Latest news with #classrooms
The Herald
5 days ago
- General
- The Herald
Swamped teachers ‘expected to perform miracles'
Njobe said the school's request was simple, no luxuries, but essentials — classrooms, teachers and security. The principal said the school struggled to get parents to assist their children with homework and assignments. 'A lot of parents are working on the farms, picking oranges. 'Most of these companies have a no-work-no-pay policy so parents miss out on a lot because they can't afford not to get paid. 'Parents leave early in the morning and come back after dark. There's no time to look at their children's work. 'We have challenges even when we've written letters to parents asking for meetings — they don't show up.' Njobe said Bongolethu's biggest problem was the lack of classrooms because even if the department employed more teachers, there would be no space for them to teach. 'We've written letters asking for bungalows or containers. We would take that while they source funding to build proper classrooms. 'We also want a library. There's no library at the school and no proper resources for the children. 'The department tries in its allocation of books but it's not enough.' Just a few metres up the road, Glentana Junior Primary principal Tembela Vumazonke echoed Njobe's cries for help. Vumazonke and her grade 3 English subject head, Lillian Dyonase, said reading levels at the school were dangerously low, with grade 3 pupils grappling with words they should have mastered in grade 1. 'Our children don't know phonics. We create posters, we try everything, but some children just can't comprehend what's in front of them,' Vumazonke said. Dyonase said the teachers tried to support pupils individually, but the sheer number of struggling youngsters made it impossible to keep up with the curriculum. 'We're grade 3 teachers, but you find the words we're teaching the pupils, the words they're struggling with, are grade 1 or grade 2 words. 'I have a problem with children who don't know how to read entire sentences. 'I even have to break down words and, [in] that time, we've got five sentences to go through and yet that's how I'm teaching each class. 'There's a disconnect somewhere between child, educator and parent. The biggest problem we've got with languages is isiXhosa, which is a home language [subject]. 'Even though the children speak the language, they can't read, write or comprehend,' Dyonase said. Vumazonke said some parents had dropped out of school themselves, making it difficult for them to help their children with their homework. Bongolethu and Glentana are also situated near taverns — a major headache for both schools. Njobe said children as young as those in grade 4 consumed alcohol. Dyonase said the proximity of the taverns was a big problem. 'There's a lot of drinking that goes on in Kirkwood. ' We also deal a lot with children who have learning disabilities and as educators we see this, but we're not medical professionals and can't give a diagnosis. 'We refer them to a departmental official who conducts such assessments, but the problem is there's only one official for the entire district which creates a backlog.' Eastern Cape education department spokesperson Vuyiseka Mboxela said the department was currently building 34 schools in the province, and while Glentana was not part of the figure, the department was obligated to address the challenges at the school. 'Increase of numbers in classes are a decision of the school because it's them that administer intake at the school.' Mboxela said building new schools in communities depended on the determination of profiles conducted by the department. The provincial government had budgeted R1.9bn for school infrastructure in the current financial year. The number of schools in the province have been reduced from 5,285 to 4,976. On the proximity of taverns close to schools, Mboxela said the liquor board had extended the radius of taverns to be 500m from schools. 'Previously, this was 100m,' she said. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation The Herald
RNZ News
28-05-2025
- Business
- RNZ News
New classrooms, school welcome but Selwyn Mayor says more needed
Education Minister Erica Stanford at Lincoln Primary School for Canterbury schooling announcement. Photo: RNZ / Tim Brown The country's fastest growing district is celebrating the announcement of $108 million for a new school, 52 more classrooms and a future school site. At an announcement in Lincoln , Education Minister Erica Stanford outlined the government's plans for schools in the Selwyn district. It included 10 new classrooms for Lincoln Primary School. Principal Chris Nord said they were desperately needed. "Up to the end of last term, we had no more spaces. All of our spaces are full - and, in fact, some spaces that weren't supposed to be classrooms are now spaces. We actually ended up having to empty an entire resource room and make that into a classroom," he said. Two prefabricated temporary classrooms had been installed at the school this week. While it would provide enough space for the enrolments expected through the rest of the year, beyond that, the ten classrooms announced today were needed sooner rather than later. "All the modelling is great, but still there's an unknown factor," Nord said. "That's what we've found - we have walk-ins. This week we've had nine students enrol, walk in off the street. That's what we're experiencing and we're trying to get the Ministry [of Education] to understand there's no modelling or prediction that can describe what we experience." Stanford came to meet with principals from the district's schools late last year. She said she had heard what they told her loud and clear and the government had listened. "We know that there is extraordinary growth in this region. We know that just last year 722 additional students turned up and that is significant growth. And I have been and seen all the housing developments and the local community have been crying out for more classrooms," Stanford said. The intention was to get to work in the summer holidays on a new primary school in Prebbleton as well as new classrooms for two schools in Lincoln and three in Rolleston. But the government was also planning for the future, she said. "We know that we have to be strategic in this region. I want parents to know they can raise a family here - they can feel confident that there will be schools for their children and classrooms for their children. That's why we are also land banking here for future growth," Stanford said. That included buying the land for a future school in Lincoln. "Our priority is getting spades in the ground as soon as possible..." the education minister says. Photo: RNZ / Tim Brown Selwyn District Mayor Sam Broughton said more schools were needed in the district. Wednesday's announcement was a step in the right direction, but more would be needed, he said. "It's really stage one of what's going to be required as we grow," Broughton said. "The most important part to me in today's announcement was actually the land banking and saying we're thinking about the future. As a council we plan out for the next 30 years, we know the pressure we're going to be under, so to have the government say 'yeah, we can see there's a need to put some land aside' that's a really positive move." There was also funding for 51 new classrooms in the wider Canterbury region, including a new primary school in the Christchurch suburb of Halswell, which neighboured the Selwyn district. "The Selwyn community has been loud and clear, they don't have enough classroom space to keep up with demand. We are acting decisively to address this through a comprehensive growth plan to provide certainty and ensure more children can flourish," Stanford said. "Delivering this scale of projects in Canterbury was made possible by the government driving efficiencies in school property delivery. The use of standardised building designs, offsite manufacturing, and streamlining procurement have lowered the average cost of a classroom by 28 per cent. This has allowed 30 per cent more classrooms to be delivered last year compared to the year before. "All Kiwi kids deserve to thrive at school, that starts with warm, safe and dry classrooms. Our priority is getting spades in the ground as soon as possible so schools, families and communities have certainty and benefit sooner." The full list of projects:
RNZ News
28-05-2025
- Business
- RNZ News
Govt invests $108 million in education in fastest growing district
education Canterbury 5:25 pm today Education Minister, Erica Stanford, said the Selwyn district in Canterbury is getting a new 12 classroom primary school, 52 new classrooms at other existing schools as well as the government land-banking a site for a future primary. It's part of $161 million of spending on schools in the wider region. Timothy Brown was at Lincoln Primary School for the announcement, and filed this report.
RNZ News
28-05-2025
- Business
- RNZ News
Govt invests $108 mil education in fastest growing district
education Canterbury 27 minutes ago Education Minister, Erica Stanford, said the Selwyn district in Canterbury is getting a new 12 classroom primary school, 52 new classrooms at other existing schools as well as the government land-banking a site for a future primary. It's part of $161 million of spending on schools in the wider region. Timothy Brown was at Lincoln Primary School for the announcement, and filed this report.
Forbes
23-05-2025
- Science
- Forbes
Inspiration – The Quintessence Of Education Amid AI. A Teacher Roadmap
As AI redefines our world, educators find themselves at a juncture. The question isn't just what to teach, but how to ignite a genuine passion for knowledge in an era where information is instantly available. It is an opportunity to reignite the true heart of education – inspiration. It is time to bring that vital spark back into every classroom. Over the past decades schools have turned into factories, focused on standardized tests and delivering content efficiently. This approach, while designed for mass instruction, often stifles the very curiosity that makes learning exciting. Students become adept at memorizing facts, but the deeper, more transformative experience of being truly inspired — of feeling a sudden, compelling urge to explore, create, or understand — often slips away. This focus on must learn versus craving to understand has left many students feeling disconnected, unprepared for a future demanding creativity and critical thought. Inspiration is more than just a fleeting feeling; it's a psychological state that unlocks new possibilities and fuels a drive to act. It's that "aha!" moment when a concept clicks, a problem reveals its solution or a creative idea takes hold. It also happens when we touch a side of ourselves that we did not suspect. For teachers, inspired students are not just engaged; they are innovators, persistent problem-solvers, and catalysts for a vibrant learning environment. Research in positive psychology consistently shows that inspired individuals are more optimistic, have higher self-esteem, and are more likely to pursue challenging goals. When your students are inspired, they don't just learn; they dive in, they innovate, they flourish. This deep engagement builds critical thinking, resilience, and the very problem-solving skills essential for an unpredictable future. Think of the human brain like a muscle: it strengthens with use. Neuroscience consistently demonstrates neuroplasticity — the brain's remarkable ability to reorganize itself by forming new connections throughout life. When we tackle complex cognitive tasks, explore new ideas, or grapple with challenging concepts, our brains build denser neural networks. Conversely, if learning is just passive absorption, it risks underutilizing the brain's natural capacity for growth. Inspiration, by its very nature, demands active mental engagement, pushing learners beyond their comfort zones and into deeper understanding. This means students are not just absorbing information, but actively building their cognitive strength. The arrival of sophisticated AI might, at first glance, seem like a threat to genuine learning, potentially reducing the need for deep thought or even enabling widespread academic dishonesty. This is a valid concern. The ease with which AI can generate text, solve problems, or provide answers raises legitimate questions about cheating and the development of authentic critical thinking skills. For instance, studies are already exploring how AI influences academic integrity and the methods needed to detect AI-generated work. However, AI's true power lies in its capacity to become an unparalleled catalyst for inspiration when used thoughtfully. By automating mundane, repetitive tasks — from scheduling to basic research synthesis — AI frees up invaluable time and mental energy for both you and your students to engage in higher-order thinking, creative exploration, and personalized inquiry. Consider how AI can personalize the learning journey, a critical component of sparking individual inspiration. AI-powered platforms can adapt content, pace, and teaching methods to each student's unique needs and interests, providing tailored resources that genuinely resonate. This moves beyond a one-size-fits-all model, allowing students to delve into subjects that truly ignite their passion. AI-powered tutoring can significantly improve student outcomes, suggesting its potential to unlock individual learning pathways. Moreover, AI can serve as a powerful collaborative partner, not just a tool. It can assist in complex problem-solving, generate diverse creative prompts, or even simulate intricate scenarios for hands-on learning. Imagine students using AI to design sustainable cities, compose original music, or conduct virtual scientific experiments that would be impossible in a traditional classroom. This shifts the focus from merely consuming information to actively creating and exploring, fostering a sense of agency and discovery. As AI takes on the role of an intelligent assistant, you, the teacher, can transition from content deliverer to mentor, guiding students through complex inquiries and nurturing their individual sparks of genius. This prepares students for a future where human-AI collaboration is the norm, not the exception, while simultaneously reinforcing the need for human critical thinking to evaluate AI outputs. To fully harness AI's potential for inspiration, we must fundamentally reimagine our educational philosophy. This calls for a deliberate shift towards "double literacy," a concept vital for navigating our hybrid future with hybrid intelligence. Human Literacy encompasses a holistic understanding of self and society. It cultivates critical thinking, emotional intelligence, ethical reasoning, empathy, and the nuanced understanding of human relationships and cultural contexts. It's about strengthening the very capacities that make us uniquely human and that AI, in its current form, cannot replicate. This includes fostering deep reading, sustained concentration, and the ability to synthesize complex information from diverse sources, rather than relying solely on AI summaries. Algorithmic Literacy is a candid understanding of what AI is, why it works, how it operates, and, crucially, its inherent limitations and ethical considerations. It means grasping the principles of machine learning, recognizing potential biases in algorithms, understanding data privacy implications, and knowing when and how to appropriately leverage AI as a tool, rather than a crutch. It's about becoming a discerning user and a responsible co-creator with AI. Integrating these two literacies and cultivating their complementarity is not merely an academic exercise; it is a societal imperative. Education must evolve beyond rote memorization to fostering critical inquiry, complex problem-solving, and the cultivation of uniquely human skills that complement, rather than compete with, AI. We must teach future generations not just how to use AI, but how to think with AI, and perhaps most importantly, how to think independently of AI. This prepares them to lead, innovate, and thrive in an AI-powered world. Integrating hybrid intelligence from kindergarten to K-12 can open space for everyone to thrive in an AI-infused society. For teachers and students navigating this evolving landscape, here's a practical framework to foster inspiration: Ignite Curiosity: Encourage questions, explore diverse topics, and allow students to pursue their genuine interests. Nurture Exploration: Provide tools (including AI) and opportunities for independent research and discovery. Spark Creativity: Design projects that require original thought, imaginative problem-solving, and artistic expression. Personalize Learning: Utilize AI to tailor content and challenges to individual student needs and learning styles. Integrate Ethics: Discuss the ethical implications of AI and technology, fostering responsible digital citizenship. Reflect Critically: Encourage deep thinking, analysis, and the evaluation of information from various sources. Empower Agency: Give students ownership over their learning journey, fostering self-direction and decision-making. The anxiety surrounding AI's impact on our cognitive abilities is a signal, not a sentence. We stand at a pivotal moment where AI presents an unprecedented opportunity to bring inspiration back to the very heart of education. By embracing a pedagogical approach that values deep engagement, personalized discovery, and human-AI collaboration, we can cultivate a generation of learners who are not just informed, but genuinely inspired. This requires a conscious effort from educators, policymakers, and business leaders to redefine success in the classroom, moving beyond mere metrics to celebrate the ignited minds of our students. By embracing INSPIRE, we can transform classrooms into vibrant hubs of discovery, ensuring that the next generation is not just prepared for an AI-driven world, but truly inspired to shape it.
