pupils from Mbilwi Secondary School include the Minister of Small Business Development, Khumbudzo Ntshavheni, and top academic Professor Tshilidzi Marwala, Rector of the United Nations University. The school received a prize of R100,000.

Maphuthaditshaba Secondary from Acornhoek in Mpumalanga came second and won R50,000, and third-placed Umlazi Comprehensive Tech from KwaZulu-Natal won R30,000.

The money will be used for STEM equipment for each school, according to their unique needs. Samsung sweetened the deal by rewarding each learner in the top three teams with a Samsung device.

The schools had to identify problems in their communities that they could solve using STEM. With Samsung helping them with resources and mentors guiding them, they had to conduct research and develop prototypes for their identified challenges.

The winning prototype from Mbilwi is an ambitious plan to fix potholes in their town’s roads using recyclable and sustainable materials, including discarded plastic bottles they collected.

“This project has been a huge part of our lives in the past year, so winning it means a lot to us,” said Igoline Coelho, a Grade 11 learner and member of the team. “We have worked hard as a team as we met every day to put in the work needed to get us over the line and victoriously, so winning is awesome. This win will also encourage other learners in our school to participate in such competitions. We are happy that the competition allowed us to do something good for the environment. Hopefully, it will spark even more interest in others to work on making the environment better for all,” Coelho said.

Leading technology giant Samsung South Africa ran the competition with the State Information Technology Agency (SITA).

Deputy Minister in the Presidency, Pinky Kekana, said in line with efforts to improve the education system, the Department of Basic Education highlighted the importance of increasing the number of schools that focus on critical learning areas such as science, technology, engineering, mathematics, and the arts.

“The skills acquired by the educators and the learners will benefit them beyond this competition,” Kekana said. “We look forward to seeing the inclusion of more schools from underserved communities in South Africa. We are optimistic that some of the solutions from this competition will eventually be implemented, thus putting South Africa on the map, with accompanying job opportunities for the youth.”

Solve for Tomorrow is Samsung’s ambitious effort to increase interest and proficiency in STEM and help the country contribute to the Fourth Industrial Revolution. The competition encourages innovative thinking, creative problem-solving, and teamwork among the learners as they grow and learn important skills that could benefit them greatly in their future careers.

Hlubi Shivanda, Samsung’s Director for Business Innovation Group and Corporate Affairs, said Solve for Tomorrow strives to help equip the youth with various technological, artisanal, and electronic skills. “We are proud to see this group of young people applying their minds to learn and help solve some of their communities’ problems and hope such programmes spark the revolution for positive and sustainable change within communities,” she said.

INSIDE EDUCATIONS

EDWIN NAIDU

Matric 2023 pupil Samara Chinnapen from The King’s School in Robin Hills in Randburg reflects on her recently completed matric dance achieved on a budget of less than R1 000. She was taken to the event in a vehicle, which costs R2.75 million.  

Accompanied by handsome chaperone, Bjorn Mhlanga, the stunning Samara, 18, was the belle of the ball.

Daughter of Enver and Linda Chinnapen, Samara told Inside Education all about her matric dance and future plans.

What was the experience like?

It was nothing as I’d expected a matric dance to be. The event had both positive and negative aspects. The downside of the whole experience was the planning, money, and stress of making sure that you had to look good on the night. This was a feeling shared by many other learners. All of this stress is definitely not worth it as you are wearing an outfit for one night, and you are most probably not going to be using it in the future. Although this night shared its negative aspects, it also shared a few positives, like creating memories with the people you’ve been with daily for your whole high school career. Although you may not see them after school, it is a great experience that you will be able to look back on.

How much did the dress cost?

I purchased a dress online as it would be more cost-effective since I’d only use it once. It cost R825. Purchasing or making a dress is based on an individual’s preference and how much they are willing to spend on a dress. My sister Kaylene helped me glamour up for the night without any fuss.

What about the wheels for the night?

Luckily for me, my cousin organised a fantastic car for me. The Mercedes Benz EQS SUV 450. It was a one-of-a-kind car that many people were fascinated by. For me, the car took all my focus as I share a love for them. I do understand the whole entrance with the cars as it is a time to show off and it’s one day of your life.

Was it an experience that it was all cut out to be?

It could’ve been a better experience based on all the stress and preparation that went into it. I felt that the night was overhyped and could’ve been better planned.

Has it distracted you from examinations?

It hasn’t distracted me from my exams as I only began preparing for the dance two weeks before the event.

What did you do after the ball?

I went home after the matric dance and chilled with my parents.

Are you ready for exams?

Yes, I am as it is the last push of my final schooling career, so I want to go out with my best.

What do you want to do next year?

I would like to study animation at the SAE Institute or graphic design at the University of the Witwatersrand.

INSIDE EDUCATION

Inside Education Correspondent

THE Covid-19 Africa Rapid Grant Fund (CARGF) Reflection and Foresight Convening and the O.R. Tambo Africa Research Chairs Initiative (ORTARChI) Annual Gathering, both monumental meetings that the National Research Foundation (NRF) hosted last week, were a major success in terms of their set objectives. 

The meetings were called to celebrate and showcase the CARGF and ORTARChI initiatives, and provide a space for peer-learning, networking, and the exploration of avenues of collaboration among the participants, the majority of whom are stakeholders in Africa’s science ecosystem. These included both researchers and the participating councils of the Science Granting Councils Initiative in sub-Saharan Africa (SGCI).

CARGF and ORTARChI are two significant multilateral research funding partnerships that the NRF has administered under the auspices of the SGCI since 2020 and 2018 respectively. As a multi-funder and multi-stakeholder initiative, the SGCI partners with public funders of research in 17 African countries to support capacity strengthening with the aim of contributing to research and evidence-based policies for economic and social development.

In his opening address, NRF Chief Executive Officer, Dr Fulufhelo Nelwamondo, said the NRF was delighted to host the gatherings. He stressed that CARGF demonstrated that establishing partnerships across Africa and the world was key.

“Africa’s science community managed to put up CARGF together within a short period following the coronavirus outbreak because partnerships were already established. Partnership is a key word here because it is all about us knowing that we cannot do what we want to do on the continent if we work alone. 

“It’s a question of how we work as a collective team across Africa to ensure that we achieve what probably has not been achieved before,” Dr Nelwamondo added. 

Dr Gugu Moche, Acting Deputy CEO: RIISA, chaired the opening session. She pointed out that the CARGF gathering was an important opportunity to reflect on what was achieved, thereby preparing Africa’s scientists for the next pandemics. 

“As we engage, there are three fundamental questions that we should be answering: what are we doing, why are we doing it and what do we learn from implementation. If you look at those, they speak to the reasons behind our engagements, they speak to our reason for pursuing long-term partnerships, and they speak to whether we are getting the results we thought we would.”

CARGF and ORTARChI were established to fulfil a variety of roles for the benefit of Africa’s science system. Established in May 2020 to support Africa’s response to COVID-19, CARGF funded 73 projects across three strands, i.e. research, science communication and science advice, in 50 institutions from 16 African countries. 

The CARGF was supported by the NRF and the DSI; Canada’s International Development Research Centre (IDRC) and Fonds de Recherché du Québec (FRQ); the Swedish International Development Cooperation Agency (Sida); the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO); the United Kingdom Research and Innovation (UKRI) through the Newton Fund; and SGCI participating councils.

ORTARChI, on the other hand, was established to contribute to the expansion of research and innovation capacities in and for Africa, in alignment with African Union Agenda 2063 and Science, Technology and Innovation Strategy for Africa 2024 (STISA-2024); to contribute to Africa’s global research competitiveness while responding to the continent’s socio-economic needs; and to contribute to Africa’s career pathways for young and mid-career researchers, with a strong research, innovation and human capital development output trajectory.

Ten O.R. Tambo Africa Research Chairs have been awarded across seven countries, namely Botswana, Burkina Faso, Ghana, Mozambique, Tanzania, Uganda, and Zambia since its launch. The NRF and DSI, together with the Oliver and Adelaide Tambo Foundation (OATF), IDRC and SGCI participating councils have partnered to implement the initiative.

Importantly, the initiative honours and promotes the legacy of O.R. Tambo, emulating his values of professional excellence, integrity, inclusiveness, honesty, humility, and respect for human dignity. The late Oliver Tambo is recognised for his lifelong dedication to the struggle against apartheid. He criss-crossed Africa and the world as a longtime leader of the African National Congress in pursuit of freedom and equality. ORTARChI recognises Mr Tambo’s science background.

INSIDE EDUCATION