By Johnathan Paoli

The nation’s learners and teachers are keenly awaiting to hear what is happening on the basic education front this week, with a number of meetings planned on the impact of budgetary cuts in education departments across the country.

Basic Education Minister Siviwe Gwarube and her senior officials are expected to appear in at least two major meetings. Parliament’s Portfolio Committee on Basic Education is meeting on Tuesday and the Council of Education Ministers (CEM) on Thursday.

The budget cuts have created a challenging situation for many provincial education departments, which could impact the quality of education, including reducing teaching positions and cutting back on essential services.

The Western Cape is expected to cut 2400 teaching jobs by the beginning of next year. 

Western Cape MEC David Maynier has confirmed that that despite implementing a R2.5 billion budget cut, the province still faced a R3.8 billion budget shortfall over the next three years.

KwaZulu-Natal has announced its inability to afford 11,092 teaching posts, following a budget shortfall of R4 billion.

The provincial government agreed to a 7.5% wage increase for teachers and other public servants without increasing the provincial budget accordingly.

KwaZulu-Natal education spokesperson Muzi Mahlambisaid that while the recent budget cuts certainly exacerbated the situation, the crisis has been six years in the making.

“After all, the department is all about teaching and learning, but you end up only having educators with no equipment. In some instances, it is because we can’t buy those things. A lot of money goes into their payment,” Mahlambi said.

Mpumalanga has to deal with a shortfall of R876 million, while the North West has to source R485 million. 

The Eastern Cape has experienced a decline of 22.6% from over R4.6 billion to R3.5 billion due to fiscal consolidation.

The loss of funding comes despite MEC Fundile Gadehighlighting the urgent need for infrastructure development within schools in the province.

“A well-built school infrastructure promotes a positive learning environment, improves overall school quality, influences the educational experience and results in better educational outcomes,” Gade said.

Meanwhile, Gauteng education MEC Matome Chiloanehas warned that budgetary pressures are likely to impact scholar transport, school furniture, school nutrition, infrastructure, personnel and other subsidies.

Chiloane confirmed that over 3000 teacher posts were at risk.

He said his department has been working tirelessly to find means to secure public school teachers’ jobs, while also functioning optimally with a smaller fiscal budget.

“Look, all provinces are affected, we’re looking at around 3,400 teachers. Unfortunately, there will be a cut in certain programmes, scholar transport and school nutrition… we are cutting everywhere to ensure that we keep all our school educators,” Chiloane said.

The country’s economy has been under significant strain in the aftermath of the Covid-19 pandemic, a recession and deteriorating infrastructure and other support structures.

The government has had to prioritise spending in critical areas such as healthcare and social welfare, with the reallocation of funds resulting in reduced budgets for all sectors.

There have been ongoing issues with inefficiencies and mismanagement within the education sector, which has led to calls for better financial oversight and accountability, which in turn, have influenced budgetary decisions.

The provincial education departments have called for partnerships between the government and private sector to supplement education funding.

Many have advocated for exploring alternative funding mechanisms and reducing bureaucratic inefficiencies which could free up resources to be redirected towards essential educational services, including optmisingprocurement processes and reducing waste.

Minister Gwarube said the CEM meeting would include the provincial departments providing analysis on the impact of the cuts.

A provincial analysis reports would form the basis of the minister’s discussion with the National Treasury and the Finance Minister.

“I am working very hard to ensure we have a full understanding of the impact of the budget cuts in the sector. I am determined to work with the Treasury to ensure that we cushion the blow on frontline services in the sector,” Gwarube said.

The minister called for placing data-driven evidence before the Finance Minister to find innovative ways to avoid further cuts to the education budget.

INSIDE EDUCATION

By Edwin Naidu

There’s no shortage of information on the remarkable happenings in education, science and technology, for good or bad, in South Africa or Africa. 

If one considers social media platforms the best place to brag about who has received the latest accolade for doing their job, you would think that South Africa and the continent would be in far greater shape. 

Addressing unemployment, tackling poverty, fighting climate change and dealing with food security should be handled more effectively, considering the great brains in our midst. 

Just flip through the amazing content on LinkedIn shared by the National Research Foundation, and you will be amazed at the top-notch quality of our scientists’ work. Many are making their mark in unique collaborationsthroughout Africa and globally.

A situational analysis of the state of the education research field in Africa report by Education Sub-Saharan Africa (ESSA) and social development consultantsSouthern Hemisphere recently sketched the opportunity and state of play in sub-Saharan African countries. 

The figures reported mainly from desk research draw on data from key informant interviews and group discussions. They aim to promote education research for academic progression and to impact local education policies and practices.

Their work addresses the disconnect between researchers and decision-makers by promoting collaborations between education researchers and government agencies.

They also seek to address the minimal public funding opportunities for education research.

While encouraging donors and development partners to provide funding and support for government-led education research priorities, thus promoting local agendas, they also advocate for promoting inclusion, gender equity, capacity-building programmes and South-South peer learning networks.

The study says educational research in Africa presents a small yet promising landscape, characterised by the dedication of its actors and the rapid growth in research publications observed over the last two decades across most countries.

Unfortunately, Africa’s contribution to global education research is estimated at around 2.13%. More than 90% of the study was published after the year 2000. Some countries, including South Africa, Nigeria, Kenya and Ghana, dominate the field. 

Even in these countries, few institutions dominate the landscape regarding knowledge production.

African researchers face similar challenges in securing funding and conducting high-quality research, and there is a lack of opportunities for regional and international networking and collaboration. 

However, in education research, these challenges are much more pronounced. For instance, the study found that only 10% of African education research publications are funded, with partners outside providing up to 90% of the existing funding.

These challenges and potential solutions are also highlighted in the Action on Funding for Africa-led Education Research conference and the Forum for Education Research in/for/by Africa. Building on theseevents, the Enhancing Education Research in Africa (EERA) project aims to identify what is needed to create a vibrant and sustainable field of education research in Africa.

The study on the situational analysis was undertaken to ensure that the proposals from the EERA project aregrounded in the current reality of education research in

Africa, and builds on what is already underway.

The analysis uses the field-building framework to assess five main characteristics of education research in Africa: Knowledge base, resources (funding), field-level agenda, actors and infrastructure.

Knowledge base: Data collected through key informant interviews, desk reviews and group discussions revealsstriking insights into the Strengths, Weaknesses,Opportunities and Threats (SWOT) in the African education research ecosystem. 

Resources: While growing research outputs aligned with emerging priorities are observed, severe resource constraints and limited funding affect the quality and quantity of most publications, leading to limited utility for decision-makers and impact.

Field-level agenda: International organisations are crucialin funding education research on the continent. However, this heavy reliance on external funding, and therefore external agendas, often creates a gap between the research produced and the knowledge that decision-makers need.

Emerging partnership initiatives between government and education researchers give birth to a shared vision about countries’ education research priorities. However, this is the case only in a few countries. Moreover, the lack of funding remains a threat in contexts where such an alignment exists.

Actors: Although they are diverse and committed, the field of education research seems fragmented in most countries due to the lack of a shared vision and communication, insufficient collaboration among stakeholders, and the absence of a robust research culture including early career and women researchers.

Some education research networks and thematic groupsemerge across all regions. Institutional repositories and dissemination platforms are also actively raising the profile of African education research and researchers. 

Infrastructure: Threats to these emerging infrastructure elements include poorly curated dissemination and data-sharing platforms, difficulties accessing data, low-quality and predatory journals, and inadequate institutional support.

While a more equal female-male gender ratio is observed among academic staff in sub-Saharan Africa, huge disparities appear at the country level for education researchers.

Taking advantage of the strengths and opportunities identified in this illuminating report on the education research landscape, the EERA project plans to launch atheory of change process. 

Initially, long-term outcomes will be developed by leveraging stakeholders’ visions for the field of educationresearch and their expectations for an enhanced landscape. 

Building on lessons from this analysis, a Pathways of Change process involving a steering committee and other education research stakeholders will be initiated to propose tailored interventions and projects to enhance education research on the continent.

One hopes that such insights can be used effectively to boost research on the continent so that researchers’ work is indelibly linked to a better life for all. 

Edwin Naidu is the Editor of Inside Education. 

By Edwin Naidu

Amid the political discord over the Basic Education Laws Amendment (BELA) Bill, there are growing concerns about the financial burden it may place on the government. 

Whether the government can afford the R16 billion needed to implement just one of the clauses, which could radically transform the education landscape, is a pressing issue that cannot be ignored. 

With Treasury cutbacks threatening teacher job cuts countrywide, Wayne Hugo, the University of Kwazulu-Natal’s (UKZN) Professor in the College of Humanities at the School of Education, told Inside Education that there was no clarity on where the R16 billion needed to implement just the Grade R aspect of the Bill would come from. 

“The government has indicated that there will be a reallocation of resources, but there is no new money for this. We need Grade R, which will be good for the schooling system. The cheapest way to fix the schooling system is to do it early so by the time children are in Grade 3, they can read and be numerate, but there’s no money for it,” he said.

In March, during a Portfolio Committee meeting to discuss funding the BELA Bill, it emerged that the costs were misaligned, and there was ambiguity about the funding responsibilities shifting between the Department of Basic Education (DBE) and the National Treasury. 

The BELA Bill seeks to amend the South African Schools Act to make school attendance compulsory from Grade R and no longer from Grade 1. 

In addition, it amends the right of governing bodies to have the final say about school admissions and language policies. Key provisions include addressing school disruptions, regulating homeschooling and strengthening governance accountability.

Currently, Grade R is not part of the compulsory basic education mandate. This is managed by Early Childhood Development practitioners under the Education White Paper 5 of 2001. The Bill will change Grade R’s function and funding. The introduction of Grade R will also have a material impact on staffing and infrastructure provision. 

Hugo added that the legislation brought much-needed tightening of regulations and clarity, such as the policy on corporal punishment. However, the greatest issue wasreducing the powers of School Governing Bodies. 

The Democratic Alliance has raised several issues over the Bill, with Basic Education Minister Siviwe Gwarube boycotting President Cyril Ramaphosa’s signing ceremony last Friday. 

Civil society group AfriForum said Afrikaans schools nationwide were currently facing significant pressure from provincial officials to offer English instruction, which could ultimately lead to these schools becoming single-medium English institutions. 

UKZN Professor Suriamurthee Maistry said as with any new legislation in a country with a diverse population like South Africa and given the unevenness of the country’s education landscape, contestation from those who felt that their powers were being eroded was expected. 

“The decision to reduce the powers of the School Governing Bodies is arguably the most challenging issue at hand for the state. BELA now gives authority to the provincial heads of departments in important matters like learner admissions, school language policies, code of conduct and promotions. 

“The language issue, namely the medium of instruction a school adopts, must now be sanctioned by the provincial HODs. In other words, schools cannot unilaterally decide on the medium of instruction. This clause is a direct response to the perception that some schools are using the language of instruction to exclude learners,” he said. 

Education Professor Vimolan Mudaly said if it was implemented, the BELA Bill may make some positive changes as the idea was to force children to attend school and remain there, which was a “good thing for our children’s future”. 

“It may impact parents’ pockets, but it certainly will mean more children will complete the 12 years of education than we have previously experienced. I’m also hopeful that language and admission policies will occur in a consultative process between the school and the Head of Department. This must not be a reason for any child to be excluded. The corporal punishment amendment is necessary, although this might also create some controversy,” Mudaly said. 

“New policy like compulsory Grade R schooling is a noble initiative as it is likely better to prepare young children for entry into formal school. Having said this, this initiative needs to be backed up by appropriately qualified teachers, and classrooms and teaching resources must be available.

“We must also remember that Grade R or pre-school education has only been available to the privileged classes in SA thus far. Poor people can’t afford this. But if this becomes legislation, then I am hoping there will be sufficient political will and determination by the DBE to give effect to this development.”  

Concerning resources, however, when discussing this earlier in the year before the Portfolio Committee on Basic Education, James Ndlebe, Chief Director of Education Management and Governance at the DBE, mooted the idea of a central procurement hub to allow the department to negotiate for goods and services. 

He provided an example of procuring textbooks at a lower cost and suggested that central procurement would be beneficial if schools agreed to it. 

Ndlebe acknowledged concerns about trust and proposed mechanisms for schools to opt-out if they found better deals elsewhere. He highlighted the need for transparency in demonstrating cost savings and clarified that central procurement would not override a school’s ability to negotiate locally. 

Meanwhile, the South African Democratic Teachers’ Union and National Professional Teachers’ Organisation of South Africa have welcomed the Bill’s signing, agreeing that it will bring change to integrate, deracialise and democratise schools.

INSIDE EDUCATION

By Thapelo Molefe

Science enthusiasts and communication experts will converge on Thursday as FameLab South Africa hosts its national finals at the National Research Foundation in Pretoria. 

FameLab is an international science communication and public speaking competition that promotes science and technology by creating a platform for young scientists to find their voices and reach bigger audiences.

According to organisers, the competition will feature 10 exceptional science communicators, who have emerged from a rigorous selection process, showcasing their ability to make complex scientific concepts accessible and engaging. 

The finalists, selected from a pool of 16 semi-finalists, will present their three-minute talks on diverse scientific topics, ranging from antibiotic resistance and cosmological discovery to prosthetics and nanotechnology.

According to the organisers, the journey to the finals was “nothing short of remarkable”, with the semi-finalists demonstrating impressive scientific knowledge and communication skills.

The contenders include:
 Siphosethu Mgwili, Prosthetics and Orthotics, Walter Sisulu University,
 Nadia Olivier, Pharmacology, North-West University
 Nonkululeko Malomane, Chemistry, University of South Africa
 Tallulah Glasby, Microecology, Stellenbosch University
 Havilah Nnadozie, Antibiotic resistance, Rhodes University
 Luciano Willemse, Biochemistry, North-West University
 Yolanda Mngcongo, Nanotechnology, Nelson Mandela University
 Eduard Zehrt, Food science, Stellenbosch University,
 Nokuphiwa Madlala, Chemistry, University of South Africa
 Luyanda Mazwi, Centre for Astro-Particle Physics (CAPP) at the University of Johannesburg (NITheCS)

Within the context of government’s commitment to science engagement through the Department of Science and Technology’s Science Engagement Framework, FameLab speaks to key strategic aims in developing science communication, and promoting and popularising science for public audiences.

The winner will represent South Africa at the FameLab International competition in the United Kingdom.

The purpose of FameLab is to provide a platform for scientists and researchers to nurture their public speaking skills, especially researchers from historically disadvantaged communities who lack opportunities for public engagement to
develop these skills.

INSIDE EDUCATION

By Johnathan Paoli

Despite promises of readiness, Higher Education and Training Minister Nobuhle Nkabane has announced the postponement of the launch of National Student Financial Aid Scheme’s (NSFAS) online application.

Applications were meant to open on Tuesday, but are now only opening on Friday.

The minister told reporters that despite previous assurances, and following consultations between her and stakeholders in the Post-School Education and Training (PSET) sector last week; the scheme had to delay the launch in order to
engage critical challenges in the application process.

The launch was postponed due to the need for a dry run of the online application system to stakeholders. Also, feedback received has already informed critical system changes to simplify the online application and make it accessible to all.

“It is critical that NSFAS is adequately prepared, in terms of resources and systems, to meet the growing demand when we open for the 2025 online application process,” Nkabane said in Pretoria on Monday.

“Many students have expressed frustration over delayed payments and inefficiencies of NSFAS systems. Our constitutional democracy makes provision that the people shall govern; and that means that the people must play a critical role in the administration of the country and we are committed to getting guidance from different
role players in the PSET sector.”

The postponement follows NSFAS administrator Sithembiso Freeman Nomvalo telling a PSET meeting last week that it was all systems go for Tuesday. He confirmed that certain bugs within the application programme had been ironed out and that the process would be smoother, more user-friendly and accessible for prospective applicants.

The NSFAS also announced that application would open on Tuesday on its website over the weekend.

On Monday, the minister who was flanked by Nomvalo, his advisors and other members of the executive management, told reporters that the stakeholder engagements highlighted several concerning issues regarding the scheme and its
assistance to students.

She said the scheme remained the main source of instabilities in the country’s institutions of higher learning, and emphasised that delays in the release of matric examination results translated into delays in funding decisions.

Nkabane said she intended to set up a meeting with her basic education counterpart, Siviwe Gwarube, to iron out interface problems between the information of matriculants following their examination results, and the application process of the funding scheme.

She also announced that her department would seek to increase the intake of the college system by targeting one million enrolments in community colleges and 2.5 million in public and private TVET colleges by 2030.

In terms of universities, she said the department would continue to diversify the institutions based on their strengths and the needs of the communities in which they were located by targeting 1.6 million enrolments by the same deadline.
Nkabane stressed the need for alignment between the country’s skills needs and the curriculum content, as well as institutional governance matters and the role of councils.

“It is my contention that ongoing discussion with student formation and political bodies will shape the future of higher education policy, particularly regarding student financial aid and accessibility,” the minister said.

She said the collective inputs from both student movements as well as management from the institutions helped shape the department’s policy positions and approaches to matters of teaching and learning and other areas of interest.

“Having received a presentation during these stakeholder consultations and having noted the comment received from stakeholders, I am now confident that NSFAS is ready to kickstart the 2025 online application process – effectively this Friday 20 September,” Nkabane said.

The minister invited all students who were currently sitting for their matric examinations to take the opportunity and apply for either an NSFAS bursary or loan, and extended the invitation to learners from Grades 9, 10 and 11 who intend to enter the TVET sector.

“We are committed to fulfilling what was said in the Freedom Charter and will make sure that no one is left behind, especially the children of the working and the poor in all corners of South Africa,” she said.

The student funding scheme’s application system has gone through several changes and enhancements to ensure a seamless experience for prospective applicants.

The briefing intended to highlight the enhancements, unpack the application process and outline the supporting information required in order to adequately complete the application.

In addition, the NSFAS was expected to host live application activation in nine identified schools across the country, with officials assisting learners and out of school to apply for funding their studies.

The activation at the different sites have also been postponed until the end of the week.

The postponement comes after years of mismanagement at the scheme, necessitating the removal of the entire NSFAS board of directors, the firing of its CEO, a court case against contracted companies, and mounting anger and frustration from beneficiaries.

INSIDE EDUCATION

By Johannah Malogadihlare

The Gauteng health department and school health teams have been visiting primary and secondary schools to assess learners in Grade R, 1, 4, 8 and 10 for hearing loss.

A total of 33,813 Grade 1 learners and of 36,008 Grade 8 learners were screened through the Integrated School Health Programme and 875 were identified as having hearing problems.

Out of 875 learners, 334 were issued with hearing aids while the others were referred to local health facilities and hospitals for further treatment.

“It is important that people avoid prolonged exposure to excessive noise and avoid putting anything in the ear canal to prevent hearing loss,” the department said in its news bulletin.

Furthermore, it advised pupils who experienced hearing problems including pain, to visit local health facilities.

“In 2023/2024 financial year, the department issued 6236 hearing aids across healthcare facilities, 32 new cochlear implants were issued to patients who permanently lost their hearing, while 28 patients had their devices upgraded,” the department said.

Section 29 of the Constitution guarantees the right to basic education for all citizens, including children with disabilities.

September is Deaf Awareness Month. It coincides with the International Month for Deaf People in commemoration of the first World Congress of the World Federation of the Deaf which took place in September 1951.

INSIDE EDUCATION

By Johnathan Paoli

The event drew a diverse crowd of learners from local schools for the deaf, including Ekurhuleni, Sizwile, St Vincent, and Dominican schools, as well as Filadelfia Secondary and MCK Special School.

Organised by the Neema Foundation for the Deaf, this year’s event was distinguished by its impressive turnout and the presence of the Sport, Arts, and Culture Deputy Minister Peace Mabe, whose attendance highlighted the event’s
significance in promoting Deaf Awareness Month and underscored the importance of inclusivity and support for the Deaf community.

Neema Foundation chairperson Itumeleng Motaung expressed her gratitude for Mabe’s participation.

“Their presence at the #SilentWalkAndRun underscores the importance of Deaf Awareness Month and aligns perfectly with our mission to foster a society where the deaf community is not only included but celebrated,” Motaung said.

The event saw growing support from major corporate sponsors, including African Bank, Telkom, the Ancora Group, Workerslife Insurance Solutions, HCI Resources and Prestige Clothing.

Motaung praised the corporate involvement, noting that it significantly contributed to the support and empowerment of the deaf community.

“We are grateful for the unwavering support from both the corporate sector and the government. This commitment plays a crucial role in our efforts to support and uplift the Deaf community,” she added.

The #SilentWalkAndRun, coordinated in collaboration with the City of Johannesburg, City of Ekurhuleni, Safer South Africa Foundation, eDeaf and other stakeholders, aims to foster unity and understanding between deaf and hearing individuals.

It also serves as both a platform to raise awareness about the challenges faced by the deaf community and a celebration of their contributions to society.

African Bank chief marketing officer Sbusiso Kumalo emphasised the bank’s dedication to financial inclusion.

“As a bank committed to serving all people, we are proud to support the Neema Foundation’s initiative. Financial literacy and access to resources are vital for everyone, including the deaf and hard-of-hearing community. Our partnership aims
to enhance their access to essential financial services,” Kumalo said.

In conjunction with Deaf Awareness Month, City of Johannesburg’s MMC for health and social development, Ennie Makhafola, urged attendees to learn South African Sign Language (SASL).

“Learning SASL is a step towards greater inclusion of the deaf community in mainstream society. We must support deaf and hard-of-hearing individuals, especially those affected by gender-based violence,” Makhafola said.

Telkom’s executive of group communications, Mooketsi Mocumi, highlighted the company’s commitment to inclusivity.

“Our involvement in the #SilentWalkAndRun reflects our belief in creating a society where everyone is valued. We hope our support will strengthen the Deaf community and inspire others to advocate for inclusivity,” Mocumi said.

A significant development from this year’s event is the launch of a new WhatsApp chatbot by the Neema Foundation, designed to provide the deaf community with real-time access to vital information.

Developed with support from African Bank and the Gender-Based Violence and Femicide (GBVF) Response Fund, the chatbot will assist deaf victims of GBV by offering instant access to services such as police support, safe homes, legal aid and psychosocial help.

Motaung emphasised the importance of this platform in assisting the hearing impaired with a range of challenges.

“The chatbot will provide crucial support to deaf victims of GBV, offering them immediate assistance when it is most needed. It will also help address issues of financial abuse within the deaf community, empowering individuals to take control of their financial wellbeing,” she explained.

She said that despite SASL being recognised as the country’s 12th official language, many essential services and communications remained inaccessible to the deaf community.

Platforms like the chatbot were vital in closing these gaps and providing broader opportunities and support.

The #SilentWalkAndRun event not only celebrated the achievements and resilience of the deaf community, but also served as a powerful reminder of the ongoing need for awareness, inclusion, and support.

INSIDE EDUCATION

By Thapelo Molefe

The wait is almost over for anxious parents and guardians who want to know where their children will be placed for the 2025 academic year. 

The Gauteng Education Department has confirmed that the online admissions for Grade 1 and 8 start on Monday.

The department said on Sunday 828,364 applications were submitted during the application period, which ran from 11 July to 14 August. Of these, 325,858 were complete applications and would receive placement offers from tomorrow.

Parents and guardians could expect to receive SMS notifications with placement offers, which must be accepted within seven school days.

The department has cautioned that not all applicants would receive an SMS on the first day, but successful applicants could expect a notification throughout the year.

“The placement offers will be made based on the priority of placement criteria and availability of space per school,” the department said in a statement.

The priority criteria include a home address within the school’s feeder zone, sibling or previous school attendance, work address within the school’s feeder zone, home address within a 30km radius, and home address beyond 30km.

The department has identified 292 primary schools and 277 secondary schools as high-pressure schools, having received an overwhelming number of applications.

Gauteng Education MEC Matome Chiloane said there were 19,032 incomplete applications and they would not receive offers of placement until they had placed all the applicants with completed applications.

“We have capacity to place 430,446. This number seems as if we can place everyone, but these spaces are not where people are, so that is where the challenge is,” Chiloane told reporters. 

To accommodate all applicants, the department has made provision for transfer offers to schools with available space.

Parents can log on to http://www.gdeadmissions.gov.za/ to view their application status and accept placement offers. Assistance is also available at district offices and schools.

The placement period will run throughout the remainder of the year until all learners are placed.

INSIDE EDUCATION

By Johnathan Paoli

With applications for the 2025 academic year expected to open next week, higher education students who wish to apply for financial aid are encouraged to submit their applications as soon as possible.

National Student Financial Aid Scheme (NSFAS) administrator Sithembiso Nomvalo has confirmed that certain bugs within the application programme had been ironed out and that the application process would be smoother, more user-friendly and accessible for prospective applicants.

Students can start applying from Tuesday.

Nomvalo was speaking during a meeting held by Higher Education and Training Minister Nobuhle Nkabane.

In a significant step towards enhancing engagement with the education sector, the minister conducted a series of meetings with various stakeholders over two days, which served as an introductory session between the department and key representatives from the higher education and training sector.

The intention of the meetings was to foster collaboration and dialogue.

On the first day, Nkabane engaged with student political formations and representative organisations, including the Progressive Youth Alliance, the African National Congress Youth League, the South African Students Congress, the Young Communist League, the Congress of South African Students, the Economic Freedom Fighters Student Command, the uMkhonto weSizweParty Student Wing, the Pan Africanist StudentMovement of Azania, and the Democratic Alliance Student Organisation.

These discussions aimed to address student concerns and perspectives as the new academic year approaches and to ensure that the forthcoming NSFAS application process was smooth and effective.

Nkabane used the opportunity to outline the key features of the online application system and gather input. 

On the second day, she met representatives from the South African Union of Students, the South African Technical Vocational Education and Training Sector Association, and the Universities South Africa Forum.

Their focus included aligning the new NSFAS application process with the needs of higher education institutions and addressing any operational challenges.

The minister told reporters that the engagements marked a proactive approach by her department to ensure that all voices were heard and considered in the implementation of critical education policies.

She said the outcome of the discussions would play a pivotal role in shaping the future of student financial aid in South Africa.

INSIDE EDUCATION

By Akani Nkuna

In an effort to foster partnerships between schools and share resources, the Gauteng education department is improving its School Twinning Programme by going virtual.

The programme, which is unique to the province, pairs schools from different communities, encouraging resource-sharing and collaboration to enhance learner performance.

Speaking at Halfway House Primary School in Midrandthis week at the virtual launch, Gauteng Education MEC Matome Chiloane said the aim of programme was to “facilitate social cohesion in schools, enable sharing of resources, sharing of best practices and improve learner performance”.

He was addressing learners and principals from various schools participating in the project. 

Excited pupils were keen to show off different projects, including a “smart yard” that used different kinds of technology to operate.

The MEC also attended a classroom session where he was shown how Grade 7 learners from different schools were connected virtually to a maths lesson at Halfway House.

The virtual teaching includes Halfway House Primary, Mikateka Primary School in Ivory Park, Bovet Primary School in Alexandra and Lyndhurst Primary School in Lyndhurst. 

Mikateka Primary School principal Mandhla Sibanyonisaid that the programme was extremely beneficial for the pupils from his school, many of whom came from impoverished backgrounds. 

The school is one of Gauteng’s fully ICT-equipped township schools, where learners engage in robotics and coding. Lessons are delivered through smartboards and computer tablets.

“Pupils from a township school can now code robotics,” he added.

Sibanyoni said that he embraced the “bromance” he shared with his counterpart at Halfway House and expressed his eagerness to have more schools in Gauteng come on board.

In order to address educational challenges, the department amended Section 17 of the SA Schools Act to incorporate the school governance of twinned schools. The initiative allows for one governing body to govern two schools.

INSIDE EDUCATION