Thursday 7 January 2016

TECHNOLOGY NEWS

UJ faculty positions itself to lead the charge on machines that think

A new super science venture, the Institute for Intelligent Systems, is being installed in the University of Johannesburg's faculty of engineering. It brings science to Africa at the speed of light as globally interconnected computers join forces to tackle highly complex problems. The institute will draw lecturers, researchers and students primarily from Brics countries - Brazil, Russia, India, China and SA.
©Sawitree Jaiwanglok via 123RF
©Sawitree Jaiwanglok via 123RF
"Intelligent systems is a couple of steps up from artificial intelligence," says Prof Bhekisipho Twala, newly appointed head of the institute. He is head of the university's department of electrical and electronic engineering science.

Tackling complex problems


Artificial intelligence "applies algorithms to superfast computers to arrive at outcomes in a fraction of the time it would take the human brain to complete the same task. This process becomes even faster and more thorough when you connect an armada of such machines to tackle the most complex and vexing problems known to man. The results are virtually unimaginable," Twala says.

One of the major challenges is to increase the intelligence capacity of computer systems in such a way that they become more "free thinking" and adaptive, allowing them to handle unexpected, changing conditions appropriately. They should also be able to solve complex problems by retrieving the relevant information, by constructing models based on data and by offering capabilities to reason with such models. The operation is the first of its kind on the continent.

"We will confront complex challenges in society and industry where big data is available on the African continent and in Brazil, Russia, India, China and SA," says Twala. "And we'll do that by designing, building and implementing intelligent systems capable of learning and improving their own processes for the economic benefit and sustainable growth of diverse stakeholders."

Big challenges in society and industry - such as fraud prevention, better water resource management and more efficiently controlled traffic flows - could be tackled more effectively with the combination of big data and the intelligent systems designed to analyse and act on them. "By developing African expertise in Africa, we ensure the sustainable development of expertise for our continent's future," says Twala. "What we learn for our region can be applied globally as well."

First steps


The target date for the institute's first-phase implementation is 2018. "By then, the institute should have developed into a fully fledged cognitive computing centre with professional staff and equipment and scientific and academic personnel. We'll also have collaboration in place with a global industry player."

The hunt is on for postgraduates for the first intake of next year followed by undergraduates for courses such as intelligent systems, cloud computing, bio-informatics and computational biology. The institute wants to develop pioneering researchers, engineers, scientists and academics. It is recruiting a multidisciplinary team of scientists and engineers ranging from computer science, health sciences, management and accounting.

"Africa is a rapidly growing continent, presenting huge opportunities, challenges and complex problems that can be tackled with intelligent systems, but most of this kind of expertise is still developed outside the continent," Twala says. "This is a good time to establish the first world-class institute for systems intelligence and related multidisciplinary research centres and facilities in Africa."

Twala's experience includes a postdoctoral research fellowship at the UK's Brunel University on empirical software engineering and as an adviser at the Council for Scientific and Industrial Research.

His industry experience includes managing the methodology section for a labour force survey re-engineering project for Statistics SA, and consulting on a project at Imperial College London tackling the effect of HIV/AIDS on education systems in developing countries. He has also served as chief technical officer for the ministry of public works and transport in Swaziland.

Scientific momentum


The intelligent systems innovation has been described as "a new wave of embedded and real-time systems highly embedded with massive processing power to perform complex applications. Their pervasiveness is reshaping the real world and how society interacts with digital life." Twala agrees. "Such intelligent systems are creating new opportunities for industry and business, and new experiences for users and consumers. And they're everywhere - in rail, automotive, energy, consumer economics, aerospace, energy, healthcare and telecoms," he says.

The scientific momentum in intelligent systems is irresistible and mounting. "Billions of devices will be connected in the next half-decade and the opportunities offered by what science is now calling the 'internet of things' will have a massive impact on consumers and professional users in all industries." The increased scope of connectivity is spreading from domestic and personal devices to include industrial machines. As a result, the 'internet of things' is morphing into the 'internet of machines' in the industrial world.

"Very little is untouched - robotics, cars, trains and planes and medical equipment are all being swept along in the wave of connectivity opening the door to their data and enabling the emergence of new applications and revenue streams." 

Source: Business Day

PRIMARY & SECONDARY EDUCATION NEWS

Umlazi teen's unlikely road to Harvard

An Umlazi teenager's desire to succeed and fulfil his mother's dream of his getting a good education has earned him a full four-year scholarship worth more than R4m to one of the world's top universities.


© Jannis Werner – 123RF.com
© Jannis Werner – 123RF.com
Since hearing of his acceptance to complete a bachelor of arts and science degree at Harvard in the US, Mfundo Radebe, 18, has hardly been able to sleep.

"I will be studying government and African studies, with a particular focus on African governance. My ultimate goal in life is to make a difference in South Africa. I see this young democracy with so much potential, and I want to contribute to its development. I believe in South Africa," said the Crawford College matriculant.

Radebe applied to Harvard at the beginning of November, and had to submit his Grade 9 to Grade 12 trial exam results.

He achieved eight distinctions, in physics, maths, life sciences, history, accounting, English, Zulu and life orientation.

He said partying was not for him and he preferred debating and chatting to friends about history and politics. The secret of his success, he said, was consistent work.

"At midnight last Friday, thanks to the Boston-Durban time difference, I received an email confirming my acceptance. When I got this news, I started screaming and running around the house."

He was assisted with his application by the EducationUSA programme at the US consulate in Durban.

At a young age Radebe moved to live with his father's family in northern KwaZulu-Natal, where he attended Gingindlovu Primary School.

In Grade 11 he joined Crawford College La Lucia on an academic and compassionate scholarship after writing numerous times to the institution to give him a full scholarship as he could not afford the fees.

"My mom always wanted me to get a good education. I am thankful to my mom and stepdad, Lucky Zwane, for supporting me. If you see an opportunity for yourself, you should push ahead," he said.

In August, Radebe travelled to the UK, where his essay - "Limiting the powers of government: South Africa's Magna Carta" - won top honours in an international essay competition.

"It had an African central theme which underlined the hopes of African people throughout the continent.

"Accountability was a central issue, looking at government owning up to its mistakes and using them to learn and move forward.

"Also, to remember the people they are serving. This lavishness cannot stand in a country where so many people cannot afford bread. The government cannot spend on lavish holiday flights while the people cannot afford bread," said Radebe.

"If we can limit the powers of the government in the implementation of the laws, then the government can be held accountable."

Radebe's mother, Nobuhle Zwane, a nurse, described him as a special child. "I never had to check on his school work because he is always with his school books," she said.

Radebe leaves for the US in August next year. His message to other youngsters is to never feel ashamed of their roots, but to use their background to drive themselves to greater heights.

Source: Sunday Times


Posted on 24 Dec 2015 05:57

HIGHER EDUCATION NEWS

Beware of bogus higher learning institutions, KZN MEC warns

The "jostling for spaces" at places of higher learning will mean "delinquents will also be ready to take advantage of unsuspecting students", the KwaZulu-Natal education MEC warned.
© Steve Woods – 123RF.com
© Steve Woods – 123RF.com
Neliswa Peggy Nkonyeni "cautioned students and parents to be extra careful and guard against being conned by bogus institutions when registering ahead of the beginning of the 2016 academic year".

"For years, many students have found themselves paying hefty amounts of money to non-existing schools," she said.

"Parents need to make sure that schools where they register their children are fully registered with the South African Qualifications Authority and the Department of Higher Education and Training (DHET)."

To do this, "students are advised to check the registration certificate of that institution".

This certificate, issued by the DHET, "must be able to clearly show all the programmes each institution is accredited to offer".

"If there is a programme that is not included in that certificate but which the institution promises to offer, students must know that they are being conned."

A list of all "the names of institutions that are fully registered and operating legally" is available atwww.dhet.gov.za.

Source: The Times

PRIMARY & SECONDARY EDUCATION NEWS

2015 matric class retains above 70% pass rate

Basic Education Minister Angie Motshekga has commended the matric class of 2015 for upholding the trend of producing results above a pass rate of 70%.
© Mirko Vitali – 123RF.com
© Mirko Vitali – 123RF.com
On Tuesday, 5 January, the minister announced that the 2015 matric pass rate is 70.7%, down from 75.8% achieved in 2014. If the "progressed learners" had not been added to the total, the pass rate would have been 74%. These were pupils who failed Grade 11 twice and were promoted to Grade 12 without meeting the passing criteria.

Minister Mothekga said although this is a decline from last year, the class of 2015 was the largest cohort in the history of basic education in the country. 

Minister Motshekga said a total number of candidates who registered for the November 2015 NSC examinations was 799,306, comprising 667,925 full-time candidates and 131-381 part-time candidates. 

"This is 110,000 candidates more than those enrolled for the 2014 NSC examinations."

The 70.7% pass rate represents 455,825 candidates who have passed the 2015 NSC Examinations, the largest in history. 

"This represents an increase of 51,952 candidates from those who passed in 2014. The national pass rate without progressed learners would have been 74.1%. Well done to the Class of 2015," said Minister Motshekga.

Increase in Bachelor passes


The minister also said there was an increase in the number of learners qualifying for admission to Bachelor degrees from 150,737 in 2014 to 166,263 in 2015.

The performance in Mathematics and Physical Science, which are gateway subjects, has also shown an increase in the number of passes, although the pass percentage in these subjects has decreased. 

The number of learners passing Mathematics has increased from 120,523 in 2014 to 129,481 in 2015; while the number of learners passing Physical Science has increased from 103,348 in 2014 to 113,121 in 2015.

"In 2015, there were 3,711 more distinctions achieved by learners than in 2014. In 2014, 157,913 distinctions were achieved, whereas in 2015, 161,624 distinctions were achieved. 

"In the 12 key subjects (including Mathematics, Physical Science, Accounting, among others), the total number of distinctions increased from 59,981 in 2014 to 63,348 in 2015," said Minister Motshekga.

Western Cap top achiever


Western Cape became the overall top achiever with a pass rate of 84.7%, up from 82.2% in 2014, showing an improvement of 2.5%. Western Cape had 53,721 candidates in total, out of which 22,739 are Bachelor passes. 

The province was followed by Gauteng with 84.2%.

"We need to congratulate Gauteng for producing the largest number of Bachelor passes at 38,760. Gauteng had 108,442 candidates in total. Well done to MEC Lesufi and his team," said the minister.

The third on the list was Free State with 81.6%.

Minister Motshekga said the department must pay particular attention to KZN, Limpopo and Eastern Cape if it wants to improve the overall NSC national picture. 

"If we don't do this, our basic education outputs and outcomes may not improve to the extent necessary," said the minister.

Progressed learners


Minister Motshekga said one of the key areas in the year 2015 was to encourage provinces to progress or condone learners who have repeated Grade 11 more than once, and these are referred to as progressed learners, who are over-aged and give them extra support to sit for Grade 12 NSC examinations.

This also allows them to "modularise" their examinations, meaning that they write part of the examinations in November 2015, and the rest in June 2016.

"Consequently, in 2015 we saw the largest number progressed learners since the policy was promulgated in 2013. 

"An analysis of the raw data on progressed learners paints an extremely interesting picture, in particular this year. For the Class of 2015, we had 65,671 progressed learners, which was 9.8% of the total number of full-time candidates registered for the 201 NSC examinations," said the minister.

She said of these progressed learners that wrote the examinations, 22,060 passed the 2015 NSC examinations, which represents 37.6% of all progressed learners. 

She also said some 3,297 progressed learners obtained Bachelor passes, meaning these would-be-high-school dropouts now have the opportunity to go to university. 8,473 of them obtained Diploma passes, and some 10,264 obtained Higher Certificate passes.

"There are a total of 1,081 distinctions attained by progressed learners, and these range from a total of 40 in Mathematics, to 30 in Physical Science, and 31 in Accounting. These are the often difficult gateway subjects," she said.

This year they were about 65,000 progressed learners.

Second Chance Matric Programme


To those who did not succeed, the minister had a special plea: "This is not the end of the world. We have a special intervention to assist all of you.

"The Second Chance Matric Programme is intended to provide support to learners who have not been able to meet the requirements of the National Senior Certificate by increasing learner retention."

The categories of learners who will be covered are those learners who qualify to write supplementary examinations for a maximum of two subjects, progressed learners who pursue multiple opportunities to complete the NSC, and learners who failed to meet the requirements of the NSC in 2015. We will officially unveil the full details of this programme tomorrow," said the minister.

Meanwhile, exam regulator Umalusi has declared the 2015 NSC exams as free, fair and credible. It commended the department for implementing a world class curriculum and reducing irregularities.

PRIMARY & SECONDARY EDUCATION NEWS

'Education officials hindered fraud probe'

A top academic spearheading a national probe into the selling of teaching posts has claimed his forensic investigators were obstructed by Eastern Cape education officials.
© Bruce Rolff – 123RF.com
© Bruce Rolff – 123RF.com
Professor John Volmink, the head of a task team assigned by Basic Education Minister Angie Motshekga to investigate allegations that the SA Democratic Teachers' Union (Sadtu) and other unions had sold teaching posts, said on Tuesday, 22 December that officials in the department had obstructed the investigation.

"They are the only officials in the country that would not allow forensic investigators access to documents.

"This was obstruction and tricks in the Eastern Cape, showing that they are hiding something."

His comments follow a report in City Press that Volmink's interim report had uncovered the selling of teaching posts, largely in the Eastern Cape, KwaZulu-Natal, Limpopo, Gauteng, Mpumalanga and North West.

Volmink said officials at the province's Department of Education headquarters in Zwelitsha had demanded the investigators' identity documents when they visited the facility as part of the investigation.

The officials would not allow his team in, even after they showed their driver's licences.

Volmink said this had delayed work in the province, resulting in his team managing to work on only six of the 23 education districts.

Volmink said several irregularities in the appointment of teachers had been uncovered.

A team of investigators is scheduled to descend on the province again during the first week of next month to conduct the investigation in the remaining districts.

Eastern Cape education spokesman Loyiso Pulumani said the department would deal with the matter once a final report had been presented to it.

Source: Herald


Posted on 28 Dec 2015 08:24

PRIMARY & SECONDARY EDUCATION NEWS

Many East African kids attend school - but not enough are actually learning

Much has been written about the failings of primary education systems in East Africa. Teachers are often lambasted for being absent from school, for being poorly motivated, and even for lacking basic knowledge about the subjects they teach. It's not all bad: genuine successes have been registered in improving enrolment rates. But this does not appear to be enough. Even when they attend school, children don't seem to learn very much.
© TEMISTOCLE LUCARELLI – 123RF.com
© TEMISTOCLE LUCARELLI – 123RF.com
Faced with these challenges, national governments and foreign aid donors regularly call for deep reforms to schooling systems to improve the quality of learning. For instance, the UK's Department of International Development recently allocated £21 million on research to "build an understanding of education systems and how they can be transformed to accelerate learning".

But are these concerns supported by the facts?

Delving into the data


On the face of it, the answer is "yes". An initiative called Uwezo is trying to improve literacy and numeracy rates among children aged six to 16 in Kenya, Tanzania and Uganda. Data collected by Uwezo since 2009 in these countries shows a somewhat depressing combination of high rates of enrolment, but low rates of learning.

These tendencies are illustrated in Figures 1 and 2. The first figure reflects the share of children aged 9-11 in each of the three countries who report that they are attending school. We can see that in all three cases, more than 90% of children are enrolled. This is a vast improvement. Kenya, for instance, almost halved the number of children out of school between 1999 and 2010.

Figure 1: Enrolment rates, by country


Calculated from Uwezo survey rounds 2-5

Figure 2 shows the share of children aged 9-11 able to both read simple words and discern which of two numbers is larger than another for numbers of up to two digits. These are skills that should be mastered in the first few years of school - preferably, in first grade. In all countries there is a learning gap. Large numbers of children are enrolled in schools, but very few of them have these basic skills. And these results are not accounted for by older children in first grade. Other measures of learning quality also point to significant concerns. For instance, less than half of all children aged 9-11 in the region are able to pass basic literacy and numeracy tests at the Standard 2 level.

Figure 2: Basic literacy and numeracy skills, by country


Calculated from Uwezo survey rounds 2-5

Behind the average


Aggregate evidence of this kind appears to substantiate both the shift of focus to learning, as well as the need for significant, large-scale reforms. Learning quality does need to be improved across the board. But jumping from these big facts to policy recommendations is never simple. Moreover, a focus on averages can be very misleading. The distribution of outcomes must be examined.

Indeed, an immediate issue jumps out from Figure 2: there is a large difference in average results between the three countries. Although the Uwezo tests are not perfectly comparable, the evidence is strong that children in Uganda generally perform less well than children from Kenya.

Even more importantly, there are pockets of both success and failure within each country. School systems are not homogeneous things. The challenges facing government schools in the remote arid regions of Northern Kenya are materially different to those facing schools in the upmarket Westlands suburb of Nairobi. In fact, the gap in learning outcomes between the best and worst districts in each country is enormous. This is illustrated in Figure 3, again using the same metric of very basic literacy and numeracy skills.

Figure 3: Basic literacy and numeracy skills, by best and worst district in each country


Calculated from Uwezo survey rounds 2-5

An alternative agenda


A closer look at the data reveals that differences in learning outcomes between regions within each country are huge. Some children are doing well, but many are being left behind. And when we reflect on the distribution of learning outcomes, it is not evident that system-wide reforms should be the priority. More effort is required to resolve failing schools and even failing regions. This means learning about what is working, not just moaning about low national averages. A greater focus on the most disadvantaged also might be the right thing to do.
The Conversation


Posted on 4 Jan 2016 06:39


SOURCE

The Conversation Africa
The Conversation Africa is an independent source of news and views from the academic and research community. Its aim is to promote better understanding of current affairs and complex issues, and allow for a better quality of public discourse and conversation.
Go to: https://theconversation.com/africa

ABOUT THE AUTHOR

Sam Jones is associate professor in development economics, University of Copenhagen.