Honouring educators who walk the path of Matthew Goniwe
Education is the bedrock upon which a society’s economic development, social justice, mobility and democracy rests. It is, therefore, a grand privilege to celebrate and pay tribute to Matthew Goniwe, one of South Africa’s iconic and pioneering educators, who placed a premium on knowledge preservation for Africans through his activism. It is through the efforts of people such as Goniwe, and the late Charlotte Maxeke – both of whom former teachers – that we have enjoyed political liberation since 1994. We need to guard the fruits of their sacrifices with everything we have.
Matthew Goniwe was part of the Cradock Four – along with Fort Calata, Sparrow Mkhonto and Sicelo Mhlauli – who disappeared at the hands of the brutal apartheid regime’s Special Branch in 1985. But he was also a muchloved science and mathematics educator and a Fort Hare University and Unisa graduate.
What would Goniwe have done?
As we commemorate Goniwe’s legacy through the annual Matthew Goniwe Memorial Lecture, his legacy reverberates beyond the grave, aptly prodding, in curious inquiry: What would Goniwe have done? – the theme for this year’s lecture, that ran parallel with National Teachers Awards (NTA).
The lecture not only celebrated Goniwe’s contribution to the liberation struggle, for which he paid the ultimate price; but with the awards ceremony, his spirit gives a nod to educators who recognise that the country’s future rests in their hands and have gone beyond the call of duty to deliver quality education to children – irrespective of their location and background.
It is, therefore, in keeping with the struggle stalwart and supreme pedagogists’ values and principles that the Department of Education, guided by the Education Roadmap 2024 and anchored on the National
Development Plan 2030 goals, hosts the 21st NTA. These policies ensure that schools provide all learners with quality education, especially in literacy, mathematics and science – with the ultimate aim of ensuring that South Africa moves with the times and embraces the 21st century and fourth Industrial Revolution (4IR).
The 21st century and 4IR
The Coronavirus pandemic has dragged many of the unwilling to accept the undeniable benefits of 4IR. In short, it has forced upon us the inevitable. Our sector has had to adopt radical, progressive approaches to the curriculum – compelling us to innovate and disrupt the conventional ways of teaching and learning. As we look forward to 4IR, it is imperative that we also look back.
Delivering quality education
Our education system is committed to eradicating any undemocratic policies and practices, whether explicit or implicit. We have committed ourselves to pursue a quality, equitable and inclusive basic education system. We have declared that the doors of learning and culture will be opened for all. With the Education Roadmap to 2024, we work on the understanding that not only do we want quality education with a curriculum that captures the spirit of the times we live in and equips our children to contribute to the success of our economy – especially to the ever-evolving digital economy, and our society at large. We have moved rapidly to achieve the following:
• Schools of Specialisation – We took a policy position that in Gauteng, learners must have access to a specialised, modern, relevant, dynamic and responsive curriculum, an alternative to the traditional academic curriculum. We now have eight Schools of Specialisation that nurture the development of top talent across various disciplines, producing the country’s future generation of economic players, industrialists, entrepreneurs and leaders.
• Eliminating the Digital Divide – Eliminating the Digital Divide is paramount to us as a Department and we are working towards ensuring that schools and education offices have access to reliable internet access and data. In line with the National Department of Basic Education, we play our role at a provincial level to ensure that learners have access to digital workbooks and textbooks on digital devices such as tablets.
It is important to acknowledge that National Department of Education had, by 2019, completed the digitalisation of Computer Applications Technology (CAT) and Information Technology (IT) Grade 10 -12 stateowned textbooks (high enrolment subjects). This is a commendable milestone.
• Using technology to the Department’s advantage – Admittedly, our Online Admissions Application system for Grades 1 and 8 that was launched in 2015 to avoid parents queuing at schools for placements has not been without challenges. However, we have made progress in eliminating massive inefficiencies in the learner admission process. The Department continues to work effortlessly, together with our media partners, to ensure parents understand the Admissions Policy, and that we speed up the turnaround for the resolution of queries and appeals.
These are but a few areas in which the Gauteng Department of Education continues to make remarkable progress in delivering quality education through ICT and innovation. We hope our ancestors in Goniwe and Maxeke are looking down at us with pride as we forge ahead to create a better tomorrow for our province and our country; something we are doing in partnership with our dedicated educators, as we recognise that, indeed, it takes a village to raise a child.
Conclusion
The most common and outstanding value of these leaders is that they understood the value of humanity, dignity and respect, and they lived by it. The teachers we celebrated at the 21st NTA have a deep understanding of humanity, dignity and respect. Their respect for their profession is inspirational and a beacon of light for future generations.