PYEI BEEI Phase 4 Teaching Assistant Jobs Start Today
The Basic Education Employment Initiative (BEEI), the fourth and final phase of the Presidential Youth Employment Initiative (PYEI), officially launched today.
The Department of Basic Education released a statement on Tuesday saying that the beginning of Phase IV coincides with the beginning of the 2023 academic year, giving young people the chance to enroll in school at a time when they are particularly needed.
This follows the accomplished rollout of Stages I through III, which resulted in the creation of over 850 thousand youth employment opportunities.
In Phase IV, we hope to create 255,000 new jobs for young people in all nine regions. The total of 255 000 can be broken down into two groups of young people, ages 15–24: +/-150 000 and 105 000.
The first group will begin on February 1, 2023, with the second group, numbering 105 000, beginning on May 1, 2023. However, on March 1st, 2023, KwaZulu-Natal and February 1st, 2023, the Western Cape will each appoint a single cohort.
Since there is a public school in every South African community, the PYEI-BEEI makes it possible for the government to offer employment to the country’s most marginalized youngsters, who otherwise might have to leave their hometowns in search of better prospects.
Therefore, inclusiveness is a major principle of the program. To that end, the DBE has urged educational institutions to “attract more girls/females” and increase access to possibilities for students with disabilities.
The department added that schools had been instructed to give preference to students from the surrounding neighborhoods. This saves them money on gas and time spent commuting to and from the schools where they will be working.
The purpose of PYEI Phase IV is to equip young people with the hard and soft skills they’ll need to succeed in the workplace.
Phase IV’s main goal is to help teachers help students enhance their learning outcomes. This is why majority of the young people will be serving as Curriculum Assistants, assisting teachers in the classroom.
Curriculum Assistants are not teachers and are not responsible for instruction or evaluation; that is the teacher’s job. According to the DBE, “Reading Champions” will work with students to improve their comprehension.
The department has said that this will be prioritized during the introductory “Foundation Phase” in order to lay a firm groundwork for subsequent study.
As more and more schools adopt digital learning strategies, E-Cadres will be needed to facilitate the use of technology in the classroom. Schools have employed e-Cadres in the past to aid in administrative processes.
In addition, there will be positions for “Care and Support Assistants,” whose primary duty will be to provide students with basic psychosocial support; “Sports and Enrichment Assistants,” whose focus will be on assisting with the implementation of extracurricular activities in the areas of sports, arts, and culture; and “Handymen and Handywomen,” whose primary duty will be to assist with the upkeep and maintenance of school buildings.
There will be collaboration between federal agencies and provincial education departments to accomplish this goal.
Digital Literacy will be provided by NEMISA, Artificial Intelligence in the Fourth Industrial Revolution by the University of Johannesburg, and Online Safety by Digify Africa.
In addition, MTN and Anglo American have also committed to funding the education of Curriculum Assistants and e-Cadres.
Meanwhile, under the auspices of the National Reading Coalition, a wide range of NGOs will train Reading Champions.
Accredited training in a variety of trades, including painting, tiling, plastering, plumbing, etc., will be made available to handymen.
Department officials have stated that throughout Phase IV of the initiative, they will make a concerted effort to raise awareness about the need of inclusive education among all support staff.
According to the DBE, “assistants will be obliged to undertake orientation on inclusive education to understand that learners living with disabilities should be treated on an equal footing with other youth in the school and communities in which they live.”
According to the DBE, the second part of the training will concentrate on young people assigned to special schools all over the country. This is done so that these schools will be better equipped to provide the supplementary services that are needed to increase students’ opportunities for academic success.
As part of the project’s third round of training, disabled individuals will be employed as helpers. The agency will keep looking for organizations that can help with youth training and employment opportunities.
The department emphasized the importance of the training in upskilling youngsters, and it offered a number of exit routes to let PYEI-BEEI participants continue to build on their prior work experience and newfound knowledge.
The DBE emphasized the importance of providing youngsters with pathways to additional possibilities to ensure they remain actively engaged and make a constructive contribution to society.
“The department welcomes all the youth to the PYEI-BEEI and encourages them to take full advantage of the opportunities that they will get throughout their contract period,” said Lala Maje, the national project manager. “These job opportunities can catapult them into even greater things and allow them to develop as professionals.”
The PYEIBEEI’s effects in the industry will be closely tracked by the Department of Basic Education.