LEONIE BOLLEURS| 

WHO do you know who has designed rockets when they were children, and when grown up, is launching real-life rockets into space? “This just never gets old; does not matter how many rockets I have seen launched into space, it still is an amazing event to see that much power confined in such a tiny device,” says Jim Adams, NASA Deputy Chief Technologist (retired).

Adams has more than 35 years of aerospace experience and has been involved in more than 30 spaceflight missions to explore the earth, the sun, and most of our solar system. A group of Physics students and lecturers at the University of the Free State (UFS) recently had the opportunity to attend a lecture by Adams, speaking about the future of space exploration. 

Finding answers in space

Included in Adams’ list of top space exploration missions are the Dragonfly mission, the Mars sample-return mission, and the Davinci+ and Veritas missions. 

With the Dragonfly science mission scheduled to be launched in 2027, NASA scientists are working on flying a robotic quadcopter to the surface of Titan, the largest moon of Saturn, to collect data that they will use to obtain information on the formation of moons in the solar system. This will be the fourth mission in NASA’s New Frontiers portfolio, a series of investigator-led planetary science explorations.

By sending and collecting samples from Mars via the Mars sample-return mission, scientists are collecting rock samples and leaving them to be returned to earth later. A rocket will carry tubes filled with Martian soil and rock samples to the orbit around Mars, where it will be picked up by another spacecraft. The Perseverance rover successfully landed on Mars in 2021 and began its mission. Although Adams have foreseen risks in terms of landing – as two thirds of missions sent to Mars have failed in their descent into the planet’s thin atmosphere – the rover safely reached the surface. This mission puts NASA in the best position to getting samples back from Mars, in order to establish whether the planet holds any evidence of life. According to the Natural History Museum, Earth and Mars share a history within the solar system. If Mars were habitable, then it could at one point have had similar conditions as Earth in terms of harbouring life. 

Adams also provided some insight into the Davinci+ and Veritas missions. NASA has selected these two new missions to understand how Venus, the nearest planet to Earth, became an inferno-like world, when it may have been the first habitable world in the solar system. The missions, which will shed some light on questions about climate change and global warming, are expected to launch between 2028 and 2030.

Reaching the stars, literally 

Besides the opportunities to conduct research, space exploration missions now also offer humans the chance to ‘reach the stars’. According to Adams, space exploration is entering a new era, opening space to more people than only the global superpowers and trained astronauts. More private space companies delivering cargo in space, space flights for private citizens to visit the moon, and even space tourism services are not only possibilities but are becoming a reality. Adams adds that it is becoming more affordable to make use of these services. 

Soon, operating from Kenia and other places in the world such as the Grand Canyon, the Great Barrier Reef, and the Great Pyramids of Egypt, World View will lift capsules in a six- to eight-hour ride to the edge of space, allowing humans to observe Earth from 37 km above the surface.

He says that human missions to Mars will also be possible before the end of the next decade, bringing with it job creation, research, and collaboration opportunities. 

The benefit to everyday human living

Investing in space missions also greatly benefited humans. One example is the image sensor technology designed and developed for space, which is now being used in cellphone cameras worldwide. Another example is baby formulas that contain a seaweed-based nutritional enrichment ingredient, which was developed through NASA research to find a suitable nutritious agent for long-duration space travel. Space research is also used in nature research, with a star-mapping algorithm for the Hubble Space Telescope helping researchers to track the rare speckle-skinned whale shark. 

“Investing in science and technology can work towards a better life on earth,” concludes Adams.

He also addressed members of the community at the Naval Hill Planetarium during an open evening event, on the topic: What happened to Mars? NASA’s Artemis Project to the Moon. 

A DOZEN South Africans dressed as mermaids and mermen frolic in a Johannesburg pool, mimicking the movement of the mystical sea creatures.

Mermaiding is a fast-growing sport worldwide, and now South Africa has its own school to teach it — the “Merschool”.

Before diving in, students each slip on a brightly coloured fabric tail ending in a monofin.

The swimmers are black and white, from 13 years old to in their forties. They include a schoolteacher, a yoga instructor and even an accountant.

“It’s lots of fun,” says mermaiding instructor Izelle Nair.

“It’s for fitness, it’s for fun, it’s for fantasy, it’s therapy — but most of all, mermaiding is a sport.”

In the water, students undulate up and down the pool perfecting their dolphin kicks, or practise sculling — hand movements to propel the body also used in synchronised swimming.

“We swim with a dolphin technique and we use sculling, and then we put it all together and we work out a little sequence,” Nair says.
To be a mermaid — or merman — all that is required is a little technique, some breath-holding skills and a love of costumes.

Underwater, students attempt to perform a graceful aquatic backflip.

Nadia Walker, another mermaid coach from the world of synchronised swimming, says both sports have much in common.

“The back rolls, some of the warm-ups and activities that we do, come from swimming,” she says.

The school hopes to send at least one contender to next year’s World Mermaid Championships in China — and that one day the discipline will become an Olympic sport.
— AFP

As African universities pursue enhanced graduate employability, job creation and knowledge transfer for sustainable development, they must be entrepreneurial in teaching, increase entrepreneurial orientation within study programmes and support start-up companies – along with innovative initiatives to promote cooperation with business.

This emerged from interviews with speakers at a workshop on 19 May titled, ‘From employability to job creation. How to create effective university-business ecosystems in Africa’. It formed part of the UNESCO World Higher Education Conference (WHEC2022) themed ‘Reinventing Higher Education for a Sustainable Future’.

Status and significance

Professor Patrick Shamba Bakengela, the director of the Congolese German Centre for Microfinance at the Protestant University in the Democratic Republic of Congo, told University Word News that there is limited cooperation between universities in Africa and the business sector.

“Sometimes, business is invited to participate in conferences, but it is not sufficient,” Bakengela added.

Improved cooperation, he said, “will help to improve the situation in Africa through enhancing graduate employability and job creation”.

Mark Vlek de Coningh, the team leader of partnerships and programmes at the Netherlands Universities Foundation for International Cooperation, or NUFFIC, the Dutch organisation for internationalisation in education, and Christoph Hansert, the head of the Development Co-operation and Transnational Programmes at the German Academic Exchange Service (DAAD), in a message to University World News said university-business cooperation fosters opportunities and creates livelihoods for young Africans.

“African universities must not be isolated from the needs of African society … [they] have an important role to play in supporting the development of countries and communities,” De Coningh and Hansert said.

Expanding further, consultant Alvira Fisher, the former director of Stellenbosch University LaunchLab in South Africa, which functions as a business accelerator and boosts entrepreneurship on campus, told University World News: “Collaboration between African universities and the business sector offers a great opportunity to make a difference.

“It seems relative to other entrepreneurial thriving economies that Africa still has material strides to take to reach an effective ecosystem between higher education institutions and the private sector.

“University-business cooperation can be a game changer as graduates hold a unique combination of theory and next-generation reality when leaving university and the business sector, [in turn], has the know-how and skills to harness these new and young skills to find innovative ways to bring enhanced change into the industry,” Fisher said.

Challenges

Bakengela said the main challenge facing university-business cooperation in Africa is a misunderstanding on the areas of cooperation in a win-win situation because, sometimes, universities are seen as producing theoretical knowledge, whereas businesses are seen as focusing on the practical aspect and ignoring theoretical aspects.

“In Africa, we must improve our understanding between theory and practice … a good theory is the understanding of [the] causality of things – it is practical, not theoretical,” Bakengela explained.

“The curriculum is sometimes not adapted to challenges seen on the ground [within the business sector] in Africa,” he added.

Fisher added that “finding time to communicate and create a flowing dialogue is another challenge facing university-business cooperation in Africa”.

“Little insight is gained when information is implied,” Fisher pointed out.

To be business-ready, Fisher said, African university graduates needed a lot of support when completing the academic process as there are often workplace, marketplace and consumer skills deficits that will form the bases of the next steps a graduate has to undergo.

“Supporting entrepreneurship and job creation provides the private sector with the workforce needed along with helping in kick-starting the career of the future professional significantly, allowing them to flourish with confidence rather than taking time to learn from failures,” Fisher added.

An integrated approach

De Coningh and Hansert also emphasised the need to consider learning pathways more holistically.

“An integrated approach, which also brings in business, venture capital and mentorship by businesswomen and men, both nationally and internationally, is needed.

“A good example could be to incorporate fully accredited quality internships as part of university study programmes to link business fundamentals with education fundamentals.

“Setting up business incubators and units for promoting industry-university relations at all levels will also support knowledge exchange between the different parties,” they said.

An interesting example could be the Higher Education Institutions and Business Partners in Germany and in Developing Countries programme that was organised by DAAD, and funded by the German Ministry for Economic Cooperation and Development, according to De Coningh and Hansert.

The programme is intended to promote the transfer of knowledge between higher education institutions and industry in order to contribute to the interlinking of institutions of higher education and industry and to expand the dialogue.

It includes several African countries, namely, Egypt, Ethiopia, Ivory Coast, Ghana, Morocco, Rwanda, Senegal and Tunisia.

Towards effective university-business ecosystems

To tackle challenges facing university-business cooperation in Africa, Bakengela said new solutions were needed to help poor people to access the economy through cooperation between African universities and national, regional and international businesses.

“We should encourage formal cooperation between university and business, mainly, to create a disruptive innovation that we enable people that are excluded to have access to new products and markets,” Bakengela indicated.

He also suggested that universities in Africa have to be entrepreneurial in teaching and must give students the opportunities to experiment ideas in the market and if possible to sell their ideas to businesses.

Fisher added that “sponsored engagement connecting stakeholders must be established, shared agendas and strategies across sectors must be formulated and establishing new initiatives to create training grounds for new innovations from within the academic sector to find a way to test theory in the reality of business” [was necessary].

“Other approaches include establishing online tools designed for collaboration and making connections across geographies possible along with organising programmes that not only bring stakeholders together, but create a strategic connection point to tackle sector problems collaboratively,” Fisher suggested.

To set up effective university-business ecosystems, Fisher stated that “African universities must also increase entrepreneurial orientation within study programmes and support start-up companies through the early introduction into practical entrepreneurial steps to undertake as entrepreneurship is more than just a brilliant idea and what we see online on social media”.

“Work towards value creation takes a lot of work behind the scenes if this can be added to academic learning. We might get a head start with our programme graduates on the continent,” Fisher emphasised.

“University-business ecosystems exist in Africa but, as entrepreneurial practitioners, we should challenge ourselves on whether they are accessible enough and if entrepreneurial ideation is given enough social capital to survive the journey,” she concluded.

UNIVERSITY WORLD NEWS

IT is a dismal situation for the South African labour market, warns University of the Western Cape (UWC) economist, Professor Derek Yu, as the Statistics South Africa’s 2022 Quarter Labour Force Survey first quarter data has been released on 31 May.

Yu noted that South Africa will have a very tough time ahead, just to revert to the pre-COVID labour market level, not to mention to promote youth employment and entrepreneurship more rapidly in the years ahead.

He said the current overall trends show, upon examining people aged 15-65 years at the time of the survey, that the number of employed decreased by close to 1.5 million between 2020 in the first quarter – just before lockdown started in the last week of March 2020 – and 2022 in the first quarter.

In addition, the first quarter of 2022 was a time when half of the SA adult population was either partially or fully vaccinated, while unemployment increased by 0.79 million. Furthermore, the labour force participation rate (LFPR) dropped by 3.5 percentage points, most likely because some people felt discouraged from seeking work anymore due to the disruptive lockdown restrictions.

This happened while the unemployment rate went up by more than 4 percentage points to 34.5%, from 30.1% in the first quarter of 2020.

“We can be almost 100% certain that the National Development Plan (NDP) labour market goal of dropping the country’s unemployment rate to 6% by the end of 2030 will not be achieved unless a miracle happens and the unemployment rate speedily drops by 3.5 percentage points per annum in the next 8 years,” said Yu.

“Already experiencing a stagnant real GDP annual growth rate of about 1% per annum in 2014-2019, South Africa suffered an abrupt 6.4% decline in real GDP growth in 2020, before enjoying a growth of “only” 4.9% in 2021. At the time of writing, the International Monetary Fund predicted that South Africa’s real GDP would only increase by a moderate 1.9% in 2022 and 1.4% in 2023. Hence, to expect the country’s unemployment rate to go down to 6% by 2030 is an almost impossible ask.”

Suffering the greatest decline in employment between 2020Q1 and 2022Q1 were:

Africans (accounting for 75% of decline of employment during the 2-year period.
The three youngest age cohorts (accounting for nearly 80% of job losses) – further worsening youth unemployment in the country.

Those without Matric (representing 80% of employment decrease during the two years). This finding is not surprising, given the structural change in the economy, as the less educated and skilled ones are relatively more likely to lose their jobs during the economic lockdown.

Service workers as well as craft and related trades occupation categories – these two categories involve close face-to-face contact with customers, and hence were most likely worst affected by the lockdown restrictions. They represented 22% and 21% of employment decline, respectively.

Yu explains, “When only considering the employees, employment loss was the greatest (accounting for a huge 47% share of total job loss) amongst employees who reported working for a large enterprise with at least 50 employees. This result is not surprising, as it is understandable that the owners of these large enterprises need to cut labour input cost by retrenching some of the employees,“ he noted.
“It is also concerning that 28.4% of job losses happened to employees who reported working in small enterprises with only one to four staff. This result implies some micro-enterprises failed to survive under the difficult circumstances during the lockdowns of the past two years.”

SUPPLIED| Professor Derek Yu is a Full Professor and Chair: Economics in the Department of Economics at UWC. For more information about studying economics at UWC.

NORTH West Province has renamed the provincial bursary scheme, which is aimed at benefitting thousands of students from poor backgrounds, to the late ANC Youth League (ANCYL) stalwart, Victor Thebe Sifora.

The bursary scheme is aimed at preserving the legacy of Sifora as an activist, scholar and struggle veteran.

It will also provide financial support to students with poor backgrounds, granting them opportunity to further their studies in different institutions of higher learning.

North West Premier, Bushy Maape, said over R4 million has already been set aside for the bursary scheme in the current financial year. Since 2016 the bursary has benefited over 800 students.

In his address during the launch at the Mahikeng campus at the North West University., Maape appealed to business and other social partners to help the Bursary Scheme raise funds to enable government to increase its intake of beneficiaries.

The launch was attended by Local Mayors, Councilorsy, MEC for the Department of Education, Wendy Matsemela and the Sifora family members.

Also present at the launch was a delegation from North West University led by Potchefstroom Campus Deputy Vice Chancellor, Daryl Baila.

“Our plan is to see more learners particularly from rural areas and disadvantaged backgrounds benefiting from this scheme. It is through education that we can change the lives of our people for the better. But education helps us to develop a new set of skills that can assist in addressing a number of challenges confronting our province,” Maape said.

Maape maintained the North West is beaming with men and women of high ethical standards and astuteness whose names must be celebrated in preserving their legacy and the heritage of the province.

“Sifora was a remarkable person and part of preserving his legacy is to make sure that we create socio-economic opportunities for the youth. This will ultimately alleviate challenges of poverty, unemployment, substance abuse and other social ills bedeviling our communities,” said Maape.

“It is my firm believe that the renaming of this scheme will re-ignite interest among the youth to study further but critically emulate Sifora’s principles which were confined within the realm of servitude and selflessness.”

Sifora – who was born in Mopyane Village in the then-Madikwe district in North West in 1914 – was one of the founding members of the ANCYL along with Oliver Thambo, Nelson Mandela, Anton Lembede and Walter Sisulu.

He was also a member of Seoposengwe, an official opposition party in then Bophuthatswana. He had an illustrious career as an academic, principal and teacher.

INSIDE EDUCATION

THE Labour Court has dismissed an application brought against the University of South Africa (Unisa) by five former employees who were NEHAWU shop stewards at the time of the termination of their employment contracts.

The Labour Court found that the applicants failed to establish the court’s jurisdiction.

Unisa terminated the employment contracts of five employees, including shop stewards of Nehawu on Friday 6 May 2022, for serious misconduct in terms of the university employee disciplinary code and university ethical code.

The university attempted to contact the trade union several times prior to terminating the employees’ employment contracts in an attempt to find a solution to the employees’ illegal behaviour.

They were accused of disrupting graduations and illegally discharging pepper spray, among other things.

As a result, on Tuesday 19 April 2022, the university imposed a precautionary suspension on the staff until the completion of disciplinary proceedings.

“Whilst noting and respecting this outcome, Unisa Management wishes to reaffirm its stance that it is not against NEHAWU or any labour union operating within the university. The Management is on record as having protected the rights of labour to organise, protest and agitate for the rights and issues affecting workers,” the university said in a statement.

“NEHAWU in particular, has been peacefully picketing since 3 November 2021 and the university has not even once interfered with the pickets. However, when the industrial action took a violent turn and violated laws and applicable policies, the university Management took steps to protect life and property in line with legal obligations.”

Unisa said its management also wished to reiterate that it has met the salary adjustment demand by NEHAWU on 19 April 2022 as officially approved by the governance structures of the university.

“As far as the Management is concerned, there is no salary increase dispute yet. To this end, the university is returning to the CCMA to clarify and set the record straight. The new round of negotiations has not yet reached a deadlock stage. The non-existent dispute must not be used to perpetuate violence and instability in the university,” said Unisa.

“Unisa is an important public institution in the imagination and lives of the people of Africa. The Management hopes that NEHAWU will reconsider its violent and disruptive stance. Meanwhile, the university has put measures in place to ensure business continuity and the protection of the academic programme. All workers are encouraged to continue with their important work of serving the public.”

INSIDE EDUCATION

WENDY MOTHATA|

GAUENG MEC for Education Panyaza Lesufi says that the migration of Early Childhood Development (ECD) from Department of Social Development (DSD) to the Department of Basic Education (DBE) was one of the major achievements of the past financial year.

He was tabling the Gauteng Department of Education’s (GDE) 2022/23 budget during a house sitting at the Gauteng Provincial Legislature in Marshalltown, Johannesburg.

“This is a major achievement that will allow our children to grow in an education environment and cease with the old approach of considering ECD centres as existing to only provide child care,” said Lesufi.

Lesufi believes early ECD plays a vital role in laying a strong foundation for children.

He said learners will be exposed to Mathematics, Physical Science and Life Sciences subjects from an early age, adding that this move will assist in the elimination of learners dropping out of school at an early age.

The department will now be responsible to support, subsidise and regulate the programmes across Gauteng in line with Chapter 5 and 6 of the Children’s Act.

The existing governance structures between GDE and GDSD will continue to operate to manage the transitional period and to ensure that all levels of service are maintained.

“Science and research confirm that the first 6 years of learning are more crucial to children, that if we provide the necessary support to our children, they will grow to become better citizens. From now on, children will no longer come to ECD centres to pray, sing, eat and sleep. They will now be given an opportunity to learn so that they can grow and become better citizens,” Lesufi said.

“The NDP clearly lays out a vision that can only be reached if we are working together; a vision in which we live together in peace and security in a land that we nurture. A vision in which we realise opportunities for all. This is the grand vision that we want to lay a firm foundation for our children as they start their ECD journey to be better citizens.”

Universalisation of Grade R

To date, the Department has offered ECD to over 164 000 learners in schools and community-based sites.

“We will be expanding Grade R to all public primary schools regardless of their socio-economic status. Private Grade R sites will be registered through the introduction of provincial regulations, to ensure that there is an adequate mix of public, private and community-based Grade R sites. We will use the ECD programmes registered with the Department to determine the number of Grade R learners in private ECD centres. This data has not been previously available. We will improve on our EMIS systems to collect data from private ECD centres,” said Lesufi.

Lesifi said that the department will put in place a research process to determine the criteria for the funding of targeted Community Based Sites (CBS) offering Grade R.

“The department will also work with the GDSD and municipalities to identify targeted private Grade R centres registered with GDSD and local government and provide them with curriculum support and training,” Lesufi said.

“To further improve the quality of Grade R teaching, all Grade R practitioners are required to acquire a minimum qualification and skills to teach Grade R. The Department envisages to register practitioners annually for full time programmes. In 2022/23, the Department aims to register 400 Grade R practitioners for a Bachelor of Education Degree and 500 Pre-grade R practitioners for upskill in qualification on ECD NQF Level 4.”

“This is to ensure that we don’t have ECD outside the public education space, but we have ECD that is within the education space and provides the relevant transition from Grade R to Grade 1 immediately within our education environment. We also want to urge all those that still run their ECD centres within the private education sector to continue provide this kind of support. They must continue enrolling our children and the GDE will co-operate with them at an appropriate stage to provide all the relevant support immediately in terms of learning, learning material and the quality of educators that will provide support to these children. This is crucial to ensure that our children get the best education on their first day in our schools.”

INSIDE EDUCATION

HELEN SWINGLER

Swahili will be taught as an elective language course at the University of Cape Town (UCT) from 2023, with the aim of launching it as a major subject in 2028. Vice-Chancellor Professor Mamokgethi Phakeng made the announcement in her opening address at UCT’s Africa Month panel discussion on 26 May, discussing the role of language and music in liberating and integrating Africa.

Professor Phakeng was speaking from the United Kingdom, where she spent time at the University of Bristol (she became the first Bristol Illustrious Visiting Professor in October 2021), the University of Cambridge and the UCT UK Trust. She also met with UCT alumni.

Swahili will be offered through the School of Languages and Literatures in the Faculty of Humanities, in partnership with the Institute for KiSwahili Studies at the University of Dar es Salaam. Professor Aldin Mutembei, the Julius Nyerere Chair of KiSwahili Studies at the University of Dar es Salaam, was also among the panellists.

Adding to the announcement, Dean of Humanities Professor Shose Kessi said there are also plans to introduce a Swahili studies research programme at postgraduate level.

“However, we are still in the process of finalising our plans and agreement with the Institute of KiSwahili Studies at the University of Dar es Salaam.”

Working language in Africa

The announcement is significant, as Africa Day on 25 May 2022 also celebrated the 20th anniversary of the African Union (AU). Earlier this year, at its heads of state meeting, the AU adopted Swahili as an official working language for the continent.

In her address, Phakeng said, “For centuries, South Africa has welcomed different European languages. It is about time that we do the same for the languages of our continent. Becoming fluent in Swahili is one way to reclaim our identity as Africans.”

This year’s Africa Day celebration programme at UCT was led by the Faculty of Humanities, the South African College of Music, and International Jazz Day South Africa. Phakeng said she hoped that different faculties would host the event each year, presenting multi-disciplinary and multi-faceted aspects of the continent’s heritage.

“Please enjoy Africa Day or Africa Month to its fullest,” said Phakeng. “This is not the only time we celebrate being African. We celebrate it each day. But during this month, we make it even more pronounced. We cast the spotlight on different aspects of strength that come from the African continent that we can contribute to the world.”

UCT NEWS| SUPPLIED

ENGEN, in association with the Cape Pensinsula University, recently hosted career guidance workshops to help learners explore exciting career options open to matriculants who excel in STEM subjects.

The workshop sessions were held at Manzomthombo Secondary School on 21 May and Belgravia Secondary School on 28 May and were open to all Grade 10-12 leaners enrolled on the Engen Maths and Science School (EMSS) programme.

Engen Maths and Science Schools have run for over 30 years and offer grade 10-12 learners from underprivileged backgrounds free supplementary Maths, Science, Technology and English tuition on Saturdays at ten locations across South Africa.

The EMSS programme focuses specifically on providing extra tuition in ‘gateway’ subjects such as mathematics and science; subjects which are considered critical in addressing the country’s technical and engineering skills shortage as well as spurring economic growth and development.

In 2021, Engen invested R11.9 million in Learnerships and Bursaries.

Dr James Nyawera,Engen’s Manager: Transformation and Stakeholder Engagement said: “EMSS seeks to harness the potential of talented young people in difficult circumstances and to also contribute to the pool of scarce skills in the country.”

“Kicking off 34 years ago, EMSS remains central to Engen’s efforts to contribute to the growth and transformation of South Africa, with the programme working tirelessly to help transform young underprivileged people’s lives, with a focus of creating a diverse and vibrant workforce.”

Supplementary tuition is provided to approximately 1 800 under-privileged Grade 10-12 learners across South Africa through the EMSS programme every year.

To continue attracting and growing talented young minds, Engen also offers a bursary programme, which aims to develop our countries future experts and leaders.

Ivershini Reddy, Engen’s General Manager: Human Resources, explains: “It is Engen’s ultimate reward to help set talented people up to pursue stimulating careers that won’t only benefit them personally, but also their families and the broader economy of South Africa.

“Engen remains committed to building tomorrow’s leaders and if we want to ensure that the youth of tomorrow are prepared for a rapidly changing world, we need to ensure that they have the right mix of skills for them to reach their full potential,” adds Reddy.

Engen Maths and Science Schools are based in Cape Town (with classes held at Belgravia and Manzombotho High), and in Port Elizabeth, East London, Cala and Johannesburg. In KwaZulu-Natal classes sit at four locations, namely: Fairvale High School, Ganges High School, Howard College, and Mangosuthu University of Technology.

INSIDE EDUCATION

SECOND and third-year Disaster and Risk Management students under the Faculty of Management Sciences at the Durban University of Technology (DUT) are serving as Flood Disaster Volunteers within the eThekwini Municipality.

In response to the nature and magnitude of the disaster, DUT’s Dr Mal Reddy, a member of the KwaZulu-Natal (KZN) Provincial and eThekwini Municipal Disaster Management Advisory Forum, as well as the Academic Coordinator saw the need for the DUT students to contribute and uphold the societal responsibilities. Students working in close collaboration with practitioners in the field, gain a first-hand practical experience, demonstrating the clear blend of theory and practice.

These students are working under the leadership of Mr Vincent Ngubane, the Head of the Disaster Management Centre, and his team. The critical responsibilities of volunteers in the project includes profiling of displaced persons at the various mass care centres, verification of the disaster beneficiaries, general disaster assessment and other related disaster response activities as deemed necessary to support the multi-agency eThekwini Municipality Disaster Team.

The students are gaining an in-depth exposure of the practice in Disaster and Risk Management as they are involved in diverse activities relating to disaster response, recovery, and disaster risk reduction. These opportunities assist in building adaptive graduates with the confidence of taking on real world challenges.

Ayanda Khoza, Disaster and Risk Management student volunteer and a Project Coordinator, gave a brief insight on what inspired her to join the project.

“The most valid reason that inspired me to join the project is that I am very keen in helping others in times of need, therefore as a disaster student I had to avail myself in these tough times that we faced as the KwaZulu-Natal (KZN) community and put on a helping hand. Besides helping around, this gave me and other students a great exposure towards the roles that are played by disaster practitioners on the field,” she added.

The project has now collaborated with the Public Employment Programme (PEP) aimed at speeding the recovery stage and building resilience amongst all affected wards by raising awareness and educating community members. The project has already produced over 1300 job opportunities, and these jobs are led by unemployed graduates. The disaster and risk management students of DUT formed part of the two-day induction delegation for the general workers at the Durban Exhibition Centre. They formed part of the training delegates for the supervisor training, the training focused on disasters, disaster risks, vulnerabilities, building resilience and coping measures, the supervisors were also trained to lead and train the general workers.

As of 13 May 2022, approximately 30 DUT Disaster volunteers have been retained to continue with disaster response and recovery activities as planned and coordinated be the eThekwini Municipality.

“Based on the importance and the positive impact in the efficiency of disaster risk management. Mitigating disaster risks and impacts through education, building resilience, awareness’s and building back better is expected upon completion of the project, I see the project expanding from just KZN to other disaster-prone provinces and countries. This project is also likely to be adopted by other educational institutions, countries and maybe form part of the curriculums in intermediate phase learning programmes,” said Samkelisiwe Fortunate Zulu, a Risk and Disaster student volunteer and a project coordinator.