By Johnathan Paoli and Lungile Ntimba

Basic Education Minister Siviwe Gwarube has strongly condemned the recent sexual assault of a seven-year-old child at Bergview College in Matatiele in the Eastern Cape, emphasising that schools should be sanctuaries of learning and growth, not places of violence and fear.

Speaking during the annual Uyinene Mrwetyana Memorial Lecture at Kingswood College in Grahamstown, Gwarube expressed her outrage and heartbreak, calling for collective responsibility in addressing the scourge.

“Uyinene was to all of us, a call to action, a moment to reflect on the unacceptably high levels of violence against women and children in our country and a moment to acknowledge that the government failed her as it fails countless women and young children on a daily basis.

“She was also a moment for us to commit ourselves, as a society, to ensuring that every girl has the opportunity to live a life of safety and dignity and to thrive,” the minister said.

Gwarube’s speech resonated deeply with the audience as she acknowledged the government’s repeated failures to protect children and women from gender-based violence and femicide (GBVF), underscoring that the latest incident was a painful reminder of the vulnerabilities faced by young girls across the nation.

The lecture was held in memory of Uyinene Mrwetyana, a young woman whose brutal murder in 2019 became a rallying cry against femicide and served as a platform to inspire young women to step into leadership roles and claim their rightful space in society.

Gwarube announced that she, alongside Justice and Constitutional Development Minister Nkhensani Kubayi, were spearheading legislative changes to tighten protections for children in schools.

Key among these measures was strengthening the National Register for Sex Offenders to ensure that no individual with a history of sexual violence could work in any education institution.

She held that every single person who came into contact with children in schools must be vetted against the sexual offenders’ register, emphasising that vetting should extend beyond teachers to include school administrators, janitors, transport drivers and all other staff members.

The department also pledged to implement strict policies that enforced mandatory reporting of sexual abuse in schools, with severe consequences for institutions and individuals who attempted to cover up cases of misconduct.

The assault of the young girl, identified as Cwecwe, has sparked national outrage, with various political and civil society groups demanding immediate action.

The Economic Freedom Fighters and the Select Committee on Education have both criticised law enforcement and school authorities for their sluggish response, with EFF spokesperson Sinawo Thambo calling it “a betrayal of their constitutional duty to serve and protect”.

Thambo lambasted the principal of Bergview College for refusing to cooperate with authorities and instead seeking legal protection.

“This move is an insult to the fight against violence against children and a blatant obstruction of justice,” he declared.

Committee chairperson Makhi Feni echoed these sentiments, emphasising that “deregistration of the school does not address the sexual violation of a child”.

“Accountability means the perpetrator must be arrested and the educators’ regulatory bodies must ensure he is added to the national register of sexual offenders.”

Gwarube emphasised that the fight against GBVF could not be won by government interventions alone, and called on schools, communities and men in particular to take responsibility for ensuring the safety of women and children.

She noted that while South African girls continued to outperform their male counterparts in the National Senior Certificate results and were excelling in STEM fields, these achievements were being overshadowed by the constant threat of violence.

The department has pledged to fast-track legislative amendments to make vetting against the sexual offenders’ register mandatory for all school staff as well as improve security in schools, including CCTV surveillance, tighter vetting of non-teaching staff and safe transport arrangements.

Gwarube has also promised to strengthen GBVF education in schools, ensuring that children are equipped with the knowledge and tools to report abuse, and ensure immediate psychosocial support for victims of sexual violence, including counseling and legal assistance.

In closing, Gwarube urged South Africans to demand accountability and to ensure that no more girls suffered in silence.

“The war against women and children cannot be won by government alone. It has to be a whole-of-society approach. We must stare this scourge down until we rid our country of those who believe they can victimise and kill us,” she said.

The memorial lecture ended with a renewed commitment from government leaders, civil society and the public to make South African schools and communities safer for children.

As investigations into the Bergview College assault continue, public pressure is mounting on law enforcement to act swiftly and decisively.

INSIDE EDUCATION

By Edwin Naidu

Whatever one may think about US President Donald Trump or, for that matter, the expelled South African ambassador to the United States, Ebrahim Rasool, it is no longer relevant.

What matters is the impact of these two on ordinary citizens in South Africa and the world.

One can argue they are already paying the price for the intransigent bully from the US or from the learned Cape Town politician whose diplomatic training amounted to preschool training.

Trump’s four years cannot go fast enough, while Rasool and his supporters, who cannot organise a piss-up in a brewery, gave him a tame hero’s welcome recently. They could not even dial a crowd for the revived politician, now back to playing in the Democratic Alliance backwater after showing that he could not swim with the big fish.

Rasool did not stand up to Trump on a public platform to warrant such adulation.

His views were presented during a webinar think-tank. So much for bravery. But there was no thinking when Rasool opened his mouth. Even former president Thabo Mbeki seems to think that the former premier of Cape Town got it wrong.

What would he have done had he been schooled like Volodymyr Zelensky, the Ukraine leader, in a recent White House broadcast? It is a moot point. Rasool can be feted as the man who got kicked out of Trump land because he could not shut up. That’s good on the CV for a politician officially off to pasture. Why should he care about his actions?

But the impact of his foot-in-the-mouth calamity was felt swiftly on the currency, which took a tumble. Far worse, the Health Minister may downplay the US donor funding for HIV/AIDS projects, however, when you annoy a bully and his wealthy sycophant with roots in Pretoria, be warned, it will get worse.

Attending a higher education conference the other evening, I heard from an African academic in Ghana that US-based recipients of funding, whose operations are in South Africa, are extremely worried that they may soon feel the chill.

Donor-funded programmes based in South Africa are at risk. There is a view that those who receive US funding should consider opening offices in other parts of the continent.

It will get worse if South Africa becomes persona non grata. Academic and science-funded US programmes will go. Some already hang in the balance, despite having been approved.

Last week Bhekisisa Centre for Health Journalism reported in University World News that all South Africa’s US-funded research grants may be on hold. This is alarming news.

The article reported that some experts estimate that as much as 70% of South Africa’s medical research – or up to US$400 million (about ZAR7.2 billion) will be lost.

Rasool may not care that he is persona non grata in Washington. He should shove that arrogance, the same conduct which has led to a tenuous Government of National Unity, because of three decades of ANC arrogance.

Because of him, South African academia, science and research are pariahs in the eyes of the United States. Throughout Africa there is a fear that their interaction with Pretoria may cost it American dollars.

If South Africa’s commitment to clean governance ensured that monies allocated for education reached their intended recipients, the country could easily tell Trump to shove off.

However, with corruption a feature of ANC rule, and poor governance manifesting itself in wastage, the country’s science and technology and education sector benefit from the largesse of the United States, European Union and other benefactors.

Trump deserves to be told to shove off – but that is the prerogative of American voters – not Rasool, who must be back to reality in Cape with two David Bowie songs: This is not America.

The second, performed with Nine in Nails, is far more nervy fare: I’m Afraid of Americans.

What next? That’s what academia is holding its breath for?

Edwin Naidu is Editor of Inside Education.

INSIDE EDUCATION

By Rachael Cody

Homeschooling has exploded in popularity in recent years, particularly since the pandemic. But researchers are still exploring why parents choose to homeschool their children.

While the decision to homeschool is often associated with religion, a 2023 survey found that the two top reasons people cited as most important were a concern about the school environment, such as safety and drugs, and a dissatisfaction with academic instruction.

I studied giftedness, creativity and talent as part of my Ph.D. program focusing on students who are “twice exceptional” – that is, they have both learning challenges such autism or attention-deficit/hyperactivity disorder as well as advanced skills. A better understanding of why parents choose homeschooling can help identify ways to improve the public education system. I believe focusing on twice-exceptional students can offer insights beyond this subset of the homeschooled population.

What we know about homeschooling

The truth is researchers don’t know much about homeschooling and homeschoolers.

One problem is regulations involving homeschooling differ dramatically among states, so it is often hard to determine who is being instructed at home. And many families are unwilling to talk about their experiences homeschooling and their reasons for doing so.

But here’s what we do know.

The share of children being homeschooled has surged since 2020, rising from 3.7% in the 2018-2019 school year to 5.2% in 2022-2023 – the latest data available from the National Center for Education Statistics. Over 3 million students were homeschooled in 2021-22, according to the National Home Education Research Institute.

And the population of homeschoolers is becoming increasingly diverse, with about half of families reporting as nonwhite in a 2023 Washington Post-Schar School poll. In addition, homeschooling families are just as likely to be Democrat as Republican, according to that same Post-Schar survey, a sharp shift from previous surveys that suggested Republicans were much more likely to homeschool.

As for why parents homeschool, 28% of those surveyed in 2023 by the Institute of Education Sciences said the school environment was their biggest reason, followed by 17% that cited concerns about academic instruction. Another 17% said providing their kids with moral or religious instruction was most important.

But not far behind at 12% was a group of parents who prioritized homeschooling for a different reason: They have a child with physical or mental health problems or other special needs.

This group would include parents of twice-exceptional children, who may be especially interested in pursuing homeschooling as an alternative method of education for three reasons in particular.

1. The ‘masking’ problem

These parents may notice that their child’s needs are being overlooked in the public education system and may view homeschooling as a way to provide better individualized instruction.

Students who are twice exceptional often experience what researchers call the “masking” phenomenon. This can occur when a child’s disabilities hide their giftedness. When this occurs, teachers tend to provide academic support but hesitate to give these children the challenging material they may require.

Masking can also occur in reverse, when a student’s gifts tend to hide disabilities. In these cases, teachers provide challenging material, but they do not provide the needed accommodations that allow the gifted child to access the materials. Either way, masking can be a problem for students and parents who must advocate for teachers to address their unique range of academic needs.

While either type of masking is challenging for the student, it may be particularly frustrating for parents of twice-exceptional students to watch classroom teachers focus only on their child’s weaknesses rather than helping them develop their advanced abilities.

2. Individualized instruction

By the time a child enters school, parents have spent years observing their child’s development, comparing their progress with that of others their age. They’re also likely to be aware of their child’s unique interests.

While this may not be true for all parents, those who choose to homeschool may do so because they feel they have more of an ability and interest in catering to their child’s unique needs than a classroom teacher who is tasked with teaching many students simultaneously. Parents of students who demonstrate exceptional ability have expressed concerns about their child’s future educational opportunities in a public school setting.

Additionally, parents may become exhausted by their efforts to advocate for their child’s unique needs in the school system. Parents of students who demonstrate advanced abilities often pull their children out of public school after repeated efforts to improve communication between home and school.

3. Behavioral and emotional needs

Gifted students who have emotional or behavioral disabilities may find it difficult to demonstrate their abilities in the classroom.

All too often, teachers may be more focused on disciplining these students rather than addressing their academic needs. For example, a child who is bored with the class material may be loud and attempt to distract others as well.

Rather than recognizing this as signaling a need for more advanced material, the teacher might send the child to a separate area in the classroom or in the school to refocus or as punishment. Parents may feel better equipped than teachers to address both their child’s challenging behaviors and their gifted abilities, given the knowledge they have about their child’s history, interests, strengths and areas needing improvement.

Supporting students’ needs

Gaining a better understanding of the motivations driving parents to take their children out of the public school system is an important step toward improving schools so that fewer will feel the need to take this path.

Additionally, strengthening educators’ and policymakers’ understanding about twice-exceptional homeschooled students may help communities provide more support to their families – who then may not feel homeschooling is the only or best option. My research shows that many schools can do a better job providing these types of students and their parents with the support they need to thrive.

Rachael Cody is a Postdoctoral Scholar in the Department of Education, Oregon State University.

The Conversation.

By Cara Swit, Aaron Hapuku, Helena Cook and Jennifer Smith

One year after the government banned cellphones from schools to help students focus and reduce distractions in class, we’re beginning to see how it has been implemented and how successful it’s been.

As part of that process, our new research asked young people about the ban. Unsurprisingly, they had a lot to say.

Schools around the world, including in Australia, France, the United Kingdom, Italy, China and parts of the United States, have implemented similar bans. The guiding principle everywhere has been to help students do better in school.

When New Zealand’s ban came into effect in April 2024, Prime Minister Christopher Luxon said it was time to cut the distractions so kids could learn and achieve.

But studies have shown these bans often don’t work as planned. For example, recent research from the UK involving over 1,200 students found no significant difference in academic grades or wellbeing between schools with strict phone bans and those with more relaxed policies.

With so many questions at the time of the ban about how it would be enforced, we wanted to hear what was going on in schools and what young people really thought. We spoke to 77 young people aged 12 to 18 from 25 schools around the country. Some liked the bans, some didn’t and some weren’t sure.

Many students had mixed feelings about the bans. Some admitted the bans helped reduce distractions and gave them a break from using their phones. As one explained: “Otherwise, we’ll be on our phone all day, all afternoon, all night, and it won’t be healthy for our minds.”

But other students said the ban had created new problems.

First, some students felt stressed and anxious when they couldn’t contact their parents or caregivers during the day. Second, they said the rules weren’t always clear or fair. Some teachers were strict, others weren’t. And sometimes, teachers used their phones in class, but students couldn’t.

That perceived double standard – where teachers can use phones but students can’t – left many of our respondents feeling frustrated and unfairly treated. In some cases, it even made them more secretive about their phone use. One student said: Even though we’re not allowed to use our phones, everyone is sneaky and uses it anyway.”

A lack of consultation

A lot of students said they weren’t asked what they thought before the bans were introduced. They felt as if adults made the rules without asking them or listening to them. One of our interviewees said: “It feels like they just ban everything, thinking it will fix the problem.”

Many didn’t understand the purpose of the ban, especially since they still have to use laptops and other technology in class.

Recent research found more than 80% of students in Aotearoa New Zealand say technology in class is distracting – not just phones.

Already, some students have found clever ways around the phone ban. At one Auckland school, students started using walkie-talkies instead of phones to stay connected with their peers.

Examples like this show bans don’t always change behaviour the way they’re intended to. It can simply make students feel as though adults underestimate how tech-savvy they really are.

Young people as active problem solvers

The young people in our research offered some alternatives to the ban.

Many suggested allowing phones at break and lunch times. That way, they could stay connected without interrupting class. They also said adults needed to model healthy digital habits, not just set the rules.

Based on student responses, it does appear that learning and teaching how to use phones in healthy ways would be more helpful than banning them altogether.

Research from the Digital Wellness Lab supports this balanced approach, emphasising skill building over restriction. But for this to work, adults need support too. Teachers and parents need training and resources to help guide young people – and should also be surveyed on how they feel about the ban.

Banning phones doesn’t fix the bigger issue of helping young people to use technology safely and responsibly. If schools really want to support students, they need to move beyond one-size-fits-all rules.

Our research shows young people aren’t just passive users of technology. They’re active problem solvers. They want to be part of the conversation – and part of the solution.

This would involve replacing top-down bans with meaningful conversations involving young people and adults to build fair and practical digital guidelines, where everyone benefits.

Cara Swift is an associate professor at the School of Health Sciences, University of Canterbury, Aaron Hapuku is a lecturer at the School of Health Sciences, University of Canterbury, Helena Cook is a lecturer at the School of Social and Cultural Studies, University of Canterbury, and Jennifer Smith is a senior lecturer at the Faculty of Education, University of Canterbury.

The Conversation

By Akani Nkuna

The African Development Bank Group (AfDB) has approved a $50 million fund aimed at eliminating hunger and malnutrition among school-aged children across Africa.

This initiative, which is endorsed by the bank’s board of directors, seeks to provide sustainable solutions to food insecurity, ensuring that millions of children receive proper nutrition to support their education and overall wellbeing.

The fund marks a major step toward tackling child hunger on the continent.

The End School-Age Hunger Fund aims to bolster school meal programmes in targeted African countries by expanding existing initiatives and creating new ones so that more children in Africa have access to nutritious food while attending school.

At the same time it will boost rural economies through agricultural productivity, AfDB spokesperson Alexis Adele said in a statement.

The fund will be implemented in partnership with the African Development Fund, which is the concessional arm of the AfDB.

In addition, the Children’s Investment Fund Foundation (CIFF) has pledged its support by signing a $50 million commitment letter to help establish and launch the initiative aimed at tackling child hunger in Africa.

Adele said the fund will finance initiatives that directly supported school feeding programmes across the continent, with the aim to provide nutritious meals to children while fostering the growth of small and medium-sized enterprises involved in delivering services for these programmes.

“Where appropriate, it is expected to provide essential technical assistance to governments, encouraging them to prioritise nutritious school feeding programmes as a vital mechanism for enhancing socio-economic development, ensuring student retention in schools and improving learning outcomes and social protection,” he said.

In September 2024, the CIFF and the AfDB signed a letter of intent, with the foundation pledging up to $50 million to establish the fund. Witnessed by King Lestie III of Lesotho, CIFF also expressed its readiness to contribute an additional $50 million once the bank launched its initial investment.

The AfDB is also engaging other philanthropic organisations, including the Aliko Dangote Foundation, to expand donor support.

Adele emphasised that the partnership was both strategic and essential for securing donor support.

AfDB vice president for agriculture, human and social development, Beth Dunford, said they would work to secure a five-year commitment from the target countries, which was the standard implementation period for the bank’s investment projects.

“The implementation period is long enough to establish a solid proof of concept to ensure the continuation of the initiative beyond the initial funding phase,” she said.

INSIDE EDUCATION

By Lungile Ntimba 

KwaZulu-Natal education MEC Sipho Hlomuka has reaffirmed the fundamental values of education, emphasising that schools must remain neutral and free from political influence and interference. 

He was speaking at Shakaskraal Primary School in the iLembe District following allegations of intimidation by the school principal, who coerced staff into wearing political regalia or face dismissal.

“We as a department we will not tolerate political campaigns in our schools and emphasise that this incident serves as a critical reminder to all schools and communities that education should be apolitical and safeguarded from political activities and influence,” Hlomuka said on Friday.

The MEC stressed the importance of adhering to provincial circular no 29 of 2025, which outlined professional conduct within educational institutions.

He said educators must prioritise teaching learners during working hours and avoid getting involved in personal activities.

Hlomuka said the sincerity of the school’s apology would be reflected through its action.

However, he made it clear that this would not interfere with the department’s ongoing investigation.

He said the department has already started to engage individually with all staff members to find out what really transpired.

“The iLembe district has initiated an investigation, and upon conclusion, will submit a report with recommendations to the head of the department for appropriate action,” Hlomuka said.

He advised the school to prioritise efforts in rebuilding its reputation, saying that anyone tarnishing the school’s name should face consequences, regardless of their position.

“Never allow anyone, including myself because being an MEC doesn’t mean I’m above the law, and that is why there is a constitution to guide us,” he added.

“If I have taken a wrong decision, it must be challenged throughout the process.”

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Deputy Minister Mimmy Gondwe has reaffirmed the government’s commitment to ensuring quality education by clamping down on bogus colleges.

During an interdepartmental oversight visit to eThekwini, Gondwe emphasised the importance of private higher education institutions operating within legal parameters and full compliance with registration and accreditation requirements.

“Some of the learners are the only hope for their families. Their parents invest in their education so that their child can be qualified and have a successful career tomorrow.

“Now, if a learner studies via a bogus college, they are effectively robbed of an opportunity to gain a legitimate qualification and employment opportunities. It is also robbing the student and their parents of hard-earned money,” Gondwe said in a statement.

The visit formed part of a two-day awareness campaign in the “university city”, a metro that hosts a significant student population and multiple institutions of higher learning, including the University of KwaZulu-Natal, Durban University of Technology and Mangosuthu University of Technology.

However, the city also faces challenges with the proliferation of unregistered private colleges and accredited institutions offering unapproved programmes.

Gondwe, alongside officials from her department, the Employment and Labour Department and Home Affairs, toured several private institutions in the city centre, particularly along Monty Naicker and West Streets.

Some institutions were found to be registered but were flagged for compliance issues, while others were operating without proper accreditation, raising concerns about the legitimacy of the qualifications they offer.

In collaboration with eThekwini municipality, the oversight visit focused on engaging with students and institutional representatives to address their concerns.

Many students raised issues regarding tuition payments and the lack of refunds when courses were later found to be unaccredited.

In response, Gondwe directed department officials to provide immediate assistance to affected students and ensure they received guidance on transferring to legitimate institutions.

Chairperson of the eThekwini municipality governance and human capital committee, Nkosenhle Madlala, reiterated the city’s responsibility to protect students seeking quality education.

“As a university city, we have a responsibility to ensure that the thousands of people who come to our city to access higher education register with recognised and legal institutions. Durban is home to several prestigious universities and TVET colleges, but the presence of unregistered institutions puts students at risk,” Madlala said.

Gondwe acknowledged the role of private higher education institutions in expanding access to learning opportunities, but said they must operate within legal and regulatory frameworks.

“They are allowed to operate, but they have to operate within lawful parameters, and that is what we are trying to ensure, that their operations are legal, are registered with us and that the programmes they’re offering are accredited by our quality assurance bodies, Umalusi, QCTO (Quality Council for Trades and Occupations), and the Council on Higher Education,” she said.

Gondwe also emphasised the importance of interdepartmental collaboration in tackling fraudulent institutions, saying that such efforts were crucial in safeguarding students’ futures and upholding the integrity of South Africa’s education system.

The campaign, which will continue with further oversight inspections in the Durban CBD, aims to root out illegitimate institutions while strengthening mechanisms for monitoring compliance among private colleges.

The deputy minister has encouraged students and parents to verify the accreditation status of institutions before enrolling to avoid falling victim to fraudulent colleges.

She also urged registered institutions to maintain compliance with all regulatory requirements to ensure they deliver quality education that aligns with national standards.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Higher Education Portfolio Committee has welcomed the court ruling in favour of two master’s students who were wrongfully deregistered by the University of Limpopo.

It said it was a significant step in holding higher education institutions accountable for their actions and ensuring that student rights are upheld.

Committee chairperson Tebogo Letsie strongly condemned the university’s handling of the matter, describing it as an unacceptable disregard for both due process and the hard work of students.

“For an academic institution to make such a mind-boggling, illogical decision, one that disregards both due process and the students’ dedication, was deeply troubling. We are pleased the court has compelled UL to rectify this injustice by covering the students’ legal fees and awarding their hard-earned qualifications,” Letsie said on Thursday.

Philisiwe Cele and Ntando Mnguni, who were pursuing master’s degrees in information studies, faced an unexpected setback when the university deregistered them in 2023, despite both students having already submitted their final dissertations for graduation.

The university justified this move by claiming that the students had not met the admission requirements and suggested they should instead apply for recognition of prior learning.

The students challenged the university’s decision in court, ultimately securing a ruling that compels the university to pay their legal fees and grant their degrees.

Letsie said the ruling served as a necessary corrective measure and a warning to academic institutions that failed to uphold principles of fairness and transparency.

The committee has consistently raised concerns over resource mismanagement within the higher education sector, citing cases where institutions have prioritised legal disputes over core educational functions.

Letsie emphasised that the committee has repeatedly urged universities to allocate their budgets responsibly and focus on the interests of students and academic development rather than engaging in costly and unnecessary legal battles.

The case has drawn wider attention to broader inefficiencies within the higher education system.

The committee has been vocal about concerns regarding financial mismanagement, poor decision-making by university leadership and a lack of accountability in public institutions.

This case is one of several incidents where institutions have been called out for misusing resources on litigation instead of directing funds towards academic programs, student support services and research initiatives.

Beyond financial considerations, Letsie said the ruling also underscored the need for higher education institutions to operate within the framework of ethical governance.

Letsie reiterated that the committee would continue to monitor similar cases closely to ensure institutions were held accountable for their decisions and resource management practices.

INSIDE EDUCATION

By Johnathan Paoli

The National Student Financial Aid Scheme (NSFAS) has addressed growing concerns over delayed payments for student accommodation, attributing the setbacks to the intricate and time-consuming nature of the verification process.

Through these verification processes, it says it has come across accommodation providers attempting to defraud the scheme and an investigation will be launched.

The scheme said in a statement that delays in receiving essential data from accommodation providers had also complicated efforts to ensure timely disbursements.

“While NSFAS is committed to ensuring that funds are disbursed promptly, it is equally important to maintain a rigorous verification process to guarantee that all claims are legitimate and in accordance with established policies,” it said in a statement.

NSFAS has acknowledged the frustrations expressed by accommodation providers following recent communication regarding the submission and processing of claims.

The funding scheme explained that its payment timelines were affected by delays in the submission of required data, which subsequently prolonged the verification process.

It said it had taken proactive steps to facilitate the smooth processing of claims.

On 27 January, the scheme approved and disseminated lease agreements, making them available for upload onto the designated accommodation portal.

It said the system was accessible on the same day across all portals, allowing accommodation providers to begin signing agreements immediately.

To maintain operational efficiency, NSFAS set a deadline of 14 March for the submission of payment claims for the current cycle.

Despite these measures, NSFAS said that verification remained a critical step in ensuring compliance with funding regulations.

The process involved multiple checks to confirm the legitimacy of claims and prevent fraudulent transactions.

During recent verification exercises, NSFAS reportedly uncovered cases of “ghost students”, individuals who were neither NSFAS beneficiaries nor enrolled in any public higher education institution.

This discovery has reinforced the necessity of stringent verification protocols to safeguard public funds.

“As a public entity, we have a duty to ensure that financial aid reaches legitimate students in need. The verification process is essential to prevent fraudulent claims and uphold the integrity of the system,” the scheme said.

NSFAS further indicated that it would launch investigations into accommodation providers who had submitted inaccurate or misleading information to unlawfully benefit from government funds.

The organisation reiterated its commitment to taking corrective action against those who attempted to exploit the system.

While acknowledging the operational difficulties that come with delayed payments, NSFAS stressed the need to strike a balance between timely fund disbursement and rigorous verification.

Accommodation providers, on the other hand, have raised concerns about the financial strain caused by these delays.

Many have warned that extended waiting periods could impact their ability to sustain housing services for NSFAS funded students.

Some stakeholders have called for improvements in NSFAS’s verification systems to expedite the process without compromising oversight.

Considering these challenges, NSFAS has urged accommodation providers to ensure that all data submissions were accurate and timely.

It said it remained committed to refining its processes and enhancing coordination with relevant stakeholders to mitigate future delays.

With thousands of students reliant on NSFAS for funding, the organisation faces mounting pressure to streamline operations while maintaining transparency and accountability.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has admitted to a long path ahead in turning the post school education and training (PSET) sector around, calling for more to be done in addressing challenges.

Nkabane engaged the National Council of Provinces (NCOP) hybrid plenary session on Tuesday, responding to questions from members on the significant challenges the sector faces, including student accommodation shortages, the National Student Financial Aid Scheme (NSFAS) delays and a lack of critical and technical skills.

“Despite constraints, the department remains committed to working closely with the NCOP to make sure we preach the gospel in our constituencies and address the challenges of the sector,” she said.

One of the key issues raised was the shortage of student housing, a challenge that has long plagued both universities and Technical and Vocational Education and Training (TVET) colleges.

Nkabane outlined the government’s commitment to implementing large-scale student housing projects through the Student Housing Infrastructure Programme (SHIP).

Since 2021, the department has delivered 9721 beds under the first phase of SHIP, with an additional 6500 beds currently in progress.

Looking ahead, phase two aims to provide 10,700 beds across six institutions, while phase three, launching this year, is set to deliver 45,000 additional spaces.

Despite these efforts, concerns remain about governance and affordability, particularly as private accommodation providers engage with NSFAS.

Nkabane said that while institutions oversee accommodation operations, NSFAS must ensure fair pricing and compliance with standards.

The NSFAS accreditation programme, expanded to 23 TVET colleges and 17 universities in December 2023, is expected to improve accommodation quality and safety.

However, funding delays continue to disrupt students’ education, often leading to evictions and financial distress.

Nkabane acknowledged these ongoing challenges, attributing delays to data misalignment between the scheme and institutions.

The department is collaborating with stakeholders to refine processes and prevent such disruptions; additionally, a special task team has been established to address systemic inefficiencies.

The minister said her department was working with the Special Investigating Unit to combat fraud in student funding.

Irregularities, including ghost students and fraudulent accommodation claims, have prompted the appointment of a board to improve governance and accountability within NSFAS.

Another critical issue raised was the country’s struggle to produce graduates in high-demand fields, particularly in Science, Technology, Engineering and Mathematics (STEM) disciplines.

Nkabane revealed that in 2024, engineering graduate output fell short of the target by 2221 students, while life and physical sciences had a shortfall of 229 graduates.

The decline in students taking mathematics and science at the high school level has further exacerbated this issue.

To combat this, she said her department is working with the Basic Education Department to boost interest in STEM subjects.

Efforts include outreach programmes in rural schools, career expos and the integration of emerging fields such as AI and robotics into curricula.

Nkabane highlighted the need to reposition TVET colleges as attractive career pathways.

Many students still perceive university degrees as superior, despite TVET qualifications often aligning more closely with industry demands.

To bridge this gap, the government is modernising TVET curricula, expanding trade test centres from one to 35, and introducing occupation-focused programmes to replace outdated N1-N3 courses.

And to enhance TVET graduates’ employability, 54 centres of specialisation have been established, focusing on artisanal training.

The expansion of work integrated learning programmes has benefited 25,000 students, ensuring they gain practical experience.

Nkabane said the department’s Programme and Qualification Mix initiative aimed to steer institutions toward high-demand fields, using the national scarce skills list as a guide.

While universities maintain academic autonomy, the department is actively engaging institutions to align enrollment plans with economic needs.

She acknowledged the Human Resource Development Council, chaired by Deputy President Paul Mashatile, as playing a crucial role in ensuring graduates were equipped with relevant skills.

The minister said that collaboration with industry stakeholders, business leaders and organisations like National Economic Development and Labour Council informed curriculum adjustments, making higher education more responsive to job market trends.

Despite financial constraints, the government remained committed to expanding the post-school education sector.

Projects include refurbishing the old Giyani College of Education for Tshwane University of Technology and developing a new Ulundi campus for the University of Zululand.

Two new universities, the University of Science and Innovation and the University of Policing and Crime Detection in Gauteng, are also in the pipeline, though funding challenges persist.

Nkabane reaffirmed the department’s focus on ensuring access to higher education, particularly for marginalised communities.

She said her department’s efforts to modernise TVET institutions, enhance STEM education and ensure financial stability within NSFAS were crucial steps toward creating a more effective and equitable post-school education system.

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