THE writing of the National Senior Certificate (NSC) examinations is set to conclude this week, with rewrite opportunities arising from disruptions in some parts of the country.

The NSC examination will conclude on 8 December 2022 with the Economics Paper 1 written in Gauteng only by 53 learners from Phandimfundo Secondary.

Today marks Day 28 of the 30-day examination, in which 215 of the 222 question papers have already been written.

In a statement on Sunday, the Department of Basic Education (DBE) said that during the writing of the examinations, it received reports requesting that some candidates be granted permission to rewrite examinations in selected subjects.

“Various reasons were provided to substantiate these requests. The DBE assessed the requests from Provincial Education Departments (PEDs) and in instances where valid reasons were presented, which were not of the learners’ doing, the DBE and Umalusi granted permission for rewrite opportunities,” the DBE said.

Rewrite opportunities have been granted in the following selected subjects:

Mathematics Paper 2: Mpumalanga Department of Education

Mathematical Literacy Paper 1: Eastern Cape Department of Education

Mathematical Literacy P2: Mpumalanga Department of Education, Eastern Cape Department of Education and North West Department of Education

Economics P1: Gauteng Department of Education

English First Additional Language Paper 1: Limpopo Department of Education and Western Cape Department of Education

According to the department, some of the reasons for the missed examinations include:

– Candidates who experienced technical glitches during the writing of Computer Applications Technology Paper 1 and Information.

– Technology Paper 1 or who, due to load shedding. could not complete the examination.

– 53 Economics P1 candidates from Phandimfundo Secondary Gauteng who missed the exam due to the principal’s actions.

– 1 127 candidates from seven schools in Witbank, Mpumalanga, who missed exams due to community protest actions.

– Two pregnant learners from the Western Cape and Limpopo, who were not allowed to write English P1.

– Three learners from the North West, who missed Maths Literacy Paper 2 due to flooding.

– Four learners from the Eastern Cape, who missed Maths Literacy P1 and P2 due to the principal’s actions.

The examinations in the selected subjects are scheduled to be written over two days from 7 to 8 December 2022.

“The matter regarding Mathematics Paper 2 has been resolved. Question 5.1 (worth seven marks) in the Mathematics P2 was found to be faulty.

“The question will be excluded from the marking process. The question paper will be marked out of 143 and the mark will be upscaled to 150,” the DBE said.

Marking sessions will commence on 10 December and conclude on 22 December 2022. The department said that all PEDs are on track with their marking preparations.

“Scripts are currently in storage. Scripts will be moved to marking centres from the 7/8 December 2022,” the department said.

SA NEWS

Kenya’s education curriculum was reformed in 2017 to improve its quality – but now many Kenyans are calling for change again. Public disillusionment with the competency-based curriculum has forced a government review.

Frustrations with the curriculum centre around the complexity of learning activities and its sustainability given the high costs involved in its delivery.

The previous 8-4-4 curriculum, launched in 1985, required eight years of primary schooling and four years each of secondary and tertiary education. Critics were unhappy with its emphasis on rote learning and teacher-centered pedagogical practices. 

They also noted that graduates of the 8-4-4 curriculum were ill-prepared for the workforce. A 2009 government evaluation found the system had limited practical training opportunities and a heavy focus on examinations.

In 2011, the government appointed a task force to review 8-4-4. This review eventually led to the competency-based curriculum, a 2-6-3-3-3 system.

It requires two years of pre-primary education, six years of primary education, three years each of junior secondary and senior secondary school, and a minimum of three years of tertiary education.

The competency-based curriculum emphasises student-centered teaching and practical experiences that better equip learners with 21st-century skills like critical thinking and problem-solving.

As experience from numerous countries shows, education reforms can be messy and rollouts messier. Success requires adequate planning.

In our view as education researchers, the adoption of the competency-based curriculum in Kenya shows glaring gaps in design, planning and execution. At the very basic level, there is a looming question on whether the curriculum is well understood. It is vastly different from 8-4-4, and many stakeholders, including parents and teachers, aren’t clear about how it works and what it requires of them.

Uphill task
A national curriculum provides a framework and guidance on the core knowledge students need to learn in key subjects. It’s a critical driver in teaching and learning. However, it exists within an intricate set of interconnected educational components that require intentional planning and execution to function optimally.

Failure to take multiple aspects into consideration – such as teaching capacity, assessments, transitions and resources – compromises the best intentions and harms a large population of learners.

In Kenya’s case, the competency-based curriculum ship has sailed; scrapping it now would do more harm than good.

Firstly, large financial investments have been made. According to the Kenya Institute of Curriculum Development, the government has spent more than US$1.6 billion on curriculum reform. This includes the money spent on research, assessments and a two-year pilot study.

Secondly, we believe that the competency-based curriculum may potentially improve Kenya’s education system and provide learners with rich learning experiences.

The government has taken the first step in addressing discontent with the curriculum by appointing a task force to address the public’s concerns.

A new academic year begins in January 2023, with the first cohort of 1.3 million learners expected to join junior high school. Kenyans needs clear guidance on this transition. They need to know where junior high schools will be located, for instance, and the costs involved. This will help ease the frustrations caused by current uncertainties.

Based on our research experience on curriculum development, teaching and education systems, we have drawn up a list of six priorities the task force should consider. These include acknowledging that Kenyans’ frustrations with the curriculum change are legitimate, and that to be successful, the system needs adaptations.

What’s wrong?
The competency-based curriculum focuses on the development of competencies across subject areas, with a shift from students demonstrating what they know to demonstrating what they can do.

Some parents are receptive and enthusiastic about these aspects of the new curriculum. For those against it, the complaints have focused on affordability and feasibility.

At face value, practical experiences are relevant and can enrich students’ learning. However, challenges arise when resources are unavailable and parents are required to constantly purchase and improvise resources.

In an already unequal society, this model strains many families, particularly those who live in low-resourced households, outside urban centres, and those in places without access to basic infrastructure like electricity.

The curriculum also demands more parental engagement than 8-4-4 did. Some parents feel unprepared to get involved.

The frustrations with the competency-based curriculum may be magnified because of a familiarity with 8-4-4 – in place for 32 years – and the difficulties that come with change. Yet, concerns about its demands, both financial and skill-based, are legitimate for many parents who see the curriculum as catering only to those with particular skills and those who can afford the time and resources required.

Kenya isn’t the first country in the east African region to launch a competency-based curriculum. Rwanda did it in 2015. Comparing the experiences of these two countries requires caution, given the differences in contexts, education policies, and political and cultural environments. Rwanda, however, faced some challenges similar to Kenya’s, including limited availability of resources and a persistence of old teaching practices.

Next steps
There’s an immediate need for stakeholders, particularly ardent supporters of the curriculum, to lessen the grip on their vision and evaluate where the curriculum rollout in Kenya missed the mark.

Task forces can create change by bringing stakeholders together and forging alliances. But they can also be costly. They have a reputation for under-delivering beyond publishing reports.

The curriculum task force should consider these six priorities.

. Reassure Kenyans that the stakes are high and providing a quality curriculum for learners is the priority. Take steps to rebuild public trust by addressing pressing challenges, such as financial strain accruing from the costs of learning materials. Guide schools on how to address this challenge.

. Provide the public with information that fills knowledge gaps. For instance, teacher training, assessments and transitions.

. Explain how the curriculum works in low-resourced households and schools, among students with special needs, and in settings with large class sizes and high student-teacher ratios.

. Re-evaluate expectations on parents, remove extraneous demands, avoid blaming them and invite them as collaborators.

. Identify the right drivers of change and avoid replicating avoidable mistakes. For instance, prioritise students and set aside the politics and in-fighting among educational agencies and associations.

. Embrace local solutions and creatively use existing resources. Avoid surface-level solutions and remove existing barriers drawing on empirical evidence.

There is value in curriculum reforms and in adapting best practices from different contexts. However, many challenges with the Kenyan curriculum stem from mismatches with the local context, inadequate preparation and foresight.

Ignoring the realities of large populations of learners and parents, and making sweeping assumptions doesn’t make these realities go away.

The task force has a monumental and urgent responsibility to bring Kenyans closer to a resolution.

-TheConversation

PHUTI MOSOMANE

GAUTENG Education MEC Matome Chiloane has urged parents to be patient as the department was not able to place every learner who applied for Grade 1 or 8 for the 2023 academic year by Wednesday, as earlier agreed. 

As of December 1 this year, the GDE is expected to continue with efforts of placing applicants who were unable to provide the department with their proof of address during the application process.

“It must be noted that, after conducting a thorough analysis on the Online Admissions System, it is unlikely that the remaining number of learners will be placed by end of business today (Wednesday), as purported in our previous communication to the public. As such, we wish to profusely apologise to parents for this inconvenience,” the GDE said in a statement. 

The department said 31 549 (Grade 1: 8 142 and Grade 8: 23 407) remain to be placed. 

It said officials across the province are working tirelessly to ensure that these learners are adequately placed.

Chiloane assured parents that the placement process will continue until all unplaced learners are placed. 

“We wish to assure parents that when the 2023 academic year commences, we are adamant that every Grade 1 and Grade 8 learner in Gauteng will be at a desk with learning material in a class with an educator receiving quality education. As such, we appeal for patience among parents as we embark on the process of finalising the placement of all unplaced learners,” said Chiloane.

He said the biggest challenge to the department is increasing capacity at schools in high pressure areas that have received large volumes of applications which exceed the number of learners a school can accommodate.

“We have therefore decided to increase capacity at all identified high pressure schools by providing mobile units that will be delivered before the commencement of the 2023 academic year,” he said. 

By Wednesday, 30 November 2022, a total of 268 192 Grade 1 and Grade 8 learners, whose parents applied using the GDE Online Admissions System, had been successfully placed. 

A total of 135 465 Grade 1 learners and 132 727 Grade 8 learners have been placed in preparation for the 2023 academic year.

Officials at the department said they have also strengthened the transfer placement system, meaning that some learners who could not be placed at preferred schools due to capacity constraints will be transferred to schools with available space. 

From Thursday, 1 December 2022, the GDE will commence with the process of placing all applicants who were unable to provide their proof of address during the application period.

During this process, all applicants who submitted incomplete documents (proof of residential address) will be offered placement at schools with available space. 

Parents will receive transfer placement offers via SMS, and may also log on to the system to check their placement status. 

“We wish to reiterate that the system will be open from 20 December 2022 until 20 January 2023 for late applications to accommodate parents who were unable to apply. Parents who applied during the application period MUST NOT re-apply during the late application period,” the GDE said. 

It said applications made during the late application period will be placed at schools with available spaces. 

Schools that have reached full capacity will not be available for parents applying during the late application period. 

Late applicants will be allowed to submit only one application, which will result in immediate placement.

Upon submitting a late application, applicants must submit all documents physically at the school they applied to from 9 January 2023 to finalise their placement.

INSIDE EDUCATION

THE University of South Africa (Unisa) needs almost no introduction as the biggest university on the continent, and a pioneer of distance and online education.

What many may not know is that, prior to the COVID-19 pandemic, Unisa did things in a more traditional way when it came to examinations. Like most universities Unisa required that students physically visit a dedicated exam centre to sit down and write exams with pen and paper.

How this changed when the pandemic hit is an interesting look at how technology in education rapidly evolved over the last few years.

As COVID-19 took root in South Africa in 2020, many students began to wonder what would become of their final assessments for the May / June exam period. Unisa finally made the change in April 2020 following governmental changes to lockdown.

“The extension of the national lockdown declared by President Cyril Ramaphosa has meant that Unisa has had to make some far-reaching decisions regarding the May/June 2020 examination period. The May/June 2020 examination period will continue, but no venue-based examinations will be written during this time. The university will, instead, make use of alternative assessment formats for this examination period,” the university announced at the time.

Announcing such a big change to the way exams were taken, just a month before they were set to start, caused quite the problem for the university and its students. Those who preferred not to partake in the new online exams – either because of lack of access to a computer or internet issues – could instead defer to the October / November 2020 exam period with no penalty to their academic record, or additional monetary costs.

Several problems crept up for this maiden voyage, mostly due to technical issues and load problems as servers were strained, but thousands of students successfully completed their papers and continued with their education as planned. After some delay, results from these exams were published too, completing the first attempt at this system by Unisa.

In September 2020 the continuation of online exams were confirmed by Unisa, which stated that all future examinations would be held in this way. This has continued in the intervening years with the Unisa student portal MyUnisa now featuring a MyExams dedicated section for these assessments.

All of this would have been impossible without advances in personal computing and home internet. Should a pandemic like COVID-19 have appeared even a decade ago it’s unlikely that such a successful endeavour could have been carried out by Unisa. With this success the university even sought to move other in person activities online, such as student orientation.

With these changes Unisa has become even more ingrained in the fundamentals of online and distance education.

Ask any past Unisa student, or any university graduate in general, where the real work is done, the likely answer is on a notebook or more recently a Chromebook. This form factor of portable devices with a screen, physical keyboard and trackpad has proven for decades to be the de facto single answer from taking those first notes in class all the way to writing that final exam.

Notebooks and Chromebooks have become even more uniquely suited to the online exam environment with Unisa and many other institutions requiring that a webcam be turned on and running proctoring software. This software uses a device’s camera and sometimes microphone to make sure that the right student is writing the right exam with no outside help.

Even the South African government recognises the need for these devices as the National Student Financial Aid Scheme (NSFAS) runs the Digital Learning Device Project to assign a portion of student funding for a notebook intended for school use.

While there’s many options for notebooks and Chromebooks, a great option all students should consider is ASUS. The well-known manufacturer has a keen focus on devices for students with its recent Own Tomorrow campaign shining a focus on everything about university life, from a Varsity survival guide, to where to get your device.

The campaign is also great for those who need a new device for school, but may not know what specific components, like a CPU, GPU, and screen technology entail.

Those who already have a grasp of these concepts can shop the ASUS South Africa store right now with a dedicated student subsection available here.

Hypertext

Higher Education and Training Minister, Dr Blade Nzimande, has given the department a directive to ensure that the new performance agreements signed by Technical Vocational Education and Training (TVET) college principals are properly monitored and evaluated on an ongoing basis.

This follows Nzimande’s directive that all TVET college principals should sign new performance agreements, which include industry partnerships as one of their key performance indicators.

“I have previously stated on numerous platforms that TVET college management, especially principals, must know that they are not running TVET colleges unless they prioritise building partnerships with industry.

“I want the department to ensure that this is not only implemented but also properly monitored and evaluated on an ongoing basis.

“Holding TVET college principals to account on work placement is informed by the White Paper for Post-School Education and Training, which requires Work Integrated Learning (WIL) to be a central component of the college programmes. 

“The extent to which students are able to get placement in the workplace must be used as an important indicator for assessing the performance of the management of institutions,” Nzimande said.

Speaking at the Artisan Graduation Ceremony of over 350 artisans from Centres of Specialisation (CoS) on Tesday, Nzimande maintained that TVET college principals owe it to the youth and skills development of the country for them to lead in the establishment of “strategic partnerships” with industry.

Nzimande said it is disheartening to visit an industrial area with a TVET college campus in the vicinity, only to find that there is not a single TVET college student or graduate placed in any of the workplaces in the area.

“Let us also incorporate this into the work performance of our regional managers to support the effort of building industry partnerships. I need a report before the end of January 2023 from the department on all the 50 TVET colleges on the industry partnerships that they have.

“Where colleges hardly have any such relationships, I also need an explanation as to why and for a strategy to be developed to realise such. If need be ,please come to my office for any additional help in forging these partnerships,” Nzimande said.

He expressed his appreciation to all employers who have joined the department in Centres of Specialisation in TVET colleges, including those who work with the department to provide workplace exposure and experience to both TVET college students and lecturers.

“We appreciate this partnership greatly and let us work to strengthen it. We also call all other employers, including SMEs [small, medium enterprises], to join in with us in providing workplace experiential opportunities for our youth, in TVET and CET [Community Education and Training] colleges, as well as generally for unemployed youth,” Nzimande said.

The Minister noted that about 3.6 million youth between the ages of 15 – 24 years are in neither education, employment nor training (NEET).

“It will indeed be a travesty of justice and a serious indictment on us, as leaders, if we were to allow our inaction to cause TVET colleges to become a dead-end for students. 

“Our Centres of Specialisation have shown the way and let us now work towards mainstreaming all their experiences and successes into the TVET college system,” Nzimande said.

Congratulating the graduates, Nzimande urged them to remain good ambassadors of the TVET brand and continue to be the “cool artisans of the 21st century”.

“Graduating with a trade is a big step in your life journey. Once you have obtained your trade certificate or red seal as they call it, you form part of the alumni community. 

“The college from which you come must remain your place of pride, and where you can continue to support the work of the college, please do so,” Nzimande said. – SAnews.gov.za

PHUTI MOSOMANE

A GRADE 12 learner from Limpopo has been killed at Ben Hlongwane Secondary School in Tshamahansi outside Mokopane on Sunday.

The 20-year-old learner was allegedly killed after sneaking out of the study camp at Ben Hlongwane Secondary School.

He was found with stabbed wounds outside the school premises on Monday.

Limpopo Education MEC Mavhungu Lerule-Ramakhanya said the department was investigating how the learner got out of the school during studies.

“It is disturbing that in just one week we lose two Grade 12 learners under similar circumstances. The idea of affording learners extra lessons at the school premises was meant to keep them focused on their school work in an endeavour to improve the matric result,” said Lerule-Ramakhanya.

“It is a great loss to the family and to us as the department, we have invested so much on these learners and we hope this will be the last incident.”

The incident happened three days after another Grade 12 learner drowned in Sekhukhune after he allegedly got out of the school premises to go and swim at a nearby Olifants River.

His body was retrieved on Saturday afternoon, five kilometres from where he was last seen.

Lerule-Ramakhanya has urged parents, learners and communities to work together to protect the youth and children.

INSIDE EDUCATION

Wits University and mining firm Anglo American have invested R75 million in funding the refurbishment, expansion and digitalisation of the 62-year-old Johannesburg Planetarium.

It will be transformed into a new, future-savvy, multidisciplinary research, training and science facility.

Announced at an event last night, the new Wits Anglo American Digital Dome aims to provide Wits University students, researchers and citizens of Johannesburg with access to a 360-degree visual experience in a digital hub.

They will learn about astronomy and related fields through immersive technology in multi-dimensional, cross-disciplinary worlds.

According to a statement, for the past 62 years, theWits University-based Planetarium has entertained, inspired and educated hundreds of thousands of learners from all over Gauteng and beyond. Visitors were introduced to the night sky, the solar system and the Milky Way galaxy through shows at the theatre.

With the new Wits Anglo American Digital Dome, Wits University says it hopes to continue inspiring people and expand it to other scientific disciplinesthrough the use of digital technology − from climate modelling and artificial intelligence applications, to new avenues in the digital arts.

The project, which will be built in three phases, is expected to officially open to members of the public in 2024.

“We are creating a high-tech 360-degree IMAX-like theatre − just better,” says professor Roger Deane, director of the Wits Centre for Astrophysics and Square Kilometre Array chair in Radio Astronomy at Wits.

“The Digital Dome will provide an incredible theatre experience, but it will also serve a greater purpose – it will assist researchers across all disciplines to visualise data in a profound way.

“Many researchers across various fields feel as if they are drowning in data, which is coupled with the challenge of data-sets becoming more complex and more multi-dimensional.

“A facility like the new Wits Anglo American Digital Dome is a way of honing a more intuitive and immersive understanding of big data, where we will be able to visualise our work, whether it is in teaching anatomy to first-year medicalstudents, visualising the myriad particle showers in the Large Hadron Collider at CERN, exploring the first galaxies in the Universe, or testing new games, built by Wits gaming design students.”

Deane has served as chair of the Digital Dome Working Group, which includes leading artificial intelligence researchers, scientists, digital artists and quantum computing engineers.

The university’s history is inextricably linked with that of the mining industry and the development of the City of Johannesburg for over 100 years.

Together, Wits and Anglo American have provided R75 million to fund the first two stages of the three-stage project, with the Wits University Council committing R20 million and Anglo American providing R55 million.

During the first stage, the existing Planetarium will be refurbished and digitised with a new, state-of-the-art digital projection system, auditorium seating, and a science and technology exploratorium, notes Wits.

The second stage will see a north wing expansion for a new suite of operational offices, an exhibition area, as well as a seminar room and meeting space for Digital Dome show planning and design.

In the third and final stage, which is yet to be funded, a new east wing research-focused building will house open-plan office space for visiting multidisciplinary research teams to interface with in-house data visualisation and Digital Dome show rendering experts.

According to Wits, it will include a creative studio, film and sound production facilities, to enable Wits to develop much of its science engagement digital content on site. This stage will be integrated with the Wits Football Stadium, and will include a media viewing deck and rooftop event space.

Speaking last night, Duncan Wanblad, CEO of Anglo American, said: “For a very long time now, supporting equitable access to education has been a priority for us as a business. As one of Africa’s leading universities, Wits continues to play a vital role in providing access to education, not only to its students but the broader South African public too.”

“The new Wits Anglo American Digital Dome will be a truly world-class and accessible centre that will inspire generations to take an active interest in the science, technology, engineering and mathematics disciplines and the digital arts. I am also delighted that this project tangibly builds on our legacy in Johannesburg by contributing towards the city’s aspirations to become a smart African city.”

ITWEB

Effie James, Richland Source columnist

Sports at the scholastic level is supposed to be the purist form of fun. The games provide a local escape and are the catalyst that brings communities together for a common cause. The pride that comes with being a part of high school sports as a player and a fan is something that can last a lifetime.

Often these events provide memories passed down from generation to generation. Stories of great players and great teams can fill hours of conversation at the local barbershops and family gatherings.

In 1984 I went to my first basketball game; it was the Falcons from Malabar High against the (red & white) Tygers of Mansfield Sr. I was never the same. The players were real people that lived right in my community, some of the players had even gone to the same elementary school that I attended (Newman).

Watching Eric “Bubba” Toddie, Ahmed Kent, Don “Magic” Williams and Andre Feagin play at the original Pete Henry Gym or Lamar Marsh, Dave Minard and others playing football at Arlin Field were the best times of my young life. I didn’t know much about anything at that time, but one thing I knew is that I wanted to do what they were doing. I wanted to play with my friends in big games with the entire community cheering us on.

As time has passed and participation in sports has decreased in so many local school districts, I often wonder why many young people just decide against participation, or what has happened to the purity of the games, the fun and energy that came with watching these young athletes compete?

If you want to know the answer to that question, I invite you to open your social media pages or attend the games with the true intention of supporting your favorite team.

So many games have turned into a legion of armchair analysts and critics to the point where just coming to enjoy the contest is difficult because you’re likely to hear an “expert” in the stands spending the entire game complaining about everything from officiating to coaching and even being critical of the players themselves.

If you really want to be appalled, stop by a youth sports game where 7- through 12 year-olds are out there learning the game and just trying to do their best. Then listen to overbearing coaches yelling and screaming at the kids, parents yelling at the referees and coaches challenging every call made by the official, as if he or she has something to gain from the outcome of a 4th grade basketball or baseball game.

I have had the opportunity to attend many athletic contests throughout Richland County and beyond, and although the environment may be different, the demographics of the community can be unique to certain areas.

There are certain constants that exist: First, everyone wants their team to win. Second, most attendees come to cheer. And finally, there are some that can’t resist openly criticizing everything about the game, coaches, and players.

Lately it seems that the negativity has been ramped up to a higher level, mostly thanks to social media and our hand-held cellular megaphones that have the power to build up or tear down almost every aspect of society, including high school sports.

No question, the number of supportive fans and parents still far outweigh the negativity that can persist within youth sports. Truthfully, those are the heroes that make athletics fun for players. Even with that being true, I wonder why such hostility is even a small part of the prep athletic experience?

Having spent most of my adult life as a high school coach, I realize and understand that certain levels of criticism come with the position and that sometimes the passion of fans gets intensified by the competitive nature of sports, but outward personal attacks on coaches and public criticism of players via social media has reached a level that it has began to effect student participation as well as some coaches motivation to start or stay in youth sports.

Let’s consider this for one moment. You have a high school coach who almost always has a “real” job working 40 hours a week or more, possibly in the school. They spend most of their time off work either preparing for practice and games or other aspects that come with getting their players ready for competition.

Nevermind the hours away from their own family and friends.

“Well, that’s what they get paid for” you say?

Any high school coach will tell you that the stipend they receive equates to pennies an hour based on the work that they put in. In the end, these are women and men who are doing it for the love of the game, the care for students and their desire to make a difference in the lives of young people.

Are some coaches better than others? Could players perform better during competition?

Absolutely! But it is important to realize that although the wins and losses will matter, it’s the experiences that the young people hold on to and will take with them for a lifetime.

As a parent of an athlete, one of my most heartbreaking moments was when my daughter, who was just short of 6-foot tall, decided she did not want to play basketball. This was the sport her father had played and coached for years.

I had pictures of her being at practice as a toddler and shooting hoops as a young girl, so I assumed that when she got to high school, she would immediately take to the courts.

Surprisingly, when she was asked by the basketball coaches if she was going to try out, she declined. When I asked her why she didn’t want to play, she told me that being in the stands at games and listening to some of the fans criticism of players (not to mention her father the coach) gave her extreme anxiety about playing and although I tried to persuade her and let her know all the benefits that come with being a part of a team, she did not want any part of it.

That was a heartbreaker for me, but a peek into how adult behaviors during contest can have a direct impact on student participation.

I have coached and been a part of, or around teams that were very close to winning state championships. The one thing that stands out to me about those great runs was the tremendous community support.

Since I have been out of coaching, I have had the opportunity to attend lots of state championship games as media personnel or a general ticket holder. One thing that is clear; state titles are won by communities, not just teams. When you look at the squads that win those esteemed crowns, they usually have a supportive community that has stood with them through the ups and downs of the season.

In short, I would like to make a plea to all attendees, parents and sports enthusiasts that come to watch young people compete in extra-curricular activities. For the best results and to ultimately get the outcome that you would like, please follow these simple rules when at the games or commenting on the state of youth sports players and coaches on your social media platforms:

#1. When the game starts… CHEER LIKE CRAZY!

#2 If the team is losing or playing poorly… CHEER LIKE CRAZY! to give them added motivation and energy.

#3. If the game or contest is close or tied… CHEER LIKE CRAZY! to show them that you are behind them no matter what.

#4. When the game is over, if your team loses; be there to encourage the players and coaches so they feel empowered to do better next time.

#5 Win or lose, when you get home flood your social media pages with positivity, always considering that the players and others are possibly watching…

#6 And most importantly, when they win… CHEER LIKE CRAZY!!

If you follow these easy steps and still find it difficult to properly release your competitive energy in a positive way, I encourage you to go to your local school’s athletic office and put in an application to be directly involved as a coach or volunteer. One thing I know for certain is that there is always room for coaches that care in all sports and in all communities.

After a short time being involved with the ups and downs that come with coaching, mentoring, and directing young lives, it will almost certainly change your perspective and you will find yourself being more tolerant, supportive and less critical.

Be blessed, not stressed.

richlandsource.com

Measles vaccination coverage has steadily declined since the beginning of the COVID-19 pandemic, the new World Health Organisation (WHO) and United States Centres for Disease Control and Prevention (CDC) reports revealed.

According to the joint publication, a record high of nearly 40 million children missed a measles vaccine dose, of which 25 million children missed their first dose and an additional 14.7 million children skipped their second dose in 2021.

“This decline is a significant setback in global progress towards achieving and maintaining measles elimination and leaves millions of children susceptible to infection.”

In 2021, according to the WHO and CDC, there were an estimated nine million cases and 128 000 deaths from measles worldwide.

Meanwhile, the research found that 22 countries experienced large and disruptive outbreaks.

Declines in vaccine coverage; weakened measles surveillance; continued interruptions and delays in immunisation activities due to COVID-19; as well as persistent large outbreaks in 2022 mean that measles is an imminent threat in every region of the world.

In South Africa, Limpopo recorded 52 cases since the beginning of the measles outbreak.

This comes after the National Institute For Communicable Diseases of South Africa declared a measles outbreak after three cases from two healthcare facilities were reported in the same district in October.

“The paradox of the pandemic is that while vaccines against COVID-19 were developed in record time and deployed in the largest vaccination campaign in history, routine immunisation programmes were badly disrupted, and millions of kids missed out on life-saving vaccinations against deadly diseases like measles,” said WHO Director-General, Dr Tedros Adhanom Ghebreyesus.

“Getting immunisation programmes back on track is critical. Behind every statistic in this report is a child at risk of a preventable disease.”

According to the two organisations, the situation is grave.

Measles is one of the most contagious human viruses but is almost entirely preventable through vaccination.

“Coverage of 95% or greater of two doses of measles-containing vaccine is needed to create herd immunity to protect communities and achieve and maintain measles elimination. The world is well under that, with only 81% of children receiving their first measles-containing vaccine dose, and only 71% of children receiving their second measles-containing vaccine dose.”

These figures, according to the institutions, are the lowest global coverage rates of the first dose of measles vaccination since 2008, although the coverage varies by country.

Meanwhile, no WHO region has achieved and sustained measles elimination.

Since 2016, 10 countries that had previously eliminated measles experienced outbreaks and re-established transmission.

“The record number of children under-immunised and susceptible to measles shows the profound damage immunisation systems have sustained during the COVID-19 pandemic,” said CDC Director, Dr Rochelle Walensky.

Delays increase the risk of measles outbreaks, so the time for public health officials to accelerate vaccination efforts and strengthen surveillance is now.

CDC and WHO urge coordinated and collaborative action from all partners at global, regional, national, and local levels to prioritise efforts to find and immunise all unprotected children, including those who were missed during the last two years.

SA NEWS

Zayd Waghid

BACK in 2018 I joined the millions of people who flocked to cinemas worldwide to watch Ryan Coogler’s Black Panther. The story of an ultra modern African society not shaped by colonialism was celebrated by critics and audiences alike as “revolutionary”. It won three Oscars. Now its sequel, Black Panther: Wakanda Forever, is dominating box office returns and delighting critics.

While I enjoyed and was entertained by the first film, I was also struck by its potential as a teaching tool. Its Afrofuturistic approach – using the past to imagine futures that differ from existing historical narratives – could, I thought, be a catalyst for dispelling myths about African history, culture and tradition. It might be a way to help my students – trainee teachers at a South African institution – overcome cognitive injustice. This is the idea that some forms of knowledge are more significant than others.

Eurocentrism, which is based on a biased view of western or European knowledge at the expense of knowledge from the global south, leads to cognitive injustice.

As I’ve explored in my research, students at a university in the global south might experience cognitive injustice when the curriculum is dominated by western thought and knowledge.

Overcoming their own sense of cognitive injustice is a powerful way for educators to enable their students to question and transform society’s unbalanced power relations. This is especially urgent in a South African society troubled by gender-based violence, xenophobia, racism and social inequality.

So I conducted a study in which I examined whether seeing Black Panther influenced future teachers to think differently about their identities and relationships with others. I used the film to introduce them to the concept of Afrofuturism. I found that Black Panther made a significant contribution to the students’ awareness by reinforcing the idea that people should be proud of how they look, and that beauty is not tied to a grand, western or global standard, but is, rather, fluid and different for each person.

By understanding the importance of identity and using teaching methods that are sensitive to different cultures, these teachers will be better able to promote diversity in their future classrooms.

Varying messages

Fifty-two trainee teachers were involved in the study. They were asked to see the film in cinemas and we then discussed what they learned from it.

The students identified with several aspects of Black Panther, often depending on their own place in society.

For instance, some of the female students found the film’s message of gender equality to be the most interesting aspect. These students perceived a connection between the many roles portrayed by the black actresses in the film and their capacity for both physical and emotional expression. They further seemed to have had the insight that a society’s power dynamics may be shaken up when women are given equal status within that society.

Most of the female students held the belief that the way women are treated in their communities or society renders them helpless. However, several of them felt inspired by the film to take a stand against the many forms of discrimination that, in today’s culture, make it difficult for roles to be shared equitably.

Several students felt the systems and structures of many modern African communities demonstrated that the continent was still subject to the policies of globalisation rather than developing its own policies, tailored to its requirements.

Challenging norms

A few other students expressed their views on the importance of challenging political norms, as well as resisting orthodox ways of thinking. They were firmly on the side of decolonisation – pulling entirely away from global north influence, theories and knowledge systems.

Others, though, insisted that it was essential to collaborate with others from across the globe rather than to operate in isolation. They argued that western and European knowledge had value but that African knowledge and policies ought to be at the centre of learning and teaching on the continent.

In my opinion, schools in South Africa are lacking a social justice curriculum that would teach students about the concept of cognitive injustice. Students should constantly be immersed in a welcoming learning environment that acknowledges and appreciates their individuality, while also fostering a feeling of community among their peers. Black Panther’s Afrofuturistic perspective, in my opinion, encourages students to reflect on what makes them unique and to be receptive to discussions on the impact of gender stereotypes and racism on their experiences in the classroom and beyond.

Using Black Panther as a way into exploring Afrofuturism led to decolonial ideas. That, in turn, could alter the students’ future classrooms if they take up these ideas in teaching and learning. Those classrooms would be fairer and more inclusive, giving pupils a chance to speak up and challenge society’s norms, values and attitudes.

Zayd Waghid, Associate professor, Cape Peninsula University of Technology.

THE CONVERSATION