By Akani Nkuna

The Department of Basic Education is being urged to prioritise its core responsibilities, specifically school admissions and teaching, on the first day of the new school year.

Makhi Feni, the chairperson of the Select Committee on Education, Science and Creative Industries, said that this would ensure a smooth start to the academic year.

“On behalf of the committee, we trust Minister Siviwe Gwarube and her team will ensure the reopening of schools runs smoothly,” said Feni.

He highlighted ongoing concerns and campaigns surrounding scholar transport and other pressing issues, including the proposed reduction of teacher posts, arguing that they should not affect teaching, especially on the first day.

“These are side shows that need not impact the reopening of schools, and the necessary learner and teacher support should be provided to all schools so that they are geared for effective learning on the first day,” he said.

Feni emphasised that the first day of school should prioritise the basics, which were enrolment, registration and providing students with necessary curriculum-aligned materials.

Feni also addressed concerns that matric results were being sold online for a fee, sparking concerns about the integrity and accessibility of the results.

“The issue around paying a fee to view results is another form of extortion and should not be entertained,” he said.

Feni emphasised that the Basic Education Laws Amendment Act was focused on shaping the future of South African education, rather than catering to special interest groups nostalgic for the past.

He further expressed confidence that Gwarube would be transparent with Parliament and avoid politicising the implementation of the legislation.

“We trust that Minister Gwarube will not seek to use the regulations for political gain of BELA opponents. The president has ordered a complete implementation in the presidential ascension to the BELA Act. It is such a comprehensive piece of legislation that need not be viewed with narrow minds,” he said.

South African schools are set to reopen this week. The Class of 2024 will get their results on Tuesday.

INSIDE EDUCATION

By Johnathan Paoli

Expectant learners, joined by parents, teachers and education officials, have celebrated the country’s top achievers ahead of the release of the matric results.

Gathered at the MTN Innovation Centre in Johannesburg on Monday, Education Minister Siviwe Gwarube and Deputy Minister Reginah Mhaule joined the matriculants at a ministerial breakfast.

The event, hosted by MTN, celebrated the matriculants, despite their results only being released on Tuesday.

Pupils, parents, officials and the media mingled with an air of excitement to celebrate the top 39 learners of the country.

MTN CEO Bradley Swanepoel welcomed the learners, and said the aim of the event was to recognise their achievements and hard work.

He said investment in education was the core focus of MTN’s foundation to ensure access to quality education and the training of tomorrow’s leaders.

Mhaule praised the learners as a class on its own, in light of being “the Covid generation”.

The deputy minister thanked the parents and communities who supported the learners during the challenges of embarking on high school during the height of the Covid-19 pandemic.

“Your children carry the whole basic education system on their shoulders. Their achievements will remain forever in the history books,” she said.

Gwarube similarly praised the matriculants as well as teachers for helping cultivate learning during difficult times.

“Teachers are truly the backbone of our education system, they are the bulwark, the last line of defence in our system,” Gwarube said.

She stressed that education was something that continued beyond the classroom, and that the top achievers signified the resilience of the human spirit in the face of adversity.

“Learners, we are here to celebrate your brilliance. The spotlight belongs to you. Many of you began your high school journey in 2020, at the start of the pandemic and navigated a world in which learning and teaching became exceedingly difficult,” Gwarube said.

She highlighted the importance of the Special Ministerial Award, which would be awarded to two learners for overcoming extreme challenges and achieving immense success.

Gwarube stressed that the inequality of the country would only be undone if the department could ensure that learners left with a better potential for their future than when they came in.

She reminded the matriculants about the value of hard work, perseverance and integrity, and called on them to be leaders who were innovative, hard working and ethical.

“As you take on the new chapter in your life, be an ethical leader, and let what you learned at home and at school be your guiding light,” Gwarube said.

INSIDE EDUCATION

By Johnathan Paoli

Education Minister Siviwe Gwarube has confirmed reports of a possible leak of matric results.

Speaking during an urgent media briefing before a ministerial breakfast in Johannesburg on Monday, Gwarube said that the department had identified a breach in its system.

“If the leak is from our side, we will deal with it. If it is from processes outside the department, we will deal with it. But either way, we will take this breach seriously,” Gwarube said.

She said that certain platforms have attempted to sell what they call “authentic” results of the 2024 National Senior Certificate (NSC) exams.

Gwarube, however, stressed that while the department acknowledged the incident, it occurred at the “tail-end” of the process, and would consequently not affect the integrity of the results.

The minister outlined the way forward, saying that should investigations identify the leak within the department, it would proceed with internal investigation under the Director-General.

She said that if the leak should be found outside the department, they were obligated to share the information with the Hawks to investigate the matter.

The minister said that the reason the department has remained silent on the issue was to respect the integrity of the investigation.

She said authorities could confirm that the investigation was at an advanced stage, and the department would announce further details concerning the breach.

Gwarube said that while it remained concerning, it should not mar Monday’s event which sought to celebrate learners.

INSIDE EDUCATION

By Simon Nare

Umalusi CEO Dr Mafu Rakometsi has given the Department of Basic Education the green light to release the 2024 matric results despite revelations that 407 cases of cheating were detected during the exams.

They were mainly in KwaZulu-Natal and Mpumalanga.

Rakometsi said that even though the cases were less than the 945 reported in 2023, Umalusi remained concerned, especially as the two provinces had once again topped the list. There were 195 cases in KwaZulu-Natal and 74 in Mpumalanga.

Addressing a media briefing on the matric results on Monday, Rakometsi said the results were credible and were monitored be several independent bodies and three bodies from neighbouring countries Lesotho, Zambia and Malawi.

He cautioned against cheating tendencies.

“I want to state emphatically that cheating does not pay. This finds support in the judgment of the Mpumalanga Division of the High Court which was delivered on 12 August 2024 in respect of 448 learners from a number of schools in the Mpumalanga Province who cheated during their NSC examinations during October/December 2022,” he said.

Umalusi also received a report from the department that an independent school allowed 30 candidates who did not pass Grade 11 to register for the Grade 12 examinations. The school’s registration has been revoked.

Rakometsi said that Umalusi had learnt from reports presented by the Department of Higher Education and Training that 128 private colleges administered the N2-N3 examinations despite the colleges not being accredited by Umalusi.

It has directed the department to investigate the matter and furnish it with a full report.

He said a total of 1,060,852 learners sat for end of the year examinations. The National Senior Certificate accounted for 832,993 candidates.

The remaining 227,859 were spread across three qualifications with 138 000 writing the national certificate vocational L2-L4 examinations, 49,421 the N2-N3 examinations, and 40,438 wrote the GETC: ABET examinations.

The exams were administered at 9,566 examination centres across the nine provinces.

Rakometsi said that he was confident about that the standardisation of the exam results.

“Crucially important, I want to assure you that there were no deviations from the standardisation principles in the manner in which the ASC (Assessment Standards Committee) standardised the 514 subject results.

“This makes it abundantly clear that the ASC carries a great responsibility on its shoulders, i.e. to ensure that Umalusi truly honours its vision of being a trusted authority in fostering high education standards in General and Further Education and Training (GFET),” he said.

INSIDE EDUCATION

By Johnathan Paoli

The KwaZulu-Natal government has confirmed its inability to supply learning and teaching support material (LTSM) to certain districts due to financial challenges as a result of budget cuts.

Education HOD Nkosinathi Ngcobo said that his department would proceed with payments to service providers for LTSM that have already been delivered to certain schools.

“Schools must refer these cases to district offices for further resolution, which shall be made in consultation with schools to ensure that learners are not prejudiced,” Ngcobo said.

The HOD said that districts would convey the undertaking to suppliers which were awarded orders for the supply of LTSM through seeking feedback whether deliveries shall be forthcoming.

Ngcobo said in cases where deliveries were made, schools were reminded to ensure that invoices were adequately signed, stamped and dated in order to confirm accountability.

He said that once invoices were uploaded onto the online platform, his department would verify deliveries against orders placed and prioritise the transfer of funds to schools within 30 days.

Ngcobo called for the cooperation of all stakeholders to uphold the rights of learners.

This follows claims by the department that the supply of materials was on track ahead of the 2025 academic year.

Education MEC Sipho Hlomuka maintained that his department was almost complete in the delivery of resources, saying last week that 99% of textbooks and 76% of stationery had been delivered across the province for pupils in 4174 schools.

Unions in the province questioned this claim, with the National Professional Teachers’ Organisation of SA (Naptosa) maintaining its inability to confirm Hlomuka’s assertion.

Naptosa provincial CEO Thirona Moodley said the organisation remained concerned that schools were under resourced for the previous year and that this would be carried over to the upcoming year.

“Schools are in arrears with municipal bills and are unable to keep the operations of the school afloat. School principals can no longer take on the financial burden of the department,” Moodley said.

The Public Servants Association also condemned the department for failing to deliver LTSM on time.

PSA provincial manager Mlungisi Ndlovu stressed the impact this would have on learners. While acknowledging that some progress has been made, he highlighted that the incomplete and delayed allocation of LTSM posed a serious threat to the operational readiness of schools.

Hlomuka previously admitted that delivery failures were due to security concerns at certain schools, claiming that the department was actively working with authorities to curb potential theft and other forms of crime in order to safeguard delivery.

INSIDE EDUCATION

By Sumayya Khan

Sport is a unifying force, transcending race, class and nationality boundaries. Athletes’ achievements on the global stage serve as a powerful reminder of our shared humanity.

From the crowd’s roar in a packed stadium to the collective pride felt when a national team and individual athletes triumph, sport uniquely brings people together.

It fosters a sense of belonging and community, promoting social cohesion in ways few other activities can. As we celebrate these moments of triumph, we also celebrate the power of sport to bridge divides and build a more inclusive society.

2024 has been a phenomenal year for SA sports, filled with remarkable achievements and memorable moments. Some of the highlights of the major codes of sport and Team South Africa’s performance at the Olympic and Paralympic Games bear testimony that we are indeed a winning nation.

Olympics and Paralympics: SA won six medals at the Paris 2024 Olympics and six at the Paralympics, showcasing the talent and dedication of our athletes. Tatjana Smith, SA’s most decorated swimmer, won gold in the 100-metre breaststroke and silver in the 200-metre breaststroke. Other outstanding performances came from athletes Akani Simbine and Bayanda Walaza, whose performance in the 4x100m relay earned the team a silver medal with a time of 37.57 seconds, setting a new African record.

Rugby: The Springboks won the Rugby Championship, while the women’s team made their Olympic debut and won the Rugby Africa Women’s Sevens title.

Football: Bafana Bafana came third at the Africa Cup of Nations (Afcon) and won a bronze medal. Ronwen Williams was named Goalkeeper of the Tournament and earned recognition as one of the world’s top goalkeepers.

Cricket: The men’s and women’s teams reached the finals of their respective ICC T20 World Cup matches. Kagiso Rabada became the fastest bowler to reach 300 Test wickets, achieving this milestone in just 11,817 balls.

Netball: The Spar Proteas recently faced off against the Malawi Queens in a thrilling netball series in Johannesburg. SA showcased their skill and teamwork with standout performances.

Athletics: Bayanda Walaza, 18, won a silver medal as part of SA’s 4×100-metre relay team at the 2024 Paris Olympics. He also clinched gold in both the 100 metres and 200 metres at the 2024 World Athletics U20 Championships in Lima, Peru.

Swimming: Chad le Clos became the most decorated swimmer at the Swimming World Cup, capping off an iconic haul of one gold, two silver and one bronze.

These outstanding athletes started their journey at schools offering physical education and sports. Grassroots programmes and community sports initiatives are vital in identifying and nurturing talent from a young age, ensuring a steady pipeline of athletes who can compete at higher levels.

Mass participation and development in sports are crucial for fostering a healthy and active society. We can promote physical fitness, mental well-being and social cohesion by encouraging people of all ages and backgrounds to engage in physical activities.

In September 2024, Sports Minister Gayton McKenzie and Basic Education Minister Siviwe Gwarube signed a Memorandum of Understanding to formalise the relationship, identify the partners and stakeholders, and articulate the roles and responsibilities in providing access to sports programmes in schools nationwide.

School sports is the bedrock of sports development in SA and the platform to transform it from a dominant minority representation to a majority inclusive reality.

The Eminent Persons Group report highlights several critical issues and areas for improvement in our school sports system. According to the report, less than 10% of the country’s 25,000 schools participate in sports, which is a significant concern.

The report emphasises the need for increased collaboration between the departments of sport and basic education to address these challenges. The lack of resources and opportunities in underprivileged areas makes it difficult for young talent to be nurtured properly.

The report calls for a more inclusive and equitable approach to ensure all learners can participate and excel.

Physical education and sports must be offered in every school to ensure learners develop skills early. Sports federations must identify the talent, take custody of young athletes and develop and prepare them for their rightful places in the national, continental and Olympic teams.

The commitment from Minister McKenzie to provide sports equipment and attire worth R67 million, the adoption of regular participation guidelines to promote school sports leagues at a local level, and the hosting of school sports activities are positive steps. However, they must be supported by an enabling environment of provision of infrastructure, access to opportunity, and commitment from all role-players.

Minister McKenzie has articulated his efforts to aggressively engage the private sector’s contribution to sports development and lobby for tax incentives for those contributing to sports.

In a speech at the National Sports Indaba in 2011, Gert Oosthuizen MP, then the Deputy Minister of Sport and Recreation, stated: “No country can expect to achieve and sustain success at an elite level without a strong participation base in the community, as that is the beginning for every champion.”

Sports administrator Sumayya Khan is a former Deputy Director General in the Department of Sports, Arts and Culture.

INSIDE EDUCATION

By Edwin Naidu

Dr Rakeshnie Ramoutar-Prieschl, a former top achiever at Burnwood Secondary School in Clare Estate, Durban, is a Deputy Director-General in the Department of Science and Innovation.

She attended Burnwood from 1990 to 1996, earning the Good Fellowship award in matric, and completed her formative years at Sydenham Primary.

Ramoutar-Prieschl is currently on secondment to the DSI from the University of Pretoria, where she is Head of Department: Research Capacity Development, responsible for the portfolio that includes grants management, early career training and mentorship, and driving strategic partnerships in support of staff doctoral candidates.

She is also a research associate in the Faculty of Humanities and holds several grants, including from the National Research Foundation, the Department of Higher Education and Training, and the US Embassy.

The mother of two has been the architect and driver of the University of Pretoria’s annual Women in Science event, which celebrates the achievements and advancements made by women in the field. She has consistently championed opportunities, participated in dialogues about empowering women in science, and participated in countless webinars that have put South African and African sciences on the map.

Before joining the university, she led the research infrastructure portfolio for over 11 years at the National Research Foundation. During her tenure, Ramoutar-Prieschl advocated several policies, strategies and frameworks that have since provided the foundation for establishing, nurturing and sustaining various research platforms in the country.

Ramoutar-Prieschl also led Phase II of the Science Granting Council’s Initiative, where she authored three manuals on research and innovation excellence, research ethics and digital grants management systems, which advocates for the safeguarding of intellectual property and know-how whilst complying with best practices in the said research areas. 

Over the course of her career, Ramoutar-Prieschl has lectured, tutored and mentored researchers and university staff at several African universities, spanning Botswana, Kenya, Ghana and Malawi. She has also supported capacity development needs at historically disadvantaged institutions in South Africa.

Ramoutar-Prieschl has also been part of the expert team identified by the African Academy of Sciences and the Association of Research Managers and Administration in the United Kingdom to lead research & innovation training in the International Research Management Development Programme across universities in Africa and the United Kingdom. In recognition of her work, she was awarded the 2022 SARIMA Excellence Award for making a distinguished contribution to the research management profession in Southern Africa.

Ramoutar-Prieschl has participated in the United Nations Science Technology and Innovation forum on a subject that is very close to her heart: Building Structural Equity and Inclusion in Open Science Practices and is a strong advocator for the equitable, fair and inclusive access to information wherein she coined the concept #UbuntuforOpenScience.

What was the name of your favourite teacher?

Mr Deena Pillay was my hero at Burnwood Secondary School, which I attended from 1990 to 1996.

How did Mr Pillay endear himself to you?

Certain individuals leave an indelible mark on the education journey, shaping our understanding and inspiring us to reach our potential. For me, that person was Mr Pillay. A man of remarkable dedication, he epitomised the perfect blend of strictness and kindness, transforming the landscape of mathematics for his students.

From the first day in his classroom, it was evident that Mr Pillay had high expectations. His rigorous approach demanded hard work and commitment but was never without purpose. He believed that every student had the potential to excel, urging us to push beyond our limits. His strictness was not a barrier; rather, it served as a pillar of support. With each challenge he presented, he taught us resilience and the value of perseverance.

What subjects did he teach you?

What truly set Mr Pillay apart was his passion for mathematics. He could uniquely break down complex concepts into manageable, engaging lessons. Through his innovative teaching methods, he made mathematics understandable and enjoyable. He would often relate mathematical concepts to real-life situations, allowing us to see the subject’s relevance and application beyond the classroom walls.

Has this influenced your choice of career?

Mr Pillay was more than just a teacher; he was a mentor who cared deeply for his students’ growth. He took the time to understand our struggles and celebrated our achievements, big and small. His encouragement instilled confidence in us, nurturing a love for learning that extended far beyond mathematics. His belief in us motivated many to pursue careers in science, technology, engineering, and mathematics.

Reflecting on my school years, I realise how fortunate I was to have Mr Pillay as a teacher. His influence shaped not only my understanding of mathematics but also my approach to challenges in life. He taught me that with dedication, hard work and a little guidance, I could solve even the most complex problems.

In honouring Mr Pillay, I recognise the profound impact one teacher can have on countless lives. His legacy inspires me to strive for excellence, practice kindness, and, like him, to believe in the potential of others. Mr Pillay is more than just my favorite teacher; he is my hero, a beacon of inspiration and a testament to the power of education.

Have you kept in touch with your favourite teacher?

I haven’t had any contact with Mr Pillay since leaving school, but I once saw him at Sparkport Pharmacy in Overport. I did not recognise him at first, as he had shaved off his beard. However, when we talked, I told him I had finished studying for my master’s and was in Cape Town at the time. He was so proud. He hugged me. I never met him again, but I would love to find him and have a chat or coffee with him.

INSIDE EDUCATION

By Johnathan Paoli

Deputy President Paul Mashatile has mourned the passing of one of the country’s most distinguished education officials and the first democratically appointed education minister, Sibusiso Bengu.

“His passion to promote equality and fairness has had a long-lasting influence on our society, and this should inspire us. To this day many South Africans are still benefiting from his immense contribution, and for this we are grateful,” Mashatile said on Friday.

He was delivering a eulogy during a state funeral at the University of Zululand, KwaZulu-Natal.

Mashatile described Bengu as a revolutionary thinker, diplomat and teacher, whose profound contributions to dismantling apartheid-era policies and shaping an inclusive education system have an enduring legacy.

He highlighted Bengu’s pivotal role in reshaping South Africa’s education landscape during the country’s transition to democracy, describing him as a remarkable individual committed to justice, equality and access to education for all.

He praised Bengu’s role in unifying 17 fragmented education departments into a cohesive system and introducing policies that continue to guide the sector.

Mashatile said his reforms in higher education, including the introduction of Curriculum 2005, aimed to address the inequalities entrenched by apartheid.

He credited Bengu with influencing the nation’s progress toward a fairer and more inclusive society.

In recognition of his contributions, the Historically Disadvantaged Institutions Development Grant was renamed the Sibusiso Bengu Development Programme, which aimed to address systemic inequalities in higher education, promote decolonisation, indigenous knowledge systems and readiness for the Fourth Industrial Revolution.

Mashatile also acknowledged ongoing efforts to build on Bengu’s legacy through initiatives like the Human Resource Development Council and the Basic Education Laws Amendment Act in order to enhance access to education, bridge the skill gaps, and strengthen the role of technical and vocational education in the economy.

Mashatile emphasised that Bengu’s work went beyond education policy, and that by expanding access to quality education, he empowered previously disadvantaged communities to participate meaningfully in the economy and other sectors.

Despite advancements, Mashatile urged continued vigilance in addressing persistent challenges in education, and called for unity among diverse sectors of society, including government, universities and unions.

In closing, Mashatile extended condolences to Bengu’s family and praised the late professor’s enduring contributions to democracy and socio-economic development.

INSIDE EDUCATION

By Johannah Malogadihlare

The Western Cape Scholar Transport Board’s focus this year will be to increase school transport safety and formalise safety regulations.

“In support of this initiative, we wish to call upon the Western Cape Scholar Transport Board and all its contracted learner transport operators to ensure that vehicles
used to transport leaners are in a roadworthy condition and are specified valid operating licences,” said board chairperson Denver van Aarde.

The board said it was impossible to currently implement safety regulations, as not every operator belonged to the governing body for scholar transport. “However we would put in stricter measurements in conjunction with the traffic department, law enforcement and mobility department. We are trying to get people [to get] a certificate of compliance,” Van Aarde said.

The board said it would assist operators in ensuring that their vehicles were in a roadworthy condition.

It also called on provincial traffic officers to conduct voluntary inspections on vehicles used for learner transport services.

The board said operators could visit the testing station at the Gene Louw Traffic College in Brackenfell between Monday and Tuesday next week  for a free inspection, or contact
the department.

Additionally, Van Aarde said operators could request inspections at their own premises on a date and time that was convenient for both parties.

INSIDE EDUCATION

By Johnathan Paoli

South African universities produced 5065 fewer graduates in key science, technology, engineering, and mathematics (STEM) fields during the 2023/24 financial year than targeted, sparking renewed scrutiny over the quality of maths and science education at school level.

The Higher Education and Training Department, in its latest 2023/2024 annual report, attributed the shortfall to under-prepared students entering tertiary institutions.

Higher dropout rates and extended graduation timelines among students in STEM fields were highlighted as primary concerns.

Planned targets for graduates in engineering, natural and physical sciences, human health sciences and animal health sciences stood at 37,206, but universities achieved only 32,141, marking a 13.6% shortfall.

Engineering suffered the most significant deficit, with 2541 fewer graduates than anticipated, followed by natural and physical sciences, which saw a gap of 1814 graduates.

Higher Education Minister Nobuhle Nkabane emphasised the systemic nature of the issue.

“While universities are tasked with nurturing academic success, the foundation built during basic education is equally crucial,” Nkabane said.

The Basic Education Department’s own review acknowledged the problem, citing that only 28,851 matriculants in 2023 achieved at least 60% in both mathematics and physical science.

Experts argue that these marks are often insufficient for university-level STEM programmes.

Despite remedial measures such as augmented curricula and extended degree programmes, many students struggle.

Education specialists point to several root causes, including ineffective teaching methods at both school and university levels.

Meanwhile, the Basic Education Department has acknowledged declining interest in STEM subjects, with the percentage of matriculants writing maths dropping from 53% in 2008 to 38.5% in 2023.

Nkabane highlighted her department’s efforts, including funding extended curriculum programmes to support under-prepared students.

She also stressed the importance of strengthening teacher development and enhancing curriculum content at school level.

Collaboration between the two departments is ongoing, facilitated by platforms like the Inter-Ministerial Task Team on Education.

As the country grapples with STEM graduate shortages, experts agree that addressing the issue requires systemic reform across the education pipeline.

Beyond improving school-level teaching, universities must refine their support structures to bridge the preparedness gap.

Nkabane said that these areas were vital to South Africa’s economic growth, innovation and development.

INSIDE EDUCATION