Latest news with #SiviweGwarube
IOL News
3 days ago
- Politics
- IOL News
Minister Gwarube warns non-compliance with Bela Act will lead to legal consequences
Basic Education Minister Siviwe Gwarube says she was working flat out to make sure the regulations for the Basic Education Laws Amendment Act were published in June Image: Supplied Basic Education Minister Siviwe Gwarube has warned that those that will not comply with controversial Basic Education Laws Amendment (Bela) Act will face the full might of the law. Gwarube, who has yet to gazette the Bela Act's regulations, said there was a legislative framework on how the department's districts and schools should implement the new law. 'This piece of legislation is now the law of the Republic of South Africa. Anybody who does not comply with the law will face the consequence of not complying with the law,' she said. Gwarube made the comment during the question-and answer-session in the National Assembly when she was asked by EFF MP Mandla Shikwambane how she planned to address potential resistance for former Model C and Afrikaans-medium schools to use the admission and language policy to systematically exclude black pupils. Video Player is loading. Play Video Play Unmute Current Time 0:00 / Duration -:- Loaded : 0% Stream Type LIVE Seek to live, currently behind live LIVE Remaining Time - 0:00 This is a modal window. Beginning of dialog window. Escape will cancel and close the window. Text Color White Black Red Green Blue Yellow Magenta Cyan Transparency Opaque Semi-Transparent Background Color Black White Red Green Blue Yellow Magenta Cyan Transparency Opaque Semi-Transparent Transparent Window Color Black White Red Green Blue Yellow Magenta Cyan Transparency Transparent Semi-Transparent Opaque Font Size 50% 75% 100% 125% 150% 175% 200% 300% 400% Text Edge Style None Raised Depressed Uniform Dropshadow Font Family Proportional Sans-Serif Monospace Sans-Serif Proportional Serif Monospace Serif Casual Script Small Caps Reset restore all settings to the default values Done Close Modal Dialog End of dialog window. Advertisement Next Stay Close ✕ Ad loading She said the department could not change attitudes by legislation. 'We cannot legislate to change attitudes. Legislation for education accommodates all children from all backgrounds and language. Anybody who does not comply with this piece of legislation will find themselves on the wrong side of the law.' Gwarube stated that it was not for the department to worry about non-compliance. 'It is up to the courts, and if schools do not comply with the law, they will face the consequences. I am not anxious about it because, ultimately, we got a legislative framework the district and schools will know how to implement and people will know exactly what needs to be done and if they don't, they will face consequences of breaking the law,' she said. Gwarube noted that she was often asked when she will implement the Bela Act, which was passed last year, and three-month period allowed for consultation around two clauses related to issues of admission and language. 'As a constitutionalist, I approach implementation of Bela Act with respect for rule of law, transparency, and responsibility entrusted to the office.' She stated that the Bela Act was proclaimed on December 24 and was now operational. 'The only process left for us to do as the department is to develop regulations. The development of regulations does not delay the implementation of the law because the law is in force. 'This has nothing to do with me and my preferences. I am busy working flat out to make sure all of you will have an opportunity to comment on the regulation that will be published in June.' Gwarube said the department will train district officials to guide schools on implementation of the new legal framework. 'We will be assisting schools and the principals to implement it well. The guiding principle are the 13.5 million learners. 'I am not nervous and I am not anxious. I think we have strong legal guidance, hence it will have regulations attached to it,' said Gwarube She spoke against using Bela Act as political football. 'We need to move on. We need to protect our learners and schools.' Gwarube noted that the politics around Bela Act was not a pre-occupation among school governing bodies, parents, and children. 'The political choice around this piece of legislation only exist in the political circles. People on the ground want their children to learn. They want them to learn in safe environment and it our responsibility as department to make sure that we provide good quality education for them to thrive.' Gwarube was asked whether schools were moving towards dual-language and about assistance offered for them to start implementing dual language. She said the provision for dual-language schools has been in existence before the Bela Act was enacted, and that school governing bodies make a decision when they were ready to become dual-language and put the necessary processes into action. 'This process has been ongoing before the new reality. Provinces sit with this kind of work all the time. Schools come to provincial departments asking to be dual-language medium all the time,' Gwarube said.
The Citizen
21-05-2025
- The Citizen
Education minister calls on all roleplayers to help stop kids bullying
The minister also reiterated her call for school governing bodies to enforce codes of conduct firmly and fairly. Seven pupils aged 13 to 14 appeared in court this week over an alleged violent attack on a fellow pupil. Picture: iStock Minister of Basic Education Siviwe Gwarube has raised alarm over the growing crisis of bullying and misconduct in South African schools This follows recent incidents of young girls seen in a viral video bullying a fellow pupil and several claims of violent misconduct in South African schools. Speaking on eNCA on Wednesday, Gwarube stressed that school discipline cannot be addressed with punitive measures alone. 'These things are deeply rooted in our societies, and you are seeing this kind of violence playing itself out in our schools,' she said. Seven minors arrested Seven teenage girls, aged between 13 and 14, were arrested on Sunday, 18 May for allegedly assaulting a fellow pupil in Johannesburg earlier this month. The group was detained after a disturbing video went viral on social media showing the victim being attacked by her peers on 10 May. According to a statement from the Office of the Provincial Commissioner of the Police in Gauteng, a case was opened. 'A case of common assault was opened at the local police station. Consequently, the suspects were rounded up,' said Lieutenant Colonel Mavela Masondo. The arrested girls have since been released into the custody of their parents. The police confirmed that the girls were to appear in the Johannesburg Magistrate's Court on Wednesday to face charges of common assault. ALSO READ: 7 teens appear in court after shocking assault video goes viral Bullying incidents under scrutiny Gwarube confirmed she has been in contact with the department regarding the case of the seven girls and is being kept up to date. 'We cannot allow children to go to school only to be violated. How can parents trust that their children are safe in school when other children are violating them?' the minister questioned. The minister reiterated her call for school governing bodies to enforce codes of conduct firmly and fairly. She also warned that teachers involved in corporal punishment, despite it being illegal, will face consequences. 'We have zero tolerance for teachers who still practise corporal punishment,' she said. ALSO READ: Discipline and learning collapse at Wordsworth High School Psychosocial support critical Acknowledging the shortage of psychologists in schools, Gwarube emphasised that psychosocial support must be part of the solution. 'Each of the 75 education districts has at least one psychologist allocated to schools in that area,' she said. In serious cases, the department deploys additional psychologists to offer immediate support. 'When we had that horrific sexual assault case in the Eastern Cape, we had to bring in a group of them,' she added. ALSO READ: Gang violence grips Joburg south as Lesufi fails to act, says DA Parental role essential Gwarube said parents must play an active role in shaping their children's behaviour. 'Discipline is not something that should be dealt with by just teachers,' she noted. 'Schools don't exist in a vacuum. They exist in communities.' She praised the Western Cape education department's efforts to involve parents and communities directly. 'I want to commend the MEC there for holding meetings with parents about school discipline. That's the kind of innovation we need,' she said. 'We have to show up for children. They're not born bullies. Many are children in distress,' she said. NOW READ: Over 500 school bullying cases reported so far in 2025
The Herald
17-05-2025
- Politics
- The Herald
Education department to ensure that no boy child is left behind, says Gwarube
Basic education minister Siviwe Gwarube says her department will ensure that no male child is left behind as boys continue to face educational, emotional and social challenges. This follows recent studies on South Africa's systematic evaluation which showed that boys are constantly underperforming, have lower health knowledge and are more likely to drop out of school than girls. 'In our efforts to address the gender disparities, many of them rightly focus on the empowerment of girls. We have overlooked and left the boy child behind in our classrooms and more broadly in our communities and society,' Gwarube said. During the commemoration of the International Day of the Boy Child at the Thaba Tshwane City Hall in Centurion , Gwarube emphasised that in pursuit of gender equity the boy child must not be overlooked. She called for a balanced approach, one that uplifted both boys and girls, while reinforcing the department of basic education's commitment to inclusive, supportive and nurturing school environments. 'Let us write a new story for the boy child. Let us provide him with space to cry without shame, to dream without limit and to rise without fear,' said Gwarube. The reason boys were left behind, she said, was that society continued to cling to rigid notions of masculinity. From a young age boys were taught to suppress their emotions, man up and avoid expressing fear or sadness. 'A continent cannot rise if its sons and daughters are not growing together. A country cannot thrive if its classrooms are filled with disengaged, unsupported young men. And a community cannot flourish when its boys are burdened by silence, shame and societal neglect,' she said. Deputy minister of basic education Dr Makgabo Reginah Mhaule said that all children, regardless of gender, deserved attention, care and support tailored to their unique circumstances and challenges. Gauteng education and sports, arts, culture and recreation MEC Matome Chiloane dealt with the serious challenges boys faced in schools, including gangsterism, bullying and dropping out of school. He said a targeted anti-bullying campaign was being developed and that several schools had already implemented an anonymous bullying reporting system for both pupils and teachers. These efforts formed part of a broader strategy to support pupils through a range of dedicated programmes. The International Day of the Boy Child, celebrated on May 16 each year, is a significant event during Child Protection Month in the country. The day highlights the significance of boys' welfare and the difficulties they encounter while also honouring the positive contributions they make to their families and communities. TimesLIVE
TimesLIVE
16-05-2025
- General
- TimesLIVE
Education department to ensure that no boy child is left behind, says Gwarube
Basic education minister Siviwe Gwarube says her department will ensure that no male child is left behind as boys continue to face educational, emotional and social challenges. This follows recent studies on South Africa's systematic evaluation which showed that boys are constantly underperforming, have lower health knowledge and are more likely to drop out of school than girls. 'In our efforts to address the gender disparities, many of them rightly focus on the empowerment of girls. We have overlooked and left the boy child behind in our classrooms and more broadly in our communities and society,' Gwarube said. During the commemoration of the International Day of the Boy Child at the Thaba Tshwane City Hall in Centurion, Gwarube emphasised that in pursuit of gender equity the boy child must not be overlooked. She called for a balanced approach, one that uplifted both boys and girls, while reinforcing the department of basic education's commitment to inclusive, supportive and nurturing school environments. 'Let us write a new story for the boy child. Let us provide him with space to cry without shame, to dream without limit and to rise without fear,' said Gwarube. The reason boys were left behind, she said, was that society continued to cling to rigid notions of masculinity. From a young age boys were taught to suppress their emotions, man up and avoid expressing fear or sadness. 'A continent cannot rise if its sons and daughters are not growing together. A country cannot thrive if its classrooms are filled with disengaged, unsupported young men. And a community cannot flourish when its boys are burdened by silence, shame and societal neglect,' she said. Deputy minister of basic education Dr Makgabo Reginah Mhaule said that all children, regardless of gender, deserved attention, care and support tailored to their unique circumstances and challenges. Gauteng education and sports, arts, culture and recreation MEC Matome Chiloane dealt with the serious challenges boys faced in schools, including gangsterism, bullying and dropping out of school. He said a targeted anti-bullying campaign was being developed and that several schools had already implemented an anonymous bullying reporting system for both pupils and teachers. These efforts formed part of a broader strategy to support pupils through a range of dedicated programmes. The International Day of the Boy Child, celebrated on May 16 each year, is a significant event during Child Protection Month in the country. The day highlights the significance of boys' welfare and the difficulties they encounter while also honouring the positive contributions they make to their families and communities.
Daily Maverick
15-05-2025
- General
- Daily Maverick
Go figure — alarming number of SA schools no longer offer maths as a subject
Mathematics is no longer taught at more than 450 South African public schools, raising alarm among education experts, unions and civil society. A total of 464 public schools across South Africa do not offer learners the option of studying mathematics. This was revealed in response to a parliamentary question by EFF MP Mandla Shikwambana to the minister of basic education, Siviwe Gwarube. The provincial breakdown of public schools that do not teach mathematics is: KwaZulu-Natal — 135 schools; Eastern Cape — 84 schools; Limpopo — 78 schools; Western Cape — 61 schools; Gauteng — 31 schools; North West — 31 schools; Northern Cape — 19 schools; Free State — 14 schools; and Mpumalanga — 11 schools. The Department of Basic Education (DBE) says there are several reasons why schools do not offer mathematics. One significant factor is linked to learner subject selection. As learners in Grade 10 choose their subject streams based on their interests and potential career paths, schools may find that the demand for core mathematics is not sufficient. 'While Mathematics remains a high-priority subject, schools — particularly smaller ones — may not have sufficient resources or demand to offer both Mathematics and Mathematical Literacy,' read the parliamentary reply. Beyond demand driven by learner choice, schools also face operational and resource-based challenges. According to the DBE, even if some learners are interested, there might be limited enrolment in the mathematics stream, which can make it unviable to run a full class. There is also a shortage of qualified mathematics teachers, while budgetary and timetabling constraints can also limit the subjects a school offers. Targeted interventions The department said it was actively promoting the offering of mathematics in all schools and had several interventions to address the situation, including: Regular monthly engagement with provincial education departments to share best practices and address challenges; Subject advocacy to encourage schools and learners to choose mathematics over mathematical literacy, where appropriate; Supporting provinces to strengthen teacher capacity and learner performance; and Ongoing professional development focusing on improving teaching methodology to enhance learner understanding and retention in mathematics. Specific strategic interventions have also been put in place by the minister of basic education and the DBE to improve learner participation and performance in mathematics. These include the Mathematics, Science and Technology Conditional Grant, which supports teaching, learning and resourcing in specified secondary and primary schools by providing equipment, teacher training and learner support. The department is also reviewing a trilateral cooperation framework with other departments to consolidate efforts and maximise the impact of aligned mathematics priorities, particularly in teacher development. Other initiatives include: Placing new impetus on the Stem (science, technology, engineering and mathematics) Focus Schools Programme for specialised learning environments; Rolling out a mother tongue-based bilingual education initiative to overcome language barriers; Prioritising early childhood development and Foundation Phase education as the cornerstone of future mathematics success; Reviewing post-provisioning norms to ensure smaller Foundation Phase class sizes and prioritisation of numeracy posts; Updating the National Catalogue of Learning and Teaching Support Materials; and Protecting teaching and learning time through focuses such as time on task, teacher preparedness and textbooks. Deepening inequality Research shows that mathematics promotes logical reasoning, analytical thinking and mental discipline, helping learners develop critical thinking and problem-solving skills that are applicable beyond the classroom. Early mathematics education helps children develop foundational skills such as pattern recognition, spatial awareness and logical reasoning, which are crucial for overall cognitive development and later academic success. Furthermore, mathematics opens access to higher education opportunities and Stem careers, which are increasingly important in a technology-driven world. The Department of Basic Education director-general, Hubert Mathanzima Mweli, said during the technical briefing ahead of the 2024 National Senior Certificate results in January, that the department was concerned about BSM subjects – business studies, accounting and economics. The department was equally concerned about the enrolment in mathematics, which saw a decline of 12,000, the highest in recent years. Mweli highlighted that these trends could have dire implications for South Africa's academic landscape and economic future. He added that President Cyril Ramaphosa had given the department a clear instruction to find ways to improve enrolment in technical subjects and mathematics. Gwarube echoed similar sentiments, warning of a spike in learners who progress through the basic education system without mastering foundational skills, particularly in literacy and numeracy. She said this hindered learners' abilities to succeed in higher grades, diminishing their prospects of accessing further education and employment opportunities. 'This trend manifests itself in the perennial decrease of enrolment in subjects such as physical sciences, mathematics, accounting and economics, which are all subjects that are critical for a nation's ability to advance in science, innovation and economic development,' she said. The National Professional Teachers' Organisation of South Africa (Naptosa) said the high number of schools not teaching mathematics did not bode well for the education system. Naptosa spokesperson Basil Manuel said schools not teaching mathematics would hinder the progress of South Africa's education system, and the department needed to restore mathematics to the curricula of these schools. The Public Servants Association (PSA) said schools that didn't teach mathematics were predominantly in underprivileged communities, exacerbating inequalities in the education system. 'These learners would have limited options and study courses that are not needed by the market, thus condemning them to perpetual unemployment and poverty. This alarming development highlights a severe crisis in the education system that demands urgent attention and action,' said the PSA. When teachers struggle, learners struggle Khula Education is a non-profit organisation that works in partnership with rural schools and underserved communities in KwaZulu-Natal. Each year, the organisation supports more than 6,450 children and young people, along with more than 300 teachers in 22 rural schools. Khula provides high-quality early childhood education through its preschools, supplementary teaching in maths and English at primary and secondary levels, and ongoing professional development for teachers. In addition, the organisation offers tailored support for young people to help them prepare for and access further education and meaningful employment. Christopher Magunda, the head of Khula's mathematics department, said that teacher confidence was often undermined by systemic issues and a lack of content knowledge, which have a negative impact on learner confidence and career aspirations. 'From my experience, I've seen that once teachers lack confidence, it filters on to the learners, and then learners believe that maths is difficult. Teacher confidence is the main culprit when it comes to students dropping maths,' he said. 'Besides deflating their personal confidence, it even affects their aspirations in life. So, mathematics is key. Regardless of which subjects you're talking about or which career paths you want to follow, you require maths,' he said. Magunda said that if schools stopped teaching mathematics, the skills shortage would persist. 'If we look at the current situation in South Africa, there is always a cry of a lack of skills; it doesn't seem like we are working towards alleviating that problem in the near future. It means that the problem of skills shortage is going to persist unless some kind of intervention is done,' he said. One of the key interventions is teacher support. 'In the short term, we can talk about teacher support, because these newly appointed teachers are just thrown into the deep end. They are put into the classrooms and they are unequipped with any tools that they need. 'You'd find sometimes there are no subject advisers who are supposed to support the teachers in the classroom, so at the end of the day, the teachers are just doing what they think is the correct thing to do,' he said. DM
