By Lungile Ntimba 

Two months ago, Higher Education and Training Deputy Minister Mimmy Gondwe launched a help desk to provide students in the Post-School and Education Sector with a platform to raise their concerns.

As of 22 October, the desk had received 4013 queries. On average, the desk receives between 30 to 90 emails a day and has a resolution rate of about 73%.

The deputy minister noted that many complaints were from students waiting for their diplomas and certificates, statements of their results and combining of their National Certificate: Vocational, which was an alternative option and equivalent to a Matric Certificate.

Gondwe said the department’s diploma section hadstarted issuing qualifying students with letters confirming that they had graduated and were waiting for their diplomas to be issued.

She pointed out that other enquiries typically related to matters pertaining to the National Student Financial Aid Scheme, TVET colleges and community colleges.

The Deputy Minister noted that many students were concerned that they attended graduation ceremonies,but did not receive their certificates. 

“It is clear from the take up of the desk that students have longed for a platform where they could express their frustration and get a human response in real time or as soon thereafter as applicable. We are taking up the lessons learnt in the last few months as we seek more innovative ways such as using technology, to respond quicker and offer a more effective service to students,” said Gondwe.

“This is part of my intention to be accessible, accountable and available to the most important stakeholders in the higher education and training sector- the student. I am delighted that students receive personalised feedback on the queries they send to the desk.”

While the desk, which is in the office of the Deputy Minister, is empowered to advise students on certain matters, it escalates and brings issues it cannot advise on to relevant officials for their response and resolution.  

INSIDE EDUCATION

By Thapelo Molefe

South Africa’s Technical Vocational Education and Training colleges are facing significant difficulties in implementing the Post-Provisioning Norms framework, including staff placements, according to the Higher Education and Training Department. 

These challenges, which were highlighted during a presentation by the department to the Portfolio Committee on Higher Education and Training on Wednesday, revolved around budget constraints, staff placements and compliance with recruitment processes.

The TVET PPN policy supports the implementation of Section 20 of the Continuing Education and Training Act, which authorises the minister to establish posts within a structure, with remuneration aligned to the department’s budget and strategy.

However, full implementation of the PPN for TVET colleges could not be achieved in 2021/22 due to incomplete or delayed submission of necessary information by the colleges. 

This further caused delays in finalising verification processes and transferring staff to the public service’s payroll.

According to the department, in the 2021/22 financial year, only 24 of the 50 colleges were able to process the PPNs, with the remaining 26 colleges scheduled for processing from 1 April 2022.

Despite progress in some areas, Rhulani Ngwenya, who is the department’s deputy director-general for corporate management, said that many institutions were grappling with financial shortfalls and delays, impacting their ability to fully implement the PPNs.

One of the key issues flagged in the presentation was budgetary constraints, with several colleges warning of potential overspending if the PPNs were fully implemented. 

Ngwenya cited Buffalo City College in East London as an example, saying it would require an additional R12 million.

“If they had proceeded and implemented to the end, they would have had to overspend on the budget,” Ngwenya noted. 

She said other colleges such as King Hintsa College in Butterworth in the Eastern Cape, also reported difficulties due to disagreements over staff placements, leaving some employees unmatched with positions and still on the payroll.

In addition to financial challenges, Ngwenya pointed to inefficiencies in the staff matching and placement process, with concerns over whether employees were placed in roles that aligned with their skills and experience. 

The department has identified key vacant positions, including three principal positions in Community Education and Training (CET) colleges in Limpopo, Gauteng and the Eastern Cape, as well as eight vacancies in TVET colleges.

Ngwenya said that to address these gaps, a recruitment plan was underway, prioritising 92 positions, with dedicated advertisements for college principals, deputy principals and campus managers.

The department aimed to fill these vacancies by January 2025.

“We could have done better in terms of the management of systems of internal control,” a report from the department presented to the committee said.

It recommended further budget reprioritisation and a review of placement procedures to address the remaining challenges.

Committee chairperson Tebogo Letsie expressed frustration with the department’s presentations, saying that the vacancies dated as far back as the 2020/21 financial year.

Letsie said the presentations failed to provide satisfactory explanations why there had been a delay in filling the positions.

He emphasised that simply stating “we could have done better” was insufficient.

Letsie criticised the lack of accountability, noting that there was no evidence of consequence management against those responsible for the vacancies. 

The chairperson also highlighted concerns about individuals being placed in positions that they were unqualified for due to inadequate internal controls.

INSIDE EDUCATION

By Thapelo Molefe

After spending 12 years establishing the SPARK Schools’ network throughout Gauteng and the Western Cape, the new managing director of the group has announced plans to expand into Africa.

“We’re ready to build a brand for the continent and provide underserved communities with access to world-class education,” managing director Earl Sampson told a media briefing.

“Our goal is to make high-quality education accessible to all and we’re committed to incorporating the best global practices to achieve this vision.”

He said the network’s commitment to blended learning, teacher training and data-driven instruction had yielded impressive results, including a 97% pass rate for the 2023 matric exams.

Since its inception in 2012, the group has grown to 26 primary and high schools. They accommodate nearly 16,000 learners.

The network was recently named as one of Africa’s Fastest Growing Companies by the Financial Times and Statista, and one of Time Magazine’s top 250 EdTech companies worldwide.

Sampson said key initiatives also included opening new schools across South Africa, particularly in Gauteng, the Western Cape and KwaZulu-Natal.

“SPARK Schools has shown that disruption in the education sector can make a tangible difference,” he said.

“We’re now poised to take this impact to the next level, empowering communities across Africa with the education solution they deserve.”

He said the network had achieved numerous milestones over the past decade, including implementing Africa’s first blended learning model for primary school scholars and investing heavily in teacher training, with over 200 hours of professional development annually. 

The network’s emphasis on data-driven instruction enabled personalised learning pathways, while its values-driven approach cultivated responsible global citizens through the core values of service, persistence, achievement, responsibility and kindness, Sampson said.

As SPARK Schools embarked on its next chapter, Sampson said its commitment to revolutionising education on the continent remained unwavering. 

INSIDE EDUCATION

By Simon Nare

Basic Education Minister Siviwe Gwarube has assured Parliament’s portfolio committee on education that every contingency plan has been put in place to ensure the National Senior Certificate exams proceeded without any glitches.

The minister told the committee that the first day of the exams went smoothly save for minor hiccups that emerged after the tests and had not affected the actual writing by the learners.

She said from the department’s side, they had done everything possible to counter any disruptions, but local municipalities would need to step up their part to ensure there were no load reductions.

“From our side we have made sure that we have contingent plans in place, but of course it will be really helpful if this is a government effort,” she told the committee.

Gwarube said no learner has been left behind during the preparations for the exams.

She added that learners who were visually impaired had also been catered for, with exams papers supplied in braille and technology in place for those who would supplement the answers verbally.

The minister said the department was in constant contact with law enforcement agencies for any eventualities in all the provinces.

“We also have the assistance of the SANDF where necessary. So, on our side we have activated all of the channels,” she said.

Gwarube said there were a number of factors leading to fewer learners writing the exams.

“It doesn’t mean that we had 1.2 million learners then and now we have over 800,000 candidates writing exams. One, there are unfortunate incidents of death and there are also incidents where a learner leaves school to pursue other avenues even colleges.

“There are various other exits points in the system that allow learners to actually go to TVET to go and acquire skills and not continue to learn. I think it is important for us to allow children to be able to explore various ways of getting an education,” she said.

The minister added that not all learners wanted to finish high school and go to university, but others wanted to acquire skills and enter the job market.

The committee heard from the departmental team that appeared alongside the minister that while preparing for the exams, provinces maintained constant monitoring of learner submission and progress to identify a high-risk learner early in the year.

They were provided with extended opportunities for success through the provision of extra days for submitting practical assessment work and catch up plans were specifically drawn up to suit their environmental challenges.

Every week, virtual content trainings were conducted to cover gaps left by teacher education and these included the Bloom’s Taxonomy, practical examination programme, essay writing and marking trainings.

“To manage the big classes, the school management teams were assisted with enough time to get all the practical work done. This included the necessary equipment to do the recordings of the practical work and data to store it,” the department’s presentation revealed.

The committee heard that the examination would span over 28 days with 162 question papers set by the department in 33 non-official languages and five specialised non-languages subjects.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed the start of the National Senior Certificate (NSC) exams on a high note, despite challenges.

Gwarube was outlining the first day of the exams during a National Assembly plenary on Tuesday.

She said a storm in Gqeberha had disrupted the Computer Studies exams for approximately 400 students.

The severe weather conditions caused significant damage to power lines and infrastructure, including collapsing bridges, and directly affected the ability of students to write their exams.

In response, Gwarube said the SA National Defence Force and local disaster management teams were on standby to assist.

The minister assured that alternative papers had been prepared and approved by Umalusi for such unforeseen circumstances, indicating that efforts were underway to ensure that affected learners were not disadvantaged.

Another issue raised by Gwarube was a significant increase in fake videos purporting to be leaks of the 2024 questions papers and memos.

The minister said the documents featured were in fact old documents that were digitally altered to look like official 2024 papers, and that it had caused needless caution and panic.

“I urge all South Africans, including the media, to rely only on verified communications from the Department of Basic Education, Umalusi and provincial education departments to ensure that only credible and reliable information is relied on,” she said.

The minister said that as the exams continued, her department was closely monitoring the situation in Gqeberha.

INSIDE EDUCATION

By Jonathan Paoli

The Basic Education Department has reported a successful start to the National Senior Certificate examinations, with all exam centres opening on time and no disruptions noted during the first day. 

“We are happy with the first day of the exams,” department spokesperson Lukhanyo Vangqa told Inside Education.

Monday saw smooth operations across various provinces, including KwaZulu-Natal and the Eastern Cape, where authorities were on standby due to heavy rain and flooding.

Vangqa emphasised the importance of a seamless examination process, highlighting the department’s ongoing efforts to monitor the situation closely. 

“There were no disruptions to any of the exams,” he said. 

He added that the department would remain vigilant during the exam period.

While no major issues were reported by Monday night, the country’s biggest teacher union, Sadtu, said there were some isolated incidents impacting learners.

Sadtu spokesperson Nomusa Cembi said the union was waiting for feedback from its members across the country.

She said that in the Frances Baard region of the Northern Cape, a service delivery protest led to taxis blocking some roads. 

Local officials acted swiftly to mitigate the impact on students, ensuring that exam papers were fetched and delivered to schools. 

Cembi confirmed that despite the protest, the exams were not disrupted in the area.

With the exams ending on 28 November, both the department and the union are keen to ensure that learners complete their exams without further interruption. 

Vangqa said the Basic Education Department would continue to prioritise effective communication and problem-solving strategies to address any potential challenges that may arise in the coming weeks.

Meanwhile, KwaZulu-Natal education spokesperson Muzi Mahlambi confirmed that the province did not experience any serious disruptions despite the adverse weather conditions, and said the exams had kicked off with a promising start.

“It was difficult in other areas, but it did not impact the writing of the examinations. No late start was reported,” Mahlambi said told Inside Education.

Overall, the first day of matric exams has laid a solid foundation for a smooth examination period, thanks to a collaborative effort from various stakeholders to support learners.

INSIDE EDUCATION

By Edwin Naidu

Former Minister of Higher Education and Training, Dr Blade Nzimande, always insisted the glass was half full when reflecting on the National Student Financial Aid Scheme story.

He may be right. It is a fantastic story. But that is only half the narrative.

The scheme, which began and distributed R21.4 million in 1991, has mushroomed into a mega multi-billion fund, spending almost R50 billion on more than 1.1 million students this year. South Africa is investing in education.

But the fund has been plagued by one problem too many. For reasons we may never know, Nzimande consistently failed to address the issues, his actions akin to putting a plaster over a boil.

Neither has Nzimande, despite legal threats, taken the anti-corruption advocacy body Organisation Undoing Tax Abuse (Outa) to court over allegations that the corruption at NSFAS went higher up. He made empty threats to sue. They have not heard from the Minister as yet.

Outa released details of tender irregularities and dubious service provider appointments involving NSFAS showing that the former board chair, Ernest Khosa, whose resignation Nzimande meekly accepted, and his colleagues made up a toothless board.

Indeed, the corruption claims and alleged links “high up” must be probed. If anyone needs to be reminded of the importance of voters, accountability should become the buzzword of the Government of National Unity.

The latest instance of NSFAS’s failure to show its books to Parliament is a fresh test for the new Minister Nobuhle Nkabane.

She has already taken them to task over their R2.5 million a month office in Cape Town, which is inaccessible to students. Their plush offices are on the waterways of Table Bay, next to the Victoria & Alfred Waterfront, with the city centre behind it. The Minister has ordered them to look for cheaper alternatives.

NSFAS should move to Gauteng, where most of its students reside, but plans to open offices in other parts of the country would help.

While serving millions, NSFAS has also performed a disservice to the nation through maladministration and a lack of seriousness about service delivery. Students have not been paid on time for their accommodation or meals.

Many argue that students were better served when universities managed fee disbursements prior to the formation of NSFAS.

In fact, a solution proposed in a 1996 report commissioned by the country’s first Minister of Education in democratic South Africa, Prof. Sibusiso Bengu, shows that the government spends money on studies but disregards its findings, allowing politicians to play with the future of its citizens.

The National Commission on Higher Education, led by Prof. Jairam Reddy, recommended a well-thought-out funding model for tertiary education students.

Under the model, students who could afford university fees were not to be funded; a second category, which comprised most incoming black students previously denied university education and mostly from poor backgrounds, was to be given bursaries.

A third category in the middle, who could afford partial fees, was to be given loans to be repaid on graduation and entering the world of work.

Reddy said the model worked well for a few years, although the loan repayment rate was meagre. But the model was turned on its head during the Zuma presidency and the #FeesMustFall protest campaign.

Most students expected to be fully funded, and despite a considerable increase in NSFAS funding, that was simply unaffordable.

Initially, the funds were transferred to universities and dispersed according to their student requirements. Then, at some point, the dispersing of NSFAS funds was centralised. This has led to ongoing problems, including the current ones.

“If the funding is outsourced to individual universities, they are in a better position to disperse the funds; in some cases, universities would need assistance, which can be easily provided. The whole model of NSFAS funding as currently administered needs to be revisited,” says Reddy.

The fact that NSFAS still cannot answer Parliament over its finances should set alarm bells ringing.

Minister Nkabane has pledged to ensure NSFAS is effective and does its bit for the country.

Only 50 out of 76 institutions submitted the necessary information for the 2023 academic year, delaying NSFAS’s annual report. The onus is on the fund to get its books in order.

The Minister has warned institutions of penalties if this failure continues.

Nzimande, the new Minister is right to emphasise that a stable fund will produce a labour force with critical skills to assist our economic growth and help us become a capable developmental state.

Thirty years after democracy, it’s not enough to celebrate that millions have benefited from Africa’s biggest student funding scheme when many cannot get jobs with their qualifications.

Let’s consider its economic benefits and ask why graduates supported by NSFAS are often unemployed.

A key question to consider is whether recipients of NSFAS should pay back the money so that the government can continue giving for the greater good.

I’m hopeful Minister Nkabane will do more to hold NSFAS accountable – the country needs it.  

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Simon Nare

Tourism Minister Patricia de Lille has appealed to learning institutions to restructure their curriculums in line with what skills will be in demand in the future as the world is changing fast due to technology.

Delivering a special lecture at the University of Johannesburg’s School of Tourism and Hospitality on Monday, De Lille said learning institutions needed to identify the in-demand skills in terms of what would be needed in the next five, 10 to 20 years and teach students accordingly.

This would help produce graduates with skills needed for the future growth of tourism.

“The tourism sector is changing all the time and it is changing fast especially with digital innovation and technologies such as AI. Universities and tourism higher education institutions must be alive to the constant changes and movements in the sector and adjust the curriculum and content accordingly,” she said.

The minister said avoiding a mismatch of skills where young people graduate and their degrees becomes obsolete, was important.

Driving the point home, she said there were already many graduates sitting at home unable to find work after years of studying.

She added that the country could no longer afford to have a static curriculum.

“We must avoid the outcome where what our young people have studied is no longer relevant. We also need to look at the entry requirements into university as there are many unskilled and semi-skilled unemployed people who can be absorbed into the tourism sector.

“We need universities to be futuristic because everything in the world moves and happens because of technology and young people thrive with technology,” she said.

De Lille warned that if the matter was not addressed, there would be a skills shortage in the sector.

She said institutions should look at their counterparts in countries such as Kenya, the Seychelles and Tanzania where they were using a greater level of technology and then adapting and packaging the curriculum and skills programmes accordingly.

De Lille said she was impressed that the UJ School of Tourism and Hospitality, which has moved from 34 to 6th in global rankings and second on the continent, had now included practical training as part of its curriculum.

But she asked when was the last time the faculty reviewed and updated its curriculum? And, was the school tracking students to see if what they were being taught was useful or still relevant?

“It is critical that we define the meaning of sustainability and impactful in the context of the tourism industry. Sustainability refers to practices that support the environment, communities and the economy in an effective and balanced manner.

“While impactful tourism emphasises creating meaningful positive change that improves visitor experiences and tourism businesses. These two elements aim to create a tourism industry that is responsible, inclusive, equitable and capable of thriving over the long term,” she said.

The minister said higher learning institutions could play a major role in building sustainable and impactful tourism in the country by incorporating innovation and digital technology in their programme offering.

Also, these institutions must reskill and upskill the current workforce in the tourism and hospitality sector.

INSIDE EDUCATION

By Johnathan Paoli

University of Johannesburg Vice-Chancellor Letlhokwa Mpedi has called for the urgent need to rethink talent development in the country as well as the unique challenges faced by the continent as a whole.

Speaking at the International Association of University Presidents (IAUP) recent conference in Beijing, Mpedisaid a rethink of youth talent development was important considering the high unemployment rate amongst the country’s young people.

He stressed the importance of updating university curricula to equip students with the skills needed for an AI-driven job market.

UJ has been at the forefront of this initiative, employing AI tools to personalise student support and expand digital learning, thereby increasing access to education.

“The transformative power of education cannot be overstated. At UJ, we are leveraging innovative technologies to ensure that our students are not only prepared for the workforce but also empowered to thrive in a rapidly changing world,” he said.

The conference also highlighted a collective call from university leaders to bridge the AI divide in education.

UN Secretary-General Antonio Guterres previously emphasised the necessity for AI technologies to benefit everyone, urging university leaders to ensure equitable access to resources.

“This means bridging the AI access gap, creating common standards, and providing tools and training to underserved regions,” he said.

Following the election of the University of Johannesburg (UJ) Vice-Chancellor Letlhokwa Mpedi as the Secretary-General (SG) Elect of the International Association of University Presidents (IAUP), he has called for the urgent need to rethink talent development in the country as well as the unique challenges faced by the continent as a whole.

During the 20th Triennial Conference held in Beijing last week, Mpedi’s role as SG was confirmed to start in 2027 and run until 2030, marking a significant milestone in UJ’s influence on the global educational stage.

The IAUP, established in 1965, is a prestigious network of university leaders dedicated to fostering collaboration and sharing best practices among higher education institutions worldwide.

With consultative status at both the United Nations and education science body UNESCO, the IAUP plays a pivotal role in shaping education policies that promote sustainable development, global competence, and peace through learning.

The theme of this year’s conference, “Generative AI and the Future of Higher Education,” attracted over 60 international speakers, who convened to discuss the transformative impact of artificial intelligence (AI) on universities, particularly in teaching, learning, and governance.

The dialogue emphasised how AI can enhance education practices and address critical issues such as equity and access.

His election as SG is expected to amplify African voices in global education discourse, ensuring that the continent’s perspectives are integral to shaping the future of higher education.

During the conference, Mpedi addressed the urgent need to rethink talent development in the country, where youth unemployment hovers above 45%.

He stressed the importance of updating university curricula to equip students with the skills needed for an AI-driven job market.

UJ has been at the forefront of this initiative, employing AI tools to personalise student support and expand digital learning, thereby increasing access to education.

“The transformative power of education cannot be overstated. At UJ, we are leveraging innovative technologies to ensure that our students are not only prepared for the workforce but also empowered to thrive in a rapidly changing world,” he said.

The conference also highlighted a collective call from university leaders to bridge the AI divide in education.

UN Secretary-General Antonio Guterres previously emphasised the necessity for AI technologies to benefit everyone, urging university leaders to ensure equitable access to resources.

“This means bridging the AI access gap, creating common standards, and providing tools and training to underserved regions,” he said.

Speakers pointed out that while AI has the potential to democratise access to education, it also risks exacerbating existing inequalities.

Stefania Giannini, UNESCO’s Assistant Director General for Education, highlighted the need for careful application of AI to avoid deepening disparities in access to education.

Keynote sessions also underscored the importance of personalised learning, showcasing how AI can facilitate tailored experiences.

INSIDE EDUCATION