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22 April 2020 | Story Prof Thidziambi Phendla. | Photo Supplied
Prof Thidziambi Phendla.

The Hollywood movie, Contagion, acutely reminded me of the impact of COVID-19 on our education our education system. The many parallels between this movie and what is unfolding worldwide today in unbelievable. Nine years ago, who would have predicted that the world would find itself right in the middle of the plot and enacting the scenes in Contagion?

There is growing concern about our education system with many asking whether the school year is ruined.

For some it may be ruined and for others less so. Parents for disadvantaged communities do not have the means, knowledge and resources to support their children’s learning during the lockdown whereas those from more advantaged communities may access information on Department of Basic Education (DBE) and other websites to support home schooling during these times. For those who did not have these opportunities the loss of school time may thus have a much greater impact.

Embracing homeschooling
However, the school calendar year may equally be extended to early next year. In any event, we already have a system that allows for aggrotats, supplementary exams that runs into the new year, each year. The academic year can be aligned to close accommodate the lost time.

This is the right time for parents to embrace homeschooling of their children. UNESCO’s “COVID-19 Education response” provides a list of educational applications, platforms and resources aims to help parents, teachers, schools and school administrators facilitate student learning and provide psychosocial support during periods of school closure. Most of the solutions are free and many cater to multiple languages. The lists are categorised based on distance learning needs and most of them offer functionalities across multiple categories (https://en.unesco.org/covid19/educationresponse/solutions).

On the one hand, for the majority of learners and students in South Africa, especially from impoverished communities, distance learning will pose a great challenge. Majority of these communities have less access to digital devices and online solutions. The DBE should work with the SABC and consider opening a free 24 hours learning channel, as a platform to provide further support to distance learning and teaching. Radio remains the cheapest and most effective means for this

On the other hand, the situation is different with some private or IEB schools. Most learners from these schools are already trained to use distance learning platforms.  For example, during this lockdown, my 13year old niece starts her school day at 07:30 every day without fail. The school uses several strategies including the Microsoft Teams to support teaching and learning. Each learner has a laptop, completes home-work, assignments and write open book tests. In this scenario, at least 80% of efficient learning and teaching occurs. The difference between the two scenarios is a matter of inequalities, equity and poverty which still prevalent in South Africa.

An unequal school system
For many years the slogan was: “Liberation first then education” maybe it is time for “life and health first”. Even in the most difficult times people have found a way to learn – think of those on Robin Island in the apartheid years. We should imitate their example and not wait for the government to provide. Maybe libraries are an essential function that should remain open in these times.

Protracted student protests in South Africa over the past few years gave universities an opportunity to explore online education as an alternative to contact teaching and learning, and have put them in a better position to deal with current shutdowns necessitated by the need to contain COVID-19.

The pandemic exposed the glaring inequalities, equity and poverty that continues to exist, in particular, in education systems and country in general. Those who have the latitude to remain indoors and maintain the social distancing are the middle and upper classes of our society. These groups have access to data to support online educational programs, while the poor barely survive to put food on their tables.

For many years the world was expecting a virus that could spread globally (e.g. the swine flu) but nothing was done. With the myriad of challenges facing, including downgrading to a junk state, funds depleted through corruption at various levels, our country could not be at a worse position than now.

Lessons from the lockdown
One lessons from the lockdown has exposed the failures and shortcomings of not only our education system, but also the entire ecosystem. Huge inequalities still exist in education systems across the globe. Universities are grappling with a myriad of problems including teaching online.  The COVID-19 pandemic forced campuses to shut down and move many functions like graduation, examinations, conferences and other collaborations to the back. Another positive outcome of the pandemic is the sense of unity it created among political, cultural, religious and social organisations in South Africa and across the globe. Consequently, the most important lesson is that lives matter more than education.

As our president, Cyril Ramaphosa said, “We are currently in unchartered territory, which we have never had to navigate before”. It is therefore, very difficult to forecast the full degree of the short-, medium- or long-term impacts of the COVID-19 pandemic on the education system. The longer the virus remains, the greater and more permanent changes may be. Certain things will probably change forever. Not only will our conception of going to office to work alter, but also our whole conceptualization of what a university is will change. We will probably see universities becoming more and virtual and operated from a highly decentralized basis. 

                                                              

Prof Thidziambi Phendla is currently manager of Work Integrated Learning at the University of the Free State. She is the Founder and Director of Domestic Worker Advocacy Forum (DWAF); and The Study Clinic Surrogate Supervision; Chair of Council: Tshwane North TVET College (Ministerial appointment).

News Archive

Media: ANC can learn a lesson from Moshoeshoe
2006-05-20


27/05/2006 20:32 - (SA) 
ANC can learn a lesson from Moshoeshoe
ON 2004, the University of the Free State turned 100 years old. As part of its centenary celebrations, the idea of the Moshoeshoe Memorial Lecture was mooted as part of another idea: to promote the study of the meaning of Moshoeshoe.

This lecture comes at a critical point in South Africa's still-new democracy. There are indications that the value of public engagement that Moshoeshoe prized highly through his lipitso [community gatherings], and now also a prized feature in our democracy, may be under serious threat. It is for this reason that I would like to dedicate this lecture to all those in our country and elsewhere who daily or weekly, or however frequently, have had the courage to express their considered opinions on pressing matters facing our society. They may be columnists, editors, commentators, artists of all kinds, academics and writers of letters to the editor, non-violent protesters with their placards and cartoonists who put a mirror in front of our eyes.

There is a remarkable story of how Moshoeshoe dealt with Mzilikazi, the aggressor who attacked Thaba Bosiu and failed. So when Mzilikazi retreated from Thaba Bosiu with a bruised ego after failing to take over the mountain, Moshoeshoe, in an unexpected turn of events, sent him cattle to return home bruised but grateful for the generosity of a victorious target of his aggression. At least he would not starve along the way. It was a devastating act of magnanimity which signalled a phenomenal role change.

"If only you had asked," Moshoeshoe seemed to be saying, "I could have given you some cattle. Have them anyway."

It was impossible for Mzilikazi not to have felt ashamed. At the same time, he could still present himself to his people as one who was so feared that even in defeat he was given cattle. At any rate, he never returned.

I look at our situation in South Africa and find that the wisdom of Moshoeshoe's method produced one of the defining moments that led to South Africa's momentous transition to democracy. Part of Nelson Mandela's legacy is precisely this: what I have called counter-intuitive leadership and the immense possibilities it offers for re-imagining whole societies.

A number of events in the past 12 months have made me wonder whether we are faced with a new situation that may have arisen. An increasing number of highly intelligent, sensitive and highly committed South Africans across the class, racial and cultural spectrum confess to feeling uncertain and vulnerable as never before since 1994. When indomitable optimists confess to having a sense of things unhinging, the misery of anxiety spreads. It must have something to do with an accumulation of events that convey the sense of impending implosion. It is the sense that events are spiralling out of control and no one among the leadership of the country seems to have a handle on things.

I should mention the one event that has dominated the national scene continuously for many months now. It is, of course, the trying events around the recent trial and acquittal of Jacob Zuma. The aftermath continues to dominate the news and public discourse. What, really, have we learnt or are learning from it all? It is probably too early to tell. Yet the drama seems far from over, promising to keep us all without relief, and in a state of anguish. It seems poised to reveal more faultlines in our national life than answers and solutions.

We need a mechanism that will affirm the different positions of the contestants validating their honesty in a way that will give the public confidence that real solutions are possible. It is this kind of openness, which never comes easily, that leads to breakthrough solutions, of the kind Moshoeshoe's wisdom symbolises.

Who will take this courageous step? What is clear is that a complex democracy like South Africa's cannot survive a single authority. Only multiple authorities within a constitutional framework have a real chance. I want to press this matter further.

Could it be that part of the problem is that we are unable to deal with the notion of "opposition". We are horrified that any of us could become "the opposition". In reality, it is time we began to anticipate the arrival of a moment when there was no longer a single [overwhelmingly] dominant political force as is currently the case. Such is the course of change. The measure of the maturity of the current political environment will be in how it can create conditions that anticipate that moment rather than ones that seek to prevent it. This is the formidable challenge of a popular post-apartheid political movement.

Can it conceptually anticipate a future when it is no longer overwhelmingly in control, in the form in which it currently is and resist, counter-intuitively, the temptation to prevent such an eventuality? Successfully resisting such an option would enable its current vision and its ultimate legacy to our country to manifest itself in different articulations of itself, which then contend for social influence.

In this way, the vision never really dies, it simply evolves into higher, more complex forms of itself. If the resulting versions are what is called "the opposition" that should not be such a bad thing - unless we want to invent another name for it. The image of flying ants going off to start other similar settlements is not so inappropriate.

I do not wish to suggest that the nuptial flights of the alliance partners are about to occur: only that it is a mark of leadership foresight to anticipate them conceptually. Any political movement that has visions of itself as a perpetual entity should look at the compelling evidence of history. Few have survived those defining moments when they should have been more elastic, and that because they were not, did not live to see the next day.

I believe we may have reached a moment not fundamentally different from the sobering, yet uplifting and vision-making, nation-building realities that led to Kempton Park in the early 1990s. The difference between then and now is that the black majority is not facing white compatriots across the negotiating table. Rather, it is facing itself: perhaps really for the first time since 1994. It is not a time for repeating old platitudes. Could we apply to ourselves the same degree of inventiveness and rigorous negotiation we displayed up to the adoption or our Constitution?

Morena Moshoeshoe faced similarly formative challenges. He seems to have been a great listener. No problem was too insignificant that it could not be addressed. He seems to have networked actively across the spectrum of society. He seems to have kept a close eye on the world beyond Lesotho, forming strong friendships and alliances, weighing his options constantly. He seems to have had patience and forbearance. He had tons of data before him before he could propose the unexpected. He tells us across the years that moments of renewal demand no less.

  • This is an editied version of the inaugural Moshoeshoe Memorial Lecture presented by Univeristy of Cape Town vice-chancellor Professor Ndebele at the University of the Free State on Thursday. Perspectives on Leadership Challenges In South Africa

 

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