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Speaker 1: Clement Manya Tyla streaming on the Prime Media Plus.

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Speaker 2: At do you Stay Channel eight five six ninety two

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Speaker 2: point seven and one six.

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Speaker 3: But one with one in Clement, how are you?

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Speaker 4: I hope that you are well.

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Speaker 5: Clement.

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Speaker 3: I remember being taught about Mozilli guys, and then the

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Speaker 3: one thing that I remember that stood up for me

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Speaker 3: was that he was cruel and messy less.

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Speaker 5: Yeah, I meant.

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Speaker 6: This history subject to whatever topic I think it means

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Speaker 6: to be taught about obviously not made compasory.

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Speaker 7: Please, I don't personally, I don't want to live in

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Speaker 7: the past, and I never knew certain things until these

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Speaker 7: teachings was made and makes one look at another personal

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Speaker 7: situation differently.

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Speaker 6: Yeah.

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Speaker 7: If I had not been taught those things, I wouldn't

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Speaker 7: even look back and or look at another person of

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Speaker 7: a different skin color differently. But now because I'm being

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Speaker 7: taught those things, these emotions are creeping up in me.

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Speaker 7: If I was not taught those things, and I was

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Speaker 7: just taught ai and meaningful things for me, I would

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Speaker 7: be fine and not be thinking backwards backwards.

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Speaker 8: That's idle am de ben from sentence. I think this

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Speaker 8: is a really welcomed, you know, development in my view,

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Speaker 8: at least, I think it's fantastic that we're going to

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Speaker 8: add a little bit more affrocentric approach to how we've

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Speaker 8: always learned history in schools. I do think though, that

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Speaker 8: it should potentially be an addition as opposed to, you know,

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Speaker 8: an omission of the eurocentric replacing that with afracentric. I

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Speaker 8: think really just from a completeness point of view.

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Speaker 9: And from a global, you know, awareness point of view,

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Speaker 9: I think it should be both together in landed by

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Speaker 9: the students, as opposed to replacing one or another.

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Speaker 8: Just my thoughts, thank you.

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Speaker 2: Yeah, absolutely, I think that that that's the whole idea,

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Speaker 2: is that let's find a balance, right, because if you

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Speaker 2: have a curriculum that is solely focused on or more

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Speaker 2: focused on even like the US Civil rights movement, I

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Speaker 2: mean remember the French Revolution. Yeah, yeah, we even memorized

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Speaker 2: how that book even begins. But the French Revolution, for instance,

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Speaker 2: communism in Russia. I think those are equally important, especially if,

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Speaker 2: like the testing had said before, they want to create

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Speaker 2: a generation that is going to be able to exist

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Speaker 2: as global citizens, So that is important. I don't think

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Speaker 2: that should be scraped, and I doubt that would be

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Speaker 2: the way that our government goes. But I think what

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Speaker 2: we need is let's inject in some afrocentric historical concepts here.

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Speaker 2: This country is rich with history, as rich with culture,

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Speaker 2: with heritage, with so much diversity, and really we're doing

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Speaker 2: it to service to ourselves by allowing our curriculum to

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Speaker 2: be dominated by certain stories and not our stories, or

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Speaker 2: by even allowing the curriculum and using books that have

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Speaker 2: been told through a specific lens. I mean, we are

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Speaker 2: advanced to tell our own stories and it's important that

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Speaker 2: we tell these stories through our lens as Africans. And

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Speaker 2: it's about time that does curriculum really changes. What are

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Speaker 2: your thoughts and have you picked up what history your

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Speaker 2: children are being taught in school today. I don't have

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Speaker 2: anyone in my family, immediate family, who is still in school,

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Speaker 2: so I'm not sure what curriculum is, what's actually being

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Speaker 2: taught right now, And I wonder Mapung Google, for instance,

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Speaker 2: is that in the curriculum?

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Speaker 5: Now do you know?

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Speaker 2: And what do you remember about your own history? More

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Speaker 2: of your WhatsApps on seven two, seven oh two and

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Speaker 2: seven oh two.

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Speaker 10: I good morning, Clement and Kim. I'm glad you mentioned

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Speaker 10: the issue of Mapung goowe. Actually I have the pleasure

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Speaker 10: of helping kids with homework after school. They are actually

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Speaker 10: doing it on that subject. They touch it on they

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Speaker 10: college social science, but they divide into history and geography.

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Speaker 10: I think from grade five to grade seven they do

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Speaker 10: it do it. They do the Mapungoowey issue one day

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Speaker 10: history lessons, so it is there.

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Speaker 5: Thank you, good morning, Clement. We were taught about Egyptians,

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Speaker 5: you know, I remember Egyptians, then their civilization, the tools

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Speaker 5: that they used, their language, heroglyphics. We learned about Adolf Hitler,

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Speaker 5: We learned about Van Riebeck, and there was a section

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Speaker 5: about Saint Hunter and gatherers, and then just another small

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Speaker 5: section about a part it. But I think that's that's

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Speaker 5: that's mostly what it was about.

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Speaker 11: So maybe it's because I went to a private school,

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Speaker 11: but I remember being taught about the world. Was about Hitler,

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Speaker 11: about Stolin, about the general European dictators, and the American Revolution,

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Speaker 11: and then obviously covering young Vandriebeck and apart it. But

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Speaker 11: in terms of like African history, other African countries, how

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Speaker 11: who colonize them before colonizations, the kingdoms that existed and

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Speaker 11: their liberation and how you know, general African history. I

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Speaker 11: have no recollection of that.

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Speaker 12: And that has been something that I've made an effort

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Speaker 12: to learn in adulthood. But we know more history about

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Speaker 12: the Western world than we do about our own continents.

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Speaker 13: Good Monic Clement and seven or two listeners on the

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Speaker 13: issue of the change of the history curriculum. First, I

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Speaker 13: think we have to ask ourselves, woote, what did the

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Speaker 13: papers the papers.

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Speaker 14: Of learning or studying history? For me, I see it

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Speaker 14: as a study of the past and compare it with

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Speaker 14: the present so that you can think about the future.

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Speaker 14: So for me, I think any his is fine. So

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Speaker 14: he's supposed to be taught or supposed to be lent.

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Speaker 14: So it is the issue of how can that be

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Speaker 14: done selective studying, I don't think it's intellectually channeled lows.

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Speaker 2: Mary, Yeah, true. And how much of you know Western

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Speaker 2: history do we include in fact any other global history

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Speaker 2: compared to our own enhandsome You know, I think all

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Speaker 2: of us agree that there needs to be a balance.

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Speaker 2: I'm really fascinated, and even with myself, I mean, I've

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Speaker 2: done my own independent reading. You know, there are things

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Speaker 2: that I watch, things that I read now that I

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Speaker 2: choose to read because I want to understand more about

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Speaker 2: us as Africans, because I think we were deprived of

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Speaker 2: that information and that true history about how who we

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Speaker 2: really are, Right, I'm interested in how we have lived,

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Speaker 2: how we've prayed hmm, Like we were not taught how

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Speaker 2: to pray by Europeans. I think there's a way we

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Speaker 2: interacted with our maker for thousands and thousands of yes,

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Speaker 2: and I wonder I'm interested in those things. I'm interested

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Speaker 2: in how did we worship, how did we pray? Who

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Speaker 2: are we praying to? How did we define that powerful being?

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Speaker 2: That's the thing that really interests me, Like how did

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Speaker 2: we ensure sustainability? Like how did we trade? Because there

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Speaker 2: are so many myths about African civilization before colonialism. In fact,

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Speaker 2: what I'll do is I'll post a podcast that we've done,

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Speaker 2: because we have done a show about this before, we've

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Speaker 2: debanked the myths about African civilization before. I'll post that

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Speaker 2: on Twitter at some point. Just go check it out

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Speaker 2: because it will really really give you a sense of

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Speaker 2: the many misconceptions that exist in our society and even

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Speaker 2: in literature about the nature of pre colonial Africa. And

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Speaker 2: it's so said because these often assume that primitive Africa

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Speaker 2: with no cities, no empires, nor commerce, so no civilization. Basically, David,

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Speaker 2: you calling us from alex what are your thoughts? Good morning,

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Speaker 2: short Levemon housed man Eata.

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Speaker 15: Sure sure, sure, listen. I did history go high school

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Speaker 15: and university right as much as I can remember is

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Speaker 15: from grade eight we learn much more about your great

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Speaker 15: depressions to America, and going into grade nine it was

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Speaker 15: some sort of an introduction to your out of Hitler,

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Speaker 15: going into World War two and then Grede ten that

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Speaker 15: was your French Revolution. Things about your marry an to

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Speaker 15: Night and the other things that don't didn't matter. But

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Speaker 15: there is something I've learned towards university because I did

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Speaker 15: most of history, and I did some research papers on

147
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Speaker 15: history and about that baby. Do you know that we've

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Speaker 15: been told from the age chings cookoo was killed by

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Speaker 15: sweet potatoes. I mean not kind of.

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Speaker 16: Histories that you see.

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Speaker 15: It's not it's not emphasise. And now when I was

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Speaker 15: home for Easter, I noticed my knees was asking me,

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Speaker 15: because she knows that I've been doing history my entire list.

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Speaker 15: She that they they were teaching them something about the

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Speaker 15: Mali Empire. So for me, Gament, I feel like this

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Speaker 15: is very much welcomed and they need to change everything.

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Speaker 15: You know, we need to learn more about where you

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Speaker 15: come from South Africans and real should go because if

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Speaker 15: we don't know about our past and we lost future.

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Speaker 2: Then we're doomed. We really are, David, I think I

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Speaker 2: couldn't have said it better. Thank you for calling us

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Speaker 2: in Alex. I've also been asking you to tell us

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Speaker 2: what you are grateful for this week. What is it

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Speaker 2: that happened this week that put a smile on your face?

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Speaker 17: Morning, Germent. Tomorrow we will be bearing Baba on money Huami,

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Speaker 17: my father's younger brother, you know, you know when he

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Speaker 17: passed on. As a result, my father is now the

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Speaker 17: only member of his family who's left. I just realized,

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Speaker 17: Woochie and my family, who are so lucky we still

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Speaker 17: have both parents. My father is ninety, my mother is

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Speaker 17: eighty three. But what I'm much more grateful for, Clement,

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Speaker 17: is that even at such an advanced age, they are

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Speaker 17: not sick. They are healthy. I mean, they have some

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Speaker 17: small ailments here and there, but they are generally very healthy.

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Speaker 17: And when I look in with respect to our extended families,

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Speaker 17: we are the only family now that's still only his,

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Speaker 17: that is both parents. So I'm grateful for Lament. We're

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Speaker 17: not a perfect family. We have our challenges, but that

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Speaker 17: is something to be very very grateful for. Thanks and

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Speaker 17: from me.

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Speaker 2: Thank you so much, and all the best with the

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Speaker 2: funeral tomorrow. I'm sorry to learn about your uncle, but

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Speaker 2: you see, those are the things that we take for granted,

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Speaker 2: and I'm so glad that you've taken a moment to

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Speaker 2: be grateful for that, because you are one of the

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Speaker 2: lucky ones to still have I mean at ninety and

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Speaker 2: they are still not dealing with severe illness. I would

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Speaker 2: give up anything to still have a grandparent. I don't

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Speaker 2: have my grandparents from my father's side. My dad's parents

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Speaker 2: are no longer around. My mother's parents passed a while ago,

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Speaker 2: so I miss having grandparents, but I miss just sitting

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Speaker 2: there with them and sometimes there's just silence, but that

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Speaker 2: silence was so loud with so much care and love.

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Speaker 2: I miss things like that, And I think, when if

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Speaker 2: you're lucky enough to still have Koko Ubam kol Hol,

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Speaker 2: your grandmother, your grandfather, appreciate that, be grateful for that,

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Speaker 2: because it's not everybody who has that opportunity. And for me,

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Speaker 2: that's why we do Gratitude Friday. It's these little things,

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Speaker 2: these little things that we take for granted. I'm saying,

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Speaker 2: let's pause and say, oh my god, I had money

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Speaker 2: to get into a taxi and go to work today,

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Speaker 2: regardless of what I'm facing. I was able to have

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Speaker 2: a sister who cares about me, siblings who are helping

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Speaker 2: me during this difficult time. Those are the things we

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Speaker 2: need to look at and say, I'm grateful. It's important

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Speaker 2: to show gratitude, and Gratitude Friday is intended to cultivate

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Speaker 2: that spirit of gratitude. It's nine thirty two.

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Speaker 17: Your voice, your station, your oth in line, water at

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Speaker 17: all with Clement one.

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Speaker 2: Twenty three minutes before ten o'clock. This is a seven

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Speaker 2: o two open line. Were taking your calls on one

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Speaker 2: one eight day three oh seven o two. If you

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Speaker 2: prefer to send the what's up text or voice note,

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Speaker 2: you can do so on oh seven two, seven oh

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Speaker 2: two on seven oh two, Lulu. Let's start with you.

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Speaker 2: You're calling from Centurion.

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Speaker 18: Good morning morning, Clement. Thanks for taking my call. Clement.

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Speaker 18: Listen when I conquer with a lot of the callers

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Speaker 18: I mean when I was in high school, which is

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Speaker 18: many years ago, we learned mostly the Western history. Mind you,

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Speaker 18: I found it very very interesting. I was an a

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Speaker 18: student and I totally enjoyed it. But it is only

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Speaker 18: in hindsight now at my big age that I'm like, hello,

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Speaker 18: you know, we were actually robbed because I remember it

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Speaker 18: was only in my Matrichia that we learned about the

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Speaker 18: Liberation struggle.

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Speaker 4: But it was so brief.

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Speaker 18: It was like a summary. You know, I can't really

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Speaker 18: as compared to how we got involved and delved into

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Speaker 18: the Western history about Hitler. I mean I used to

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Speaker 18: find that, but I found it very fascinating, I must say.

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Speaker 18: But I mean if we had been taught the liberation

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Speaker 18: struggle and more of our African history, obviously I would

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Speaker 18: have also found it.

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Speaker 4: But you know, we were just deprived of that.

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Speaker 18: And I'm actually surprised that. I mean, in my excuse

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Speaker 18: my narrativity, but I mean I really thought that things

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Speaker 18: had changed, that the students are currently learning more about

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Speaker 18: the African history. So only now I'm like, hold on,

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Speaker 18: is it still like that? Are they really still concentrating

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Speaker 18: on the Western history And we've we've kind of like,

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Speaker 18: you know, we've parked our own history. We're not telling

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Speaker 18: our story.

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Speaker 2: Yeah, and even in the way we've been telling our

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Speaker 2: stories in recent times. Whose lens right is telling that story?

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Speaker 2: Because that's also quite critical. But things seems to be

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Speaker 2: changing for the good. Nobody says, erase, you know European

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Speaker 2: Western history. We're saying it can be more eurocentric. We're

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Speaker 2: on the African continent. Let it be afrocentric. Let's learn

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Speaker 2: more about who we are, how we've done things, where

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Speaker 2: we are, where we come from. Thanks for called Lulu

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Speaker 2: incenture and see Patty, you're calling us from Johannesburg. What

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Speaker 2: are you grateful for? Good morning?

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Speaker 4: Good money Manela, How are you?

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Speaker 19: I see, pat would you say I'm so so say

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Speaker 19: I'm so grateful my friend who's just obtained his PhD

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Speaker 19: entomolvany wow?

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Speaker 2: Okay? And did has he graduated or is he.

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Speaker 4: Graduated last year? In September last year? So tomorrow I'm

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Speaker 4: going to score him with big lunch. His name is.

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Speaker 2: Seeing Is he the first one to obtain a PhD

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Speaker 2: in the family? Jeez oh wow, that's amazing. See Pattie,

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Speaker 2: thank you for sharing that with us. And we share

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Speaker 2: in your gratitude and all the best with the big

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Speaker 2: lunch Tomorrow, let's go to What's a Voice? Note also

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Speaker 2: on Gratitude Friday, that's come through.

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Speaker 1: Hi, Clemens, this is second And I think the one

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Speaker 1: thing that I am grateful for is my husband. I'm

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Speaker 1: grateful for the fact that my kids have a father.

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Speaker 1: You know, when my daughters would cry at night, they

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Speaker 1: would say, for now, Barber, I want my dad, and.

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Speaker 2: He would be there. He is there.

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Speaker 1: He's active as a participant in their lives, as any

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Speaker 1: father should. But it's not everyone who's is like you.

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Speaker 1: Hence I think I'm grateful for him, and I thank

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Speaker 1: the Lord for pleasingly with such a man who's not

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Speaker 1: just that provide a bas leader in our family.

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Speaker 2: Yeah, thank you, Oh, thank you so much. And we

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Speaker 2: sometimes that's another thing we take for granted because we

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Speaker 2: hear so many stories of you know, fathers who are

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Speaker 2: not present, husbands who don't really give a damn about

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Speaker 2: their families. So it's good to hear people take a

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Speaker 2: moment to say I appreciate my wife, my husband, I

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Speaker 2: appreciate my partner, I appreciate my kids. So thank you

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Speaker 2: so much for that. Lenato, You're calling us from Pretoria,

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Speaker 2: what do you want to say about this history curriculum

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Speaker 2: the morning?

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Speaker 4: And I'm quite happy with the change of syllabus. I

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Speaker 4: don't necessarily think everything should be raised in certain certain context.

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Speaker 4: I think they can still be present, but not as

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Speaker 4: a main feature. Like the story of Anthonybek. He can

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Speaker 4: be mentioned, but he shouldn't be a main feature. But

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Speaker 4: I think for I mean, you can also see certain

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Speaker 4: commentry on social media. I think it's about time that

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Speaker 4: certain rhetorics are changed, where certain certain people of especially

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Speaker 4: European decent, are made to believe that Africans were not

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Speaker 4: in Black Black Africans were not in South Africa, and

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Speaker 4: they say they arrived in South Africa at the same

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Speaker 4: time that they set foot on their ships, that only

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Speaker 4: the Quoisan were around, and as a Quoisan are not

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Speaker 4: are different from Black Africans. You know, That's that's one

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Speaker 4: of there's those are conversations that can be had, you know, So,

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Speaker 4: you know, just changing the rhetoric from the colonizer's outlook

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Speaker 4: to empower South Africans, to empower the thinking and identity

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Speaker 4: of where we where we come from, who we were before,

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Speaker 4: and where we are now our presence to be validated

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Speaker 4: and not just as some or you weren't even part

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Speaker 4: of this part of the kind of this continent you

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Speaker 4: are from wherever, as of migration that had been happening

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Speaker 4: for thousands of years didn't exist. It's equivalent to them

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Speaker 4: coming on a ship and landing on our should It's

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Speaker 4: the same thing. It's the same theory, and just for

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Speaker 4: just for that mindset to be changed.

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Speaker 15: Things like that.

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Speaker 4: So I think it's definitely want to empower South African

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Speaker 4: uh well black black South Africans, and yeah, just so

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Speaker 4: you know, I think history definitely does empower. It makes you,

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Speaker 4: It makes you, gives you a sense of in your identity,

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Speaker 4: empowerment in your identity and also knowing where to go

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Speaker 4: forward where you're no longer seen as this beneath like

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Speaker 4: where because I do think somehow the mindset is still

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Speaker 4: there where white South Africans do believe that there was

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Speaker 4: nothing there that they they gave us the life that

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Speaker 4: we live, that we are here thanks to them, you know,

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Speaker 4: And I think that history, the change in history will

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Speaker 4: change that that mindset where they also understand that there

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Speaker 4: was something before we were people, before we were something

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Speaker 4: that had that contributed to them also been surviving in

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Speaker 4: this country.

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Speaker 2: Yeah, and and of course it's no mean it's there

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Speaker 2: are white people who have taken an interest in understanding

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Speaker 2: that history, you know, who see black people as furlough

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Speaker 2: human beings and not as people that are inferior. But

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Speaker 2: also equally so, there are black people who see themselves

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Speaker 2: as inferior white people. And I think learning about who

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Speaker 2: you are, you know, who your descendants, who your ancestors are,

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Speaker 2: and what your story is, does something in instilling some

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Speaker 2: level of confidence, like in helping you understand that you

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Speaker 2: are not more in You're not inferior or more superior

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Speaker 2: than the other race. By the way, speaking of what

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Speaker 2: we used to do before, right, I'm interested. I want

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Speaker 2: to add this question to to what we're discussing, are

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Speaker 2: the specific cultures or traditions that you are intentional about

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Speaker 2: in teaching your children. There's this reality show I haven't

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Speaker 2: really watched it, but I've seen it being promoted called

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Speaker 2: I think it's called IMGI de Moms, and it follows

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Speaker 2: Cossa mothers as they guide their sons through the geney

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Speaker 2: of initiation. It's been described as a powerful celebration of heritage,

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Speaker 2: of identity, of legacy. But here's what I'm in trusted

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Speaker 2: in though as a parent, I think what that for

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Speaker 2: me raises is an important question about traditions and aspects

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Speaker 2: of our culture that you are still holding onto. Which

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Speaker 2: ones are you choosing to let go? And which ones

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Speaker 2: are you still holding on too. I have a friend

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Speaker 2: here in Cape Town who's got a son. Her son

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Speaker 2: is about sixteen, and I was asking her are you

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Speaker 2: going to take him to the Mountains two Initiation School?

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Speaker 2: And she said, well, as a courser woman, that's what

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Speaker 2: we believe in at home, that's the culture right that

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Speaker 2: we believe. But I want my child to have a

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Speaker 2: say in that. So ultimately, it's not a decision the

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Speaker 2: parents take. She says, hey, parnting approaches, what do you

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Speaker 2: feel my son? What do you think? Do you want

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Speaker 2: to go there? These are the things that you're likely

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Speaker 2: to be exposed to there. Now you make a decision.

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Speaker 2: And I wonder if that's the kind of approach you take,

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Speaker 2: or are you a parent that is more intentional and

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Speaker 2: that says, this is what we do in this household,

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Speaker 2: These are the traditions, the customs that we followed, the

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Speaker 2: culture that we follow and you are instilling that in

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Speaker 2: your children? Or are you more open minded? Lemon? No?

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Speaker 2: Please on oh one one eighty three h seven oh two?

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Speaker 2: What's ups? As well? On oh seven two seven or

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Speaker 2: two one seven h two more of your cause and what'sapps?

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Speaker 2: After the break your voice, your station, your open line

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Speaker 2: walks at all with clements tailor on seven nine minutes

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Speaker 2: before ten outlock, Let's continue with your calls and what's

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Speaker 2: ups on the seven or two open line? Two Milane

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Speaker 2: you are Incent in good morning, eightlam how are you?

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Speaker 2: I'm all right man, how are you doing good?

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Speaker 10: Good?

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Speaker 8: Yeah?

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Speaker 20: I just want to touch on a couple of things here.

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Speaker 20: So I think the first, especially with the history curriculum thing,

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Speaker 20: I think the first thing in I think back in

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Speaker 20: the tweeny tens, well, I think eleven, when there was

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Speaker 20: a great excitement about you know, the new CAP's curriculum

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Speaker 20: and what it would bring and all of that. The

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Speaker 20: big thing that people were really happy about was the

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Speaker 20: fact that now Vico was going to be taught as

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Speaker 20: well as the the TRC and what that meant. Because

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Speaker 20: I remember this is the second time that there was

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Speaker 20: a you know, sort of like a shift in the

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Speaker 20: paradigm of our history curriculum. But also I just want

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Speaker 20: to say that in focusing on on our history, mainly

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Speaker 20: it's it's it's very interesting because so I used to

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Speaker 20: be the head coach there for for the for the

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Speaker 20: Tanzanian debating team, and you would be modeled at how

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Speaker 20: well and how much they know you know about South

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Speaker 20: African history and and and and things that even you know,

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Speaker 20: our own children either know very little about or know

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Speaker 20: nothing at all. Yeah, And I think it's also because

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Speaker 20: of the so so what they do there is that

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Speaker 20: they do what we call I think a comparative you know,

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Speaker 20: sort of historical approach in terms of how their curriculum runs.

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Speaker 20: But I think they're quite intentionally, especially in terms of

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Speaker 20: how they want to sort of you know, as for say,

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Speaker 20: exercise their their history curriculum. But also then then then

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Speaker 20: I thought that about about what that would do, especially

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Speaker 20: when it comes to us. I'm thinking, if you if

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Speaker 20: you look at the way American kids are taught, and

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Speaker 20: I think they've got this drilling of American history that's

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Speaker 20: just like so far as they know their history, and

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Speaker 20: that's and that's mainly it, and and and a very

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Speaker 20: very small account of of their population, especially ones that

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Speaker 20: go to school once you know whose curriculum learning is

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Speaker 20: is actually quite controlled, very very small number of them,

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Speaker 20: you know, know about I think just world history, and

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Speaker 20: even that just moves a lot more into into the

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Speaker 20: European history and also like I think, just some touches

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Speaker 20: of it. But I think it's it's very important that

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Speaker 20: I think the conversation becomes really broad. It can't just

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Speaker 20: be a you know, an issue of oh my goodness, well,

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Speaker 20: I mean, it could be good to just really really

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Speaker 20: focus on this on this particular aspect. But also I

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Speaker 20: think just in in comparing both the IVY you know,

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Speaker 20: sort of assessment settlers together with the national together with

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Speaker 20: anal one, I think the idea does really well, especially

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Speaker 20: in in in trying to address the the the African

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Speaker 20: know Center. I think specifically as well in grade level

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Speaker 20: and grade talk, because I mean they do they do Congo,

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Speaker 20: they do Angola, and then they come up in all

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Speaker 20: the way into into into s A. But I think

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Speaker 20: what also people are forgetting is that the case of

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Speaker 20: curriculum is asked, a school or or a history teacher

436
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Speaker 20: in a school would then choose what what aspect to

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Speaker 20: focus on, because there's something called the SAX that's a

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00:27:28,600 --> 00:27:32,480
Speaker 20: subject assessing guideline on Oh yeah, But basically it's a

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00:27:32,640 --> 00:27:34,760
Speaker 20: it's an examination guideline regarding what it is that we're

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00:27:34,800 --> 00:27:36,919
Speaker 20: going to be to be assessing on. And it's and

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00:27:36,920 --> 00:27:39,560
Speaker 20: it's structured in such a way that schools are able

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Speaker 20: to choose what it is that they're able to focus on.

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Speaker 20: So similar to the creative arts curriculum where you've got

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Speaker 20: the fourth disciplines, but but a school can only choose

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Speaker 20: two of those prices, whether it's starts and drama or

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00:27:52,440 --> 00:27:54,919
Speaker 20: for its drama and and and and and visual art.

447
00:27:54,960 --> 00:27:56,960
Speaker 20: So it just really really depends. So I think again,

448
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Speaker 20: I think it's just a matter of what what is

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00:27:58,680 --> 00:28:00,920
Speaker 20: it that we're putting in there, but also the lens

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00:28:00,960 --> 00:28:03,800
Speaker 20: to which it actually is supposed to be reported. Last

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Speaker 20: thing and I want to I don't want to take

452
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Speaker 20: much of your time here. It's that I think this

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Speaker 20: whole yngthen reader aspect for me is it's still a

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00:28:10,440 --> 00:28:13,119
Speaker 20: very important one, especially because you know a lot of

455
00:28:13,119 --> 00:28:15,360
Speaker 20: people then ask but then how did we get here?

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00:28:15,400 --> 00:28:17,840
Speaker 20: Because then while it's important to then learn about a

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00:28:17,880 --> 00:28:19,840
Speaker 20: part head as well as what happens after that, it's

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00:28:19,840 --> 00:28:21,399
Speaker 20: an issue of how did we get here, because I mean,

459
00:28:21,400 --> 00:28:24,440
Speaker 20: it doesn't just happen to get something. Also then it's

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00:28:24,480 --> 00:28:27,920
Speaker 20: also it's also about before Jan van riber got to

461
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Speaker 20: to to to to the to to the to the

462
00:28:29,800 --> 00:28:32,720
Speaker 20: cape to the cape curve, what then happen and what

463
00:28:32,720 --> 00:28:35,960
Speaker 20: what was existing and what what in existence was truly

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00:28:36,040 --> 00:28:38,160
Speaker 20: to be there. So I think a lot of archiving

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00:28:38,200 --> 00:28:40,400
Speaker 20: and a lot of you know, historiography needs to be

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Speaker 20: to be approached in this report.

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Speaker 2: And unfortunately not so a lot of what happened before

468
00:28:46,440 --> 00:28:49,720
Speaker 2: and how things were done is not so much dominating

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Speaker 2: in that curriculum. And I think that's the call that's

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Speaker 2: being made from the sense I'm getting. So don't take

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Speaker 2: away Jan van Riebec and him arriving here, but also

472
00:29:01,400 --> 00:29:06,080
Speaker 2: just equally, if not in more measure, just include what

473
00:29:06,200 --> 00:29:09,200
Speaker 2: has happened to tell us about us. I think that's

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00:29:09,200 --> 00:29:11,640
Speaker 2: what a lot of people are saying. Thanks for calling

475
00:29:11,680 --> 00:29:14,760
Speaker 2: two million, Incentence, let's go to some WhatsApps on seventy

476
00:29:14,800 --> 00:29:16,240
Speaker 2: seven O two and seven oh two.

477
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Speaker 16: Well in comment in the team it's and lay and

478
00:29:18,600 --> 00:29:21,520
Speaker 16: breaking downs. No, I'm grateful, I mean I'm a very

479
00:29:21,560 --> 00:29:26,840
Speaker 16: small shaped person. But I'm gaining weight and I'm grateful

480
00:29:26,920 --> 00:29:32,120
Speaker 16: for that. Hope I maintaining I'm gaining weight. No, I'm

481
00:29:32,120 --> 00:29:36,680
Speaker 16: singly shatyeah yeah boo. I'm lookable andy day and breaking down.

482
00:29:36,800 --> 00:29:40,640
Speaker 16: Thank you so much, Clement. The one thing that I'm

483
00:29:40,680 --> 00:29:43,680
Speaker 16: grateful for is my mother's prayers. You know, you know,

484
00:29:43,800 --> 00:29:44,880
Speaker 16: everything that I do.

485
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Speaker 21: In life, for what I want to to start something,

486
00:29:47,640 --> 00:29:52,920
Speaker 21: I have an idea, oh to crow, my business needs

487
00:29:52,960 --> 00:29:55,920
Speaker 21: to expand. Whatever the challenges that I have, I talk.

488
00:29:56,480 --> 00:30:01,240
Speaker 21: She might not have solutions for my business or anything

489
00:30:01,360 --> 00:30:04,200
Speaker 21: else that I might be talking to her about, but

490
00:30:04,320 --> 00:30:07,320
Speaker 21: you know, she always prays and she listens, and even

491
00:30:07,360 --> 00:30:10,640
Speaker 21: though with no solution right the way she prays, she

492
00:30:10,760 --> 00:30:12,320
Speaker 21: puts me in her prayers.

493
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Speaker 7: You know.

494
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Speaker 21: And with the way things have been going, you know,

495
00:30:16,400 --> 00:30:20,240
Speaker 21: being in small business selling market, with having the rain

496
00:30:20,400 --> 00:30:23,000
Speaker 21: every weekend, they've just been so bad for the performance.

497
00:30:23,080 --> 00:30:25,480
Speaker 21: And all of a sudden, this is that we can

498
00:30:25,520 --> 00:30:29,440
Speaker 21: do so busy and it has never been this busy

499
00:30:29,600 --> 00:30:35,640
Speaker 21: this year ever since we started twenty twenty six. And

500
00:30:35,720 --> 00:30:38,640
Speaker 21: on Tuesday she calls me and said, Papa, I wanted

501
00:30:38,640 --> 00:30:41,120
Speaker 21: to check on you on how your wee can do us.

502
00:30:41,200 --> 00:30:43,440
Speaker 21: You know, I was praying for you from Friday so

503
00:30:43,560 --> 00:30:46,640
Speaker 21: that you get business. You know, I wanted to check

504
00:30:46,680 --> 00:30:49,960
Speaker 21: how business went, and you know, shockingly, it was so

505
00:30:50,160 --> 00:30:52,600
Speaker 21: busy this weekend and thanks to her prayers. You know,

506
00:30:52,720 --> 00:30:56,280
Speaker 21: I'm really really grateful for them.

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Speaker 2: Yeah, he absolutely. It's now three minutes before ten. Out luck,