THE case for eradication of pit-toilets at schools in Limpopo will be heard on Friday 6 August 2021 before Judge Muller in the High Court of South Africa in Polokwane, six years after the matter was first instituted.

The hearing, initially set to be heard on Monday, 24 May 2021, was postponed after the Judge President of the High Court indicated that the date had not been confirmed by all parties.

The matter is now set to be heard in court on Friday.

Advocacy group, Section27, instituted legal proceedings against the Limpopo Department of Education and the Department of Basic Education, for safe and proper sanitation in schools in Limpopo in 2015.

“The poor condition of toilets in schools in Limpopo continue to pose an imminent threat to the lives, health and dignity of learners. These unsafe pit-toilets are responsible for the injury and death of learners,” said Section27 spokesperson, Julia Chaskalson.

Section27 took up the issue after tragic deaths of two children in the province – Lister Magongwa and Michael Komape.

In 2013, seven-year-old Lister died when the walls of the pit toilet collapsed on him at the Mmushi Primary School in Limpopo.

A year later, five-year-old Michael Komape was killed when he slipped and drowned in a pit toilet at his school.

In 2018, the High Court handed down a structural order in the Rosina Komape and Others v. Department of Basic Education and Others case, instructing the LDOE to address the need for safe toilets in schools by submitting a plan for the eradication of pit toilets, as well as an audit indicating the sanitation needs throughout schools in the province.

“However, the plan that the LDOE provided is unreasonable and unconstitutional, suggesting that the department will abolish pit-toilets by the end of 2030,” said Chaskalson.   

This will contribute to the continuation of violations to learners’ rights to basic education, equality, dignity and an environment that is not harmful to their health or wellbeing. We are going back to court to seek an order for the LDOE to submit a new and consolidated plan that deals with poor sanitation in schools on an urgent basis.”

Inside Education

WITH the rise of new technology, STEM education has become more and more important across the world.

From health care to food production, it has become clear that our children need to learn more about these subjects to be able to tackle tomorrow’s issues.

But what is STEM education and why is it so important in 2021? We’ll take a look at this article.

What is STEM?

STEM stands for science, technology, engineering, and mathematics, four subjects that we encounter pretty much every day. From the roads, we drive on or the tablet we watch our favorite shows on, we are surrounded by technology and STEM education gives us the tools to understand how things behave and work.

Why is it important?

– STEM jobs are the future.

According to a study from the US Bureau of Labor, employment in STEM occupations is projected to grow 8.8% by 2028. But to be able to fulfill these new jobs, it has become urgent to educate children about STEM subjects across the globe. In fact, according to the United Nations World Population Prospects, over 60% of Africa’s population is currently under 25, the continent definitely has a great potential to improve its economy by producing a generation of young mathematicians and engineers.

Many big companies and corporations have been helping this growth by offering resources and donations, for example, the tech company OKdo has donated 5,000 micro:bit mini computers to young people in Ghana and Kenya.

– It closes the gender gap

According to different studies from UNESCO, just 28% of the tech workforce are women in this sector worldwide and just 30% in Sub-Saharan Africa and it all comes down to a lack of opportunities and education. We need to make STEM subjects more available and approachable to girls. However, it looks like the gap is slowly starting to improve as more STEM opportunities are opening up for girls across the globe.

– It teaches children critical thinking

STEM subjects are not only great for children wanting to go into a STEM job but it’s also a great tool that will help them succeed in any job. In fact, STEM subjects have been proven to improve critical thinking, problem-solving skills, and logical thought process. These qualities matter in any job and career that one wishes to pursue. Overall, STEM education provides a foundation of skills to help children understand the world around them.

African Exponent

LAURA SOLLARS|

DESPITE showing classic symptoms as a child and young adult, I was only diagnosed with dyspraxia in my 30s.

Awareness has grown to the point where I could receive a diagnosis, but it is still a condition misunderstood by society at large. Although thankfully, understanding within the educational community has improved.

Even so, there is still much teachers can learn about this condition and how to make adaptations for pupils with this condition.

These are my top tips for supporting students with dyspraxia in the classroom:

1. Understand – but don’t assume 

Dyspraxia, dyslexia, ADHD and ASD all share similar traits which make people “neurodiverse”. Just as it is not good enough to assume someone with dyslexia simply has trouble reading, a student with dyspraxia should not be dismissed as “not good at PE”. In my career, I have heard both used. 

People with neurodiversity can display problems with memory, organisation, time management, sequencing, poor listening skills and speech which can often lead to frustration, anxiety and depression when not supported properly. All of these things combined can make school an overwhelming and difficult experience for those who are neurodiverse.

We should never assume because a student is high attaining that they are not finding things hard – people with processing difficulties have to work 10 times harder to make sense of the world. 

Being dyspraxic does not affect someone’s intelligence. In fact, those who are neurodiverse can be incredibly intelligent and creative.  

2. Keep teacher talk to a minimum

Listening and processing information is a difficulty associated with dyspraxia.

I once described listening to long pieces of information as if it was in French – my brain is slowly trying to translate what you are saying while at the same time keeping up with the next bit of information. After about 20 minutes somebody with processing difficulties will reach saturation point where their brain cannot keep this up and will switch off. 

Even as an adult I frequently doodle while I am listening because it is a way of being able to process what I am hearing. Providing some students with space to do this (doodle books, scrap paper etc) can help to organise thoughts. 

Students may look off-task but actually this will help them to process the information they have been given.  

3. Keep tasks short and simple

Students are frequently presented with information overload in the classroom – PowerPoint presentations and worksheets in particular can be too busy.

Although visuals are a great idea to support information on the whiteboard, too many visuals, like lots of colours and texts can be overwhelming. Keep things simple and keep tasks short and sharp – regular tasks should not take more than 10-15 minutes.

Giving students printouts and handouts are a good idea too – they can then refer back to them throughout the lesson. 

And remember: keeping lesson delivery simple does not mean the lesson itself isn’t challenging and having an impact. 

4. Repeating instructions

People with dyspraxia tend to have poor short-term memories so it is really important instructions are repeated regularly and you ensure students are on the right path to any task or goal they have been set. 

Make sure examples and instructions are visual: for example, on a board or on paper and that they are clear and well scaffolded. 

5. Questioning

Often as teachers we ask a question in a classroom, we get an answer and move on.

But for students who have processing difficulties, they may still be thinking of the answer while you have moved on and then may not have the opportunity to contribute. Therefore, try to give time to allow students to think through your question rather than choosing hands that shoot straight up. 

Students with processing difficulties may also often come out with answers you may not even have thought of which can serve as a great discussion point or avenue for further learning ideas.

6. Have patience

It can be frustrating when a student is constantly losing things, spends ages getting changed from PE or is slow at getting packed up at the end of the lesson. 

But for those with dyspraxia navigating a school building can be hard work, especially having to pack and unpack their bags multiple times a day and remembering to take everything they need. 

Please be patient with them. 

Laura Sollars is head of humanities at a secondary school in England.SOURCE: Tes.com

THE basic education department has gazetted new regulations ahead of the return of full-time classes on Monday.

While all government schools reopened on 26 July as part of the country’s move to an adjusted level 3 lockdown, the basic education department also instructed primary schools (Grades R – 7) to prepare for the return of full-time teaching.

The gazette states that primary schools must return to the traditional and daily attendance timetabling model from 2 August 2021, provided that a ‘risk-adjusted differentiated strategy’ is followed.

“A risk-adjusted differentiated strategy means an approach to school attendance that is determined by the level of reported Covid-19 infections in the school, and Covid-19 infections in the district, municipality, and country,” it said.

The department has also reduced the social distancing measure in primary schools from 1.5 metres to one metre, to accommodate schools with more students and less space.

All returning students must also ensure strict compliance with social distancing measures and minimum health protocols, which include the wearing of face masks, the washing of hands and the use of hand sanitisers.

Schools that are unable to comply with the directions and cannot resume full-time teaching can apply for an exemption with the department.

Sports

Subject to existing Covid-19 regulations, contact sport, non-contact sport, training, matches, and all arts and cultural activities may resume without any spectators at all schools.

The department clarified that includes both inter and intra-school activities.

National, provincial, district championships and tournaments that require learners to travel to other schools or provinces may also resume with strict adherence to prescribed transport regulations and directions.

The following safety measures must be adhered to when resuming the activities:

The number of persons in venues where the activities take place, change rooms or training areas, at any given time, must not be more than 50% of the capacity of the venue with persons observing the social distancing requirements;For outdoor activities, the total number of persons, including participants, officials and other personnel must not exceed 100 and for indoor activities, the number of persons must not exceed 50;Face masks must be worn by all persons entering the venues where the activities take place, change rooms or training areas, except when participating in training or matches;There must be sufficient quantities of hand sanitisers, with at least 70% alcohol content, available for use by all officials, coaches, assistants, learners and participants;There must be facilities for washing of hands with soap and water;All windows and doors must remain open, where feasible, to ensure adequate ventilation;Social distancing must be maintained at all times;The sharing of drinks and drink containers is not allowed;The school or venue hosting the events or activities must ensure that venues, tools and equipment are cleaned and sanitized before and after any activities.Business Tech

CYRIL RAMAPHOSA|

LAST week, I had a chance to meet some of the heroes on the frontline of our fight against COVID-19 when I visited two vaccination sites in Tembisa and Midrand.

These heroes include the health workers administering the vaccines and the many South Africans who are coming forward to be vaccinated and thereby safeguard the health of the nation.
 
The number of vaccinations administered in South Africa has now passed the 7.5 million mark. Around three million people are fully vaccinated. At the present rate, we are vaccinating on average 220,000 people a day. In the coming weeks, this rate will increase significantly due to the arrival of more vaccine doses.
 
Nearly 1.5 million single dose Johnson & Johnson vaccines have been handed to the Department of Health in the last couple of days. Over the past weekend, a donation of 5.66 million Pfizer vaccines from the USA government began arriving in the country. This is part of a donation of vaccines from the United States to African countries and low- and middle-income countries in other parts of the world.
 
Our country is also making history. The first COVID-19 vaccines produced in Africa, for Africa, were released by Aspen Pharmacare from its flagship manufacturing plant in Gqeberha last week. These vaccines will be made available to the rest of the continent through the African Vaccine Acquisition Task Team, which we set up during our tenure as African Union chair.
 
Thanks to the efforts of all involved in the multisectoral vaccine acquisition response, we now have a comfortable supply of stocks to vaccinate our population.
 
The two vaccination sites I visited are among an estimated 3,000 vaccination sites we have set up in the country. These sites are currently providing vaccines to any person above the age of 35, healthcare workers, and employees in participating workplaces.
 
To meet demand, several sites around the country are now operating on weekends, and many innovations – like vaccination drive-throughs and mobile vaccination units – are in operation.
 
One of the two vaccination sites I visited is run by the private sector in partnership with government and the other is run by the government, yet both facilities had similar levels of excellent service and professionalism.
 
Our private sector, including medical schemes, has worked alongside government from the onset of the pandemic, helping to mobilise resources and, most recently, helping us meet our national vaccination targets.
 
At the Rabasotho Community Centre in Tembisa, I saw government’s Batho Pele principles in action.
 
The process was efficient and streamlined: from the COVID-19 Vaccination Card people are issued with to help them keep track of their doses, to data-capturing stations, to observation stations with doctors on standby for those who have just received their jab. Importantly, the site has an information area where those presenting for vaccination are given clear information in their own language on the different vaccine options available.
 
We spoke with Mama Rosemary Mabaso, 67, who had come for her second dose. She said that the staff at the centre had treated her with the utmost care and courtesy and helped allay her initial fears of getting vaccinated.
 
I am encouraged that so many South Africans accept the need to be vaccinated. The latest National Income Dynamics Study (NIDS) Coronavirus Rapid Mobile Survey (CRAM) found that there is increased public openness to accepting a COVID-19 vaccine. Only 1 in 10 South Africans believe that COVID-19 vaccines are unsafe.
 
The Mathebulas, a couple from Tembisa who had come to the centre together to get vaccinated, told us that they were initially hesitant ‘because of negative stories going around,’ but had decided to follow government’s advice to get vaccinated.
 
Such expressions of confidence are greatly encouraging, as are the words of Mama Mabasa, who said: “I want to tell everyone out there is no need to be scared; this vaccine is safe, and it is helping us.”
 
Indeed, vaccines are safe. They are our best protection against this disease and the national vaccination programme is our surest guarantee of a swift health and economic recovery.
 
I want to encourage South Africans to continue to follow the guidance of the World Health Organisation and our Department of Health around COVID-19 vaccines. We need to avoid spreading misleading and false information that can cause confusion.
 
As we work to vaccinate as many people as possible by end of the year, we salute the officials, healthcare workers and staff of the vaccination centres who are working tirelessly to support the national effort.
 
But by far, the greatest heroes are the South African people, of whose resilience and steadfastness I remain in awe.
 
Over a year and a half, we have experienced a deadly pandemic, severe economic and social hardship, and recently, serious unrest wrought by those who want to see our country fail.
 
By going out and getting vaccinated, we aren’t just protecting ourselves. We are performing a patriotic duty to our country and our fellow citizens.
 
In this great race to preserve human life, let us continue to work together in the interests of the health and welfare of our nation. In this way, we will ensure that recovery is certain.

From the desk of the President

THE suspended Director-General of the Higher Education Department, Gwebinkundla Qonde, has accused Minister Dr Blade Nzimande of abusing his ministerial powers, including giving him the go-ahead to flout procurement processes in favour of certain beneficiaries.

These shocking claims were revealed by City Press on Sunday in which Qonde details how Nzimande allegedly set up a ministerial task team specifically for the procurement of laptops for National Student Financial Aid Scheme (NSFAS) beneficiaries.   

The DG also said he tried to alert President Cyril Ramaphosa about Nzimande’s conduct, but the president paid no attention.

Qonde was suspended with full pay and benefits after a disclaimer audit opinion by the Auditor-General of South Africa in July. 

This comes amidst a pending forensic investigation into the National Skills Fund (NSF), which found the budget to have been underspent by R1.8 billion.

The entity also did not have adequate records of commitments of earmarked funds, and found that adjustments in the financial statement could not determine whether it was necessary to spend R2.5 billion on skills development funding. 

The Department of Science and Innovation director-general Dr Phil Mjwara is currently the acting Director-General for the Higher Education Department until the conclusion of the investigations and any process that may ensue thereafter.

In a letter to Parliament’s higher education Portfolio Committee, Qonde said Nzimande encouraged him to violate procurement processes when 500,000 laptops for NSFAS students was meant to take place. 

He said that Nzimande’s task team was instructed with continuing with an existing contract, instead of advertising the laptops on a tender basis, he said in a report in possession of committee chairperson Philemon Mapulane. 

The existing contract would have continued an agreement between Bongani Rainmaker Logistics and the Gauteng Department of Education. 

On Friday, Nzimande dismissed Qonde’s claims.

“The decision to place DG Qonde under precautionary suspension emanates from an adverse audit report by the Auditor-General of South Africa (AGSA). The AGSA found that much of a total amount of just under R5 billion could not be properly accounted for over two financial years by the National Skills Fund,” Nzimande said in a statement.

“These are indeed huge sums of money that the AGSA found they could not have been properly accounted for. The DG of the DHET, by virtue of this position, is also the accounting authority of the NSF. He therefore has the responsibility for all the funds and their expenditure.”

While Qonde has not as yet been found guilty, Nzimande said that a precautionary suspension is necessary so that a comprehensive forensic investigation into the NSF can be done.

He added that the need for such an investigation has also been called for by the Standing Committee on Public Accounts (SCOPA).

“It is therefore a smokescreen that the suspension of DG Qonde is for any other reason than for conducting an investigation into this serious matter.”

Nzimande also noted with concern the continued reporting by some sections of the media on the matter in a manner that “completely ignores these very serious audit findings”.

“It seems the media thus far has been reporting without even bothering to engage with the AG findings and their implications. Media reportage thus far has also not even bothered to study the SCOPA hearings, findings and recommendations on the same matter,” Nzimande said.

The Auditor-General said: “I do not express an opinion on the financial statements of the public entity because of the significance of the matters described in the basis for disclaimer of opinion section of this auditor’s report. I was unable to obtain sufficient appropriate audit evidence to provide a basis for an audit opinion on these financial statements”.

During the National Skills Fund 2019/20 audit disclaimer hearing, held on the 18 May 2021, SCOPA chairperson Mkhuleko Hlengwa also said that the committee was wholly unsatisfied with the responses provided.

“The committee proposes a full-scale forensic investigation into NSF for the past three years. Further the Minister must provide a roadmap within 30 days on the process and structure of a forensic investigation, including its potential collaboration with the Special Investigating Unit (SIU),” Hlengwa said at the time.

Inside Education

Western Cape MEC for Education Debbie Schäfer’s visit to three schools in Khayelitsha to assess readiness for the third term as well as engage teaching staff on challenges they experience was disrupted by taxi violence.

Her visit also come after some some learners and teachers were not able to attend on the first day of the term as a result of the violence.

Schäfer said there were some schools that had been affected by the taxi disruptions, which was highly regrettable given the amount of time that has been lost by schools.

She said for principals and teachers have shown dedication to their learners for choosing to work in such a challenging environment.

The MEC visited Joe Slovo High School in Khayalitsha, Injongo Primary School in C Section, and Intshayelelo Primary School in Ilitha Park.

Vanessa le Roux, founder of a group called Parents for Equal Education SA said Schäfer needs to become a more active player in negotiations on the taxi violence discussions.

Le Roux said this must be done for the sake of learners and educators in her province.

“We need to know from the department what their plan is to accommodate learners affected by this taxi violence and that they [those who missed work and tests] will be given another chance to rewrite,” said le Roux.

Adding that the MEC should realise her sector is heavily impacted by the ongoing taxi violence and that she must enter the table of negotiations with the appropriate stakeholders.

ANC provincial spokesperson on education Khalid Sayed said they would join the transport committee meeting on Thursday and demand that all stakeholders find a solution for the sake of learners and teaching staff.

He said it was unacceptable that teaching and learning was taking place in such circumstances.

Sayed said the other challenge faced by schools was that Covid-19 devastation which is very much still present.

“The Western Cape Education Department needs to give parents a greater sense of confidence that schools are ready.

SISONKE MLAMLA|

The Western Cape Education Department (WCED) said it was pleased with the start of the third school term on Monday, with schools operating as per their temporary revised education plans.

WCED spokesperson Bronagh Hammond said all primary school learners (Grades R to 7) and special school learners (Grades R to 12) would return to the daily attendance and traditional timetabling model next Monday.

School management teams and support staff returned last Thursday to prepare for the return of learners and teachers.

Hammond said the WCED was also collating the reports from schools which experienced burglary and vandalism during the school holidays.

READ: Anxiety and fear as learners return to school in Phoenix

“Unfortunately, a number of reports have been received thus far. Further information will be released later this week,” she said.

She said the department was deeply saddened by the report of a death of a security guard allegedly attacked at a metro central school after confronting alleged vandals on Sunday night.

Hammond said the matter was reported to the police and an investigation was under way.

She said schools that were unable to safely return to a traditional timetabling model had to inform the head of department in writing by July 23, of the reasons why.

“Schools that have applied will be notified of the outcome of their application during the course of this week, and that one-metre rule, as contained in the Department of Basic Education Standard Operating Procedures, still remains the main reason for the inability to return safely at full capacity.”

SA Democratic Teachers Union spokesperson Nomusa Cembi said the union was still waiting for reports from the provinces on how the first day of school in the new term was.

Congress of SA Students acting provincial chairperson Zandile Matyeni said they were aware that many learners did not go to school yesterday because of a fear of what might happen to them on the roads or not having transport at all, as many were depending on minibus taxis and scholar transport and non of those were available in some townships.

READ: School dropout rate increased drastically during lockdown

Zero Dropout Campaign programme director Merle Mansfield said it was imperative that schools ramp up their reintegration programmes by tracking absent learners to ascertain why they have not returned to school, and to ensure disengaged learners get the right type of support.

“To get our learners back to class, we need schools and households to work together, each recognising their joint responsibility in supporting learners to stay in school,” said Mansfield.

IOL

A report by the National Institute for Communicable Diseases has shown that unlike the earlier strains of Covid – the SARS Covid-2 and the earlier strain of Covid from 2019, the delta variant, which is more pronounced in the third wave, is affecting children as much as it does adults.

The report found that some groups among children experience higher rates of illness and that among all deaths in individuals aged younger than 19 years, 38.4% were among adolescents aged 15-19 years and 31.8% were aged under one year.

“Children with underlying conditions made up 19.3% of children admitted with Covid-19 but 56% of those who died. The most commonly reported underlying conditions among those admitted were chronic respiratory diseases, diabetes, HIV and tuberculosis (active and previous). HIV, diabetes and tuberculosis were common among those who died,” reads the study.

Tendesayi Kufa-Chakezha, a medical doctor by training and PhD Epidemiology from the University of Amsterdam, said since the onset of the third wave to the peak, the fraction of all Covid-19 cases aged 19 years or younger was averaging 14.6% as opposed to around 9% in the first and second waves.

Kufa-Chakezha said half of the cases in South Africa were occurring in older teens and adolescents of ages 15-19, bringing the case rate in this group on par with adults older than 19 years.

READ: Teacher union questions return to school amid strong third wave Covid-19 infections

Cheryl Cohen, co-author of the study and co-head of the Centre for Respiratory Disease and Meningitis, National Institute for Communicable Diseases said the Delta variant could have a greater predilection for children, although there is not yet any conclusive data to support this.

Cohen said South African children are not yet eligible for Covid-19 vaccination and may not be for a while.

According to research, some countries in Europe and North America have opened up vaccination to children between 12 and 16 years even though coverage in this age group is still low.

Cohen said as more children are vaccinated in these countries, more data on side effects and effectiveness will be collected and many lessons will be pulled to inform rollout for children in the country.

“Lessons will be learnt and used in the South African setting,” she said.

Adding that there is a case for the expedited vaccination of children with underlying conditions and older teens and adolescents based on burden of cases and hospitalisations in these two groups respectively.

Cohen said reasons children have not being prioritised at the moment in South Africa could include the lower risk of disease as well as the need to prioritise the elderly.

READ: Schools remain shut in 19 countries including South Africa

“Also, the country still has limited information on the efficacy and safety of the vaccines in children. This, as well as the limited number of vaccines which are licensed for use in children may be other reasons,” she said.

Sibongile Walaza, Medical Epidemiologist at the National Institute of Communicable Diseases and Lecturer at the School of Public Health at Wits University said some groups among children experience higher rates of illness and these reasons bear for more discussion.

“The increased case rates in older teens and adolescents, at rates similar to adults older than 19 years in the third wave, requires monitoring,” said Walaza.

Adding that the higher rates among children could be due to generally increased testing in children in the third wave, “more testing would pick up more cases, including mild or asymptomatic ones,” she said.

“Or increasing vaccination rates among adults, leaving younger individuals contributing more cases,” said Walaza.