Teacha! Magazine - Issue 4.1 - Special Edition: 2020 SA Education Report by Teacha! Magazine

The Magazine for Teachers, by Teachers - First Term 2021 - Volume 4 Issue 1

Special Edition: 2020 SA Education Report ALSO INSIDE

Win up to R70 000's worth of books from CHASE Education

In this issue Editor's letter: Celebrating change

Teacher perspective: Our 2020 Education Report

Learner perspective: An extract from Learning Under Lockdown

Parent perspective: A discussion about the pandemic

Get savvy with teacher support for your lessons

Against all odds: Enabling distance learning in Lower Quintile Schools

Zimbabwe's education law now does more for children, but there are still gaps

SACE Virtual Library gives teachers thousands of free ebooks

Get savvy with teacher support for your lessons - Page 25

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Editor's letter

Editor’s letter: Celebrating change I’ve written previously about how making one small change in the way that we teach can open up a whole new world of possibilities and encourage those around us to do the same.

I encourage you to look back at 2020 and think about everything you achieved. If it was one change you made (even if it has just been your attitude towards change), celebrate it, and aim for ways that you can innovate in 2021.

2020 was different. There was no chance for us to do just one thing differently. For many of us, everything about teaching changed dramatically overnight. Circumstances like curriculum changes, policy changes, and yes, a global pandemic act as catalysts for innovation. The situation is uncomfortable, tough, and leads to a lot of insecurities about our abilities.

In this edition of Teacha! Magazine, we take a look at the state of education through the lens of different stakeholders. The results of our first-ever survey are explored, and through these findings, we hope that all stakeholders can identify key areas to celebrate and to improve on. We also take a look at learning under lockdown from the eyes of a learner and parents. We’re super excited to run a competition in association with CHASE, helping you to unlock reading success in your classroom with a chance to win over R70 000’s worth of KEY LINKS books (head to page 24 for details).

But the results are in – and last year, teachers innovated like never before. In our firstever survey focusing on the experience of teachers in South African schools, we found that educators spent an enormous amount of time on professional development, especially in areas of remote learning, technology integration, and Covid-related protocols. One thing that definitely stands out for me is how, during the course of the year, teachers’ confidence in using tech tools grew by more than 33%. Schools also accelerated their digital learning strategies, with 67% of teachers indicating that schools were driving change in this area because of Covid-19.

As always, we invite teachers from all over South Africa to share their ideas and innovations, tips and tricks – and anything else worth spreading the word about. Email your suggestions, contributions or letters to editor@teacha.co.za.

Jean Vermeulen Teacha! Magazine | 5

1. Create a teacher profile 2. Browse jobs 3. Apply for positions with the click of a button

Vist jobs.teacha.co.za Email jobs@teacha.co.za

Teacha! is a collaborative effort between South African and international teachers. We would like to thank the following contributors: Editor: Jean Vermeulen Subeditors: Ali Mills Kelly Norwood-Young Contributors: The Teacha! Community Bukhosi Nomaquba Jill Eggleton Ella Mokgalane Wilfried Theunis Debra Ogilvie-Roodt Rongedzayi Fambasayi Lynne Beachy Head Design: Realm (Pty) Ltd Tanya Rossouw

Teacha! Resources Teacha! is a hub for teachers. Find and sell your original resources in our resources marketplace, engage with your colleagues in the Teacha! Helpline group on Facebook, and find news, resources, teacher tips and inspiration on our websites.

Teacha! Jobs The leading job board for schoolrelated vacancies. Schools can find and post teaching positions on our website. Set up a job alert to receive the newest vacancies in your inbox weekly.

Organisations: The Conversation DGMT Teacha! Magazine is published by Snapplify (Pty) Ltd. No part of Teacha! Magazine may be reproduced without written consent of the publisher. Copyright: Snapplify (Pty) Ltd Support teachers by advertising on our platforms: editor@teacha.co.za

SACE Points Guide on Teacha! We know how difficult it is to get to grips with the SACE CPTD system. On SACE Points Guide we try to make it easier for you by listing SACE activities all over South Africa. We also try to answer your questions regarding SACE.

Images Freepik, Unsplash or provided.

Teacha! Magazine | 7

SUBJECTS IN

GRADE 8–12 GL

ISH A ND AF

AA RI K

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Teacher perspective

Teacha! 2020 Education report The voice of South African teachers

As part of our commitment to supporting teachers, we held our first-ever nationwide survey for South African teachers in the final quarter of 2020. With the right data, we can delve into what it means to teach in South Africa â&#x20AC;&#x201C; and even more specifically, what it has been like to teach during the Covid-19 pandemic. Teachers made up the majority of survey participants, followed by those on the School Management Teams.

Most participants in the survey are employed at government primary schools, followed by government high schools and independent combined schools. WHERE THE SURVEY PARTICIPANTS ARE BASED

Among survey participants, the mean (average) time accumulated teaching in schools is 16.86 years. The majority of survey participants are relatively new to education, having spent a few months to a decade in the profession. 22% of teachers who took part in the survey are classified as novice teachers. Teacha! Magazine | 9

Teacher perspective

Section 1: Finding a job and starting a new position

When asked how they found their current position, most stated that they learnt about the vacancy because they knew someone at the school. This was followed by those who discovered vacancies online (including through job portals like Teacha! Jobs, or via Facebook and WhatsApp groups).

When asked about the formality of their job interview, 57.1% of survey participants stated that their interview process was very formal, while only 9.6% stated that it was extremely informal. These results indicate that a personal recommendation from a contact within the school is not going to do the trick on its own! When they started teaching, most survey participants did not have access to support by a mentor or work buddy in their early years. Those who were given mentors generally stated that these mentors contributed towards their improvement in the field. Those who were not allocated mentors mostly believed that it would have been beneficial.

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Teacher perspective

Section 2: About the schools

CLASS SIZE

AVERAGE CLASS SIZE OF GOVERNMENT SCHOOL - 35 LEARNERS AVERAGE CLASS SIZE OF INDEPENDENT SCHOOL - 21 LEARNERS

SCHOOL FOCUS

PERCEIVED RACIAL DIVERSITY OF STAFF

SCHOOL LIBRARY ACCESS

TOP 5 EDTECH TOOLS USED IN 2020

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Teacher perspective

Section 3: Professional development

Covid-19 changed the way in which professional development was run. The focus of training was altered to better suit the needs of our teachers during the pandemic. Classroom management, social wellbeing and Covid-related courses became the focus for the majority of both internal and external training sessions. Only a few professional development sessions were conducted either only internally (provided by the school), or only externally (by a provider). Most teachers received training from a mix of sources. SOME OF THE PROVIDERS AND COURSES THAT TEACHERS WOULD RECOMMEND ARE: • • • • •

How to Motivate Gen Z Learners - Coursera School Gender Based Violence - Naptosa Advanced Short Course on Dyslexia - Go Focus Learning Centre Digital Tools for Teachers – CTLI Conflict Management Course - Naptosa

DO YOU LOG YOUR CPTD POINTS?

TRAINING WISH LIST FOR 2021

12 | Teacha! Magazine

Teacher perspective

Section 4: Teacher wellbeing, retention and support

WORKING HOURS Teachers work hard. And their work does not stop when the bell goes at the end of the day. On average, teachers spend 5 hours after school on weekdays working on administrative tasks, planning and preparing for lessons. How about weekends? Definitely no time for the me-time teachers so desperately need. Teachers reported that they work 6 hours on weekends on school-related work. If you have a teacher in your family, you know that when the Carte Blanche theme song plays on a Sunday night, they’re somewhere in the house (like the dining room table), grading and planning for the week. As if these hours weren’t enough already, Covid-19 had an impact on work hours for teachers as well. As reported in many industries where employees had to work from home, teachers also reported the blur between the work day and ‘after work’, with 86% agreeing that their working hours increased as a direct result of the impact of Covid-19.

TEACHER WELLBEING 2020 was a challenging year for teachers. Many teachers on our social media pages reported that they were tired. Zoom-fatigue and struggling to switch off were common during the lockdown periods. Curriculum changes, daily changes on how schools need to operate, and the constant fear that the pandemic brings have been contributing to the stress of an already overworked professional workforce. How much support do schools provide to teachers to combat burnout? 75% of teachers said that their schools have no programmes in place. Independent schools tended to have more measures in place than government schools, such as access to therapists or counselling. Some of the positive responses from independent school employees include: • • • • • • •

At least one period off every schoolday; regular conversations and discussions. We have meetings to discuss challenges and other issues affecting teachers. Counselling. Open-door policy with the principal, wellness days, family-first policy. Taken away ALL extramural commitments, reduced non-essential commitments, including unnecessary paperwork. Reduction in administration expectations, such as daily and/or weekly planning being handed in. Psychologist was available when needed.

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Teacher perspective

Some positive responses were also given by government school employees: • • •

• • •

Wellness and mindfulness workshops. Dividing the subjects between many teachers so that the workload is less. As the Music, Art and Drama teachers are not as busy during the assessment week, we have a week of fun learning activities that these teachers run, so that class teachers can complete piles of marking, log marks into SA-Sams, work on report comments. We as teachers really value this time twice a year. Celebrating Teacher's Day with a goodie bag and something to eat, with necessary Covid-19 protocol in place. A fair distribution of teaching versus admin times. Reduction of subjects for Gr 1-3 and Gr 7. Adherence to ATPs but with the focus on meeting the learner where he/she is at. Teacher aides. A move towards more collaborative teaching. Introduction of e-learning.

However, some negative comments were also given about the support they receive from both ends of the spectrum: • •

•

They burden us with more work if someone is sick. We have been overloaded with constantly changing demands by the DBE especially due to Covid-19. There have been added duties such as screenings, setting up social distancing etc, maintaining clean classrooms, additional lesson prep and assessments as the ATPs were revised 3 times in 5 months, not to mention serving relief for educators on comorbidity leave/ sick leave etc. They have now decided to put us on duty after school so we must take work home and work at home every day.

TEACHER SENTIMENT We were happy to see that the majority of our teachers love teaching. The survey showed that teachers who love teaching tend to have smaller class sizes, with the average class size of teachers in this category being 30 learners in a class. Those who love teaching the least • have 45+ learners in their class • receive no stipend from their school for resources • teach at multi-grade schools

Those who love teaching most • teach at pre-primaries or ECD centres • teach at independent primary schools • teach a school situated in Gauteng

An alarming 48% of respondents are either retiring soon, or are actively exploring ways to leave the profession. Only 12% of respondents intend on being a classroom teacher forever. Most teachers would also leave South Africa if they were given the opportunity to teach overseas. HOW MUCH DO TEACHERS LOVE TEACHING?

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Teacher perspective

CURRENT THOUGHTS ON THE TEACHING PROFESSION

WILLINGNESS TO MOVE ABROAD FOR A TEACHING OPPORTUNITY

OUT-OF-POCKET TEACHER EXPENSES Teachers spend a considerable amount of their own money on teaching resources and materials. Only 27% of teachers receive a stipend from their schools, and even these teachers spend an average of R550 on work-related expenses every month.

TEACHER BURNOUT: ARE THERE ANY MEASURES IN PLACE TO REDUCE BURNOUT IN YOUR SCHOOL?

Teacha! Magazine | 15

Teacher perspective

Section 5: Covid-19

During the nationwide lockdowns in 2020, many schools struggled to continue teaching and learning. Because not all children have access to the internet, schools had to come up with innovative ways to teach. Some schools created drive-through pick-up zones for parents to collect work for their kids. Most teachers resorted to using WhatsApp, Telegram, Facebook and school communication apps such as D6. Many schools also made use of Google Classroom and Microsoft Teams.

16 | Teacha! Magazine

Teacher perspective

Interesting strategies teachers used to continue teaching during lockdown: •

•

Pre-recorded short video clips sent via WhatsApp to kids. They would take pictures of maths problems and WhatsApp it to me. Then I would videocall and explain specific problems in groups. Or send a video recording. I sent practical teaching advice to my Grade R parents through WhatsApp and ClassDojo. They sent me their children's completed work by taking a photo of the work they did or sending me videos. That way I could determine if my students understood the concepts. I read them story books every day. I tried to keep every week to the theme we would have been doing in class and stick to the lesson plan.

•

I sent work on D6 Communicator.

•

We first handed out study packs just before schools closed, then WhatsApp groups were created and teachers provided Powerpoints on the week’s work. Then when schools closed again, we started using MS Teams and did live lessons every day for the learners.

•

We have an elaborate home teaching programme based on a 10-day cycle. Half the class attends on a day; the other do home based learning activities. This includes video tutorials, documents and worksheets that are submitted to Google Classroom. We use video conferencing / Zoom meetings with learners struggling with concepts. We have been working harder than ever before.

•

We uploaded recorded videos and supplied the children with the work. Most teachers marked the work that the children emailed them. We created a hotspot by the school so the parents could come to the school, remain in their cars, and upload or download the work.

•

We handed out booklets with daily work for kids to complete (we stood on the street and it worked like a pickup point).

We recorded videos and sent them via WhatsApp, and we added resources on ClassDojo. We had a Zoom meeting with kids once a week. •

I rewrote my English content to suit home-schooling and uploaded it, along with videos and simplified instructions onto my Google Drive. Parents could access the work and the memos. I uploaded the textbooks (from Snapplify) as well. I 'zoomed' the children and communicated with them/read them stories on Zoom.

•

I taught through MS Teams. However, there were issues with data and then the school spent a fortune on buying the learners data. Thereafter, many learners did not do their work or log on for lessons due to home problems or in some cases just laziness. As a maths teacher, I made my own decision to go against the school and not teach through MS Teams as I did not have a whiteboard at home or anything really to write on and teach from. I could not just turn on my camera and have a conversation, such as an English teacher for example. I made pre-recorded videos using EasyTeach on an iPad. This way I could write and highlight and insert pictures and diagrams. I could use the cursor to point. These kinds of gestures are really important in a Maths classroom. I think this way is also better for my learners as they had to access the videos the whole year. Those who fell behind for whatever reason had the opportunity to go back and watch what they had missed.

Teacha! Magazine | 17

Teacher perspective

Section 6: What the future holds for education in South Africa

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Teacha! Magazine | 19

Learner perspective

Exclusive to CNA

An extract from Learning under Lockdown

All profits will be donated to school feeding schemes

Desperate. Pessimistic. Tragic. Grim. Imprisoned. Enraged. A few terms that describe my state when the President announced to the country that the Lockdown was extended by another 14 days, just as the previously set 21 days was drawing to a conclusion. My 16-year-old brain was too turbulent, enflamed, and rebellious to rationalize the threatening condition South Africa was in at the time and could be in the near future.

into my room, dragged me to my desk and threw my Maths textbook in my face but my mom knows no such and my will power was running on a negative. The only times she came into my room was to check if I’m still alive or to ask if I needed anything from Pick n Pay.

Before the President announced the extension, I was ok. Going a little nuts but ok. The self-studying part was also ok. It was more like revision and skimming over new work than proper lessons/learning but schools were going to open in April anyway so who cares right?

According to me, my mom is the most supportive black single parent in existence. I’ve had a taste of private schools and the posh life while living in a shack. Thanks to her, I’ve had the best of both worlds. As a person who prioritizes my education more than anything else, she is doing the best she can to help me access any schooling resources/material. She assured me to never worry about accessing the internet at any given point for school purposes and met every open end that prevented me from learning online with ease. Once a parent says this it’s kind of hard not to feel guilty for being another ornament in your room all day. I feel privileged compared to my neighbourhood friends because my mom always goes the extra mile for me and I’m not an easy daughter.

Wrong! That extra 14 days killed any signs of hope I had. Can you blame me for being angry? After my rage died down, I couldn’t bring myself up from bed, let alone open a book. Some days I wished someone came

Speaking of learning online, I’m not a fan. I go to a Maths and Science focused school but right now I’m only feeling the maths and science, not so much the focused part. I feel like our teachers feel as hopeless as

You see, I live in Khayelitsha a.k.a. the biggest ghetto township in Western Cape (6th largest in the country). The very Western Cape that currently holds more than 62% of the entire country's confirmed cases. It’s sort of hard not feeling hopeless really.

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Learner perspective

I do sometimes because the content they send to the communicating medias seem like some study resources scrapped off the internet and dumped into the groups… am I exaggerating? Ok maybe I am but like nothing is organised. There are no schedules, timelines, due dates, timetables, etc… Things got better once I made my own schedule though, but I just miss school! My dumb but smart Camstonians. My 11Cs. My friends. My teachers. The hostel staff. THE STUDY HALL!!! I EVEN MISS THE STUDY HALL!!!

It’s so hard finding a peaceful space to work in without distractions. If it isn’t the cousins screaming and annoying you, it’s the adults asking for tea every 5 minutes… aish. The constant load-shedding specifically in Khayelitsha isn’t much help either. I even miss Ms Jordaan screaming “GiRlS!!!! STUDY!!!” in her high-pitched voice at 08:43pm while we hide our phones under our textbooks and cooked noodles in our bags… the good old days.

Bukhosi Nomaquba (16) Cape Academy of Mathematics, Science and Technology, Western Cape (South Africa)

11 12 1 10 2 9 3 8 4 7 6 5

Teacha! Magazine | 21

Parent perspective

Parent perspectives on the pandemic

In 2020, as schools closed across the globe, parents worldwide grappled with a number of challenges. In January 2021, we spoke to parents from South Africa, Kenya, and England about their experiences and discovered just how much these three families have in common, even with thousands of kilometres between them.

Pressure on parents

All three parents spoke about how hard it has been to balance full-time work with childcare and remote learning. Alex has a seven-year-old daughter in the UK. She notes how it feels like there’s ‘an expectation from our school to do some comprehensive home learning … I am happy to facilitate this as best I can … [but] I’m not a teacher. I don’t have the skills my daughter’s teacher has and I don’t want to do more harm than good when trying to help her complete her work.’ Rosemary, a parent to two children (Grade 22 | Teacha! Magazine

1 and Grade 3) in Kenya, shares: ‘When they started online learning in May 2020, they needed chaperoning during the lessons. This was a requirement by the school as this age group is considered young and not fully able to self-direct. The lessons started at 8 a.m. and ended at 1 p.m., which were also active work hours for me. I had to balance between work and sitting in on the younger one’s classes (which was really interesting!).’ Rosemary also speaks about unexpected challenges: ‘Financially, we saw a lot of utility costs go up from electricity to food and water. These little ones snack quite a bit! The four of us [also] needed separate physical work spaces, desks and computers/ laptops. The separate physical spaces were necessary for the two children as they both spoke loudly when responding during class …’ For Bongi (South Africa), the biggest worry was the lack of childcare options available to her when schools closed. ‘I am a single mom and I work outside the home. If I couldn’t

Parent perspective

find someone to look after my children, then I would have to quit my job. Luckily, my nephew (age 18) couldn’t go to college either so he agreed to stay at home with my kids.’ Bongi has also had extra costs (‘data is very expensive, and I had to pay for extra food for my nephew because he was now staying with us’) and she’s been worried about the schoolwork her sons (Grade R and Grade 5) have missed. ‘Our school did not send us anything for six months, except bills for school fees. My boss has a Grade R child at a private school and those teachers sent a lot of nice videos and things. My boss shared those with me for my sons to watch but I was still worried about how my Grade 5 boy wasn’t learning. My boss helped me to download free textbooks with Snapplify Free Access so we used those to practise when I could help him on weekends. But I didn’t get any help from the school.’ When asked how she accessed the videos and free ebooks, Bongi said, ‘We had one old laptop we were all using but in November, my son dropped it by mistake so now they can’t do those things anymore.’

Parenting positives

‘We did things to stay busy! When we couldn’t go out to the park, we did baking and colouring in, or played soccer in the yard. I’m proud of my kids – it’s hard being at home for so long,’ says Bongi. Rosemary shares: ‘I got to spend a lot more time with my children and all of us as a family, in fact this was the longest we had ever spent with the children. During our conversations they surprised me with their insights into the pandemic and even noted the positive of it enabling families to spend more time together!’ Alex echoes this, saying that lockdown ‘encouraged some really special memories that we will have for a long time’.

Teacher appreciation

‘I’ve tried my best but my kids need their teachers,’ says Bongi, while Alex admits how she’s realised she ‘would make a terrible teacher’. ‘I wholeheartedly admire our teachers and all they do,’ she says.

Rosemary reflects: ‘I also got to appreciate the dedication, patience and commitment of our teachers in teaching our children, especially the younger ones. As I sat through my children’s classes I got a preview of just how short an attention span the little ones have, and how challenging it is to keep them all engaged at the same time. The teachers’ patience and firmness were amazing as they engaged remotely with the children.’

Looking forward

Bongi has preferred for her kids to stay home when infection rates have been high but notes that she really hopes school can go back full time in 2021. Alex also shares how she has ‘full faith in our primary school to follow the rules and ensure my daughter’s safety’. While Rosemary’s children have been at a private school in Kenya, she notes that ‘the Ministry of Education [needs to develop] measures to deal with the disparities that we have witnessed between the privileged (private schools and international schools) and the underprivileged (public schools) in education’ – a situation reflected by Bongi’s story too. ‘I feel that the Ministry of Education has a lot to take away from this experience in terms of offering online resources or alternate resources for all the learners in Kenya. These resources were largely lacking and whatever was available was not effectively rendered,’ says Rosemary. Rosemary hopes that ‘the school system in Kenya is able to incorporate technology in education to a higher degree to improve learning and manage disruptions’. Bongi, too, says ‘It would be good if the [South African] government could help with devices or textbooks, especially if schools need to close again.’ Alex sums up the hopes of parents everywhere when she says: ‘My hope for education in 2021 is that life can return to normal for my child.’

Teacha!Magazine Magazine| 23 | 23 Teacha!

KEY LINKS,

the teachers’ choice for taking the stress out of learning to read, has a new home! Now you can find your favourite CAPS approved KEY LINKS Shared Reading big books and levelled Guided Readers at CHASE Education.

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Humorous fiction and fascinating non-fiction in over 200 levelled Guided Readers offers variety to sustain learners’ interest

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To help you unlock reading success in your classroom in 2021 CHASE is giving away over R70 000 worth of KEY LINKS books! Da

O PY L C LE SA

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d’s Place

PREVIEW/ VIEW

After that, when we went to Dad’s place we were in the kitchen. He was always cooking something new.

What do you think is happening here? Read the pages to yourself. Were there any words you didnʼt know the meaning of or how to say? Clarify – famous V.I.P.

What does V.I.P. stand for?

Who do you know that is a V.I.P.? How are very important people treated? Who do you think the V.I.P. coming to Dadʼs place could be?

ive Person al Narrat

How do you know Dad really likes cooking now? Find the words that help you know this.

How do you think the kids feel? What makes you think that? Read the words that give you a clue.

Panels with explicit teacher support in each title maximise teaching opportunities for oral language, comprehension strategies, processing skills, phonics and phonemic awareness, and vocabulary building to ensure learner progression

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Shared Reading

Continue on PREVIEW/VIEW to page 17.

READING REVIEW

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Then one day Dad said, “We’re having a V.I.P. for dinner.” We asked him what a V.I.P. was and he said, “Wait and see.”

Jill Eggle ton Writt en by ath ond McGr

I thought it must be someone famous, so I put on my best clothes.

by Raym Illust rated

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abbreviation apostrophe

V.I.P. is an abbreviation. What other words do you know that are abbreviations?

Write the words Dadʼs place. Make a circle around the apostrophe. What does it tell you? Turn to WRITING REVIEW on page 3.

PM 7/10/12 12:01:58

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Baboo n went . . . Slap! Slap! Slap! So Eagle went . . . Snap! Snap! Snap! Off came feath ers, off came hair,

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in the air!

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24 | Teacha! Magazine

www.chaseeducation.co.za

Teacher support

Get savvy with teacher support for your lessons The globally recognised KEY LINKS Guided Reading series has a new home in South Africa: CHASE Education Solutions. Teacha! caught up with world-renowned literacy expert and KEY LINKS author, Jill Eggleton, and CHASE co-founder, Lynne Beachy Head, to discuss this iconic series and why it’s savvy to lean on teacher support in resources such as these when teaching reading. Teacha!: Jill, you are so well known globally for your work as an educator and author. What is a key belief that you hold about teaching children to read? Jill: First and foremost, reading must be enjoyable. There can be no room for struggle or pain or boredom. One of the greatest challenges for teachers is to create a love of reading so children will grow up to be life-long readers. Teacha!: Easier said than done, right? Jill: Learners today are very visually sophisticated. We all know that books will compete with TV and computer games, social media… We need resources that feel modern and cutting edge. We have to keep them captured with visually appealing material. Teacha!: Is this what drove you to develop KEY LINKS? Jill: This, and the knowledge that teachers are under such huge pressure, especially now. I have been a classroom teacher and know the challenges of this incredible job. It is very difficult for classroom teachers. They have all these children. They have to think about all their individual needs, and, for reading, they have to group children according to levels. Then they have to think about the specific book: “What skills can I bring out of this book?” “What am I going to ask them?” “What comprehension strategies?” “What processing strategies… what phonemic awareness and phonic knowledge can I focus on?” Then they have all the other children that they have to keep an eye on. And when they’ve done that, they have another group waiting that needs a different set of skills and a different set of comprehension strategies… It’s a very difficult task! Teacha!: So your focus is on helping teachers? Jill: I just wanted to be really supportive of those teachers ̶ give them something that would help them to ask the right type of questions and hone in on the right type of skills. And also to help the children to have the questions that will make them think critically. Because what we’ve got now are good decoders of text, but they are not so good at comprehending. Somerset Maugham said: “The only important thing in a book is the meaning that it has for you”. I wanted to develop a series that supports both the teachers and the learners to discover meaning. Teacha! Magazine | 25

Teacher support

Teacha!: How have you done this uniquely in KEY LINKS? Jill: Teachers have been incredibly supportive of our unique focus panels in the readers that do just that…the oral language, comprehension, vocabulary phonics and so on for each page. There’s nothing else out there that provides such explicit support as this. Teachers need this support. They don’t have to use it, but it is there. Teachers are so busy with everything they have to do today that they just don’t have time to prepare in this level of detail for each book so we’ve done it for them. Teacha!: With the Covid-19 lockdowns we’ve seen parents needing to take more responsibility for learning at home. What support is there for parents of children learning to read? Jill: Even in ordinary times the home and school relationship is crucial for the child learning to read. I’ve seen so many children that get frustrated, bored or upset about reading often because parents do things without understanding the reading process. It’s not intentional of course! So the focus panel is brilliant for parents. It trains and directs them as well so that everyone is on the same page and parents can be confident they’re doing the right thing. In these extraordinary times, with parents picking up more responsibility for learning at home, this is critical. Lynne: This explicit teacher support is one of the factors that drew us to introduce KEY LINKS and version it for our CAPS curriculum. I remember training as a teacher years back and being expected to draw up all our own lesson plans from scratch. You felt that you were an inferior teacher if you relied on teacher support in resources. It was seen as a copout. I think that stigma still exists today. We forget that thousands of hours of expertise have gone into scaffolding and crafting these resources, ensuring that the teacher support explicitly highlights every opportunity for learning. It’s a massive time-saver for teachers and a real safety-net that you are doing the right thing in the classroom. It's savvy for a teacher to embrace this support and make it their own.

26 | Teacha! Magazine

Teacher support

Teacha!: What else is unique about KEY LINKS that makes a difference? Jill: KEY LINKS has a strong emphasis on oral language. This is crucial to a child’s development. In KEY LINKS we give children loads of opportunities to talk together as partners which is different to other series out there. They can talk together and develop their oral language and ideas for ways they can ask questions instead of the teacher always asking the questions which is often done. It should be the children asking and answering the questions. I often say, “The one doing the talking is doing the thinking.” We want our learners thinking and engaged. Teacha!: Jill, you are especially known for the shared book experience. Why do you think this approach is so important? Jill: I’m passionate about Shared Reading. It’s so effective! It really hooks children. Teachers are always asking me for new Shared Reading titles wherever I go. One important thread we’ve included in many shared reading books is humour. I always say, “‘How can children be stressed about reading if they are laughing?”. Besides humour, a true shared reading book must have musical, magical rhythmical text that children can model. Shared Reading to me is the heartbeat of the reading programme. Like the Guided Readers, the KEY LINKS Share Reading books also have explicit built-in daily support for the teacher. Teacha!: Lynne, what new developments can we expect for KEY LINKS with CHASE in the future? Lynne: The full KEY LINKS series is currently available with CAPS approval in English and is CAPS aligned in Afrikaans. We have now launched aligned Shared Reading titles in isiXhosa and isiZulu as well. One of the major challenges teachers face is levelling learners according to their reading level so that they can be correctly grouped for Guided Reading. We’ve recognised how important this is so that learners aren’t failing or bored due to being grouped incorrectly. We now have the KEY LINKS Benchmark Assessment Kit in English and are planning on releasing one for Afrikaans as well. We really value the feedback from the community of teachers using KEY LINKS and would welcome any input and suggestions. We are also introducing Jill’s emergent reading series, Bud-e for early learners, and Connectors and into-Connectors for Independent and Paired Reading as well as levelled classroom libraries. We are looking to versioning these into Afrikaans too. Teacha!: Jill, from your vast experience across the world, can you summarise for our teachers what you think the universal secrets are to reading success? Jill: I believe there are three keys to teaching reading effectively: learners need PRACTICE, they need to experience SUCCESS, and there must be genuine ENJOYMENT. This will create positive attitudes to reading so that children will be “forever readers”. For more information visit CHASE website at www.chaseeducation.co.za or contact Lynne at lynne@chaseeducation.co.za

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Distance learning

HANDS-ON Experience Learning

COVID-19 Response

This learning brief was originally published by DGMT. The DGMT's Hands-on Learning publication aims to play a helpful role in synthesising information from innovators and implementers in civil society, supporting them to share what they have learned OPPORTUNITYso that others are able to draw from and build on their experiences.

Place failing schools ‘under new management’ so that children can succeed

OPPORTUNITY

NOVEMBER 2020

Support young people to keep their grip on opportunity

AGAINST ALL ODDS: ENABLING DISTANCE LEARNING IN LOWER QUINTILE SCHOOLS tŚŝůĞ ƉƵďůŝĐ ďĞŶĞĮƚ ŽƌŐĂŶŝƐĂƟŽŶƐ ŚĂǀĞ ůŽŶŐ ƐƉŽŬĞŶ ŽƵƚ ĂďŽƵƚ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ďƌŝĚŐŝŶŐ ƚŚĞ ͚ĚŝŐŝƚĂů ĚŝǀŝĚĞ͕͛ ƚŚĞ Ks/ Ͳϭϵ ƉĂŶĚĞŵŝĐ ƌĞǀĞĂůĞĚ͕ ŵŽƌĞ ĂĐƵƚĞůǇ ƚŚĂŶ ĞǀĞƌ ďĞĨŽƌĞ͕ ƚŚĞ ŝŵƉĂĐƚƐ ŽĨ ƵŶĞƋƵĂů ĂĐĐĞƐƐ ƚŽ ĚŝŐŝƚĂů ƚŽŽůƐ ĂŶĚ ĐŽŶŶĞĐƟǀŝƚǇ͘ /Ŷ ƚŚŝƐ ůĞĂƌŶŝŶŐ ďƌŝĞĨ͕ ƚǁŽ ŝŶŝƟĂƟǀĞƐ ĐŽŵŵŝƩĞĚ ƚŽ ŬĞĞƉŝŶŐ ůĞĂƌŶĞƌƐ ŝŶ ƐĐŚŽŽů ʹ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ĂŶĚ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ʹ ƐŚĂƌĞ ŚŽǁ ƚŚĞǇ ƐƵƉƉŽƌƚĞĚ ůĞĂƌŶĞƌƐ ƚŚƌŽƵŐŚ ƚŚĞ ŵĂŶĚĂƚŽƌǇ ƐĐŚŽŽů ĐůŽƐƵƌĞƐ͕ ŽƵƚůŝŶŝŶŐ ŬĞǇ ďƌĞĂŬƚŚƌŽƵŐŚƐ ĂŶĚ ďĂƌƌŝĞƌƐ ĂůŽŶŐ ƚŚĞ ǁĂǇ͘

THE ZERO DROPOUT CAMPAIGN aims to halve South Africa’s school dropout rate by 2030 ďǇ ƐƉƵƌƌŝŶŐ ŝŶĚŝǀŝĚƵĂů ĂŶĚ ĐŽůůĞĐƟǀĞ ŽǁŶĞƌƐŚŝƉ ŽĨ ƚŚĞ ƉƌŽďůĞŵ͘ ƐƚĂďůŝƐŚĞĚ ĂƐ Ă ƌĞƐĞĂƌĐŚ ƉƌŽũĞĐƚ ĨƵŶĚĞĚ ďǇ ƚŚĞ ' DƵƌƌĂǇ dƌƵƐƚ ŝŶ ϮϬϭϱ͕ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ŚĂƐ ƐŝŶĐĞ ŐƌŽǁŶ ŝŶƚŽ Ă ŶĂƟŽŶĂů ĂĚǀŽĐĂĐǇ ĐĂŵƉĂŝŐŶ ǁŝƚŚ ƚǁŽ ĚĞĚŝĐĂƚĞĚ ƉƌŽŐƌĂŵŵĞƐ ŽĨ ĂĐƟŽŶ ĂŶĚ Ă ŶĂƟŽŶĂů ŶĞƚǁŽƌŬ ŽĨ ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌƐ͘ dŽĚĂǇ͕ ƚŚĞ ĐĂŵƉĂŝŐŶ ǁŽƌŬƐ ǁŝƚŚ ĨŽƵƌ ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌƐ ŽƉĞƌĂƟŶŐ ŝŶ Ϯϳ ƐĐŚŽŽůƐ ĂĐƌŽƐƐ ƚŚĞ ĐŽƵŶƚƌǇ͘ PUBLIC SCHOOL PARTNERSHIPS ŝƐ Ă ĐŽůůĂďŽƌĂƟǀĞ ĂƉƉƌŽĂĐŚ ƚŽ ƉƵďůŝĐ ƐĐŚŽŽů ŝŶŶŽǀĂƟŽŶ ƚŚĂƚ ďƌŝŶŐƐ ƚŽŐĞƚŚĞƌ ŐŽǀĞƌŶŵĞŶƚ͕ ĨƵŶĚĞƌƐ͕ ŶŽͲĨĞĞ ƐĐŚŽŽůƐ ĂŶĚ ŶŽŶͲƉƌŽĮƚ ĞĚƵĐĂƟŽŶ ƐƵƉƉŽƌƚ ŽƌŐĂŶŝƐĂƟŽŶƐ͘ /ƚ ƐĞĞŬƐ ƚŽ ƉƌŽǀŝĚĞ ĂĚĚŝƟŽŶĂů ĞǆƉĞƌƟƐĞ͕ ƌĞƐŽƵƌĐĞƐ͕ ŇĞǆŝďŝůŝƚǇ ĂŶĚ ŐƌĞĂƚĞƌ ĂĐĐŽƵŶƚĂďŝůŝƚǇ ƚŽ ŶŽͲĨĞĞ ƐĐŚŽŽůƐ ŝŶ Ă ďŝĚ ƚŽ ĂĐŚŝĞǀĞ ŐƌĞĂƚĞƌ ĞƋƵŝƚǇ ŝŶ ƋƵĂůŝƚǇ ĞĚƵĐĂƟŽŶ͘

ENABLE ALL YOUNG PEOPLE TO GET THEIR FIRST DECENT JOB

Teacha! Magazine | 29

Distance learning

INTRODUCTION: SCHOOLS ARE CLOSED, NOW WHAT?

NOVEMBER 2020

8 10

tŝƚŚŝŶ ƚŚŝƐ ĨƌĂŵĞǁŽƌŬ͕ ƚŚĞƌĞ ĂƌĞ ĨŽƵƌ ŬĞǇ ƚŚŝŶŐƐ ƚŽ ĐŽŶƐŝĚĞƌ ďĞĨŽƌĞ ƐǁŝƚĐŚŝŶŐ ƚŽ ĚŝŐŝƚĂů͗ ϭ͘ ĐĐĞƐƐ ƚŽ ĚŝŐŝƚĂů ƚŽŽůƐ͕ ĐŽŶŶĞĐƟǀŝƚǇ ĂŶĚ ƌĞƐŽƵƌĐĞƐ

On 15 March 2020, President Ramaphosa declared a state of ĞŵĞƌŐĞŶĐǇ ĂŶĚ ĂŶŶŽƵŶĐĞĚ ƐĐŚŽŽů ĐůŽƐƵƌĞƐ ĨƌŽŵ ϭϴ DĂƌĐŚ ƵŶƟů ĂŌĞƌ ƚŚĞ ĞŶĚ ŽĨ ƚŚĞ Ɖƌŝů ƐĐŚŽŽů ŚŽůŝĚĂǇƐ͘ tŚŝůĞ ƚŚĞ ĚĞĐŝƐŝŽŶ ƚŽ ĐůŽƐĞ ƐĐŚŽŽůƐ ǁĂƐ ĂŶ ĂƩĞŵƉƚ ƚŽ ĐŽŶƚĂŝŶ ƚŚĞ ƐƉƌĞĂĚ ŽĨ ĐŽƌŽŶĂǀŝƌƵƐ͕ ŝƚ ĐĂŵĞ ǁŝƚŚ ƐŝŐŶŝĮĐĂŶƚ ƐŽĐŝĂů ĂŶĚ ĞĐŽŶŽŵŝĐ ĐŽƐƚƐ ʹ ƉĂƌƟĐƵůĂƌůǇ ĨŽƌ ƚŚŽƐĞ ĂůƌĞĂĚǇ ůŝǀŝŶŐ ŝŶ ĚŝƐĂĚǀĂŶƚĂŐĞĚ ĐŽŵŵƵŶŝƟĞƐ͘

Ϯ͘ ƐĂĨĞ ĂŶĚ ƐƵƉƉŽƌƟǀĞ ĞŶǀŝƌŽŶŵĞŶƚ ĨŽƌ ůĞĂƌŶŝŶŐ

&Žƌ ĞǆĂŵƉůĞ͕ ĂŌĞƌ Ă ŵŽŶƚŚ ŽĨ ŝŶƚĞŶƐŝǀĞ ůŽĐŬĚŽǁŶ͕ ĂĐƟǀĞ ĞŵƉůŽǇŵĞŶƚ ǁĂƐ ĨŽƵŶĚ ƚŽ ŚĂǀĞ ĚĞĐƌĞĂƐĞĚ ďǇ ϰϬй͕ ĂŶĚ ŝŶ ŶĞĂƌůǇ ŚĂůĨ ŽĨ ƚŚĞƐĞ ĐĂƐĞƐ͕ ǁŽƌŬĞƌƐ ĚŝĚ ŶŽƚ ĞǆƉĞĐƚ ƚŽ ƌĞƚƵƌŶ ƚŽ ƚŚĞŝƌ ũŽďƐ1͘ dŚĞ EĂƟŽŶĂů /ŶĐŽŵĞ ǇŶĂŵŝĐƐ ^ƚƵĚǇ ;E/ ^Ϳ ŽƌŽŶĂǀŝƌƵƐ ZĂƉŝĚ DŽďŝůĞ ^ƵƌǀĞǇ ; Z DͿ ĂůƐŽ ĨŽƵŶĚ ƚŚĂƚ ϰϳй ŽĨ ƌĞƐƉŽŶĚĞŶƚƐ ƌĞƉŽƌƚĞĚ ƚŚĂƚ ƚŚĞŝƌ ŚŽƵƐĞŚŽůĚ ƌĂŶ ŽƵƚ ŽĨ ŵŽŶĞǇ ƚŽ ďƵǇ ĨŽŽĚ ŝŶ Ɖƌŝů ϮϬϮϬ ;ƉƌŝŽƌ ƚŽ ƚŚĞ ůŽĐŬĚŽǁŶ͕ Ϯϭй ŽĨ ŚŽƵƐĞŚŽůĚƐ ƌĞƉŽƌƚĞĚ ƚŚĂƚ ƚŚĞǇ ƌĂŶ ŽƵƚ ŽĨ ŵŽŶĞǇ ƚŽ ďƵǇ ĨŽŽĚ ŝŶ ƚŚĞ ƉƌĞǀŝŽƵƐ ǇĞĂƌͿ2͘

ŝƐƌƵƉƟŽŶƐ ŽĨ ƚŚŝƐ ŶĂƚƵƌĞ ĂŶĚ ƐĞǀĞƌŝƚǇ ĐĂŶ ƚƌŝŐŐĞƌ Žƌ ǁŽƌƐĞŶ ŝŶƐƚĂďŝůŝƚǇ ŝŶ ůŝǀĞƐ ŽĨ ůĞĂƌŶĞƌƐ͕ ƉůĂĐŝŶŐ ƚŚĞŵ Ăƚ ƌŝƐŬ ŽĨ disengagement and dropout3͘ tŚŝůĞ ƐĐŚŽŽůƐ ĂĐƌŽƐƐ ƚŚĞ ŐůŽďĞ ƚƵƌŶĞĚ ƚŽ ĚŝƐƚĂŶĐĞ Žƌ ƌĞŵŽƚĞ ůĞĂƌŶŝŶŐ ŽƉƟŽŶƐ ƚŽ ŵŝƟŐĂƚĞ ƚŚĞ impact of school closuresϰ͕ ƚŚŝƐ ŝƐ ŶŽƚ Ă ǀŝĂďůĞ ŽƉƟŽŶ ŝŶ ĂƌĞĂƐ where there is unequal access to digital tools and technology, ƐƵĐŚ ĂƐ ƌƵƌĂů Žƌ ƉŽŽƌ ĐŽŵŵƵŶŝƟĞƐ͘ ^ƚƵĚǇŝŶŐ Ăƚ ŚŽŵĞ ŝƐ ĨƵƌƚŚĞƌ ĐŽŵƉůŝĐĂƚĞĚ ǁŚĞŶ ƚŚĞ ĐŚŝůĚ ĚŽĞƐ ŶŽƚ ŚĂǀĞ Ă ĐĂƌŝŶŐ ĂĚƵůƚ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ũŽƵƌŶĞǇ͘ /Ŷ ^ŽƵƚŚ ĨƌŝĐĂ͕ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ŝƐ ƉŽƐƐŝďůĞ ĨŽƌ ƌŽƵŐŚůǇ ŽŶůǇ ϱͲϭϬй ŽĨ Ăůů ůĞĂƌŶĞƌƐ5͘ dŚŝƐ ďƌŝĞĨ ĞǆƉůŽƌĞƐ ŚŽǁ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ĂŶĚ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ;W^WͿ ĂƉƉƌŽĂĐŚĞĚ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ǁŝƚŚ ƚŚĞ ŚĞůƉ ŽĨ ƚŚĞŝƌ ƌĞƐƉĞĐƟǀĞ E'K ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌƐ ĂŶĚ ƐĐŚŽŽů ŽƉĞƌĂƟŶŐ ƉĂƌƚŶĞƌƐ ;^KWƐͿ͘ dŚĞŝƌ ŝŶƚĞƌǀĞŶƟŽŶƐ ĂƌĞ ĨŽĐƵƐĞĚ ŽŶ YƵŝŶƟůĞ ϭͲϯ ƐĐŚŽŽůƐ6͕ ǁŚĞƌĞ ůĞĂƌŶĞƌƐ ĂƌĞ ŵŽƐƚ Ăƚ ƌŝƐŬ ŽĨ ĚƌŽƉƉŝŶŐ ŽƵƚ͘

THINGS TO CONSIDER WHEN SWITCHING TO DISTANCE LEARNING

Jain, R., Budlender, J., Zizzamia, R., & Bassier, I. 2020. The labour market and poverty impacts of COVID-19 in South Africa. Available at: https://www.csae.ox.ac.uk/ materials/papers/csae-wps-2020-14.pdf

Spaull, N. et al.2020. Overview and Findings NIDS-CRAM Synthesis Report Wave 1. National Income Dynamics Study (NIDS) – Coronavirus Rapid Mobile Survey (CRAM). Available at: https://cramsurvey.org/wp-content/uploads/2020/07/Spaull-et-al.NIDSCRAM-Wave-1-Synthesis-Report-Overview-and-Findings-1.pdf The World Bank 2020.The COVID-19 Pandemic: Shocks to Education and Policy Responses. Available at: https://www.worldbank.org/en/topic/education/publication/ the-covid19-pandemic-shocks-to-education-and-policy-responses

ϰ͘ dƌĂĐŬŝŶŐ ůĞĂƌŶĞƌ ƉƌŽŐƌĞƐƐ͘

Access to digital tools, connectivity and resources

/ƚ ŐŽĞƐ ǁŝƚŚŽƵƚ ƐĂǇŝŶŐ ƚŚĂƚ ĂĐĐĞƐƐ ƚŽ ƚŚĞ ŝŶƚĞƌŶĞƚ ĂŶĚ ĚŝŐŝƚĂů ƌĞƐŽƵƌĐĞƐ ŝƐ ƚŚĞ ŵĂŝŶ ŚƵƌĚůĞ ƚŽ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ŝŶ ^ŽƵƚŚ ĨƌŝĐĂ͘ ^ƚĂƟƐƟĐƐ ƐŚŽǁƐ ƚŚĂƚ ŽŶůǇ ϮϮй ŽĨ ŚŽƵƐĞŚŽůĚƐ ŚĂǀĞ ĂĐĐĞƐƐ ƚŽ Ă ĐŽŵƉƵƚĞƌ ĂŶĚ ũƵƐƚ ϭϬй ŚĂǀĞ ŝŶƚĞƌŶĞƚ ĐŽŶŶĞĐƟŽŶ Ăƚ ŚŽŵĞ8͘ tŚŝůĞ ŵŽďŝůĞ ƉĞŶĞƚƌĂƟŽŶ ŝƐ ŚŝŐŚ ĂŵŽŶŐ ĂĚƵůƚƐ͕ ŽŶůǇ ϲϬй ŽĨ ŵŽďŝůĞ ƉŚŽŶĞ ƵƐĞƌƐ ĂƌĞ ĐŽŶŶĞĐƚĞĚ ƚŽ ƚŚĞ ŝŶƚĞƌŶĞƚ͕ ĂŶĚ ŝƚ ŝƐ ƵŶĐůĞĂƌ ǁŚĞƚŚĞƌ ĐŚŝůĚƌĞŶ ŚĂǀĞ ĞǆĐůƵƐŝǀĞ Žƌ ƵŶůŝŵŝƚĞĚ ĂĐĐĞƐƐ ƚŽ ƚŚĞƐĞ ĚĞǀŝĐĞƐ9͘ dŚĞ ĐŽƐƚ ŽĨ ĚĂƚĂ ŝƐ Ă ĨƵƌƚŚĞƌ ďĂƌƌŝĞƌ ĨŽƌ ŵĂŶǇ ŚŽƵƐĞŚŽůĚƐ͘ ǀĞŶ ŝĨ ƌĞƐŽƵƌĐĞƐ ĂƌĞ ŽƉĞŶ ĂĐĐĞƐƐ Žƌ ĞǀĞŶ ǌĞƌŽͲƌĂƚĞĚ͕ ƚŚĞǇ ŵĂǇ ƌĞŵĂŝŶ ŝŶĂĐĐĞƐƐŝďůĞ ĚƵĞ ƚŽ ĐŽŶŶĞĐƟǀŝƚǇ ŝƐƐƵĞƐ Žƌ ƚŚĞ ůĂĐŬ ŽĨ ŚĂƌĚǁĂƌĞ ŝŶ ůĞĂƌŶĞƌƐ͛ ŚŽŵĞƐ͕ ŝŶĐůƵĚŝŶŐ Ă ďĂƐŝĐ ƐŵĂƌƚƉŚŽŶĞ ĨŽƌ ŵĂŶǇ͘ >ĞĂƌŶĞƌƐ ĂŶĚͬŽƌ ƚŚĞŝƌ ƉĂƌĞŶƚƐ ŵĂǇ ĂůƐŽ ůĂĐŬ ĨĂŵŝůŝĂƌŝƚǇ ǁŝƚŚ ƚŚĞ ŽŶůŝŶĞ ůĞĂƌŶŝŶŐ ƉůĂƞŽƌŵƐ ďĞŝŶŐ ƵƐĞĚ͘ ĐĐĞƐƐ ƚŽ ĂĚĞƋƵĂƚĞ ƐŝŐŶĂů Žƌ ĞůĞĐƚƌŝĐŝƚǇ ŝŶ ƌƵƌĂů ĂƌĞĂƐ͕ ĂƐ ǁĞůů ĂƐ ƚŚĞ ƟŵĞ ƐƉĞŶƚ ŚĞůƉŝŶŐ ŝŶ ƚŚĞ ŚŽŵĞ ƌĂƚŚĞƌ ƚŚĂŶ ƐƚƵĚǇŝŶŐ ĂƌĞ ĂĚĚŝƟŽŶĂů ďĂƌƌŝĞƌƐ ƚŽ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ĨŽƌ ŵĂŶǇ ůĞĂƌŶĞƌƐ͘ /Ŷ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ ĂĐĐĞƐƐ ƚŽ ĚŝŐŝƚĂů ƚŽŽůƐ͕ ĐŽŶŶĞĐƟǀŝƚǇ ĂŶĚ ƌĞƐŽƵƌĐĞƐ͕ ĞĚƵĐĂƚŽƌƐ ĂŶĚ ůĞĂƌŶĞƌƐ ĂƌĞ ƵŶĂďůĞ ƚŽ ĚĞǀĞůŽƉ ƚŚĞŝƌ ĚŝŐŝƚĂů ůŝƚĞƌĂĐǇ ĐŽŵƉĞƚĞŶĐŝĞƐ͘ ŝŐŝƚĂů ůŝƚĞƌĂĐǇ ĐĂŶ ďĞ ĚĞĮŶĞĚ ĂƐ ͞ƚŚĞ ƐŬŝůůƐ ǇŽƵ ŶĞĞĚ ƚŽ ůŝǀĞ͕ ůĞĂƌŶ͕ ĂŶĚ ǁŽƌŬ ŝŶ Ă ƐŽĐŝĞƚǇ ǁŚĞƌĞ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂŶĚ ĂĐĐĞƐƐ ƚŽ ŝŶĨŽƌŵĂƟŽŶ ŝƐ ŝŶĐƌĞĂƐŝŶŐůǇ ƚŚƌŽƵŐŚ ĚŝŐŝƚĂů ƚĞĐŚŶŽůŽŐŝĞƐ ůŝŬĞ ŝŶƚĞƌŶĞƚ ƉůĂƞŽƌŵƐ͕ ƐŽĐŝĂů ŵĞĚŝĂ͕ ĂŶĚ ŵŽďŝůĞ ĚĞǀŝĐĞƐ͟10͘

ĐĐŽƌĚŝŶŐ ƚŽ hE ^ K͕ ƚŚĞ ĞīĞĐƟǀĞŶĞƐƐ ŽĨ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ƐŽůƵƟŽŶƐ ĚĞƉĞŶĚƐ ŽŶ ĨŽƵƌ ůĞǀĞůƐ ŽĨ ƉƌĞƉĂƌĞĚŶĞƐƐ͗ ƚĞĐŚŶŝĐĂů preparedness, content readiness, pedagogical preparedness and ŵŽŶŝƚŽƌŝŶŐ ĂŶĚ ĞǀĂůƵĂƟŽŶϳ͘

ϯ͘ dĞĂĐŚĞƌ ƌĞĂĚŝŶĞƐƐ

A safe and supportive environment for learning

/Ĩ Ă ůĞĂƌŶĞƌ ĚŽĞƐ ŶŽƚ ŚĂǀĞ ĨŽŽĚ͕ Ă ƐĂĨĞ ĂŶĚ ƋƵŝĞƚ ƐƉĂĐĞ ŝŶ ǁŚŝĐŚ to study, and some form of support at home, these factors can ĂīĞĐƚ ƚŚĞŝƌ ĂďŝůŝƚǇ ƚŽ ůĞĂƌŶ ĂŶĚ ƐƚĂǇ ĐŽŶŶĞĐƚĞĚ ǁŝƚŚ ƐĐŚŽŽů͘ tŚŝůĞ ƉƌŝŵĂƌǇ ĐĂƌĞŐŝǀĞƌƐ ĂƌĞ ŶŽƚ ĞǆƉĞĐƚĞĚ ƚŽ ƉůĂǇ ƚŚĞ ƌŽůĞ ŽĨ ƐƵďƐƟƚƵƚĞ ƚĞĂĐŚĞƌ ŝŶ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ͕ ƚŚĞŝƌ ůŽǀĞ͕ ĞŶĐŽƵƌĂŐĞŵĞŶƚ ĂŶĚ ƐƵƉƉŽƌƚ ĂƌĞ ŝŵƉŽƌƚĂŶƚ ĐŽŶƚƌŝďƵƚŽƌƐ ƚŽ ŐŽŽĚ ĞĚƵĐĂƟŽŶĂů

UNESCO. 2020. Dealing with obstacles to distance learning. UNESCO, 20 April 2020. Available at: https://en.unesco.org/news/dealing-obstacles-distance-learning

Van der Berg, S & Spaull, N. 2020. Counting the Cost: COVID-19 school closures in South Africa & its impacts on children. Research on Socioeconomic Policy (RESEP). Stellenbosch University. Stellenbosch. Available at: ½õõéïűŝŝ×À¤ïé ùÐÐĦɯÐïĦąÝëªéëïïĦ com/2020/06/van-der-berg-spaull-2020-counting-the-cost-covid-19-children-andschooling-15-june-2020.pdf

Quintile 1, 2 and 3 schools are not allowed to charge fees as they are located in the poorest areas of the country; they are often referred to as no-fee schools.

ENABLE ALL YOUNG PEOPLE TO GET THEIR FIRST DECENT JOB

30 | Teacha! Magazine

Distance learning

Teacher preparedness

ĚƵĐĂƚŽƌƐ ŶĞĞĚ ƚŽ ĞǆƉůŽƌĞ ŚŽǁ ďĞƐƚ ƚŽ ĐŽŶǀĞƌƚ ĐŽŶƚĞŶƚ ĐƌĞĂƚĞĚ ĨŽƌ ĨĂĐĞͲƚŽͲĨĂĐĞ ůĞĂƌŶŝŶŐ ŝŶƚŽ ůĞƐƐŽŶƐ ƚŚĂƚ ǁŝůů ďĞ ĐŽŵƉƌĞŚĞŶƐŝďůĞ ĂŶĚ ĞŶŐĂŐŝŶŐ ƚŚƌŽƵŐŚ ĚŝŐŝƚĂů ĐŚĂŶŶĞůƐ͘ dŚĞǇ ŵƵƐƚ ĂĚĂƉƚ ƚŚĞŝƌ ƚĞĂĐŚŝŶŐ ƐƚǇůĞ ƐŽ ƚŚĂƚ ůĞĂƌŶĞƌƐ ĂƌĞ ĂďůĞ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞ ǁŽƌŬ ǁŝƚŚŽƵƚ ƚŚĞ ĂĚǀĂŶƚĂŐĞƐ ŽĨ Ă ƚƌĂĚŝƟŽŶĂů ĐůĂƐƐƌŽŽŵ ƐĞƫŶŐ͕ ƐƵĐŚ ĂƐ ƚŚĞ ĞĂƐĞ ŽĨ ĐŽŵŵƵŶŝĐĂƟŽŶ ďĞƚǁĞĞŶ ƚĞĂĐŚĞƌ ĂŶĚ ůĞĂƌŶĞƌ͘ ĚƵĐĂƚŽƌƐ ŵƵƐƚ ĂůƐŽ ĐŽŶƐŝĚĞƌ ƚŚĞŝƌ ůĞĂƌŶĞƌƐ͛ ĐŽŐŶŝƟǀĞ ĂďŝůŝƟĞƐ ĂŶĚ ĐĂƉĂĐŝƚǇ ƚŽ ǁŽƌŬ ŝŶĚĞƉĞŶĚĞŶƚůǇ Ăƚ ŚŽŵĞ͘ ^ŽŵĞ ůĞĂƌŶĞƌƐ ŵĂǇ ŶĞĞĚ ĂĚĚŝƟŽŶĂů ƐƵƉƉŽƌƚ ĂŶĚ ƚƵƚŽƌŝŶŐ ŝĨ ƚŚĞǇ ĂƌĞ ŶŽƚ ƉĞƌĨŽƌŵŝŶŐ Ăƚ ƚŚĞ ůĞǀĞů ŽĨ ƚŚĞŝƌ ƉĞĞƌƐ͘ 'ŝǀĞŶ ƚŚĞ ƐƉĞĞĚ Ăƚ ǁŚŝĐŚ ƐĐŚŽŽůƐ ǁĞƌĞ ĐůŽƐĞĚ͕ ƚŚĞƌĞ ǁĂƐ ůŝƩůĞ ƚŽ ŶŽ ƟŵĞ ƚŽ ƌĞĂĚǇ ƚĞĂĐŚĞƌƐ ƚŽ ĞŶŐĂŐĞ ŝŶ ǀŝƌƚƵĂů ůĞĂƌŶŝŶŐ͘ ,ŽǁĞǀĞƌ͕ ƐŬŝůů ŝƐ ŶŽƚ ĂůǁĂǇƐ ĂƐ ŝŵƉŽƌƚĂŶƚ ĂƐ ǁŝůů͘ dŚĞ ŵŽƐƚ ŝŵƉŽƌƚĂŶƚ ĂƐƉĞĐƚ ŽĨ ƚĞĂĐŚĞƌ ƌĞĂĚŝŶĞƐƐ ŝŶ ƚŚŝƐ ŝŶƐƚĂŶĐĞ ǁĂƐ ƚŽ ŚĂǀĞ ƚĞĂĐŚĞƌƐ ĐŽŶŶĞĐƚ͕ ĞǆƉĞƌŝŵĞŶƚ ĂŶĚ ƐŚŽǁ ůĞĂƌŶĞƌƐ ƚŚĞƌĞ ǁĂƐ ƐƟůů Ă ĐŽŶŶĞĐƟŽŶ ƚŽ ƐĐŚŽŽů͘ ƵůƟǀĂƟŶŐ Ă ĚŝƐƉŽƐŝƟŽŶ ƚŽ ƚƌǇ ǁĂƐ ƚŚĞ ƌĞĂů ŵĞĂƐƵƌĞ ŽĨ ƐƵĐĐĞƐƐ͘ dŚĞ ƚĞĐŚŶŝĐĂů ĐĂƉĂĐŝƚǇ ƚŽ ƚĞĂĐŚ ǀŝƌƚƵĂůůǇ ǁŝůů ďĞ ŽĨ ůĞƐƐ ŝŵƉŽƌƚĂŶĐĞ ŽǀĞƌ ƚŚĞ ůŽŶŐ ƚĞƌŵ ƚŽ ůĞĂƌŶĞƌƐ ƚŚĂŶ ŚĞĂƌŝŶŐ ĨƌŽŵ ĐĂƌŝŶŐ ĂĚƵůƚƐ Ăƚ ƐĐŚŽŽů͘ ǀĞŶ ƐŽ͕ ƚĞĂĐŚĞƌƐ ĨŽƵŶĚ ĐƌĞĂƟǀĞ ǁĂǇƐ ǁŚĞƌĞ ƚŚĞǇ ǁĞƌĞ ǁŝůůŝŶŐ ƚŽ ƚƌǇ͗ ƐŽŵĞ ƐĞŶƚ ǀŽŝĐĞ ŶŽƚĞƐ͕ ŽƚŚĞƌƐ ĐĂůůĞĚ ĞǀĞƌǇ ĐŚŝůĚ ŝŶ ƚŚĞŝƌ ĐůĂƐƐ ĂŶĚ ƐŽŵĞ ƵƉůŽĂĚĞĚ zŽƵdƵďĞ ǀŝĚĞŽƐ ǁŚĞƌĞ ƚŚĞǇ ĐŽƵůĚ͘ KŶĐĞ ƚĞĂĐŚĞƌƐ ďĞĐĂŵĞ ŵŽƌĞ ĨĂŵŝůŝĂƌ ǁŝƚŚ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ĂŶĚ ƚŚĞ ƉůĂƞŽƌŵƐ Ăƚ ƚŚĞŝƌ ĚŝƐƉŽƐĂů͕ ƚŚĞ ĐŚĂůůĞŶŐĞ ǁĂƐ ʹ ĂŶĚ ǁŝůů ƌĞŵĂŝŶ ʹ ƐƵƐƚĂŝŶŝŶŐ ƚŚĞ ĞŶƚŚƵƐŝĂƐŵ ĨŽƌ ŽŶůŝŶĞ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ͘ dŚĞƌĞ ŝƐ ƐƟůů ƐŽ ŵƵĐŚ ǁĞ ĚŽ ŶŽƚ ŬŶŽǁ ĂďŽƵƚ ŚŽǁ ƚŽ ĞīĞĐƟǀĞůǇ ĞŶƐƵƌĞ ůĞĂƌŶĞƌƐ ĂƌĞ ůĞĂƌŶŝŶŐ Ăƚ ŚŽŵĞ ŝŶ ƚŚĞ ^ŽƵƚŚ ĨƌŝĐĂŶ ĐŽŶƚĞǆƚ ƚŚĂƚ ŝƐ ǁĂƌƌĂŶƚƐ ĨƵƌƚŚĞƌ ŝŶǀĞƐƟŐĂƟŽŶ ĂŶĚ ŝŶŶŽǀĂƟŽŶ͘

MAKING THE SWITCH: PIVOTING OUR PROGRAMMES The Zero Dropout Campaign dŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ǁŽƌŬƐ ǁŝƚŚ E'K ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌƐ ƚŚĂƚ ŚĂǀĞ ĞƐƚĂďůŝƐŚĞĚ ƌĞůĂƟŽŶƐŚŝƉƐ ŝŶ ǀƵůŶĞƌĂďůĞ ĐŽŵŵƵŶŝƟĞƐ͘ dŚĞ ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌƐ ŝĚĞŶƟĨǇ ůĞĂƌŶĞƌƐ ǁŚŽ ĂƌĞ Ăƚ ƌŝƐŬ ŽĨ ĚƌŽƉƉŝŶŐ ŽƵƚ͕ ƵƐŝŶŐ ĂŶ ĞĂƌůǇ ǁĂƌŶŝŶŐ ƐǇƐƚĞŵ ƚŚĂƚ ƚƌĂĐŬƐ ĐŚƌŽŶŝĐ ĂďƐĞŶƚĞĞŝƐŵ͕ ďĞŚĂǀŝŽƵƌ ĂŶĚ ĂĐĂĚĞŵŝĐ ƉĞƌĨŽƌŵĂŶĐĞ ;ĂůƐŽ ŬŶŽǁŶ ĂƐ ƚŚĞ ƐͿ͘ >ĞĂƌŶĞƌƐ ĨŽƵŶĚ ƚŽ ďĞ Ăƚ ƌŝƐŬ ŽĨ ĚƌŽƉŽƵƚ ĂƌĞ ĞŶƌŽůůĞĚ ĞŝƚŚĞƌ ŝŶ A) mentoring sessions, B) in-school accelerated catch-up programmes or referred ƚŽ ŽƚŚĞƌ ƐƚĂƚĞ ƐĞƌǀŝĐĞƐ ĨŽƌ ĂĚĚŝƟŽŶĂů ƐƵƉƉŽƌƚ͘ ƵƌŝŶŐ C) home visits͕ ƉƌŝŵĂƌǇ ĐĂƌĞŐŝǀĞƌƐ ĂƌĞ ƐƵƉƉŽƌƚĞĚ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞŝƌ ƌŽůĞ ŝŶ ŚĞůƉŝŶŐ ĐŚŝůĚƌĞŶ ƐƵĐĐĞĞĚ Ăƚ ƐĐŚŽŽů͘

A MENTORING ĞĨŽƌĞ ƚŚĞ ŶĂƟŽŶĂů ůŽĐŬĚŽǁŶ ĐĂŵĞ ŝŶƚŽ ĞīĞĐƚ͕ ƚŚĞ EĂƟŽŶĂů ƐƐŽĐŝĂƟŽŶ ŽĨ ŚŝůĚ ĂƌĞ tŽƌŬĞƌƐ ;E tͿ͕ ĂŶ ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌ ŽĨ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ͕ ǁŽƵůĚ ŚŽůĚ ĨĂĐĞͲƚŽͲĨĂĐĞ ŵĞŶƚŽƌŝŶŐ ƐĞƐƐŝŽŶƐ ǁŝƚŚ ĂƚͲƌŝƐŬ ůĞĂƌŶĞƌƐ͘ dŚĞƐĞ ƐĞƌǀŝĐĞƐ ǁĞƌĞ ĐŽŶƐƚƌĂŝŶĞĚ ďǇ ůŽĐŬĚŽǁŶ ƌĞƐƚƌŝĐƟŽŶƐ͕ ĨŽƌĐŝŶŐ ƚŚĞ ŽƌŐĂŶŝƐĂƟŽŶ ƚŽ ƌĞƚŚŝŶŬ ŚŽǁ ŝƚ ĐŽŶŶĞĐƚĞĚ ǁŝƚŚ ůĞĂƌŶĞƌƐ͘ dŚĞ ůŽĐŬĚŽǁŶ ŚĂƐƚĞŶĞĚ ƚŚĞ ůĂƵŶĐŚ ŽĨ Ă ͚sŝƌƚƵĂů ŽŶŶĞĐƟŽŶ͛ ƉƌŽŐƌĂŵŵĞ ŝŶ ǁŚŝĐŚ ŚŝůĚ ĂŶĚ zŽƵƚŚ ĂƌĞ tŽƌŬĞƌƐ ; z tƐͿ ĐŽŶŶĞĐƚ ǁŝƚŚ ůĞĂƌŶĞƌƐ ǀŝĂ tŚĂƚƐ ƉƉ ŐƌŽƵƉƐ͘ >ĞĂƌŶĞƌƐ ĂƌĞ ŶŽǁ ĂůƐŽ ĂďůĞ ƚŽ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ĚŝŐŝƚĂů ƌĞĂĚŝŶŐ ĐůƵďƐ͕ ƉŽĞƚƌǇ ƐĞƐƐŝŽŶƐ͕ ĂŶĚ ĚĞďĂƚĞƐ ŝŶ ƚŚĞƐĞ ĚŝŐŝƚĂů ŐƌŽƵƉƐ͘

B F[ȼr*C``T **3T3n x30 * x*Cȼ|l ln`>n ZZ3r

dŚĞ ͚ZĞĂĚŝŶŐ ĨŽƌ DĞĂŶŝŶŐ͛ ĂŌĞƌͲƐĐŚŽŽů ƉƌŽŐƌĂŵŵĞ ŝƐ Ă ĐŽƌĞ ƉƌŽũĞĐƚ ŽĨ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ͘ dŚĞ ƉƌŽŐƌĂŵŵĞ ĂŝŵƐ ƚŽ ƌĞďƵŝůĚ ĨŽƵŶĚĂƟŽŶĂů ůŝƚĞƌĂĐǇ ƐŬŝůůƐ ĂŵŽŶŐ ůĞĂƌŶĞƌƐ ǁŚŽƐĞ ƌĞĂĚŝŶŐ ĐŽŵƉĞƚĞŶĐŝĞƐ ĂƌĞ ďĞůŽǁ ƚŚĞŝƌ ŐƌĂĚĞ ůĞǀĞů͘ ƵƌŝŶŐ ƚŚĞ ůŽĐŬĚŽǁŶ͕ ƚŚĞ ĐĂŵƉĂŝŐŶ ŵŽǀĞĚ ƋƵŝĐŬůǇ ƚŽ ŵĂŬĞ ͚ZĞĂĚŝŶŐ ĨŽƌ DĞĂŶŝŶŐ͛ ƐƚŽƌŝĞƐ ĂŶĚ ĂĐƟǀŝƟĞƐ ĂǀĂŝůĂďůĞ ŽŶůŝŶĞ ĂŶĚ ǀŝĂ tŚĂƚƐ ƉƉ ĨŽƌ ƉĂƌĞŶƚƐ ĂŶĚ ĞĚƵĐĂƟŽŶ ƉƌĂĐƟƟŽŶĞƌƐ͘

Tracking learner progress

<ŶŽǁŝŶŐ ŚŽǁ ŵĂŶǇ ůĞĂƌŶĞƌƐ ŚĂǀĞ ĂĐĐĞƐƐ ƚŽ ĚŝŐŝƚĂů ƚŽŽůƐ ĂŶĚ ĐŽŶŶĞĐƟǀŝƚǇ ŝŶ Ă ŐŝǀĞŶ ƐĐŚŽŽů ŝƐ ŝŵƉŽƌƚĂŶƚ͘ dŚŝƐ ŝŶĨŽƌŵĂƟŽŶ ĐĂŶ ďĞ ĐĂƉƚƵƌĞĚ ŝŶ Ă 'ŽŽŐůĞ ĨŽƌŵ ƚŚĂƚ ĐĂŶ ĂůƐŽ ďĞ ƵƐĞĚ ĂƐ Ă ŵŽŶŝƚŽƌŝŶŐ ĂŶĚ ƚƌĂĐŬŝŶŐ ƚŽŽů͘ KŶĐĞ Ă ƌĞŵŽƚĞ ůĞĂƌŶŝŶŐ ƐŽůƵƟŽŶ ŝƐ ĞƐƚĂďůŝƐŚĞĚ͕ ĞĚƵĐĂƚŽƌƐ ŶĞĞĚ ƚŽ ĚĞƚĞƌŵŝŶĞ ƚŚĞ ďĞƐƚ ǁĂǇ ƚŽ ƌĞŐƵůĂƌůǇ ĂƐƐĞƐƐ ƉƌŽŐƌĞƐƐ͘

C HOME VISITS dŚĞ <ŚƵůĂ ĞǀĞůŽƉŵĞŶƚ 'ƌŽƵƉ ;< 'Ϳ͕ Ă ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ŝŵƉůĞŵĞŶƟŶŐ ƉĂƌƚŶĞƌ͕ ƌĞŶĚĞƌƐ ƐĞƌǀŝĐĞƐ ŝŶ ĚŝƐĂĚǀĂŶƚĂŐĞĚ ĐŽŵŵƵŶŝƟĞƐ ŝŶ WĂĂƌů ĂŶĚ ^ƚĞůůĞŶďŽƐĐŚ ǁŚĞƌĞ ĂĐĐĞƐƐ ƚŽ ĚĂƚĂ ŝƐ ůŝŵŝƚĞĚ͘ dŽ ŵŝƟŐĂƚĞ ƚŚĞ ŝŵƉĂĐƚ ŽĨ ůĞĂƌŶŝŶŐ ůŽƐƐĞƐ͕ ĮĞůĚǁŽƌŬĞƌƐ ďĞŐĂŶ ƉƌŽŵŽƟŶŐ ĂƚͲŚŽŵĞ ůĞĂƌŶŝŶŐ ĂŶĚ ĚŝƐƚƌŝďƵƟŶŐ ƐĐŚŽŽů ƉĂĐŬƐ ƚŽ ďĞŶĞĮĐŝĂƌŝĞƐ͘

UNESCO. 2020. Dealing with obstacles to distance learning. UNESCO, 20 April 2020. Available at: https://en.unesco.org/news/dealing-obstacles-distance-learning

9 10

Ibid.

This footnote is missing

8 10 NOVEMBER 2020

ŽƵƚĐŽŵĞƐ͘ ,ŽǁĞǀĞƌ͕ ƚŚĞ ƚǇƉĞ ŽĨ ƐƵƉƉŽƌƚ Ă ĐĂƌĞŐŝǀĞƌ ŝƐ ĂďůĞ ƚŽ ŐŝǀĞ ŝƐ ĐŽŶĚŝƟŽŶĞĚ ďǇ ƐŽĐŝŽͲĞĐŽŶŽŵŝĐ ĨĂĐƚŽƌƐ ĂŶĚ ƚŚĞŝƌ ŽǁŶ ůĞǀĞů ŽĨ ůŝƚĞƌĂĐǇ͘ &Žƌ ĞǆĂŵƉůĞ͕ ƚǁŽ ŝŶ ƚŚƌĞĞ ^ŽƵƚŚ ĨƌŝĐĂŶ ƉĂƌĞŶƚƐ ƐĂǇ ƚŚĂƚ ƚŚĞǇ ŶĞǀĞƌ ƌĞĂĚ ƚŽ ƚŚĞŝƌ ĐŚŝůĚƌĞŶ11͘

Western Sydney University. What is digital Literacy? Available at: https://www. westernsydney.edu.au/studysmart/home/digital_literacy/what_is_digital_literacy

“During a survey conducted at 11 schools, ǁĞ ĨŽƵŶĚ ƚŚĂƚ ƚŚĞ ƉĂƌƟĐŝƉĂƟŽŶ ůĞǀĞůƐ ŽĨ primary caregivers with learners doing schoolwork at home was poor to moderate.” ŝĂŶĐĂ KƉƉĞůƚ͕ ŽŵŵƵŶŝĐĂƟŽŶƐ DĂŶĂŐĞƌ͕ <ŚƵůĂ ĞǀĞůŽƉŵĞŶƚ 'ƌŽƵƉ 3

ENABLE ALL YOUNG PEOPLE TO GET THEIR FIRST DECENT JOB

Teacha! Magazine | 31

Distance learning

8 10

Public School Partnerships

NOVEMBER 2020

ŽůůĂďŽƌĂƟŽŶ ^ĐŚŽŽůƐ ʹ ƚŚĞ ŶĂŵĞ ŐŝǀĞŶ ƚŽ ƐĐŚŽŽůƐ ƉĂƌƚ ŽĨ ƚŚĞ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ƉƌŽŐƌĂŵŵĞ ŝŶ ƚŚĞ tĞƐƚĞƌŶ ĂƉĞ ʹ ƵƐĞĚ Ă ƌĂŶŐĞ ŽĨ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ĞŶƐƵƌĞ ůĞĂƌŶĞƌƐ ƐƚĂǇĞĚ ŽŶ ƚƌĂĐŬ ĚƵƌŝŶŐ ůŽĐŬĚŽǁŶ͘ &ƌŽŵ ŵĂŬŝŶŐ ďĂƐŝĐ ƐŵĂƌƚƉŚŽŶĞƐ ĂǀĂŝůĂďůĞ ƚŽ ƌĞĚƵĐŝŶŐ ƚŚĞ ĐŽƐƚ ŽĨ ĐŽŶŶĞĐƟǀŝƚǇ͕ ƚŚĞ ďĞůŽǁ ŝŶƚĞƌǀĞŶƟŽŶƐ ǁĞƌĞ ĨŽƵŶĚ ƚŽ ĚƌŝǀĞ ƵƉ ĞŶŐĂŐĞŵĞŶƚ ĂŶĚ ĂƩĞŶĚĂŶĐĞ ƌĂƚĞƐ͗

ACORN EDUCATION

ĐŽƌŶ ĚƵĐĂƟŽŶ ŝƐ Ă tĞƐƚĞƌŶ ĂƉĞ W^W ŽƉĞƌĂƟŶŐ ƉĂƌƚŶĞƌ͘ >ĞĂƌŶĞƌƐ ŝŶ ƚŚĞŝƌ ŶĞƚǁŽƌŬ ŽĨ ƐĐŚŽŽůƐ ĐŽƵůĚ ĂĐĐĞƐƐ ǀŝƌƚƵĂů ƐĐŚŽŽůŝŶŐ ǀŝĂ ƚŚĞ DŽŽĚůĞ ĂƉƉ Žƌ ďƌŽǁƐĞƌ͕ ĐŽŵƉůĞƚĞůǇ ĚĂƚĂ ĨƌĞĞ ĂƐ ƚŚĞ ƐĞƌǀŝĐĞ ǁĂƐ ǌĞƌŽͲƌĂƚĞĚ ǀŝĂ ŝŶƵ͘ tŚĞƌĞ ŚŽƵƐĞŚŽůĚƐ ĚŝĚ ŶŽƚ ŚĂǀĞ ĂĐĐĞƐƐ ƚŽ Ă ďĂƐŝĐ ƐŵĂƌƚƉŚŽŶĞ Žƌ ŝŶƚĞƌŶĞƚͲĞŶĂďůĞĚ ĚĞǀŝĐĞ͕ ƚŚĞǇ ǁĞƌĞ ůŽĂŶĞĚ ƚŚĞƐĞ ĚĞǀŝĐĞƐ͘ ^ƚĞƉƐ ǁĞƌĞ ĂůƐŽ ƚĂŬĞŶ ƚŽ ƌĞĚƵĐĞ ƚŚĞ ĐŽƐƚ ŽĨ ĐŽŶŶĞĐƟǀŝƚǇ ƚŚƌŽƵŐŚ ƌĞǀĞƌƐĞ ďŝůůŝŶŐ ĂŶĚ ďǇ ƌĞŐƵůĂƌůǇ ƐĞŶĚŝŶŐ ĚĂƚĂ ĚŝƌĞĐƚůǇ ƚŽ ůĞĂƌŶĞƌƐ͛ ƉŚŽŶĞƐ͘

EXAMPLES OF DIGITAL TOOLS AND TECHNOLOGY: HARDWARE

ŶƵŵďĞƌ ŽĨ ƐĐŚŽŽů ŽƉĞƌĂƟŶŐ ƉĂƌƚŶĞƌƐ ƉƵƌĐŚĂƐĞĚ ďĂƐŝĐ ƐŵĂƌƚƉŚŽŶĞƐ͕ Žƌ <ŝĐŬĂ ƉŚŽŶĞƐ͕ ĨŽƌ ůĞĂƌŶĞƌƐ͘ dŚĞƐĞ ĂƌĞ ŚĂƌĚͲǁĞĂƌŝŶŐ͕ ĂīŽƌĚĂďůĞ ƉŚŽŶĞƐ ƚŚĂƚ ĐŽƐƚ ƌŽƵŐŚůǇ ZϮϱϬ ĞĂĐŚ͘ ^ŽŵĞ ƐĐŚŽŽůƐ ĂůůŽǁĞĚ ůĞĂƌŶĞƌƐ ƚŽ ďŽƌƌŽǁ ƉŚŽŶĞƐ ĂƐ ƐĐŚŽŽů ƉƌŽƉĞƌƚǇ͕ ǁŚŝůĞ ŽƚŚĞƌƐ ŝŵƉůĞŵĞŶƚĞĚ Ă ďƵǇͲďĂĐŬ ŵŽĚĞů͘

SOFTWARE

ŝīĞƌĞŶƚ ŵŽĚĂůŝƟĞƐ ŽĨ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ĂƌĞ ďĞƩĞƌ ƐƵŝƚĞĚ ƚŽ ƉĂƌƟĐƵůĂƌ ƉůĂƞŽƌŵƐ͕ ƐƵĐŚ ĂƐ tŚĂƚƐ ƉƉ͕ &ĂĐĞďŽŽŬ͕ ŽŽŵ Žƌ DŽŽĚůĞ͘ &Žƌ ĞǆĂŵƉůĞ͗ > tŚĂƚƐ ƉƉ͗ dŚŝƐ ƉůĂƞŽƌŵ ŝƐ ŝŶŚĞƌĞŶƚůǇ ƐŽĐŝĂů ĂŶĚ ĐĂƌƌŝĞƐ ŵƵůƟͲŵĞĚŝĂ ŵĞƐƐĂŐĞƐ͘ ,ŽǁĞǀĞƌ͕ ǇŽƵ ŶĞĞĚ ĚĂƚĂ ƚŽ ƵƐĞ ƚŚŝƐ ĂƉƉ͘ > &ĂĐĞďŽŽŬ͗ ĚƵĐĂƚŽƌƐ ĐĂŶ ƌĞĐŽƌĚ ůĞƐƐŽŶƐ ŽŶ ƚŚĞŝƌ ƉŚŽŶĞƐ Žƌ ĐŽŵƉƵƚĞƌƐ ĂŶĚ ƵƉůŽĂĚ ƚŚĞƐĞ ůĞƐƐŽŶƐ ŽŶƚŽ Ă &ĂĐĞďŽŽŬ ƉĂŐĞ Žƌ ŐƌŽƵƉ͘

ĐŽƌŶ ĚƵĐĂƟŽŶ͛Ɛ DŽŽĚůĞ >D^ ŽŶ ƚŚĞ ĂīŽƌĚĂďůĞ <ŝĐŬĂ ƐŵĂƌƚƉŚŽŶĞ͘

APEX HIGH SCHOOL

ŶŽͲĨĞĞ ƐĐŚŽŽů ƐƵƉƉŽƌƚĞĚ ďǇ ĐŽƌŶ ĚƵĐĂƟŽŶ͕ ƉĞǆ ,ŝŐŚ ŝŶŝƟĂůůǇ ƵƐĞĚ &ĂĐĞďŽŽŬ ǁŚĞŶ ǀŝƌƚƵĂů ƚĞĂĐŚŝŶŐ ǁĂƐ ƌĞƋƵŝƌĞĚ͘ &ŝŌǇͲĮǀĞ &ĂĐĞďŽŽŬ ŐƌŽƵƉƐ ʹ Ăůů ůŝŶŬĞĚ ƚŽ ƚŚĞ ƉĞǆ ,ŝŐŚ &ĂĐĞďŽŽŬ ƉĂŐĞ ʹ ĂůůŽǁĞĚ ĞĚƵĐĂƚŽƌƐ ƚŽ ƵƉůŽĂĚ ĂŶĚ ƐŚĂƌĞ ƉƌĞͲƌĞĐŽƌĚĞĚ ůĞƐƐŽŶƐ ŽŶ ƚŚĞŝƌ ƉŚŽŶĞƐ Žƌ ĐŽŵƉƵƚĞƌƐ ǀŝĂ ƚŚĞ ƌĞůĞǀĂŶƚ &ĂĐĞďŽŽŬ ƐƵďũĞĐƚ ŐƌŽƵƉ ĚĂŝůǇ͘ dŚĞ ƐĐŚŽŽů ƋƵŝĐŬůǇ ƚƌĂŶƐŝƟŽŶĞĚ ƚŽ DŽŽĚůĞ͕ ǁŝƚŚ ƚŚĞ ƉĞǆ ,ŝŐŚ sŝƌƚƵĂů ^ĐŚŽŽů ƋƵŝĐŬůǇ ƌƵŶŶŝŶŐ Ă ĨƵůů ƟŵĞƚĂďůĞ ĨŽƌ Ăůů ŐƌĂĚĞƐ͕ ĨƌŽŵ ϴĂŵͲϰƉŵ͕ ĨŽƵƌ ĚĂǇƐ Ă ǁĞĞŬ͘

<ŚĂǇĂŬĂǌŝ EĂŵĨƵ͕ WƌŽŐƌĂŵŵĞ ŝƌĞĐƚŽƌ͕ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ

OBROADCAST TECHNOLOGY:

/Ŷ ĐŽůůĂďŽƌĂƟŽŶ ǁŝƚŚ ƚŚĞ ĞƉĂƌƚŵĞŶƚ ŽĨ ĂƐŝĐ ĚƵĐĂƟŽŶ͕ the SABC – the public broadcaster – made lessons ĂǀĂŝůĂďůĞ ŽŶ ƌĂĚŝŽ ĂŶĚ ƚĞůĞǀŝƐŝŽŶ ĨŽƌ ĐĞƌƚĂŝŶ ŐƌĂĚĞƐ͘

ůƐŽ ƐƵƉƉŽƌƚĞĚ ďǇ ĐŽƌŶ ĚƵĐĂƟŽŶ͕ ƚŚĞƐĞ ƐĐŚŽŽůƐ ƚƌĂŶƐŝƟŽŶĞĚ ƚŽ ǀŝƌƚƵĂů ůĞĂƌŶŝŶŐ ďǇ ƐĞŶĚŝŶŐ tŚĂƚƐ ƉƉ ŵĞƐƐĂŐĞƐ ŽĨ ƌĞĐŽƌĚĞĚ ůĞƐƐŽŶƐ ĂŶĚ ǁŽƌŬƐŚĞĞƚƐ ƚŽ ůĞĂƌŶĞƌƐ ĐŽǀĞƌŝŶŐ ŬĞǇ ƐƵďũĞĐƚƐ͘ 4

> ŽŽŵ͗ dĞĂĐŚĞƌƐ ĐĂŶ ŚŽƐƚ ůĞƐƐŽŶƐ ǁŝƚŚ ŵƵůƟƉůĞ ƉĂƌƟĐŝƉĂŶƚƐ͘ /ƚ ŝƐ ĞĂƐǇ ƚŽ ƵƐĞ ĂŶĚ ŝŶƐƚĂůů͕ ďƵƚ ƌĞƋƵŝƌĞƐ Ă ƐƵďƐĐƌŝƉƟŽŶ ĨĞĞ ĂŶĚ ƐƚĂďůĞ ŝŶƚĞƌŶĞƚ ĐŽŶŶĞĐƟŽŶ͘ > DŽǇĂ ŵĞƐƐĞŶŐĞƌ͗ dŚŝƐ ĂƉƉ ŝƐ ŶŽƚ ĂƐ ƉŽƉƵůĂƌ ĂƐ tŚĂƚƐ ƉƉ͕ ďƵƚ ŚĂƐ ƐŝŵŝůĂƌ ĨĞĂƚƵƌĞƐ͘ /ƚ ŝƐ Ă ĚĂƚĂͲĨƌĞĞ ƉůĂƞŽƌŵ ĨŽƌ ŵĞƐƐĂŐŝŶŐ͕ ďƵƚ ƌĞƋƵŝƌĞƐ ĚĂƚĂ ƚŽ ŽƉĞŶ ĂŶĚ ǀŝĞǁ ĮůĞƐ ĂŶĚ ƐĞŶĚ ǀŽŝĐĞ ŶŽƚĞƐ͘

͞ ƉĞǆ ,ŝŐŚ ůĞĂƌŶĞƌƐ ƉƌŽǀĞĚ ŬĞĞŶ ƚŽ ĐŽŶƟŶƵĞ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĂƐ ĂǀĞƌĂŐĞ ůĞĂƌŶĞƌ ĂƩĞŶĚĂŶĐĞ reached nearly 80% across subjects.”

FOREST VILLAGE LEADERSHIP ACADEMY AND APEX PRIMARY SCHOOL

> DŽŽĚůĞ͗ ůů ŽůůĂďŽƌĂƟŽŶ ^ĐŚŽŽůƐ ŵŝŐƌĂƚĞĚ ƚŽ DŽŽĚůĞ ʹ Ă ĨƌĞĞ ĂŶĚ ŽƉĞŶͲƐŽƵƌĐĞ ůĞĂƌŶŝŶŐ ŵĂŶĂŐĞŵĞŶƚ ƐǇƐƚĞŵ ;>D^Ϳ͘ dŚĞ ƐǇƐƚĞŵ ĂůůŽǁƐ ƐĐŚŽŽůƐ ƚŽ ƵƉůŽĂĚ ĂŶĚ ŵĂŶĂŐĞ ĐŽŶƚĞŶƚ ĂŶĚ ůĞƐƐŽŶƐ͕ ƐĞƚ ĂƐƐĞƐƐŵĞŶƚƐ͕ ĂŶĚ ƚƌĂĐŬ ŝŶĚŝǀŝĚƵĂů ůĞĂƌŶĞƌ ĞŶŐĂŐĞŵĞŶƚ ĂƐ ǁĞůů ĂƐ ŵĂŶĂŐĞ ĐĂůĞŶĚĂƌƐ ĂŶĚ ǀŝƌƚƵĂů ĐůĂƐƐƌŽŽŵƐ͘

OTHER RESOURCES:

ĐĐĞƐƐ ƚŽ ĞůĞĐƚƌŝĐŝƚǇ ĂŶĚ ƚŚĞ ŝŶƚĞƌŶĞƚ͘

ENABLE ALL YOUNG PEOPLE TO GET THEIR FIRST DECENT JOB

32 | Teacha! Magazine

Distance learning

LESSONS LEARNT IN THE TRANSITION TO DISTANCE LEARNING The cost of connectivity

/Ŷ ũƵƐƚ ŽǀĞƌ ƚŚƌĞĞ ŵŽŶƚŚƐ ŽĨ ŝŵƉůĞŵĞŶƚĂƟŽŶ͕ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ĂŶĚ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ʹ ƚŽŐĞƚŚĞƌ ǁŝƚŚ ƚŚĞŝƌ ƉĂƌƚŶĞƌƐ͕ ĂŶĚ Ă ůŽƚ Žƌ ƚƌŝĂů ĂŶĚ ĞƌƌŽƌ ʹ ŐĂŝŶĞĚ ƚŚĞ ĨŽůůŽǁŝŶŐ ŝŶƐŝŐŚƚƐ ĂŶĚ ĂĐŚŝĞǀĞŵĞŶƚƐ ƚŽ ďĞƩĞƌ ĨĂĐŝůŝƚĂƚĞ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ŝŶ ƚŚĞ ^ŽƵƚŚ ĨƌŝĐĂŶ ĐŽŶƚĞǆƚ ŵŽǀŝŶŐ ĨŽƌǁĂƌĚ͗

<ŚĂŶǇĂ ŝƐ ϭϴ ǇĞĂƌƐ ŽůĚ ĂŶĚ ŝŶ ŐƌĂĚĞ ϭϭ Ăƚ <ŚĂǇĞůŝŚůĞ ,ŝŐŚ ^ĐŚŽŽů ŝŶ hŵďƵŵďƵůƵ͘ ,Ğ ůŝǀĞƐ ŶĞĂƌďǇ ǁŝƚŚ ŚŝƐ ŐƌĂŶĚŵŽƚŚĞƌ ĂŶĚ ƚǁŽ ĐŽƵƐŝŶƐ ŝŶ ŵƉĂŶĚǁŝŶŝ͕ hŵďƵŵďƵůƵ͘ ,ŝƐ ƉĂƌĞŶƚƐ ĂŶĚ ƐŝďůŝŶŐƐ ůŝǀĞ ŝŶ WŽƌƚ ^ŚĞƉƐƚŽŶĞ ďƵƚ ŚĞ ŵŽǀĞĚ ƚŽ ůŽŽŬ ĂŌĞƌ ŚŝƐ ŐƌĂŶĚŵŽƚŚĞƌ͘ ůƚŚŽƵŐŚ ŚŝƐ ŚŽŵĞ ŝƐ ŶŽƚ ƚŽŽ ĨĂƌ ĨƌŽŵ ƚŚĞ ŵĂŝŶ ƌŽĂĚ ŝƚ ŝƐ ŝŵƉŽƐƐŝďůĞ ƚŽ ƌĞĂĐŚ ǁŝƚŚ Ă ĐĂƌ͘ ͞tĞ ƚƌŝĞĚ ƚŽ ĨŽƌŵ Ă tŚĂƚƐ ƉƉ ŐƌŽƵƉ ďƵƚ ŝƚ ǁĂƐ ŶŽƚ ĞĸĐŝĞŶƚ ďĞĐĂƵƐĞ ƐŽŵĞ ŽĨ ƵƐ ĚŽ ŶŽƚ ŚĂǀĞ ĐĞůů ƉŚŽŶĞƐ͘͟

REVERSE BILLING:

dŚƌŽƵŐŚ Ă ƉĂƌƚŶĞƌƐŚŝƉ ǁŝƚŚ Ă ĚĂƚĂͲĨƌĞĞ ƉůĂƞŽƌŵ ĐƌĞĂƚĞĚ ďǇ ŝEƵ͕ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ĂƌƌĂŶŐĞĚ ĨŽƌ ƚŚĞ ĐŽƐƚ ŽĨ ĚĂƚĂ ƚŽ ďĞ ƌĞǀĞƌƐĞͲďŝůůĞĚ ƐŽ ƚŚĂƚ ƉŽŽƌ ĨĂŵŝůŝĞƐ ĚŝĚ ŶŽƚ ĐĂƌƌǇ ƚŚĞ ĮŶĂŶĐŝĂů ďƵƌĚĞŶ͘

3n`ȼn xF[> 30|* xF`[ 3)rFx3rű

dŚĞ ' DƵƌƌĂǇ dƌƵƐƚ͕ ƚŽŐĞƚŚĞƌ ǁŝƚŚ ƚŚĞ ƐƵƉƉŽƌƚ ŽĨ ƚŚĞ ŝŶŝƟĂƟǀĞƐ ŝƚ ĨƵŶĚƐ͕ ůŽďďŝĞĚ ŵŽďŝůĞ ŽƉĞƌĂƚŽƌƐ ƚŽ ǌĞƌŽͲƌĂƚĞ ĞĚƵĐĂƟŽŶĂů ĐŽŶƚĞŶƚ͘

CHEAPER DATA:

^ĐŚŽŽů ŽƉĞƌĂƟŶŐ ƉĂƌƚŶĞƌƐ ŵĂĚĞ Ă ƉŽŝŶƚ ŽĨ ƉƵƌĐŚĂƐŝŶŐ ůŽǁͲĐŽƐƚ ĚĂƚĂ ďƵŶĚůĞƐ ƚŚĂƚ ƉƌŽǀĞĚ ǀĂůƵĞ ĨŽƌ ŵŽŶĞǇ͘ dŚĞǇ ŵĂĚĞ ƵƐĞ ŽĨ tŚĂƚƐ ƉƉ ĚĂƚĂ ďƵŶĚůĞƐ ĂŶĚ ƉůĂƞŽƌŵƐ ƐƵĐŚ ĂƐ &ůŝĐŬƐǁŝƚĐŚ͕ ǁŚŝĐŚ ŚĞůƉ ƚŽ ŵĂŶĂŐĞ ĚĂƚĂ ĐŽŶŶĞĐƟǀŝƚǇ͘

Deciding what platform to use

/ƚ ŝƐ ďĞŶĞĮĐŝĂů ƚŽ ĐŚŽŽƐĞ Ă ƉůĂƞŽƌŵ ƚŚĂƚ ůĞĂƌŶĞƌƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ĂƌĞ ĂůƌĞĂĚǇ ĨĂŵŝůŝĂƌ ĂŶĚ ĐŽŵĨŽƌƚĂďůĞ ǁŝƚŚ͘ dŚĞ ƉůĂƞŽƌŵ ƐŚŽƵůĚ ďĞ ĐŽŵƉĂƟďůĞ ǁŝƚŚ ƚŚĞŝƌ ĚĞǀŝĐĞƐ͕ ůŝŐŚƚ ŽŶ ĚĂƚĂ͕ ƐĂĨĞ ĂŶĚ ƐĞĐƵƌĞ ƚŽ ƵƐĞ͘ tŚĂƚƐ ƉƉ ƟĐŬƐ Ăůů ŽĨ ƚŚĞƐĞ ďŽǆĞƐ͕ ŵĂŬŝŶŐ ŝƚ Ă ƉŽƉƵůĂƌ ĐŚŽŝĐĞ ŝŶ ƚŚĞ ƚƌĂŶƐŝƟŽŶ ƚŽ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ͘

ADVANTAGES OF WHATSAPP: &ĂĐŝůŝƚĂƚĞƐ ŐƌŽƵƉ ĐŚĂƚƐ &ĂĐŝůŝƚĂƚĞƐ ƌĞĂůͲƟŵĞ ĐŽŵŵƵŶŝĐĂƟŽŶ ďĞƚǁĞĞŶ ůĞĂƌŶĞƌƐ ĂŶĚ ƚĞĂĐŚĞƌƐ

NOVEMBER 2020

8 10

topics, structuring lessons around familiar concepts for learners ĂŶĚͬŽƌ ĨŽĐƵƐŝŶŐ ŽŶ ůĞĂƌŶŝŶŐ ĂƌĞĂƐ ƚŚĂƚ ĂƌĞ ůĞĂƐƚ ůŝŬĞůǇ ƚŽ ĐĂƵƐĞ ŵŝƐƵŶĚĞƌƐƚĂŶĚŝŶŐͿ͕ ƚŚŝƐ ǁĂƐ ŶŽƚ ŽŌĞŶ ƚŚĞ ĐĂƐĞ͘ dĞĂĐŚĞƌƐ ŵŽƐƚůǇ ŵĂĚĞ ĚŽ ǁŝƚŚ ǁŚĂƚ ǁĂƐ Ăƚ ŚĂŶĚ͕ ƵƐŝŶŐ ƚĞǆƚďŽŽŬƐ ƚŚĞǇ ŚĂĚ ǁŝƚŚ ƚŚĞŵ͕ ĐŽǀĞƌŝŶŐ ůĂƌŐĞůǇ ĨĂŵŝůŝĂƌ dĞƌŵ ϭ ĂŶĚ dĞƌŵ Ϯ ƚŽƉŝĐƐ͘ ^ŽŵĞ ĐŽŵŵŝƩĞĚ ƚĞĂĐŚĞƌƐ ǁĞƌĞ ĂďůĞ ƚŽ ŬĞĞƉ ƉĂĐĞ ǁŝƚŚ ƚŚĞ ĨƵůů ĐƵƌƌŝĐƵůƵŵ ďĞĨŽƌĞ ƉůĂŶƐ ƚŽ ĐŽŶƐŽůŝĚĂƚĞ ǁĞƌĞ ĂŶŶŽƵŶĐĞĚ͘ &Žƌ ƚŚŽƐĞ ƚĞĂĐŚŝŶŐ ŵĂƚƌŝĐ ƐƵďũĞĐƚƐ͕ ƚŚĞƌĞ ǁĂƐ ŵŽƌĞ ŽĨ Ă ĐŽŶĐĞƌƚĞĚ ĞīŽƌƚ ƚŽ ĐŽǀĞƌ Ăůů ƉŽƐƐŝďůĞ ĐŽŶƚĞŶƚ͘ ^ŽŵĞ ƉĂƌƚŶĞƌƐŚŝƉ ƉƌŝŵĂƌǇ ƐĐŚŽŽůƐ ŝŶ ƚŚĞ ĂƐƚĞƌŶ ĂƉĞ ĂƩĞŵƉƚĞĚ ƚŽ ƐŚŝŌ ƚŚĞ ĨŽĐƵƐ ƚŽǁĂƌĚƐ ƐŬŝůůͲďƵŝůĚŝŶŐ͕ ƌĂƚŚĞƌ ƚŚĂŶ ĐƵƌƌŝĐƵůƵŵ ĐŽǀĞƌĂŐĞ͘ Ɛ certain schools perfected their distance learning, full curriculum ĐŽǀĞƌĂŐĞ ďĞĐĂŵĞ Ă ƉŽƐƐŝďŝůŝƚǇ ŽŶĐĞ ŵŽƌĞ͘ ,ŽǁĞǀĞƌ͕ ƚŚĞ ĚĞŐƌĞĞ ŽĨ ĐŽǀĞƌĂŐĞ ǁĂƐ ŚŝŐŚůǇ ĚĞƉĞŶĚĞŶƚ ŽŶ ƚŚĞ ĂďŝůŝƚǇ ƚŽ ƐƵƉƉŽƌƚ͕ ĚĞǀĞůŽƉ ĂŶĚ ŚŽůĚ ĂĐĐŽƵŶƚĂďůĞ ƚĞĂĐŚĞƌƐ ĨŽƌ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ Ăƚ Ă ƟŵĞ ǁŚĞŶ ƚŚĞƌĞ ǁĞƌĞ ŶŽ ĐůĞĂƌ ŶĂƟŽŶĂů ĚŝƌĞĐƟǀĞƐ͘

CREATIVITY:

dŚĞ ĐŽŶƚĞŶƚ ƐŚŽƵůĚ ďĞ ŝŶƚĞƌĂĐƟǀĞ͕ ƌĞůĞǀĂŶƚ ĂŶĚ ŝŶƚĞƌĞƐƟŶŐ ĞŶŽƵŐŚ ƚŽ ƐƉĂƌŬ ĐƵƌŝŽƐŝƚǇ ĂŶĚ ĚŝƐĐƵƐƐŝŽŶ͘ ĞƉĞŶĚŝŶŐ ŽŶ ƚŚĞ ƉůĂƞŽƌŵ ĂŶĚ ĐŽŶƚĞǆƚ͕ ŵĂŬŝŶŐ ƵƐĞ ŽĨ ŝŵĂŐĞƐ͕ ǀŽŝĐĞ ŶŽƚĞƐ͕ ĞŵŽũŝƐ ĂŶĚ ǀŝĚĞŽƐ ŚĞůƉ ƚŽ ĞŶĐŽƵƌĂŐĞ ĞŶŐĂŐĞŵĞŶƚ͘

&ĂĐŝůŝƚĂƚĞƐ ƌĞĂůͲƟŵĞ ĐŽŵŵƵŶŝĐĂƟŽŶ ďĞƚǁĞĞŶ ƚĞĂĐŚĞƌƐ ĂŶĚ ĐĂƌĞŐŝǀĞƌƐ ƵĚŝŽ ůĞƐƐŽŶƐ ĐĂŶ ďĞ ƐĞŶƚ ĚŝƌĞĐƚůǇ ƚŽ ůĞĂƌŶĞƌƐ >ĞĂƌŶĞƌƐ ĐĂŶ ĂĐĐĞƐƐ ŵƵůƟŵĞĚŝĂ ĐŽŶƚĞŶƚ ZĞƉŽƌƚ ĐĂƌĚƐ ĐĂŶ ďĞ ƐĞŶƚ ĚŝƌĞĐƚůǇ ƚŽ ƚŚĞ ĐĂƌĞŐŝǀĞƌ͛Ɛ ƉŚŽŶĞ͘

Tailoring the content

CONSOLIDATION:

dŚŽƵŐŚ ƚŚĞ ďĞƐƚ ƚŚĞŽƌĞƟĐĂů ĂƉƉƌŽĂĐŚ ǁŽƵůĚ ďĞ ƚŽ ĐŽŶƐŽůŝĚĂƚĞ ĐŽŶƚĞŶƚ ƚŽ ƐƵŝƚ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ;ĨŽƌ ĞǆĂŵƉůĞ͕ ĂǀŽŝĚŝŶŐ ŶĞǁ

͞ ŵŽũŝƐ ĂŶĚ ĨƵŶ ĂĐƟǀŝƟĞƐ ĐĂŶ ďĞ ƵƐĞĚ ƚŽ ŝŶŝƟĂƚĞ Ă ĐŽŶǀĞƌƐĂƟŽŶ ǁŚĞŶ ůĞĂƌŶĞƌƐ ĂƌĞ reluctant to talk about how they are doing or feeling. In our programme, we ask learners to share the last three emojis they used or ask them to do brain teasers and tongue twisters.” <ƵŚůĞ EƟŶƟůŝ͕ /ƐŝďŝŶĚŝ ǌŝŬŽůĞŶŝ WƌŽŐƌĂŵŵĞ ŽŽƌĚŝŶĂƚŽƌ Ăƚ ƚŚĞ EĂƟŽŶĂů ƐƐŽĐŝĂƟŽŶ ŽĨ ŚŝůĚ ĂƌĞ tŽƌŬĞƌƐ ;E tͿ͘ 5

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Distance learning

8 4 Driving engagement 10 KEEP IT SHORT: NOVEMBER 2020

ŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ĐĂŶ ďĞ Ă ĐŚĂůůĞŶŐĞ ʹ ĞǀĞŶ ŝŶ ǁĞůůͲƌĞƐŽƵƌĐĞĚ ĞŶǀŝƌŽŶŵĞŶƚƐ͘ dŽ ĂǀŽŝĚ ĚŝŐŝƚĂů ĨĂƟŐƵĞ͕ ŝƚ ŝƐ ƵƐĞĨƵů ƚŽ ŬĞĞƉ ƚŚĞ ƐĞƐƐŝŽŶƐ ƐŚŽƌƚ ;ŽŶĞ ƚŽ ƚǁŽ ŚŽƵƌƐ Ăƚ ŵŽƐƚͿ ĚĞƉĞŶĚŝŶŐ ŽŶ ƚŚĞ ĐŽŶƚĞŶƚ ĂŶĚ ŽďũĞĐƟǀĞ͘

CONCLUSION: DELIVERING HOLISTIC AND SCALABLE SOLUTIONS

ADULT SUPPORT:

ŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ƉƌĞƐĞŶƚĞĚ ĞĚƵĐĂƟŽŶ ŽĸĐŝĂůƐ ǁŝƚŚ Ă ĚŝůĞŵŵĂ ĨƌŽŵ ƚŚĞ ŽŶƐĞƚ͘ /Ŷ ^ŽƵƚŚ ĨƌŝĐĂ ŵĂŶǇ ǀƵůŶĞƌĂďůĞ ůĞĂƌŶĞƌƐ ĚŽ ŶŽƚ ŚĂǀĞ ĞǆĐůƵƐŝǀĞ ĂĐĐĞƐƐ ƚŽ Ă ƚĞůĞǀŝƐŝŽŶ Žƌ ƌĂĚŝŽ ŝŶ ƚŚĞ ŚŽŵĞ͕ ůĞƚ ĂůŽŶĞ ĂĐĐĞƐƐ ƚŽ ĚŝŐŝƚĂů ƚŽŽůƐ ĂŶĚ ĐŽŶŶĞĐƟǀŝƚǇ͘ Ɛ ŽƵƚůŝŶĞĚ ĂďŽǀĞ͕ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ ĂŶĚ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ͕ ƚŚƌŽƵŐŚ ƚŚĞŝƌ ƉĂƌƚŶĞƌƐ͕ ƋƵŝĐŬůǇ ƉƵƚ ŝŶƚŽ ƉůĂĐĞ ŵĞĂƐƵƌĞƐ ƚŽ ŽǀĞƌĐŽŵĞ ƐŽŵĞ ŽĨ ƚŚĞƐĞ ďĂƌƌŝĞƌƐ ƚŽ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ͘

LIVE LESSONS:

,ŽǁĞǀĞƌ͕ ƐĐŚŽŽůƐ ĂƌĞ ŶŽƚ ŽŶůǇ ƐƉĂĐĞƐ ĨŽƌ ůĞĂƌŶŝŶŐ ʹ ƚŚĞǇ ĂƌĞ also places where many learners access meals and psychosocial ƐƵƉƉŽƌƚ͘ ŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ŝƐ ƚŚĞƌĞĨŽƌĞ ŽŶůǇ ŽŶĞ ƉŝĞĐĞ ŽĨ ƚŚĞ ƐĐŚŽŽůŝŶŐ ƉĂĐŬĂŐĞ ƚŚĂƚ ŶĞĞĚƐ ƚŽ ďĞ ƚƌĂŶƐůĂƚĞĚ ŝŶƚŽ Ă ĚŝŐŝƚĂů ĞǆƉĞƌŝĞŶĐĞ͘ ŐŽŽĚ ĞǆĂŵƉůĞ ŝƐ ƚŚĞ E t͛Ɛ ͚sŝƌƚƵĂů ŽŶŶĞĐƟŽŶ͛ ƉƌŽŐƌĂŵŵĞ͕ ǁŚŝĐŚ ĂĚŽƉƚĞĚ Ă ďůĞŶĚĞĚ Žƌ ŚǇďƌŝĚ ĂƉƉƌŽĂĐŚ ƚŽ ŵĂŶĂŐŝŶŐ ƚŚĞ ƉƌŽǀŝƐŝŽŶ ŽĨ ƉƐǇĐŚŽƐŽĐŝĂů ƐƵƉƉŽƌƚ ƐĞƌǀŝĐĞƐ ĂŶĚ ŵĞŶƚŽƌŝŶŐ͘ ^ŝŵŝůĂƌůǇ͕ <ŚƵůĂ ĞǀĞůŽƉŵĞŶƚ 'ƌŽƵƉ ĐŽŵďŝŶĞĚ ŚŽŵĞ ǀŝƐŝƚƐ ĂŶĚ ĐĂƌĞŐŝǀĞƌ ĞĚƵĐĂƟŽŶ ǁŝƚŚ ƚŚĞ ƉƌŽǀŝƐŝŽŶ ŽĨ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ ŵĂƚĞƌŝĂů͘

<ĞǇ ĂƐƉĞĐƚƐ ƚŚĂƚ ƐĞĞŵ ƚŽ ĚƌŝǀĞ ĞŶŐĂŐĞŵĞŶƚ Ăƚ ŽůůĂďŽƌĂƟŽŶ ^ĐŚŽŽůƐ ĂƉƉĞĂƌ ƚŽ ĚŝīĞƌ ĚĞƉĞŶĚŝŶŐ ŽŶ ƚŚĞ ĂŐĞ ŽĨ ƚŚĞ ůĞĂƌŶĞƌ͘ &Žƌ ƉƌŝŵĂƌǇ ƐĐŚŽŽů ůĞĂƌŶĞƌƐ͕ ŝƚ ŝƐ ǀŝƚĂů ƚŽ ŝŶǀŽůǀĞ ƉĂƌĞŶƚƐ ŝŶ ƚŚĞ ƉƌŽĐĞƐƐ͘ tŚĞƌĞ ƐĐŚŽŽůƐ ŚĂǀĞ ŵĂŶĂŐĞĚ ƚŽ ƌĞĂĐŚ ƉĂƌĞŶƚƐ͕ ĞŶŐĂŐĞŵĞŶƚ ŚĂƐ ďĞĞŶ ĨŽƵŶĚ ƚŽ ďĞ ŚŝŐŚĞƌ͘ ,ŝŐŚ ƐĐŚŽŽů ůĞĂƌŶĞƌƐ ĂƌĞ ŵŽƌĞ ŝŶĚĞƉĞŶĚĞŶƚ ďƵƚ ĞĂƌůǇ ĞǀŝĚĞŶĐĞ ĨƌŽŵ W^W ŝŶĚŝĐĂƚĞƐ ƚŚĂƚ ĞŶŐĂŐĞŵĞŶƚ ŝƐ ŚŝŐŚĞƌ ǁŚĞŶ Ă ůĞĂƌŶĞƌ ŚĂƐ Ă ƐƵƉƉŽƌƟǀĞ ĂĚƵůƚ ŝŶ ƚŚĞŝƌ ůŝĨĞ ǁŚŽ ƐŚŽǁƐ ŝŶƚĞƌĞƐƚ ŝŶ ǁŚĂƚ ƚŚĞǇ ĂƌĞ ĚŽŝŶŐ͘ tŚĞƚŚĞƌ Žƌ ŶŽƚ ƚŚĞ ůĞĂƌŶŝŶŐ ŵŽĚĂůŝƚǇ ŝƐ ůŝǀĞ Žƌ ƉƌĞͲƌĞĐŽƌĚĞĚ ĂůƐŽ ĂīĞĐƚƐ ĞŶŐĂŐĞŵĞŶƚ͘ >ŝǀĞ ůĞƐƐŽŶƐ ĂƌĞ ůŝŬĞůǇ ƚŽ ŝŶĐƌĞĂƐĞ ĞŶŐĂŐĞŵĞŶƚ ĐŽŵƉĂƌĞĚ ƚŽ ƐƚƵĚǇŝŶŐ ĂůŽŶĞ͘

TIPS TO IMPROVE ENGAGEMENT: ^ƵŵŵĂƌŝƐĞ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ůĂƌŝĨǇ ĂŶĚ ƐŚŽǁ ĞǆĂŵƉůĞƐ DĂŬĞ ƚŚĞ ůĞƐƐŽŶ ŵĞŵŽƌĂďůĞ hƐĞ ŵƵůƟŵĞĚŝĂ ĐŽŶƚĞŶƚ DĂŬĞ ĂĐƟǀŝƟĞƐ ĨƵŶ͕ ƉƌĂĐƟĐĂů͕ ĂŶĚ ƌĞůĂƚĂďůĞ

tŝƚŚ ƚŚĞ ƉŽƐƐŝďŝůŝƚǇ ŽĨ ĨƵƚƵƌĞ ůŽĐŬĚŽǁŶƐ ĂŶĚ ƐĐŚŽŽů ĐůŽƐƵƌĞƐ͕ ůĞĂƌŶŝŶŐ ĨƌŽŵ ƚŚĞƐĞ ŝŶŝƟĂƟǀĞƐ ǁŝůů ŚĞůƉ ƵƐ ƚŽ ďƵŝůĚ Ă ƌŽďƵƐƚ ĞǀŝĚĞŶĐĞ ďĂƐĞ ĨŽƌ ŐŽŽĚ ƉƌĂĐƟĐĞ ƚŽ ďĞƩĞƌ ƐƵƉƉŽƌƚ ůĞĂƌŶĞƌƐ ƚŚƌŽƵŐŚ ĚŝƐƚĂŶĐĞ ůĞĂƌŶŝŶŐ͕ ƉĂƌƟĐƵůĂƌůǇ ƚŚŽƐĞ ǁŚŽ ĂƌĞ ĂůƌĞĂĚǇ ǀƵůŶĞƌĂďůĞ͘ dĂŬŝŶŐ ƚŚĞƐĞ ŝŶŝƟĂƟǀĞƐ ƚŽ ƐĐĂůĞ͕ ŚŽǁĞǀĞƌ͕ ǁŝůů ƌĞƋƵŝƌĞ ƚŚĞ ďƵǇͲŝŶ ĂŶĚ ƐƵƉƉŽƌƚ ŽĨ ĞĚƵĐĂƟŽŶ ŽĸĐŝĂůƐ͕ ƉĂƌĞŶƚƐ͕ ƚĞĂĐŚĞƌƐ ĂŶĚ ƚŚĞŝƌ ƵŶŝŽŶƐ͘ /ƚ ǁŝůů ĂůƐŽ ƌĞƋƵŝƌĞ ƚŚĂƚ ĞĚƵĐĂƟŽŶĂů ƌĞƐŽƵƌĐĞƐ ƉƌŽǀŝĚĞĚ ďǇ ƉƵďůŝĐ ďĞŶĞĮƚ ŽƌŐĂŶŝƐĂƟŽŶƐ ĂƌĞ ǌĞƌŽͲƌĂƚĞĚ ŐŽŝŶŐ ĨŽƌǁĂƌĚ͘

DŽŶŝƚŽƌ ĂŶĚ ĞǀĂůƵĂƚĞ ůĞĂƌŶĞƌ ƉƌŽŐƌĞƐƐ͘

dŚŝƐ ďƌŝĞĨ ǁĂƐ ĂƵƚŚŽƌĞĚ ďǇ ZĂŚŝŵĂ ƐƐŽƉ͕ ŽŵŵƵŶŝĐĂƟŽŶƐ >ĞĂĚ ĨŽƌ ƚŚĞ ĞƌŽ ƌŽƉŽƵƚ ĂŵƉĂŝŐŶ͕ ǁŝƚŚ ĐŽŶƚƌŝďƵƟŽŶƐ ĨƌŽŵ ƚŚĞ EĂƟŽŶĂů ƐƐŽĐŝĂƟŽŶ ŽĨ ŚŝůĚ ĂƌĞ tŽƌŬĞƌƐ ;E tͿ͕ <ŚƵůĂ ĞǀĞůŽƉŵĞŶƚ 'ƌŽƵƉ ;< 'Ϳ͕ ĂŶĚ WƵďůŝĐ ^ĐŚŽŽů WĂƌƚŶĞƌƐŚŝƉƐ ;W^WͿ͘

This is the learning experience of:

WWW.DGMT.CO.ZA 6

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34 | Teacha! Magazine

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Zimbabwe's education law

Zimbabwe’s education law now does more for children, but there are still gaps

Zimbabwe’s amended education act seeks to protect, respect and fulfil the right to education for all children. GettyImages

Zimbabwe recently adopted the Education Amendment Act, 2020, to align its Education Act with the country’s Constitution. The amendment is a result of consultations about how every child could realise the right to free basic education. The Act has fairly extensive provisions to protect, respect and fulfil the right to education for all children. It addresses issues pertinent to education, including the prohibition of expelling pregnant girls from school, free and compulsory education, sexual and reproductive health issues, and the rights of learners with disabilities. As a researcher focused on children’s rights, I argue that while the amendment is commendable and progressive, the current economic outlook presents challenges and barriers in practice. Some of the challenges include dilapidated school infrastructure, lack of access to educational materials and 36 | Teacha! Magazine

the unavailability of teachers due to protest action.

Free and compulsory education The purpose of the amendment is to give effect to the constitutional right to education and specify its underpinning principles. The state has the duty to provide learners with resources and facilities for learning. But there’s a condition. The right is subject to

Zimbabwe's education law

the availability of state resources. Essentially and technically, the government could delay the realisation of the right on the basis of not having the required funds.

Access to sexual and reproductive health services

The Act makes it clear that attending state funded education isn’t optional, but compulsory. It is an offence for any parent or guardian to deprive a child of education paid for by the state.

Section 4 of the Act declares that the state must ensure the provision of sanitary wear and other menstrual health facilities. These include water and sanitation in all schools. This is a remarkable improvement. The previous law was silent on this fundamental right.

The law also underscores that schools may not expel learners for failing to pay fees. This also applies to privately owned schools that aren’t state funded. So, no learner can be expelled (legally) in light of the amendment, even though private schools need to cover their costs.

Expulsion of pregnant learners from school The amended Act says no child shall be excluded from school on the basis of pregnancy. Pregnancy can’t affect the decision to admit, suspend or expel a learner. This progressive and commendable provision applies to both government and private schools. A 2019 report by the Ministry of Primary and Secondary Education noted the prevalence of school dropouts as a result of pregnancy or early marriages. There are also concerns about the increasing cases of teenage pregnancy and potential school dropouts in the aftermath of Covid-19. The Act will now ensure that pregnant girls will have access to education.

The integration of the sexual reproductive and health rights of girls comes at a convenient time as UNICEF Zimbabwe and its partners are working on these issues. Further, the amendment provides for the appointment of sexual and reproductive health personnel at every school. There’s no regulation specifying who qualifies to be appointed to this role. It’s unclear whether teachers could qualify. Training them would have budgetary implications for the government. In many rural schools, clinics or health facilities are not easily accessible. The government must take practical steps to move from rhetoric to reality.

Corporal punishment as disciplinary action

Going forward, there’s need to foster a change of attitude among teachers, learners and parents. It’s one thing to have a right to remain in school while pregnant, and another to have an environment that supports and upholds such a right. Change of attitude cannot be legislated.

Disciplinary action against learners must respect the child’s human dignity and the best interests of the child. Section 68 of the Act requires every school to have a disciplinary policy. It does not permit any treatment that doesn’t respect the dignity of the child. Any discipline which amounts to physical or psychological torture, or to cruel, inhuman or degrading treatment or punishment, is outlawed. While the amendment doesn’t explicitly use the term “corporal punishment”, it might meet such criteria.

But the implementation still relies on the government, working in partnership with organisations such as PLAN International Zimbabwe and CAMFED, to foster behaviour change, inclusion and tolerance in communities.

The development is in line with best practices in other countries that have abolished the use of corporal punishment in both public and private schools. For instance, section 56(1) of the Education Act No. 16 of 2001 of Namibia, confirmed in Teacha!Magazine Magazine| 37 | 37 Teacha!

Zimbabwe's education law

Van Zyl vs State, prohibits teachers from using corporal punishment as a disciplinary measure.

registered school – not the state – to provide infrastructure for learners with a disability. This is subject to the availability of resources.

The best interests of the child are placed at the centre of any disciplinary measure. This means any disciplinary measure must be moderate, reasonable and proportionate in light of the conduct, age, sex, health and circumstances of the child concerned.

A majority of schools are financially constrained and have dilapidated infrastructure. Learners with disabilities may have to wait until there are resources to give them access to educational infrastructure and services. The Act is mute on the provision of inclusive and equitable quality education – the cornerstone for Sustainable Development Goal 4. The reason behind this glaring omission isn’t clear.

Learners with disabilities The Act provides for the rights of pupils with any disability. But the provision is fundamentally problematic. At face value, it places the responsibility on every

Arguably, referring to the goal in the Act would have given children a legal claim to decent educational infrastructure, upto-date study materials and information, communication and technology equipment, among others. The Inclusive Education Policy lacks the same legal force as the Act. Policies, unlike statutory law, are not enforceable and may help governments escape compliance. In principle, the Education Amendment Act is the first step on a journey of a million miles. Its success depends on the implementation measures and approaches from state and non-state actors.

Author: Rongedzayi Fambasayi Doctoral Researcher: Faculty of Law, North-West University This article is republished from The Conversation under a Creative Commons license. Read the original article.

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SACE Virtual Library

SACE Virtual Library gives teachers thousands of free ebooks

Earlier this month, Jean Vermeulen, Founder of Teacha! Magazine held a QandA session with Ella Mokgalane (CEO of SACE), Wilfried Theunis (Country Programmes Manager of VVOB), and Debra Ogilvie-Rood (Head of the Snapplify Foundation) to discuss the recently launched SACE Virtual Library. At Teacha!, we’re all for getting helpful resources into the hands of teachers – so this library has got us really excited! In this QandA, we discuss the SACE Virtual Library – how it came about and what having a digital library with thousands of books means for teachers across South Africa. SACE, the professional council for educators, aims to enhance the status of the teaching profession through appropriate registration, management of professional development and inculcation of a Code of Ethics for all educators. VVOB – education for development is an organisation based in Belgium with more than 35 years of experience in sustainably improving the quality of education systems. The Snapplify Foundation is a registered not-for-profit organisation. Working with partners, from government to the private sector, the Snapplify Foundation aims to make digital education a reality for schools that might otherwise be left behind, ultimately helping even more learners access their fundamental human right to quality education (Sustainable Development Goal number 4). Teacha! Magazine | 39

SACE Virtual Library

Jean: From SACE’s point-of-view, what was the driving force behind the recent launch of the SACE Virtual Library? Ella: The President of South Africa has highlighted how important it is for the country to become a reading nation and SACE’s vision is in line with this – to strengthen reading. The SACE Virtual Library presents reading opportunities for our SACE-registered educators and stakeholders. They can access various digital resources that will contribute to their knowledge, material development, as well as teaching and learning. Jean: How do you believe providing access to ebooks and digital content will help teachers on their professional development journey? Ella: Engaging with the reading material from the SACE Virtual Library counts as part of educators’ continuing professional development. Therefore, educators will also be able to record their professional development points by accessing the reading material from the virtual library. This is closely linked to the Continued Professional Teacher Development (CPTD) portal. Jean: What type of content will be included in the SACE Virtual Library for teachers to access? Ella: The library will include a wide range of content – everything from professional 40 | Teacha! Magazine

SACE Virtual Library

development, leadership and management, teaching resources, and books for leisure reading. Jean: Wilfried, can you share a little bit more about VVOB and the work you do in South Africa to support teachers, and why VVOB are supporting this particular initiative? Wilfried: VVOB works with the Department of Basic Education and SACE, as well as the departments of education in the Free State and KwaZulu-Natal, to better support school leaders and teachers. Part of our support involves looking at the SACE CPTD management system and assisting SACE with supporting educators even more. If you combine this focus of ours with the drive of the department to promote reading and improve literacy outcomes, it was a very simple decision to support this virtual library. Jean: Debra, can you tell us a little more about the role of the Snapplify Foundation in the implementation of the SACE Virtual Library and how it fits with the overall mission of the foundation? Debra: At the Snapplify Foundation, we have a deep appreciation for the vital role that teachers play to nurture learners. It is therefore crucial that teachers have access to resources and tools that not only help them to be the best teachers they can be, but empower them to continue growing and evolving in their teaching profession. Jean: Debra, In your view, what does success look like with the role out of the SACE Virtual Library, what are some of the crucial outcomes you would like to see transpire? Debra: With an education structure now continually adapting to meet and overcome the challenges that the current global pandemic has brought about, it is now even more important that teachers have the opportunity to access digital content and resources. By providing teachers with ebooks that they can access anywhere, anytime (24/7, seven days a week), and even read offline, our hope at the Snapplify Foundation is that they will benefit professionally as well as personally, spending time not only on their professional development but also spending time enjoying reading books for pleasure.

To access the SACE Virtual Library, all you need to do is be registered with SACE. Please ensure that your email address is up to date so that you can be emailed an invitation to sign up. You can also sign in to SACE and log in to the library using the link found in the CPTD portal.

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