By Vijay Reddy

School mathematics in South Africa is often seen as a sign of the health of the education system more generally.

Under the racial laws of apartheid, until 1994, African people were severely restricted from learning maths. Tracking the changes in maths performance is a measure of how far the country has travelled in overcoming past injustices. Maths is also an essential foundation for meeting the challenges of the future, like artificial intelligence, climate change, energy and sustainable development.

Here, education researcher Vijay Reddy takes stock of South Africa’s mathematical capabilities. She reports on South African maths performance at grades 5 (primary school) and 9 (secondary school) in the Trends in International Mathematics and Science Study (TIMSS) and examines the gender gaps in mathematics achievement.

What was unusual about the latest TIMSS study?

The study is conducted every four years. South Africa has participated in it at the secondary phase since 1995 and at the primary phase since 2015. The period between the 2019 and 2023 cycles was characterised by the onset of the COVID-19 pandemic, social distancing and school closures.

The Department of Basic Education estimated that an average of 152 school contact days were lost in 2020 and 2021. South Africa was among the countries with the highest school closures, along with Colombia, Costa Rica and Brazil. At the other end, European countries lost fewer than 50 days.

Some academics measured the extent of learning losses for 2020 and 2021 school closures, but there were no models to estimate subsequent learning losses. We can get some clues of the effects on learning over four years, by comparing patterns within South Africa against the other countries.

How did South African learners (and others) perform in the maths study?

The South African grade 9 mathematics achievement improved by 8 points from 389 in TIMSS 2019 to 397 in 2023. From the trends to TIMSS 2019, we had predicted a mathematics score of 403 in 2023.

For the 33 countries that participated in both the 2019 and 2023 secondary school TIMSS cycles, the average achievement decreased by 9 points from 491 in 2019 to 482 to 2023. Only three countries showed significant increases (United Arab Emirates, Romania and Sweden). There were no significant changes in 16 countries (including South Africa). There were significant decreases in 14 countries.

Based on these numbers, it would seem, on the face of it at least, that South Africa weathered the COVID-19 losses better than half the other countries.

However, the primary school result patterns were different. For South African children, there was a significant drop in mathematics achievement by 12 points, from 374 in 2019 to 362 in 2023. As expected, the highest decreases were in the poorer, no-fee schools.

Of the 51 countries that participated in both TIMSS 2019 and 2023, the average mathematics achievement score over the two cycles was similar. There were no significant achievement changes in 22 countries, a significant increase in 15 countries, and a significant decrease in 14 countries (including South Africa).

So, it seems that South African primary school learners suffered adverse learning effects over the two cycles.

The increase in achievement in secondary school and decrease in primary school was unexpected. These reasons for the results may be that secondary school learners experienced more school support compared with primary schools, or were more mature and resilient, enabling them to recover from the learning losses experienced during COVID-19. Learners in primary schools, especially poorer schools, may have been more affected by the loss of school contact time and had less support to fully recover during this time.

This pattern may also be due to poor reading and language skills as well as lack of familiarity with this type of test.

Does gender make a difference?

There is an extant literature indicating that globally boys are more likely to outperform girls in maths performance.

But in South African primary schools, girls outscore boys in both mathematics and reading. Girls significantly outscored boys by an average of 29 points for mathematics and by 49 points for reading in the 2021 Progress in International Reading Study.

These patterns need further exploration. Of the 58 countries participating in TIMSS at primary schools, boys significantly outscored girls in 40 countries, and there were no achievement differences in 17 countries. South Africa was the only country where the girls significantly outscored boys. In Kenya, Zimbabwe, Zambia and Mozambique, the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) reading scores are similar for girls and boys, while the boys outscore girls in mathematics. In Botswana, girls outscore boys in reading and mathematics, but the gender difference is much smaller.

In secondary schools, girls continue to outscore boys, but the gap drops to 8 points. Of the 42 TIMSS countries, boys significantly outscored girls in maths in 21 countries; there were no significant difference in 17 countries; and girls significantly outscored boys in only four countries (South Africa, Palestine, Oman, Bahrain).

In summary, the South African primary school achievement trend relative to secondary school is unexpected and requires further investigation. It seems that as South African learners get older, they acquire better skills in how to learn, read and take tests to achieve better results. Results from lower grades should be used cautiously to predict subsequent educational outcomes.

Unusually, in primary schools, there is a big gender difference for mathematics achievement favouring girls. The gender difference persists to grade 9, but the extent of the difference decreases. As learners, especially boys, progress through their education system they seem to make up their learning shortcomings and catch up.

The national mathematics picture would look much better if boys and girls performed at the same level from primary school, suggesting the importance of interventions in primary schools, especially focusing on boys.

Vijay Reddy is a Distinguished Research Specialist at the Human Sciences Research Council.

INSIDE EDUCATION

By Lungile Ntimba

The Council for Scientific and Industrial Research (CSIR) completed the first phase of its Ngiyaqonda! Project with the official handover of mobile devices at Ebuhleni Primary School in Soweto this week.

The project was launched to help tackle the literacy crisis in South African schools. A report from the 2030 Reading Panel evealed that approximately 80% of Grade 3 learners cannot read for meaning in any language.

It said in a statement that without this essential skill, many children were unable to reach their full potential, with the impact being most severe in disadvantaged communities.

Ngiyaqonda! is isiZulu for “I understand”. The research and development initiative integrates speech and text technologies into an Android application that guides learners to compose sentences in their home language as well as in English and is designed to enhance reading skills.

Funded by the Sport, Arts and Culture Department, it also incorporates artefacts developed in previous research projects funded by the South African Centre for Digital Language Resources.

The application was piloted with isiZulu-speaking Grade 3 learners at Ebuhleni, Sepedi-speaking Grade 3 learners at Pheladi-Nakene Primary School in Mamelodi and Afrikaans-speaking learners at Laerskool Die Krans throughout 2023 and 2024.

The CSIR said that in recognition of the pilots’ success and the positive social impact of the project, the CSIR donated the devices used at Ebuhleni Primary School during a project close-out event.

It said piloting in schools was a vital component of projects like Ngiyaqonda! because it helped the project team assess its efforts in real-world settings.

However, South Africa’s infrastructure challenges, such as connectivity and electricity issues, made it essential to cultivate strong relationships with pilot schools, the CSIR said.

These partnerships provided a crucial foundation for identifying and addressing any challenges that may affect application usage. By donating tablets to schools like Ebuhleni and Pheladi-Nakene, the CSIR was not only supporting future pilots, but also helping to overcome some of these infrastructure challenges to ensure smoother implementation in the future.

“By donating these devices to our pilot schools, we hope to strengthen our relationships with them and demonstrate our commitment to continuing work on this critical issue,” said CSIR senior researcher Laurette Marais.

“Without their willingness to invest time and energy, as well as share essential practical insights with us, no amount of technological development would move the needle on South Africa’s literacy challenges.”

She said the success of the project underscored the importance of the government, research institutions and end-users collaborating to maximise the social impact of technology. 

The CSIR has applied for additional funding to advance to phase two of the project.

INSIDE EDUCATION

By Edwin Naidu

Eat your veggies! That was the message from Deputy Minister of Basic Education, Reginah Mhaule, during World Obesity Day earlier this month.

While the government says it has made strides in ensuring that children get balanced meals through the National School Nutrition Programme (NSNP), it is important that parents and caregivers do the same at home. It is also advocating for schools to come on board and start their own vegetable gardens.

South Africa, like many parts of the world, is facing a growing obesity crisis. Governments, health professionals, advocates and the public need to urgently transform our systems and build a healthier future for people.

The National Food and Nutrition Security Survey by the Human Sciences Research Council (HSRC), which is the first in-depth nationwide study into food and nutrition since 1994, found that almost half of South Africa’s adult population was overweight or obese.

Some of the significant findings are:

69% of obese adults lived in food-insecure households where families had few dietary choices and were forced to eat food with little nutritional value.

More than two-thirds (67.9%) of females were either overweight or obese. There were higher incidences of obesity among women than men.

Adults aged 35 to 64 had a significantly greater prevalence of obesity than younger age groups. This could be explained by differences in metabolism and the fact that youngsters are more active than adults.

KwaZulu-Natal reported a higher prevalence of obesity (39.4%) compared to the other provinces. More research is needed to explore this finding and whether cultural factors are behind this.

The HSRC made the following recommendations to help address malnutrition in South Africa:

Focus on areas with high levels of malnutrition

Encourage families to produce their food to supplement social grants

Invest in food banks at fruit and vegetable markets strategically located close to vulnerable households

Help impoverished households survive seasonal hunger

Launch campaigns to educate the public on the benefits of consuming nutrient-rich foods and dietary diversity

As recommended by local and international health professionals, healthy eating at school and at home can prevent obesity in children.

“For the past three decades, the government has been serving healthy meals to school-going children in various communities through the NSNP. This flagship programme remains one of the most impactful nutrition interventions, which is currently feeding more than nine million learners nationally,” Mhaule told parents and caregivers at Northbury Park Secondary School in KwaZulu-Natal.

“The programme promotes the rights of children to basic education and the right to basic nutrition, as enshrined in the Constitution. Access to sufficient healthy food and clean water is a basic human right.”

Mhaule has called on schools to initiate vegetable gardens and be green to win the battle against obesity among learners.

She said the culture of growing food has the potential to improve household food security, conquer malnutrition and hunger and promote healthier lifestyles through physical activities.

The deputy minister has also urged schools, tuck shop operators, vendors and local authorities to work together as community involvement was essential to ensure food safety and healthy options.

Tuck shops needed to lead by example following the government launching the reviewed Guidelines for Tuck Shop Operators, she said.

“Don’t sell food cooked in reused cooking oil or items with excessive sugar, salt or colourants. Tuck shops must be cleaned daily to prevent contamination. Prepare food daily and avoid leftovers,” Mahule said.

“All tuck shop operators must always ensure compliance by displaying their Certificate of Acceptability. Safe food means healthy learners. Let’s all work together towards changing the systems so that our children can lead healthier lives and a healthier future.”

The involvement of health systems, government systems, food systems, the media and environmentalists in healthy eating advocacy will assist local and international communities in suppressing the increasing rate of obesity among global citizens, especially school-going children.

INSIDE EDUCATION

By Alicia Mmashakana

More than 170 teachers, esport coaches, school managers, tech leaders and esport professionals from South Africa and Namibia recently gathered to share knowledge and learn new skills on gaming and education.

The 2025 Curro Esports Indaba is a yearly event, which brings together top experts in gaming, education and technology industries at Future Africa, University of Pretoria.

“Esports is more than just gaming – it’s a gateway to equipping learners with future-ready skills that translate into real-world success,” Curro esports project manager Magdeleen de Kock said in a statement.

“At the Curro Esports Indaba, we’re equipping teachers and coaches with the tools to help learners thrive in a digital world while ensuring Curro remains at the forefront of esports education in South Africa.”

The Indaba kicked off with discussions about the intersection of technology and professional gaming.

Busisiwe Masango of Goliath Gaming and Glenn du Toit, who is the country manager of Acer Africa, discussed how examined how technological advancements were shaping the industry.

Du Toit gave a keynote address titled “Building an AI Framework: Developing a Relevant Generation”, emphasising the importance of artificial intelligence in preparing esports professionals for the future.

“When cognitive skills (powered by AI) become a commodity, our product changes to one where our ability to be relevant is our differentiator. This differentiator is not driven through technology, it’s about being more human,” said Du Toit.

Breakaway sessions were held throughout the indaba and covered a variety of topics such as LAN setup, coaching strategies, tournament hosting and content creation.

Julia Robson, brand ambassador for Acer Africa, led a session on streaming and esports identity, while Ruan Kruger facilitated an advanced Valorant coaching workshop.

The sessions focused on key themes such as shoutcasting, playing strategies, game design, building learners’ identity and team leadership.

Nick Holden, who is the co-owner of the African Cyber Gaming League (ACGL), and some of the best local South African shoutcasters, Ultrism and Kruger, wrapped up the first day with a pro-level session on what it takes to be a professional shoutcaster.

Stephen Reid and Heather Drolet from Endless Computers led a discussion on how game development skills and prepared students for real-world careers. They said how gaming promoted creativity, problem-solving and digital literacy.

“It was so powerful to see teachers being so eager to learn how to move their learners from consumer, to creator, to contributor, to career, thank you, Curro, for giving your teachers this opportunity,” said Reid.

Curro project coordinator Johan van Lill, who spoke about the “benefit of play”, emphasised how competitive gaming aided learner development.  He then led a discussion on mental health strategies for pro coaches and players.

Members of the SA School Esports Association also presented a road map for promoting competitive gaming into educational environments.

“By combining cutting-edge technology, education, and community development, the 2025 Curro Esports Indaba proved that Esports is more than just a game – it’s a vital educational tool for mainstream education, skill development, and future career opportunities,” said De Kock.

INSIDE EDUCATION

By Johnathan Paoli

In a showcase of young talent and scientific ingenuity, Otto du Plessis High School learner Christopher May has demonstrated the potential of student driven innovation in advancing South Africa’s technological landscape.

With the guidance and resources provided by Mandela University’s Centre for Broadband Communications (CBC), May’s Fractal Geometry Antenna Project not only earned him a silver medal but also positioned him as a key contributor to the country’s future in 5G technology.

CBC senior researcher and director David Waswa described May’s project as exemplifying the role of youth-led research in shaping the next generation of telecommunications.

“Fractal antennas are known for their unique properties, allowing for efficient designs that can operate over multiple frequency bands, making them increasingly relevant in 5G networks,” he said.

The innovative fractal antenna design offers efficient frequency utilisation, a critical component in expanding 5G networks.

His success in the project, bolstered by the silver medial and a R40,000 bursary from Wits University, underscores the significance of investing in young minds for technological progress.

Under the leadership of Waswa, the CBC has been instrumental in supporting young innovators.

Master’s student Sandi Bangani and PhD student Lillian Mutia played key roles in testing May’s antenna, providing critical mentorship and access to advanced technology.

Over three days, May utilised state of the art equipment to measure bandwidth, signal quality and radiation patterns, validating his theoretical findings.

Waswa praised the importance of such practical exposure to May’s future.

“This hands-on experience not only enhanced his understanding of antenna design but also provided him with practical skills that will serve him in his future studies and career,” he said.

He further highlighted how projects like these illustrated the real-world applications of fractal geometry in improving the efficiency of 5G technology.

The CBC’s commitment to nurturing young talent extends beyond this project.

Through its STEM outreach programme, YeboTutor, the centre provides online tutoring in mathematics and science for Grade 11 and 12 learners, ensuring broader access to high-quality education.

Additionally, CBC hosts outreach tours for disadvantaged schools, striving to bridge the gap in STEM education and create more opportunities for young innovators.

May’s achievements bring attention to the critical role that young researchers can play in advancing South Africa’s technological infrastructure.

As the country continues to develop its 5G capabilities, Waswa said that supporting budding scientists and engineers was imperative to staying competitive in the global digital economy.

5G technology promises enhanced connectivity, faster data speeds and more reliable networks, all of which are essential for economic growth, smart cities and digital transformation.

By fostering innovation at an early stage, institutions like CBC are ensuring that South Africa has the necessary talent pool to drive these advancements.

Waswa said projects like May’s fractal antenna design could pave the way for more efficient and cost-effective communication technologies, making 5G more accessible across the nation.

Mutia praised May’s dedication, noting that his curiosity and commitment to applying fractal geometry to antenna design were truly inspiring.

Bangani echoed this sentiment, emphasising that May’s success served as a beacon of possibility for other young learners, and that with the right support and resources, young people could make significant contributions to the ever-evolving field of technology

“This antenna project stands as a testament to the exciting future of communications technology, where unconventional approaches such as fractal geometry could redefine design efficiency and signal clarity,” he said.

As the nation continues its journey into the digital future, one thing remains clear: empowering young innovators today will shape the technological breakthroughs of tomorrow.

INSIDE EDUCATION

By Johnathan Paoli

Teacher unions are unhappy with the budget allocation to education and have warned that early retirement for educators will have a negative impact on learning.

Finance Minister Enoch Godongwana announced during his Budget speech on Wednesday that that government had allocated R598.7 billion to learning and culture, with R332.3 billion earmarked for basic education.

Additionally, an extra R19.1 billion has been set aside over the medium term to retain approximately 11,000 teachers.

The SA Democratic Teachers’ Union (Sadtu) has raised serious concerns about its sufficiency in addressing the critical needs of the education sector, saying it is not enough.

“Sadtu remains committed to quality public education. We believe this will be achieved if the government adequately funds education. We urge our government to increase funding for education and not maintain the current status quo,” spokesperson Nomusa Cembi said.

She said the union believed the budget did not go far enough to resolve the pressing teacher shortages, particularly in addressing high learner-teacher ratios.

“The funding remains insufficient to hire the many unemployed teacher graduates and the Grade R educators who are now part of the system following the compulsory introduction of Grade R,” warned Cembi.

The union also pointed to serious risks of job losses, citing that over 11,000 teaching posts in KwaZulu-Natal were under threat, while the Western Cape has already cut 2407 positions.

Despite these concerns, Sadtu welcomed the R10 billion allocation to Early Childhood Development (ECD), which will raise the per-child subsidy from R17 to R29 per day and extend ECD access to 700,000 more children.

However, the union remained sceptical about the government’s early retirement initiative, stating that previous attempts to encourage early retirement had failed due to economic conditions.

Instead, Sadtu emphasised the need for a robust human resource plan to ensure adequate teacher supply and retention.

The Suid-Afrikaanse Onderwysersunie (SAOU) welcomed some measures while cautioning against potential pitfalls.

“The 2025-2026 budget has provided an opportunity of survival for the education sector, but this budget still has to be managed by the various provincial education departments and the SAOU pleads that the austerity measures which are envisaged by the Treasury will also find favour in provincial budgets and that wisdom in the funding of programmes will be implemented,” executive officer Paul Sauer said.

The union acknowledged the finance minister’s commitment to not implement a “payment holiday” on Government Employees Pension Fund contributions, which it considered a positive decision for teachers’ financial security.

However, SAOU expressed concern over the proposed early retirement programme, warning that it could lead to a loss of skilled educators at a time when experienced teachers are crucial.

“Quality employees can only be retained if they are accommodated in a conducive working environment where their basic needs are met,” Sauer said, emphasising that merely availing funding for retention was not enough.

Regarding the education budget, SAOU recognised the additional R19.1 billion allocated to education to prevent further job cuts, but cautioned that the actual implementation of funds by provincial education departments would determine the success of these measures.

The union also welcomed the funds allocated to the ECD sector, considering it a necessary step following the legislative inclusion of compulsory Grade R.

Basic education remains a significant expenditure item, with 76% of provincial education budgets dedicated to salaries.

This leaves R24 out of every R100 for essential needs such as school infrastructure, textbooks and learner meals.

While the government acknowledges that more teachers are needed in classrooms, financial limitations continue to hinder large-scale hiring.

Both unions emphasised the need for prudent fund management and stronger anti-corruption efforts.

Video by: Katlego Tshekoesele

INSIDE EDUCATION

By Thapelo Molefe

Two promising young South African learners are set to represent the country at the prestigious International Festival of Engineering, Science, and Technology in Tunisia (I-FEST²) later this month.

The event, taking place from 21 to 27 March, brings together some of the brightest young scientific minds from across the world.

The learners, Hamzah Ismail and Vibhav Ramdas, both Grade 12 learners from St Dominics Newcastle School in KwaZulu-Natal, will compete in the Environmental Science and Computer Science categories, respectively.

Their participation follows their outstanding performances at the Eskom Expo International Science Fair 2024, where they secured gold medals. Their selection for I-FEST² was made by a panel of academics and industry professionals, recognising their projects for their innovative and practical contributions to global challenges. 

The duo will be accompanied to Tunisia by Eskom Expo’s Kenneth Kaunda and the Regional Science Fair director Sethato Maputle.

Ismail will present his research project on “developing eco-friendly, fire-retardant plastic bricks as an alternative in modern construction”, in the Environmental Science category. His work addresses the pressing issue of plastic waste by repurposing it into durable and sustainable construction materials. 

These innovative bricks not only contribute to reducing environmental pollution but also offer a cost-effective and fire-resistant solution for the construction industry. With further development, Hamzah’s work has the potential to revolutionise building practices on a global scale.

Ramdas will compete in the Computer Science category with his project, “using object detection to improve road maintenance”. His research leverages artificial intelligence to identify road defects, enhancing maintenance processes and improving traffic safety. 

The project demonstrates the potential of machine learning in addressing real-world infrastructure challenges, making it a strong contender on the international stage. The technology has far-reaching applications in both local and global contexts, where road conditions remain a critical concern for transportation and safety.

Eskom Development Foundation acting CEO Mologadi Motshele expressed pride in the learners’ achievements.

“Through the Eskom Expo, learners are encouraged to tackle real-world problems using scientific inquiry. The work of Hamzah and Vibhav reflects the power of youth-driven innovation in addressing critical challenges such as environmental sustainability and road safety.

“Eskom remains committed to supporting young scientists and providing them with opportunities to transform their ideas into impactful solutions,” she said.

Eskom Expo executive director Parthy Chetty echoed these sentiments.

“These exceptional young scientists are showcasing South Africa’s emerging talent on a global platform. Their journey is a testament to the impact of STEM education and mentorship in shaping future innovators. We congratulate them and wish them success as they represent our country at I-FEST²,” Chetty said.

The Eskom Expo for Young Scientists continues to provide a platform for young minds to explore and develop groundbreaking solutions. 

Registration for Eskom Expo 2025 is now open for learners in Grades 4–12 and Technical and Vocational Education and Training (TVET) students (NCV Level 2–4). Interested participants can register at www.exposcience.co.za.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed the progress made in addressing challenges in South African schools, including persistent issues such as water and sanitation, overcrowding and the maintenance of school buildings.

However, she says more needs to be done.

Addressing the National Council of Provinces (NCOP) in a hybrid plenary session on infrastructure at schools, Gwarube reiterated that collaborative efforts between national and provincial education departments, the private sector and development partners would ensure quality education outcomes.

She acknowledged that while significant progress had been made, challenges remained, particularly in underprivileged areas, calling for good governance principles in the face of budgetary constraints.

“There has been systemic underfunding of the education sector for the last 10 years, but at the same time we have to be better at managing our money in the best way we can to deliver the kind of outcomes we can,” the minister said.

During the question session, African National Congress MP Mpho Modise raised concerns about hostel facilities, child-headed homes in the Eastern Cape and the lack of infrastructure for teacher accommodation.

He stressed the need for continued investment and robust monitoring mechanisms to address these disparities.

Gwarube responded by stating that boarding schools in rural areas needed an innovative solution due to declining student numbers in smaller schools. However, she acknowledged that maintenance of these hostels was a critical factor that must be accounted for in provincial budgets.

Umkhonto weSizwe Party’s Edward Nzimande questioned the accuracy of departmental reports, particularly regarding claims that no schools lacked electricity.

He also pressed for clarity on the actual achievements versus the projected targets of the department.

Gwarube admitted that while great strides have been made, variables such as weather conditions, contractor accountability and security threats posed by criminal syndicates have slowed progress.

Democratic Alliance MP Nicola du Plessis highlighted concerns about overcrowding, particularly in Gauteng, where many schools have doubled their classroom sizes due to high enrollment.

The minister acknowledged the issue, noting that while the international standard learner-teacher ratio was 30:1, many South African classrooms exceeded this number.

The department aimed to reallocate resources and prioritise school expansions to mitigate this challenge.

The ANC’s Malesela Mokwele raised the importance of public-private partnerships in education infrastructure development.

While Gwarube welcomed such collaborations, she insisted that they must comply with national policies to protect learners’ dignity and prevent schools from becoming “corporate playgrounds”.

She confirmed that the department was drafting regulations to ensure that public-private partnerships remained accountable and beneficial to students.

The minister also emphasised the need for a proactive maintenance strategy to prevent existing infrastructure from deteriorating.

She pointed out that while replacing mud and asbestos schools remained a priority, provincial governments must allocate a portion of their budgets to routine upkeep.

The ANC’s Desery Fienies and EFF’s Khanya Ceza raised concerns about disparities in school infrastructure, particularly regarding access to sports facilities, libraries and laboratories.

Gwarube assured members that the department has prioritised historically disadvantaged schools in infrastructure upgrades, though budget constraints continued to pose a challenge.

ANC MP Mtikeni Sibande asked about interventions to prevent theft and vandalism in schools.

Gwarube revealed that she and Police Minister Senzo Mchunu would soon announce a collaborative strategy to tackle school-related crime.

Regarding special needs education, Fienies sought clarity on infrastructure provisions for disabled learners.

Gwarube stated that targeted budget allocations have been made to support special needs schools and ensure compliance with accessibility standards.

On Early Childhood Development (ECD), ANC’s Cecilia Nxumalo raised concerns about unregulated creches.

The minister acknowledged these challenges and noted that a massive ECD registration drive was underway.

She emphasised the importance of providing proper facilities and trained educators to strengthen early learning foundations.

Concerns about budget spending and oversight were a key theme throughout the session.

MPs such as DA’s Jeanne Adriaanse questioned how the department ensured provincial MECs are held accountable for infrastructure targets.

Gwarube responded that while the national department provided policy direction, implementation was the responsibility of provincial governments.

The EFF’s Virgill Gericke criticised the slow pace of infrastructure development in previously disadvantaged schools.

Gwarube responded that budget prioritisation was a balancing act but reaffirmed the department’s commitment to equitable infrastructure development.

NCOP deputy chairperson Poobalan Govender expressed support for increased budget allocations to education, stating that many aspects of society touched education, and interdepartmental collaboration would be crucial in overcoming the challenges.

With commitments to better oversight, strengthened maintenance strategies and enhanced infrastructure development, he said the briefing underscored the government’s determination to create safe, modern and conducive learning environments for all learners across South Africa.

INSIDE EDUCATION

By Johannah Malogadihlare

The Democratic Alliance in the Western Cape has called on Finance Minister Enoch Godongwana to table a Budget that will allocate the province its fair share to support feeding schemes.

The Western Cape education department said on Wednesday that 1055 schools in the province participated in the National School Nutrition Programme (NSNP).

“A nourished learner is a focused learner, and the WCED understands this well. Over the past five years, the department has invested R1.79 billion in school feeding programmes, with R415.6 million allocated in the most recent financial year alone,” said Leon Van Wyk, DA education spokesperson in the province.

The nutrition programmes were supported by 13 organisations that provided breakfast and trained learners to cultivate school food gardens.

About 537,181 learners benefited from the programme, receiving daily meals to ensure they have the energy to learn and succeed.

According to the party, the department played a critical role in managing the programme, ensuring oversight, financial investment and effective implementation. 

“Education is not just about classrooms and textbooks; it is about creating an environment where children can thrive. That means ensuring learners arrive at school safe, nourished, and ready to learn,” Van Wyk said.

He also said the department has progressively increased its budget for school transport over the past five years to ensure safe and reliable travel for learners.

A total of 68,633 learners benefitted from the R515.5 million that the department allocated to school transport.

Van Wyk said 500 schools utilised the programme, with the Cape Winelands District supporting the highest number of beneficiaries of 22,557 learners.

INSIDE EDUCATION

By Johnathan Paoli

Following days of community protests, crime and vandalism in parts of KwaZulu-Natal, education MEC Sipho Hlomuka has urged residents to express their grievances without harming the academic progress of their children.

Communities, mainly upset about service delivery, have disrupted schooling in the uMgungundlovu, uThukela, King Cetshwayo and Pinetown districts, with key access roads to schools such as Cebolesizwe Combined School and Eyethu Primary School in Greytown and Emgangeni Secondary School in Kwagwala completely blocked.

Hlomuka and other senior officials were on the ground on Monday to speak to communities.

“The continued disruption of education due to protests poses a significant challenge to our pupils’ future. We appeal to community members to seek peaceful resolutions that do not compromise teaching and learning. Our children’s education must be protected at all costs,” Hlomuka said.

The MEC commended the residents of KwaMashu Section D, Ward 40 for their efforts in combating school vandalism.

They apprehended an individual caught stealing copper pipes from a local school and turned him over to authorities.

“The protection of our schools is a shared responsibility. We commend this community for refusing to harbour criminals and for ensuring that stolen goods have no place in their neighbourhoods,” said Hlomuka.

This decisive action had prevented further damage to schools, ensuring that critical resources such as electricity and computers remained available for learners.

Hlomuka said the department was continuing to work closely with communities and law enforcement agencies to keep schools safe and conducive to learning.

He said the challenges facing KZN’s education sector, ranging from community protests to budgetary constraints, highlighted the urgent need for collaborative solutions.

While the department worked on restoring stability in affected districts, Hlomuka said education must be prioritised and communities must seek lawful ways to address grievances.

He called on stakeholders to unite to protect the future of KZN learners as schools strive for improvement.

According to department regulations, all secondary schools should achieve a minimum of 70% overall performance, with the 2025 target raised to 95%.

The MEC and his team held a meeting with various schools at James Nxumalo Agricultural School to address those that obtained pass rate below 50%.

Department HOD Nkosinathi Ngcobo emphasised the department’s commitment to supporting affected schools.

The meeting aimed to develop intervention strategies to improve academic performance and mitigate the effects of disruptions.

Principals presented their schools’ status reports and outlined challenges requiring intervention. Ngcobo committed to ensuring continued department support, with tailored strategies to enhance learning outcomes.

INSIDE EDUCATION