Staff Reporter

The impact of the COVID-19 pandemic on education is far from over, according to St Martin’s School principal Warren Venter, who warned that liquidating the deficit as soon as possible to protect an entire generation from “dangerous regression”.

He said the learning deficits were worse in mathematics and literacy.

Recently, South Africans were shocked to learn that Grade 4 learners struggled to read with meaning. The 2021 results of the Progress in International Reading and Literacy Study (PIRLS) were recently published and indicated that 81% of South Africa’s grade 4 learners are unable to read for meaning.

But Venter said that the problem stretches through to matriculants, too, and that a direct line can be drawn between much of the country’s reading with meaning challenges and the pandemic.

Venter, who is the principal of St Martin’s School, one of the country’s reputable private schools, said that as a remedy to the challenges brought about by the pandemic, the school developed personalised ‘catch-up’ curricula for learner sets that were identified as somewhere on the spectrum of an education deficit.

Venter said that the school has developed compulsory intra and extra-mural sessions across all grades to address gaps in education, including addressing learners’ ability to focus and function effectively within a scholastic environment.

“It’s a programme that I feel all schools must adopt to avoid a problem that could recur as each learner progresses to successive grades. It has to be nipped in the bud, because South Africa cannot afford to graduate students with unsuitably developed skills. The knock-on effect on future growth could be dire,” Venter warned.

Venter noted three primary reasons for the lag. “While there was no alternative, online learning became the go-to for families. It played a crucial role, but anecdotal evidence suggested that students were struggling to focus. Online learning is usually paired with multi-tasking and attention and focus on the subject matter being taught often lacked the intensity required.”

He also listed social media as a thorn in learning’s side. “It proved to be a massive distraction during the pandemic, and it continues to be an attention segue for students today,” he said. It then translated to the classroom as lockdown restrictions waned, creating challenges in concentration, reading and digestion of learning materials.

It’s been just over a year since South Africa lifted all lockdown restrictions, and Venter said that understanding the enormous impact of the pandemic has only recently started to surface.

“Intervention is the only way to assess, understand and remedy a situation. Notwithstanding other challenges, the deficit hangover could become one of the biggest crises in education in the country’s history. Addressing it through individualization and group remedy is the only path ahead,” he said.

INSIDE EDUCATION

Staff Reporter

Google has announced the expansion of Bard, its conversational AI service, to 40 new languages including Swahili- the first African language to be included and 59 new countries and territories.

The expansion includes new features that allow users to better customize their experience, boost their creativity, and get more done.

With the expansion, Bard is now available in most of the world, including countries in the European Union (EU), and in the most widely spoken languages, including Swahili, Chinese, German, Spanish, Arabic, and Hindi, and Spanish. Users can now access Bard in their preferred language with text-to-speech also enabled in 8 languages.

 “We’re excited that this is Bard’s largest expansion to date – we see its global availability as a great democratizer of knowledge,” said Dorothy Ooko, Head of Communications and Public Affairs, SSA, Google.

 “That’s why we created Bard: to help you explore that curiosity, augment your imagination and ultimately get your ideas off the ground — not just by answering your questions, but by helping you build on them.”According to UNESCO, Swahili is among the 10 most widely spoken languages in the world, with more than 200 million speakers.

The inclusion of more languages and territories will also help to make Bard more inclusive and safe, through feedback from a wider range of users.

“The launch of Bard in Swahili is a major milestone as it allows Bard to reach even more people in Africa, where approximately 150 million people speak Swahili. This makes Bard more accessible to everyone in the region, and we believe that it has the potential to be a powerful tool for creativity and learning. We are excited to see how people in the region use Bard to explore their ideas and discover New things,” said Rachael Ndichu, Language Manager at Google.

Bard seeks to combine the breadth of the world’s knowledge with the power, intelligence and creativity of Google’s large language models.

It draws on information from the web to provide responses. As an experimental technology, Bard may occasionally make inaccurate statements in response to user prompts.

 So if a response from Bard is inaccurate or unsafe, if one experiences an issue, or just wants to provide feedback, there’s an easy way to do that.

INSIDE EDUCATION

LERATO MBHIZA

THE National Student Financial Aid Scheme (NSFAS) met with the South African Students Congress (SASCO) to iron out problems surrounding defunded students and direct payments, NSFAS spokesperson said in a statement on Wednesday after a meeting in Irene Pretoria.

Nsfas teams were dispatched to engage Student Representative Councils and University Management on direct payments and related matters. This comes after weeks long student protests.  

The meeting also dealt with student complaints, such excessive charges, inaccessibility of the service providers, lack of clarity on how to access funds and  allegations of funds not reaching their intended beneficiaries.

Nsfas said that it will not allow a system that was established in good faith, to be muddled with activities that defeat the purpose of direct payment and its spokesperson Slumezi Skosana said investigations will be conducted and where the allegations are proven true, appropriate action will be taken.

“Service providers will be instructed to increase their physical presence at institutions of higher learning so that they can respond directly to student queries on direct payment.

“There should be an immediate enhancement of explanations on how students can access their funds to avoid delays in the distribution of allowances” .

Skosana added that there will be a three-way meeting between student leaders, Nsfas management and the service providers on 11 July to iron out all relevant matters.

However he stressed that it should be kept in mind that the transactional costs are standard across all partners.

In addition, Nsfas urged students to complete their onboarding process to speedily access their Nsfas  bank accounts by going to the Nsfas  website, under the heading “For Students and Learners’ ‘ click on Nsfas  Bank account (under student support). There they will find the name of their institution and can click on the register here button and then follow the prompts.

The EFF said “the inability of Nsfas to streamline its processes and ensure timely assistance has caused immense frustration and despair among those who rely on its support. 

“Year in, year out, these failures have had far-reaching consequences, affecting the lives and aspirations of countless students”.

Furthermore, the EFF claimed that the new direct payment service provider which came with high recommendation from Nsfas management and the ministry of Higher Education, as an alternative for distributing funds for unfunded students. 

However, up to date only a few students received allowances, and those who have, received less than what they deserved and with high transitions.

INSIDE EDUCATION

Staff Reporter

With disruptive technologies resulting in increasing automation, young women must be prepared for the careers of the future.  Government, business and international organisations are partnering to ensure that girls are able to participate in the 4th industrial revolution.

Dozens of girls got a taste of this at the African Girls Can Code Initiative (AGCCI) bootcamp held in Polokwane from 24 June to 3 July.  Learners from the North West, Gauteng, Mpumalanga and Limpopo receiving training in coding and robotics, among other things.

The Youth Month initiative took place under the theme “Re-imagining and re-thinking STEM education in the 4th industrial revolution”.  STEM stands for science, technology, engineering and mathematics.

The AGCCI is being implemented in South Africa by the UN Women Multi-Country Office for Southern Africa in partnership with the Department of Basic Education and Department of Science and Innovation (DSI).  It is also supported by Siemens and the Belgian government.

The AGCCI camps target girls in a bid to address gender imbalances. Gender gaps continue to keep women employed in junior roles, with minor responsibilities, little decision-making power and few opportunities in STEM leadership.

Despite the significant progress made to enhance women’s participation in STEM-related subjects, gender disparity remains a concern at all levels, with only 13% of STEM graduates in South Africa being female.

Ms Mmampei Chaba, Chief Director: Multilateral Cooperation and Africa at the DSI, spoke to learners at the boot camp, saying that young women needed to learn new skills and empower themselves for the new jobs of the future.

Chaba said that the camp was an example of what the new White Paper on Science, Technology and Innovation (STI) aimed to do.  The long-term policy and the 2022-32 STI Decadal Plan both focus on new approaches to foster creativity, learning and entrepreneurship that can flourish as primary drivers of economic growth, job creation and socio-economic reform.

“The Decadal Plan covers the skills of the future and how young people can be employable in the future,” said Ms Chaba, adding that “Girls must choose careers that will empower them for the future.”

The learners were urged to look beyond the current work environment, which is changing rapidly, with jobs in the service, radiology, pharmacy and public transport sectors, among many others, increasingly impacted by 4th industrial revolution technologies such as robotics, artificial intelligence and the Internet of Things.

Chaba said that, while mechanisation and machine learning would become more widespread, human beings would still be needed as engineers, designers and programmers, as well as for intervention and decision-making.  People would also be needed for their emotional intelligence, which AI and robots lacked.

The Limpopo MEC for Education, Ms Mavhungu Lerule-Ramakhanya, told the learners that the world was competitive, and education curricula should be competitive too.

“Education should empower you, as young people, to be in the coding, robotics and technology space, so that you can represent our country and compete in the world,” said Lerule-Ramakhanya.

To address gaps, the government has introduced coding and robotics to the school curriculum to provide learners with the most needed digital and ICT skills.  The curriculum also aims to prepare learners to think critically, work collaboratively and solve everyday problems.

Inspiring the young women with information about the advantages of coding capabilities, Ms Rita Nkuhlu, Siemens Executive Director for Sub-Saharan Africa, said rapidly changing technology could not be ignored, as much of our environment was already based on the use of apps and cyber-business.

She said that, as an engineering company, Siemens had developed their own industrial Internet of Things service solution called MindSphere, which collects, stores and learns from complex operational data, enabling improved processes and speeding up management decision-making.

Nkuhlu explained that coding for cybersecurity was also required to safeguard individuals’ intellectual property rights, and that, while some jobs would become obsolete, new jobs would be created for people with the necessary skills.

Grade 11 learner Malebogo Bojang from Madibogo High School in the North West said that Youth Month reminded her of the sacrifices made by the youth of 1976, which had made it possible for her and other learners to take school subjects such as science and technology.  She said that she considered herself privileged to have participated in the coding and robotics camp.

The second boot camp will be held in the Eastern Cape during the school holidays, from 29 September to 10 October 2023.

INSIDE EDUCATION

INSIDE EDUCATION REPORTER

With the world’s youngest and fastest growing populations, African countries are changing rapidly. The next generation is essential to the continent’s future and to global shared interests in creating a safer, healthier, and more prosperous world.

The economic growth and international relevance of the continent show that there is opportunity for youth to contribute to their society. If empowered Africa’s growing youthful population could support increased productivity and stronger, more inclusive economic growth across the continent. However, majority of youth in Africa do not have stable economic opportunities. In South Africa, the Covid-19 pandemic brought to bare the realities of youth unemployment in the country as reported by Statistics South Africa.

Youth account for 60% of total unemployment

46.3% of youth aged 15-43, and over 63% aged 15-24 are unemployed

40% of graduates aged 15-24, and 15% of graduates aged 25-34 are unemployed

32.4% of youth aged 15-24 are not in employment, education or training

To empower youth potential, British Council designed a project to foster the culture of innovation and entrepreneurship within Higher Education Institutions and facilitate the development of skills required to build industries, companies and products. The Innovation for African Universities (IAU) project is designed to support the development of Africa – UK Higher Education partnerships to build institutional capacity for Higher Education engagement in entrepreneurship ecosystem in selected African countries.

As part of this project the University of the Witwatersrand (Wits University) in Johannesburg, South Africa launched and established the Wits Entrepreneurship Clinic. Under this initiative the Wits Entrepreneurship Clinic aims to build the capacity of students and graduates through experiential learning and mentorships to become volunteer clinicians who provide professional and quality business advice and support to entrepreneurs within the University and surrounding communities.

“Universities have a pivotal role to play in fostering a culture of innovation and entrepreneurship for the good of the world. This is why British Council developed the Innovation for African Universities project, to catalyse innovation and entrepreneurship because young entrepreneurs have a crucial role to play in solving the employment crisis in Sub-Saharan Africa as employees and job creators. As an organisation, we believe now is the time to focus on building engagement and being deliberate about actions to create safe and prosperous environments for young people to thrive,” says Scott McDonald, Chief Executive Officer, British Council.

“Wits University is making a significant impact by fostering entrepreneurship and addressing critical challenges such as poverty and unemployment, not only in our country but also beyond. We recognize the pressing need for young entrepreneurs to emerge as job creators and catalysts for economic development in Africa. Through our Wits Entrepreneurship Clinic, supported by the new Wits Innovation Centre (WIC), we are tapping into the immense creativity and ingenuity of our diverse community of innovators and entrepreneurs. By empowering these future leaders, we are equipping them to discover transformative solutions for complex real-world problems.” says Professor Lynn Morris, Deputy Vice-Chancellor: Research and Innovation, Wits University.

In the first phase of this project, Wits University worked in partnership with the University of Edinburgh, together with ecosystem players – the Wits Tshimologong Digital Innovation Precinct and the Africa Circular Economy Network.

Since its launch in July 2022, the Wits Entrepreneurship Clinic (WEC) has so far trained over 60 clinicians who have provided professional and quality business advisory services to the entrepreneurship community to accelerate viable entrepreneurial opportunities. Additionally, a 12-module training programme for clinicians has been developed and piloted alongside the delivery of intensive masterclasses focussing on digital entrepreneurship, as well as the circular economy. The long-term vision for the clinic is to develop a culture of and appreciation for entrepreneurship as not only a viable alternative to employment but also as a mechanism to address many of the grand challenges confronting South African society.

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A Soweto initiative rising from the ashes of those who lost their lives during and after the seminal 16 June 1976 uprisings

INSIDE EDUCATION REPORTER

Gabriel Kgora ‘Gab’ Mataboge is one of those child geniuses who started school at the tender age of 3 because he was too smart to be cooped up in a creche with his peers.

The fact that he still vividly recalls the 16 June 1976 events when he had just turned 4 in May 1976 speaks to his exceptional creative power.

Kgora gets animated with his graphic recollection of what transpired on the day that changed the history of South Africa for good and also changed his life and that of his family in the process.

On this day 47 years ago, the youth and pupils of 1976 took to the streets of Soweto to protest against Afrikaans as a medium of instruction and triggered events that would lead to the unbanning of all political parties and the release of former President Nelson Mandela from Robben Island among other struggle icons.

The 16 June 1976 protests went down in history as the catalyst for change in South Africa. They brought about the end of apartheid, which was replaced by a constitutional democracy still prevailing in South Africa, where every citizen has a right to vote.

The June 16 peaceful protests, within a few days, had turned violent and had spread across most black and coloured townships in major towns such as Durban, Cape Town, East London, Gqebera, Mpumalanga, Polokwane, Kimberley and Bushbuckridge, among others.

There was chaos all around as the government and private business property was torched and vandalised, stores were looted, and many young and older adults were either shot and maimed or killed during skirmishes with the police. Hundreds of others were detained for weeks and months in the aftermath of June 16 while scores fled the country into exile.

When the riots started, Kgora’s mom, Dorah Nthakeng Mataboge, a teacher at a nearby school, quickly went to fetch her young son from his Kgaogelo Primary School. She dropped him off at home in Naledi with his father, Johannes Rradimmeko Matoboge.

Incidentally, Rradimmeko Mataboge was a delegate at the 1955 ANC conference In Kliptown for the adoption of the Freedom Charter.

It is at the Rradimmeko household that the young Kgora got a glimpse of why there was chaos all around him with sirens blaring and his dad closing and locking all the doors while his older schoolmates were running like crazy up and down the streets of Naledi.

A curious Kgora used a crack in the door to get a glimpse of what was going on in the streets.
“Days before the riots, my namesake Gabriel ‘Gabinkie’ Mataboge told my father that something big was coming. Gabinkie and I were cousins and got our names from our grandfather, Gabriel Kgora Mataboge. I remember the guy was big and looked older for his age, around 16. He was a very colourful character

“Gabinkie used to sell all kinds of goodies in the trains, and I am not sure if anyone took him seriously about issues of politics. But when all hell broke loose, we all remembered his warning about something significant coming. He was an activist of sorts and very brave.

“Through the hole in the door, I could see an open veld opposite our street, and there was a Coca-Cola truck, and there was activity around it. I then saw police Land Rovers, and there were gunshots. I heard Gabinkie was shot and killed by a sniper during this skirmish. Many snipers were doing the rounds in our townships at the time.

“An uncle of ours was on his way to convey the message that Gabinkie had been shot and killed when he, too, got shot in the leg. A stray bullet from the police in the Land Rovers at the Coca-Cola truck skirmish hit him. My father opened the door, and I saw so much blood on my uncle; I was terrified”.

Kgora said that all these years, he has been trying to find images and to get more information about Gabinkie and his role in youth activities before June 16 but has yet to find any way to get through.
This is what inspired him to come up with the “Unsung Heroes & Heroines Stamp Collection to pay tribute to individuals and families who made significant contributions to the Anti-Apartheid struggle but were never recognised for their roles.

“These are individuals and families, such as Gabinkie, who have never been given recognition for their selfless devotion to South African and Southern Africa’s struggle for liberation.

“These stamps are not only about the 1976 unsung heroes but people who were not political but played a pivotal role in our struggle for liberation. There were all sorts of players in our struggle. Those who stole cars and took kids across our borders to escape the brutality and torture from the security forces and to join the liberation struggle.

“We hope the stamp collection can garner public attention and become an avenue to raise awareness and funds for the offsprings of these individuals,’’ he says.

Kgora says the stamps, created by his 23-year-old son Khumo Mataboge, will form part of the Soweto Republic Passports (an education, culinary and clubbing venture) aimed at stimulating and driving domestic and international foot traffic to all Soweto Tourism destinations.

“The UNSung Heroes & Heroines Stamps Collection aims to pay tribute to individuals and families who made significant contributions to the Anti-Apartheid struggle and were unfortunately denied recognition for their selfless devotion to South Africa and Southern Africa.

“The creators of the UnSung Heroes Stamps Collection hope that these Tourism Destination tools can garner public attention, become the avenue to raise awareness and drive Tourism foot traffic to the Blue Plague Memorial Homes of these UnSung Heroes & Heroines and beyond.

Khumo also did a stamp as a tribute to his grandfather Rradimmeko alongside the father and founder of Soweto Sofasonke Mpanza.

Corporates, Brands & Tourism Destinations seeking to partner and be included on the passport can contact Brand Soweto at 083-477-1867 or dsouthafrica@gmail.com

INSIDE EDUCATION

EDWIN NAIDU

South Africa looks back on another concluded Youth Month with a rallying call urging the youth to beat the deepening unemployment crisis by adopting a Mandela-like entrepreneurial spirit the iconic leader often spoke about.

However, with Mandela Month and Monday Day upon us, South Africa is staring down the barrel of an unemployment headache, with the outlook considerably worsening for the youth.

For the first quarter of 2023, young people experienced underemployment at far higher rates than older persons.
Underemployment is described as the total number of people in an economy who are unwillingly working in low-skill and low-paying jobs or only part-time.

This underscores the youth crisis, corroborated by StatsSA, which recorded South Africa’s unemployment rate in the first quarter of 2023 at 32,9 % and among the highest in the world.
One of the success stories of a national campaign to address the job challenge has been establishing a government programme to support youth to build their own enterprises.

To date, 45 988 financial and non-financial enterprise opportunities have been provided by the Department of Small Business Development and the National Youth Development Agency.
But this success story has been buried under shocking unemployment statistics. In the first quarter of 2023, the underemployment rate was 6,3% for those aged 15-24 and 5,2% for those aged 24-34, which is higher than the national rate of 4,9%. The lowest underemployment rate is recorded in the age groups 35-44 years and 55-64 years, at 4,6%.

In the first Quarter of 2023, the Quarterly Labour Force survey found 32.9% of South Africans jobless. Many more have given up looking for opportunities. In the first quarter of 2023, 44.7% of young people between 15 and 34 years were outside of employment, education or training.
Signs of improvement are not evident when one considers that in 2021, South Africa’s youth unemployment rate was 64.18%, a 4.56% increase from 2020.

“Unemployment among young South Africans is a national crisis that demands urgent, innovative and coordinated solutions. It is, therefore, essential that we implement a comprehensive plan to create no fewer than 2 million jobs for young people within the next decade,” said President Cyril Ramaphosa in 2020, announcing a national strategic plan to address this growing challenge.
Emerging from the global Covid-19 pandemic, South Africa has unprecedented levels of unemployment, prompting Ramaphosa to decide that the persistent and structural nature of youth unemployment means that the issue can no longer be addressed through isolated initiatives.
The situation requires an extensive, coordinated and sustained effort to respond to both the changing needs of the economy and those of young people in South Africa.

The persistent and structural nature of youth unemployment means that the issue can no longer be addressed through isolated initiatives; hence the presidential priority is to create the country’s most comprehensive effort to address youth unemployment to date.

In his 2020 State of the Nation Address, the President launched the ambitious multi-sector action programme, the Presidential Youth Employment Intervention (PYEI), expanding the range of opportunities for young people in South Africa.

Driven by a Project Management Office (PMO) in the Presidency, this initiative targeted youth, whether in further education or training, work experience, youth service, employment, or entrepreneurship. It recognises the great potential of South Africa’s young people and works towards a society where every young person has a path to progress.

Another success story has been the private sector-led Youth Employment Service, a core partner of the PYEI, which placed 30 535 young people in work experience opportunities in various sectors of the economy. YES has placed over 100,000 South Africans between the ages of 18 and 29 in local businesses for a year of work experience.

Through YES, R6 billion has been injected into the economy, enabling participants to support their families – making a real dent in youth unemployment in the country.

Against this backdrop, the PYEI Presidential Youth Employment Intervention (PYEI) was launched to accelerate the transition of young people from learning to earning.

Through a strong commitment to partnering and mobilising stakeholders in the ecosystem, the PYEI has made significant progress towards achieving this objective in the past financial year.
This involved driving systems change to address the barriers that young people face, aggregating existing opportunities and creating new opportunities for young people, and linking young people to opportunities and available support in a single network.

YES Chief Executive Officer Ravi Naidoo told Inside Education that in the past 12 months, 32 578 new jobs had been created, the total for the full period standing at 113 911, with 5 298 new jobs created in June.

“This is good, considering the economy is flat. YES, is the biggest programme with social impact that is 100% paid for by the private sector, without taxpayers’ money. A growing number of corporates, currently 1 517, corporates have paid to support the programme,” Naidoo said.

He said that after their training, a large number of YES candidates (43%) get work in the companies they trained at or in the same sector, 15% open their own business, while the remainder return to training, and some still cannot find jobs.

But through ensuring that the candidates placed in YES programmes are given relevant skills for the future, Naidoo said they hope to create marketable skills, such as drone pilot training, coding, barista making and creative career options.

One of the success stories is Chulumanco Lonwabo Nomtyala, a trailblazing developer and creator of Soft 4IR Apps, an app streamlining housing subsidy applications. Lonwabo aims to partner with municipalities, empowering individuals to access housing grants conveniently. His vision is to bring convenience and knowledge to those in need.

Another success story, Thobani May has had a transformative journey from struggle to success, fuelled by his participation in the YES programme. Now the owner of Eco Char, a charcoal production company focused on environmental restoration, Eco Char employs five people and contributes to uplifting its community.

As part of a revitalised National Youth Service (NYS), interventions focus on priority growth areas with employment potential for young people in digital, technology and global business services; agriculture; installation repairs and maintenance; social services; and the automotive sector.

This initiative sought to link young people to opportunities through a national network, the National Pathway Management Network, linking a growing number of young people to learning and earning opportunities.

Currently, more than 4 million young people are in the SA Youth platform network and the Employment Services South Africa (ESSA) platform.

During the financial year 2022/23, 330 181 earning opportunities were secured by young people on SA Youth, and a further 50 375 earning opportunities were secured.

The Department of Basic Education’s School Assistants programme, a flagship programme of the Presidential Employment Stimulus, created most of the opportunities secured by young people in the network. SA Youth facilitated all recruitments for this programme.

SA Youth is reaching young people who are most in need of support. The PYEI’s Revitalised National Youth Service created 47 234 opportunities for young people to engage in paid community service in 2022/23. For many, the opportunity was the first time in their lives they earned their own money and could enhance their contribution to their communities.

SA Youth reaches many of the poorest young people, with 73% reporting that they attended poorer-resourced schools (quintile 1-3). Moreover, 65% of the young people registered on the SA Youth network, who responded to a question about social grants, reported that they live in households where at least one member receives a grant.

In a recent report discussing the project’s impact, 47 234 young people secured earning opportunities, while 10 431 have moved into other opportunities.

The Department of Higher Education and Training placed 14 504 TVET learners and graduates into workplace experience opportunities, enabling many to complete their qualifications.

Additionally, the private sector-led Youth Employment Service, a core partner of the PYEI, placed 30 535 young people in work experience opportunities in various sectors of the economy in the last financial year.

YES has placed over 100,000 South Africans between the ages of 18 and 29 in local businesses for a year of work experience. Through YES, a total of R6 billion has been injected into the economy, enabling participants to support their families. Nearly two-thirds of participants come from households reliant on social grants, and 40% are employed upon programme completion.

In the next quarter, the PYEI is launching a pilot of a pay-for-performance mechanism to test whether a different financing model for skilling can improve employment outcomes for young people.

Instead of receiving payment for training activities and outputs, appointed contractors receive the bulk of their income only when they demonstrate that they have placed young people in earning opportunities.

Led by the Department of Higher Education and Training through the National Skills Fund, the pay-for-performance mechanism will see the NSF play the role of an Outcomes Funder.

The outcome of interest is the placement of young people into sustainable earning opportunities. The pilot will train and place a targeted 4 500 young people into earning opportunities in 2023/24. This proof of concept will inform a scale-up phase that will crowd private investment to reach more young people.

Basic Education Minister Angie Motshekga also said last month that the Department of Basic Education is implementing the Presidential Youth Employment Initiative to tackle unemployment among youth in South Africa.

“We also have a responsibility to create employment opportunities, particularly for the youth who are neither in employment, education, nor training,” said Motshekga.

In a rallying call for the Black Business Council and the private sector to join South Africa’s skills revolution, Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, has reiterated the government’s commitment to creating opportunities for the country’s youth.

A sum of R1,7 billion was disbursed by the National Skills Fund towards its bursaries programme in 2021/22, benefiting students enrolled in undergraduate and postgraduate programmes in scarce and critical skills.

“The central mandate of the Department of Higher Education and Training (DHET) is to develop a skilled and capable workforce whilst broadening the skills base of our country to support an inclusive growth path,” he said at the Black Business Council summit.

Capacitating today’s youth to be job creators instead of job seekers is admirable and a sign of a maturing and progressive state. However, entrepreneurship goes beyond simply training the youth to start businesses – we must invest in helping the youth sustain new enterprises and therein lies the challenge, or is it an opportunity?

INSIDE EDUCATION

LERATO MBHIZA

Gauteng Education MEC Matome Chiloane said he is saddened by the tragic and untimely death of two learners from Ekurhuleni who committed suicide.

The two learners, both girls – a Grade 8 learner from Geluksdal Secondary School and a Grade 12 girl learner from Nigel High School, took their own lives on Tuesday, and Thursday last week.

Unconfirmed reports say both learners consumed poison while one died instantly the other one died on her way to a clinic. 

“We wish to convey our deepest condolences to the families and school communities of these learners. Indeed, it is really concerning that learners will resort to taking their own lives. 

“We call upon learners to always seek assistance for necessary support to be provided. Our Psycho-Social Support Team will visit all affected schools to provide required support to the school community and families once Term 3 begins.

“Learners who may be experiencing abuse or need counseling are encouraged to contact Childline by simply dialing 116 for assistance,” said Chiloane.

According to the Department of Family Medicine, estimated suicide rates in South Africa is 23.5 per 100 000 people, which translates to about 14 000 deaths per annum. Suicide is also the second leading cause of death among young people aged 15–29 in the country.

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