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South Africa warns of coronavirus ‘storm’ as outbreak accelerates across continent

By: Jason Burke. 

New Covid-19 cases in Africa up 24% in a week after months in which it appeared to have been spared the worst

 Mourners in personal protective equipment carry the coffin of a Cape Town taxi driver who died of Covid-19. Photograph: Rodger Bosch/AFP/Getty

South Africa’s health minister has warned of a “storm” arriving and pleaded with the country’s 58 million inhabitants to change their behaviour to slow the spread of Covid-19.

Zweli Mkhize said South Africa was still following an “optimistic” curve, with the peak of the outbreak likely to be lower than predicted, but warned that within weeks there could be a shortage of beds to treat Covid-19 patients, particularly in the country’s most populous and wealthy regions.

“It’s no longer a matter of announcing numbers of confirmed cases. We are now at a point where it’s our fathers, mothers, brothers, sisters, close friend and comrades that are infected,” Mkhize said.

South Africa has registered 225,000 cases of Covid-19, of which 107,000 have recovered and 3,600 have died.

After months when the continent appeared to have been spared the worst of the outbreak, African countries are now recording an accelerating spread of the disease.

John Nkengasong, head of the Africa Centres for Disease Control and Prevention (CDC), said new cases were up 24% in Africa in the past week. “The pandemic is gaining full momentum,” he told a virtual news conference from Addis Ababa.

As of 9 July, Africa had 512,039 confirmed Covid-19 cases, with 11,915 deaths, data from governments and the World Health Organization showed. Egypt, Nigeria, South Africa, Ghana, and Algeria accounted for 71% of infections.

There are fears that a lack of testing and a reluctance among some states to share information has hidden the true spread of the virus on the continent.

In Nigeria, authorities, fearing the economic toll of the pandemic, have in recent weeks relaxed restrictions imposed to prevent the spread of the virus. Confirmed cases in Africa’s most populous nation passed 30,000 on 8 July.

South Africa was widely praised for its early response to the pandemic, which included a strict lockdown and a major programme of community screening to find outbreaks of the virus. However the test and trace strategy has been hindered by a lack of crucial supplies and, although the lockdown is acknowledged to have bought time, the number of daily new cases has soared from about 1,000 in mid-May to 8,800 on 8 July.

Most new cases have been in Gauteng, the richest and most densely populated province, where widespread anxiety has been fuelled by poor communication about local strategies to fight the outbreak.

The provincial government was forced to clarify statements suggesting that more than a million graves were being dug for victims of Covid-19. “We understand that the subject of death is an uncomfortable matter to engage in, however, ensuring that there is adequate burial space in the province, unfortunately, forms part of the reality government must contend with in the battle against Covid-19,” the Guateng health department said on Twitter.

It is often difficult in the disadvantaged neighbourhoods found in many South African cities to follow recommendations on social distancing and handwashing. “What can I do? I wear a mask but we are so crowded here. I have to travel in [communal] taxis and then we do our best but we are all pushed in,” said Lucy Ndlovu, a resident of Alexandra, a Johannesburg township.

Communal taxis in Kenya advertise coronavirus safety.
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 Communal taxis in Kenya advertise coronavirus safety. Photograph: Thomas Mukoya/Reuters

In Kenya, cases are also surging, with more than 8,000 reported infections and 164 deaths. Officials said earlier this week that the school year was considered lost because of the pandemic, and primary and secondary pupils would return in January.

George Magoha, the education minister, said that the curve of Covid-19 infections was expected to flatten only by December.

International flights to Kenya will resume next month, although most countries in Africa are keeping air traffic bans in place.

Governments are trying to balance the need to protect weak healthcare systems from being overwhelmed and allowing hundreds of millions of people to earn their livelihoods.

The African Development Bank (AfDB) has estimated that nearly 50 million Africans could be driven into extreme poverty by the economic fallout of the coronavirus pandemic. The AfDB said that between 24.6m and 30m jobs would be lost this year because of the crisis, with Nigeria seeing the greatest rise in poverty.

Late last month the International Monetary Fund forecast that GDP in sub-Saharan Africa would shrink by 3.2%, and that incomes would drop to levels last seen in 2010.

In South Africa, government analysts have estimated potential job losses from the pandemic could reach 1.8m, with central bankers anticipating an economic contraction of almost a third in the three months since the lockdown was imposed in late March.

In Sudan, a combination of spiralling food prices, inflation, and job losses as a result of the effect of Covid-19 is having a devastating impact, aid agencies say. The lockdown measures designed to prevent the spread of coronavirus have disrupted markets and cross-border trading, crippling livelihoods and pushing up prices. Cereal prices have tripled compared with last year and are about four times higher than the last five-year average.

Arshad Malik, Save the Children’s country director, said some families could break their fast during the holy month of Ramadan only with water, as there was simply no food.

“Even before this pandemic, families were reeling from the effects of decades of conflict, underdevelopment and a weak economy. Now their lives have become even harder. Our team is meeting more and more parents every day who are struggling to put food on the table for their children,” Malik said.

Source of the article: https://www.theguardian.com/world/2020/jul/09/south-africa-warns-of-coronavirus-storm-as-outbreak-accelerates-across-continent

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Updated lockdown rules for schools – including matric exams, return to hostels and more

Africa/ South Africa/ 23.06.2020/ Source: businesstech.co.za.

 

The Department of Basic Education has published a new directive focusing on the reopening of school’s under South Africa’s lockdown.

While the directive is largely in line with previous changes made by the department, it does provide further clarity of a number of key issues.

These points are outlined in more detail below.


Matric exams

The directive states that the May/June 2020 examination for candidates who registered for the Senior Certificate and the National Senior Certificate will be administered in November/December 2020.

It adds that the November/December 2020 National Senior Certificate examinations will be administered as planned, subject to the alignment of the timetable to the 2020 revised school calendar.

The revised school calendar can be viewed here.


School attendance 

The directive makes specific provision for parents who do not wish for their children to return to school due to coronavirus concerns.

In these instances, a parent must apply to the Head of Department, who, in terms of section 4 of the South African Schools Act, may exempt a learner entirely, partially or conditionally from compulsory school attendance, if it is in the best interests of the learner.

This is subject to the proviso that the parent makes reasonable efforts to ensure that the learner continues learning from home in line with the learning materials provided by the school.

“Should a parent wish to apply for a learner to receive education at the learner’s home (home education), he or she must comply with the legal requirements for the provision of home education, as contemplated in section 51 of the South African Schools Act.”


Opening of hostels

The department said that school hostels are permitted to open provided that they comply with the department’s minimum health, safety and social distancing measures and requirements on Covid-19.

The directive also includes new requirements for both schools that plan to reopen their hostels, as well as requirements for schools who plan to close their hostels.

“Hostels may open once the notification and declaration have been submitted to the Head of Department: Provided that the Provincial Department of Education reserves the right to conduct an inspection, once the hostels have opened to verify the hostel with the measures and requirements.”


Learners with special educational needs

In addition to the guidelines developed for schools with specific categories of learners with disabilities, all schools with learners with special educational needs, as contemplated in the South African Schools Act, must comply with all directions and circulars regarding the re-opening of schools.

The new directive makes a number of specific provisions for the return of these learners, including autistic learners and learners who are blind, partially sighted or deaf.

“Officials who are unable to practise social distancing from learners with special education needs must be provided by the Provincial Department of Education with appropriate personal protective equipment, including protective clothing, where such provision is necessary.”

“Officials appointed to carry out symptom screening, in accordance with direction 13, in schools for deaf learners, must be able to communicate using South African Sign Language. Where this is not possible, a sign language interpreter must be available to ensure proper communication with the learners.”


Permits and certificates

The directive states that school officials who have to commute to and from work on a daily basis are permitted to move between provinces, metropolitan areas and districts provided they have the correct permit.

This permit may be issued by the Head of Department or a delegated official or, in the case of a school, by a principal or a person delegated by him or her.

Similarly, learners who are required to move between provinces to commute to and from school on a daily basis must be issued with a certificate issued by a principal or a person delegated by him or her.

You can find these documents in the directive below.


Curriculum trimming

To accommodate the teaching time lost as a result of the national state of disaster and the adjustment of timetables, the national curriculum has been reviewed by the Department of Basic Education.

The revised content phase map, which contains a broad overview of the curriculum content, including skills, knowledge, attitudes and values learners would be exposed to over a three year period, as well as the revised annual teaching plans and curriculum support guidelines, are accessible on the website of the Department of Basic Education here.


You can read the full directive below.


Source of the notice: https://businesstech.co.za/news/government/410045/updated-lockdown-rules-for-south-african-schools-including-matric-exams-return-to-hostels-and-more/

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The Challenges Facing The Education System In South Africa

By: Elizabeth Skinner.

The Grade 9 Exit Proposal sparked a heated debate within the South African educational sector. A good education system is not expected to give students an exit opportunity when they are not doing well. It’s supposed to inspire them to work harder and achieve the level needed for a certificate.

Basic Education Minister Angie Motshekga explained that 50% of students were leaving school before getting any kind of certificate. This change would give them at least some form of certification before they leave school.

Is this the right way to deal with the crisis in the Africa education system?

The certificate is supposed to allow students to choose a vocational route in schools of specialization, and gain qualifications that would prepare them for various jobs.

This substantial reform may save a failing education system. Let’s discuss the current struggles of the system, so we’ll understand why it needs to change.

The Main Characteristics of the System and Africa Education Problems

The Main Three Components

The educational system in South Africa follows a basic pattern of three components:

  • GET (General Education and Training) – This is the level that culminates with grade 9.
  • FET (Further Education and Training) – This level is counterpart to High School in most other countries. It encompases grades 10 through 12. The students can attend private colleges or community colleges to receive vocational or general academic education.
  • HET (Higher Education and Training) – This is the level that corresponds to college and university education in other countries.

The Academic Year Is Long

South African students go to school throughout the entire year. Their school year stretches out to 200 days, and it’s divided into four blocks. The longest break that students get is from mid-June to mid-July, between the second and the third block.

Just for comparison, the number of school days throughout the academic year in the USA is 180. The summer break lasts 10-11 weeks. South Africa developed a system similar to UK education. In the UK, students attend school for 195 days of the year. The overwhelming challenges that they face force them to rely on an essay writing service in the UK at least once throughout the year. South African students also struggle with writing. It’s only a matter of time before we see professional writing services appearing on this market, with prices that would be suitable for the country’s economic standard.

Equal Access, But Unequal Opportunities

Each of the nine provinces in South Africa has reasonable autonomy in the way it implements the national educational policy. Each province has an executive council and a premier. The Central Government holds major responsibility for the educational system, making sure the provinces implement the general standards. The Ministry of Basic Education and the Ministry of Higher Education and Training oversee all processes.

Under the Constitution of South Africa, every citizen has the right to basic education, secondary education, and adult education. The laws ensure equal access. Virtually all children at an age for primary education are in school. The rates between genders are equal.

However, the equal access doesn’t necessarily lead to equal opportunities. According to a report prepared for UNESCO (The Quality of Primary Education in South Africa), the performance of learners is lower in departments where poverty-related factors dominate. Although the students from poor schooling communities have equal rights to education as all other children across the country, the legitimacy and efficacy of their schools is questionable.

Many schools that serve low-income communities have failed to improve the quality of education they provide. This should be a matter of focus for the Government. South Africa news must emphasize that problem, and our communities must push towards more equal opportunities. Will the latest reform solve that problem? It may be a step towards providing better vocational training options. However, it does not fix the problem.

Students from poor communities experience problems with high fees, lack of books, deteriorated facilities, lack of teachers, and lack of high-quality instructions. Those are the real problems that the system needs to address.

Are We Close to a Solution?

According to the World Bank estimates, South Africa has the highest GINI coefficient in the world. This is a statistical measure that’s commonly used to represent inequality in income distribution. The socio-economic status of a learner is a major factor in their performance. We have children living in poor housing conditions, receiving poor nutrition and bad health affected by those conditions. Parents who lack literacy also affect the student’s performance.

It will be difficult for South Africa to improve the quality of its educational system. Poverty, the elephant in the room, has to be affected first. Awarding certificates for completing Grade 9 will not improve the quality of teaching and the learner’s performance. We have to invest in better facilities, better teachers, and equal standards despite the community’s socio-economic status.

There’s a lot of work to be done. We’re constantly moving forward, but the steps are small.

Source of the article: https://www.iafrica.com/opinion-the-challenges-facing-the-education-system-in-south-africa/

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South Africa is getting new ‘technical’ schools – here’s what you need to know

Africa/ South Africa/ 13.08.2019/ Source: businesstech.co.za.

 

In his February State of the Nation Address, president Cyril Ramaphosa said that his government would introduce a number of new technical schools to meet the growing demand for skills in the country.

To expand participation in the technical streams, several ordinary public schools will be transformed into technical high schools, he said.

Responding in a recent parliamentary Q&A session, minister of Basic Education Angie Motshekga said that government plans to have a technical high school in each regional school circuit.

“The time frame for the transformation and expansion of schools will be over a period of 5 years starting in 2020 – 2025,” she said.

Motshekga said that the following process will be followed for identifying and transforming these schools:

  • Identification of schools by the nine provincial education departments;
  • Mapping of schools in circuits to be undertaken;
  • An onsite audit of schools will be conducted by the national and provincial departments;
  • A Mathematics, Science and Technology (MST) conditional grant will cover all schools offering technical occupational and technical vocational subjects.

Motshekga said that a number of costs will also be incurred including:

  • Infrastructure renovation and construction for workshops;
  • Provisioning of equipment tools and consumables for the technical specialisation subjects.
  • Spending on Human Resource recruitment.

New subjects

Government has made a substantial push towards digitisation and technical subjects in South Africa’s education sector in recent months.

In February Ramaphosa said that over the next six years government will provide every school child in South Africa with digital workbooks and textbooks on a tablet device.

Ramaphosa said that the Department of Education would also expand the training of both educators and learners to ‘respond to emerging technologies’ including the internet of things, robotics and artificial intelligence.

On top of coding and robotics, other new technology subjects and specialisations will be introduced, he said, including:

  • Technical mathematics;
  • Technical sciences;
  • Maritime sciences;
  • Aviation studies;
  • Mining sciences;
  • Aquaponics.

Source of the notice: https://businesstech.co.za/news/government/333979/south-africa-is-getting-new-technical-schools-heres-what-you-need-to-know/

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Improving Inclusive Education in South Africa

Africa/ South Africa/ 12.08.2019/ Source: www.borgenmagazine.com.

 

ince 1989, UNICEF has recognized the right of every child to equal and quality education. However, many nations fall behind in having an education system that supports children with disabilities or those who come from poorer backgrounds. South Africa is no different. Only half of those who enter first grade make it the full 12. Despite the fact that inclusive education in South Africa has been a government priority since the early 2000s, little progress has been made. Fortunately, organizations are stepping in to create initiatives that have a positive impact on hundreds of children.

Children with Disabilities

A recent report by Human Rights Watch accused South Africa of failing to provide inclusive education for children with disabilities. These children often do not have access to the programs and supplies that would give them an equal opportunity to succeed at school. Approximately 600,000 South African children with disabilities are not in school, in part because of the fees required. While many children are not required to pay school fees, this is not extended to children with disabilities and they are often charged an additional fee.

Additionally, rather than creating inclusive schools, separate schools for children with disabilities were created. Many of these special schools do not provide the same level of education that supports the holistic development of cognitive skills of these children. Therefore, they ultimately fail to prepare these students for employment.

Steps to Improve Inclusive Education

The government has taken some steps to improve this, such as adopting a national curriculum for South African sign language, distributing teaching materials in Braille and even declaring that public schools for children with disabilities would soon abolish fees, but there’s still a long way to go before inclusive education in South Africa meets international standards. There are organizations and projects that are trying to improve things a little faster.

  1. Inclusive Education in South Africa (IESA): IESA has been working since 1995 to promote and support inclusive education practices. Its efforts are aimed at educators and professionals, giving them theknowledge and tools necessary to provide high-quality education for all students, regardless of disability or background. One of IESA’s methods is a two-day training for early childhood educators and caregivers on inclusive education. The training teaches them how to accommodate children with disabilities in their centers.
  2. The Workbook Project: In 2012, the Department of Basic Education and the EU’s Primary Education Sector Policy Support Programme began a workbook project to supply literacy and numeracy workbooks to every child in school. This project is a response to low literacy and numeracy rates, fuelled by a lack of classroom resources, including workbooks. In an effort to be inclusive, workbooks in braille and large print were created and distributed to students who needed them. However, there is still a need to further adapt the workbooks for a wider variety of disabilities.
  3. Focusing on Vocational Skills: While there is still a long way to go, the Department of Basic Education has recognized the need for job training and made an effort to make it more available for children with disabilities. Kempton Park Panorama School’s vocational training program provides an example for other schools seeking to provide inclusive education in South Africa. The school works with local mechanical workshops, nursery schools and bakeries to provide students with workplace skills development. For students with disabilities, or those with little interest in receiving higher education, finding a job is often crucial. There is also a shortage of students going into vocational education programs, so making these programs more accessible to students can help fill an employment gap and ensure people with disabilities can make a living for themselves.
  4. Full-Service Schools: As of 2017, South Africa had 900 full-service schools. These schools welcome all students, including those who are disabled and meet the differing educational needs of all students. One of these schools is Isiziba Primary School in Gauteng’s Ekhuruleni North District. Of the school’s 1,309 students, 108 have a learning disability. All 35 teachers have received training on how to identify and support those students. The school provides a model for inclusive education that all schools should be striving to meet.

Moving Forward

UNICEF is currently preparing a survey on inclusive education to assess whether standards are being met in countries around the world, which could help South Africa and other nations improve their inclusive education programs. Current initiatives need to be expanded to increase their sensitivity to and accommodation for children with disabilities.

Awareness of the impact that these schools can have on the children needs to be spread if inclusive education in South Africa is to be achieved across the nation. Furthermore, accurate data also needs to be released about the educational needs of children with disabilities. With that data, the government and other organizations can make smart decisions about how to use their funding and resources to best help the most children in need.

Source of the notice: https://www.borgenmagazine.com/improving-inclusive-education-in-south-africa/

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Can we explain the pay inequality in South Africa?

By: Vuyelwa Dantjie.

 

South Africa’s gender pay gap represents one of today’s many social injustices as shown by the ILO Global Wage report’s 2018/19 interesting statistics.

Covering 70 countries and 80% of wage employees worldwide, the report shows that on average women continue to be paid 28% less than men.

This is an alarming percentage, what is more alarming is that South Africa has the world’s highest wage inequality overall – the distribution of wealth between the rich and the poor.

Using the survey data, the ILO Global Wage report has calculated inequality in wages and represents the information using the Gini Coefficient as shown in graph 1.

The Gini Coefficient is used as a gauge of economic inequality; it measures income distribution and wealth distribution among a population – values closer to zero indicate lower levels of wage inequality and values closer to 100 indicate higher levels of wage inequality.

Graph 1: Inequality as measured by the Gini Coefficient around the World

graph

Source: Global Wage Report 2018/19

According to the graph above South Africa, Namibia, the United Republic of Tanzania and Malawi are the African countries with the highest values of wage inequality among the countries considered.

Here South Africa has been classified in the upper-middle income sector and scored a Gini Coefficient of 63.9.

Although high, this statistic might be explained given our context and history. It could for example be attributed to the legacy of South Africa’s history, which resulted in exclusionary policies.

This played a role in establishing inequalities in wage distribution through the practice of unfair discrimination.

The Constitution sought to address inequality through section 9 in Chapter 2 of the Bill of Rights, which provides for equality and equal protection of the law to everyone.

The Employment Equity Act 55 of 1998 was since introduced to protect and advance persons, or categories of persons who were disadvantaged by unfair discrimination.

The act places responsibility onto the employer for reducing inequality in wage distribution and the South African government endorses equal pay for equal work and proposes it as a principle to reduce inequality.

The labour department is currently legislating the mandatory reporting of various equal pay reports to try to arrest the inequality of pay.

21st Century, the largest remuneration consultancy in South Africa, provides organisations with equal pay reports, which contains a number of statistical analyses, which include:

• Wage gap;

• 10-10 Ratio;

• Palma Ratio;

• Gini Coefficient and Lorenz curve;

• Pay differentials by gender and race; and

• Inequity within jobs.

Reports such as these are the first step in attempting to manage pay equity within organisations.

Gender pay gap statistics in South Africa

The Global Wage Report 2018/19 gives a break down into full time and part-time work and illustrates how women are prejudiced in the employment market as shown in graph 2 and graph 3.

Graph 2: Full-time workers pay disparity between women and men

graph

Source: Global Wage Report 2018/19

South African women who are permanently employed earn 22.7% less than men do.

Graph 3: Part-time workers pay disparity between women and men

graph

Source: Global Wage Report 2018/19

South African women who work part-time earn 39% less than men do. South Africa came in as the second worst country surveyed for part-time wage inequality; Pakistan came in at 77.4%.

Can we come up with any explanations?

Do men earn more because they are more educated?

There is no real evidence that the level of education alters the gender pay gap. Looking at the score in education figure below we can see that females are as educated as males and in some cases are in fact more educated than males such as in the technical occupations.

The following can be deduced from the three graphs in figure 1 as one example: There are more educated women in the technical field (score in education figure).

There are also more women in quantity within the technical field (degree of feminisation figure), yet we still see a pay gap of just under 10% in the gender pay gap figure within the same field.

Therefore, it can be stated that women get lower financial returns from education than males, once they enter the world of work, post-education.

In South Africa, like most countries, we see less females occupying the higher occupation sectors (professional and management in degree of feminisation figure) but the difference comes in where females are mainly saturated in the middle whereas in other countries you would find a large amount of them in the unskilled occupations (A Band employees).

This still does not provide us with any rationale as to why a gender pay gap exists.

Figure 1: Occupation, feminization, education and the gender pay gap

graph

Source: Global Wage Report 2018/19

When looking at education (which is one of the factors that influence wages) as a reason for the disparity, the rationale for the gender pay gap is not supported and we cannot form any legitimate reasoning by looking at the differences and characteristics between males and females.

In addressing this issue in South Africa, focus needs to be placed on legislation.

Organisations need to prioritise equal pay for work of equal value and be held accountable where differentiations in pay are unjustifiable.

There is a long way to go for South Africa but small steps in the right direction will move us closer to equality.

Source of the review: https://city-press.news24.com/Voices/can-we-explain-the-pay-inequality-in-south-africa-20190430

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Education program for inmates in South Africa honors Nelson Mandela’s legacy

by Julia Steers  /nbcnews.com

South Africa’s new  Pipeline program seeks to address recidivism by providing prisoners with access to public university-level education. 

Four months ago Morgan Makaluza, 37, walked out of Brandvlei Correctional Center after serving 13 years for armed robbery. It was his second time in prison. On Wednesday, Makaluza was back at Brandvlei — but this time he served as a motivation to the prisoners, not as an inmate.

Makaluza was at Brandvlei trading notes on coursework and sharing his story with inmates taking part in the launch of South Africa’s Prison to College Pipeline program (P2CP), a collaboration between American professor Dr. Baz Dreisinger, South Africa’s Stellenbosch University, and the South Africa Department of Correctional Services. The program seeks to address recidivism by providing prisoners with access to public university-level education.

Makaluza is the program’s first student in South Africa and credits civil rights icon Nelson Mandela with opening his eyes.

Correctional Services staff listen to speeches during the launch of the Prison to Pipeline program offering in person college courses in prison to facilitate re-entry, on the centennial of Nelson Mandela's Birthday at Brandvlei Correction Centre in Worce
Correctional Services staff listen to speeches during the launch of the Prison to Pipeline program on July 18.Sydelle Willow Smith / for NBC News

While in prison, Makaluza read Mandela’s book “Long Walk to Freedom,” which inspired him to enroll in a correspondence course to finish high school. Mandela, known affectionately as “Madiba,” spent 27 years in prison for trying to overthrow an apartheid government. Deeply familiar with the confines of a jailhouse, the human rights icon famouslypursued further education through UNISA while serving his sentence.

On Wednesday, people around the world celebrated Mandela Day, marking what would have been his 100th birthday. Famous figures including former President Barack Obama delivered speeches and called for global action to end poverty.

In the Cape Province of South Africa, Mandela’s home country, the day took on new meaning in an unexpectedly celebratory venue — behind bars. Prison guards and inmates, in civilian clothes for the day, took part in musical performances and motivational speeches.

“I grew up hearing about Mandela but there was one thing that stood out from the whole book,” Makaluza said. “He said, ‘Education is the most powerful weapon which you can use to change the world.’ I decided to do whatever I had to do to get educated.”
Correctional Services staff listen to performances by inmates celebrating Mandela Day during the launch of the Prison to Pipeline at Brandvlei Correction Centre on July 18.Sydelle Willow Smith / for NBC News

Mandela’s ethos motivated the organizers behind the Mandela Day launch of South Africa’s Prison to College Pipeline program. The program aims to highlight Mandela’s “legacy of education behind bars in South Africa,” Dreisinger said. It also facilitate inmates’ reentry into society and helps build better relationships with communities suffering from high crime rates.

Dreisinger, who launched a pilot prison-to-college program in the U.S. in collaboration with the New York State Department of Corrections and The City University of New York, said they had near immediate buy-in from university partners but faced obstacles in broader support for the program in South Africa.

“Given crime is a real crisis here, there isn’t an empathy to the incarcerated population as a whole … so you’re battling against that climate,” she said.

The celebratory tone of Mandela’s centennial belies a grave reality: South Africa has one of the world’s highest rates of violent crime. The cape region, home to Brandvlei prison, has the highest murder rate in South Africa. Communities here are ravaged by intergenerational cycles of gang violence.

Correctional Services staff listen to speeches during the launch of the Prison to Pipeline program offering in person college courses in prison to facilitate re-entry, on the centennial of Nelson Mandela's Birthday at Brandvlei Correction Centre in Worce
Correctional Services staff stand outside the Brandvlei Correction Centre.Sydelle Willow Smith / for NBC News

Dreisinger insists that giving inmates a second chance at freedom and what is often a first chance to become educated helps break this cycle for entire communities.

Makaluza — who grew up in an informal settlement or “township,” and lost his father at age 6 — said young people facing his circumstances have “zero options.” Without a high school education, he had turned to crime before the age of 13 to support his family, kicking off what felt like a hopeless cycle of jail time.

“I saw the same faces released … and then back in prison with me,” he said.

Dreisinger works with community-based partners to raise awareness of that reality. “It’s not just about sympathy or empathy,” she said, “it’s about giving people opportunity, which … creates public safety.”

Her work in South Africa has striking parallels to her work in the American prison system.

Members of the community listen to speeches during the launch of the Prison to Pipeline program offering in person college courses in prison to facilitate re-entry, on the centennial of Nelson Mandela's Birthday at Brandvlei Correction Centre in Worcester
Members of the community listen to speeches during the launch of the Prison to Pipeline program.Sydelle Willow Smith / for NBC News

“All of these students [enrolled in the Prison-to-College Pipeline program] are direct products of years of apartheid and rampant inequality in terms of class and race. Cape Town is still a vastly segregated, unequal place,” Dreisinger said. “The ‘colored’ population is among the most incarcerated population in the world per capita.”

More than 97 percent of the prison population in South Africa at the end of 2016 was listed as black or colored,according to Africa Check, anonprofit fact-checking organization.

“In my 13 years [in prison], I noticed the prison population is mostly black people, and what we have in common is that we’re uneducated,” he said. “Those with education were out there living their lives and uneducated people from disadvantaged backgrounds were busy filling up prisons.”

Data supports the link between education and staying out of prison: According to one study, incarcerated people who enroll in education programs are 43 percent less likely to go back to prison than those who do not have access to education.

Few know that connection better than the Prison-to-College Pipeline program’s global ambassador for higher education, Devon Simmons.

Professor Baz Dreisenger with her first graduate Devon Simmons of the Prison to Pipeline Program in America (to her left), and a South African recent graduate and ex-offender Morgan (to her left) during the launch of the first P2P program in South Africa,
Professor Baz Dreisenger with her first graduate Devon Simmons, left, and South African recent graduate and ex-offender Morgan Makaluza, right.Sydelle Willow Smith / for NBC News

Simmons began working toward his associate degree as part of the Prison-to-College Pipeline program, while serving a 15-year sentence in a New York State prison. In the years after his release, he graduated with honors from Hostos Community College in the Bronx, and, last May, he graduated summa cum laude from John Jay College.

As an ambassador for the program, he has traveled to work with incarcerated populations in the U.K., Jamaica, and South Africa. On Wednesday, he shared his story in a speech to the inmates at Brandvlei.

Dreisinger said Simmons’ dedication is an example of Mandela’s values.

“Being able to be that committed and focused and not wavering. Staying the course. We always talk about that. That’s Mandela. That’s what he’s about,” she said.

Now, Makaluza is in the precarious post-prison phase. He said he’s finding it difficult to get a job but is intent on finishing his college coursework. Makaluza is also focused on working with the Prison-to-College Pipeline program.

Mandela “just never lost hope. He was behind bars but he didn’t let his circumstances define who he was,” said Makaluza.

“I know I’ve done wrong in my past,” he said. “Those are things I’ve done, not me. I’m not letting my circumstance define who I am.”

*Fuente: https://www.nbcnews.com/news/world/education-program-inmates-south-africa-honors-nelson-mandela-s-legacy-n893166

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