By Edwin Naidu

What must be done to halt the flood of disinformation and misinformation campaigns on social media and digital platforms, which have increased fourfold in Africa in two years?

More regulation certainly is not the answer.

According to the latest report by the African Centre for Strategic Studies, 39 continental countries participated last year.

Worryingly, Russia remains the “primary purveyor of disinformation in Africa”, followed by China and “domestic political actors” (also involved in South Africa’s general elections in 2024).

The report states that these campaigns have “destabilising consequences” and “real world harm” and diminish “Africans’ rights, freedoms and security”.

Now, leading academics, media professionals, local and international journalists, and authors are making a clarion call to combine the African diaspora’s collective intellectual and regulatory capacity. This would leverage its powers and hold these platforms and companies accountable for enabling the proliferation of disinformation.

Said one: “In the end, we have to confront the power of these companies… and this pressure must lead to self-regulation.”

The issue came to the fore at the University of Johannesburg (UJ) last week, when it hosted a roundtable on “Speaking the Truth by Understanding the Untruth: Addressing Fake News and Disinformation in South Africa and the African Continent”.

Hosted by Higher Education Media Services, panellists included UJ Vice-Chancellor Professor Letlhokwa Mpedi; the Executive Director of the Press Council of South Africa, Phathiswa Magopeni; author, Executive Director of the Henry Nxumalo Foundation and former Wits University journalism professor, Anton Harber; communications and media head at UJ, Professor Admire Mare; award-winning Kenyan science and investigative journalist, Mary Mwendwa; Reggy Moalusi of the South African National Editor’s Forum; and senior lecturer in media and communications at the University of Mauritius and member of the African Journalism Education Network, Christina Chan-Meetoo.

Mpedi, said the roundtable aimed to urgently “explore fighting for the truth” through practical means. He painted a bleak picture of the current malaise:

“As we increasingly see the power of generative AI models, disinformation will undoubtedly spread at a sickening rate. While this takes a global bend, the impact on Africa cannot be ignored.” 

The African Centre analysis painted a bleak picture of an increasingly sophisticated disinformation landscape. It said that, together with the foreign and domestic purveyors of disinformation on various digital platforms, there were “significant consequences for democratic processes and stability” in Africa.

It said that enhanced media literacy was required, fostering collaboration among various stakeholders and, more significantly, regulating the digital space.  

Journalism luminary and author Harber said the continent must unite in the same way the European Union did to combat the spread of disinformation and hold the powerful owners of unregulated multimedia platforms to account.

“We have to get together and combine the strengths of our various countries to hold these huge platforms (such as Facebook, X and TikTok) to account. We can’t allow them to continue with their extraordinary power and influence – only to be unaccountable.”

He said that while this may prove difficult, African states needed to reassert their sovereignty and generate regulation and a set of rules over these platforms, as they do in Europe, Australia, and Brazil.

“In the end, we have to confront the power of these organisations.  One prefers self-regulation. We had been optimistic that Facebook/Meta was moving towards self-regulation … they were on that path, but they stepped back in the last few months. That is a big, big blow in the fight against disinformation.”

He added that, continentally, one hoped that finding a common voice and exerting pressure over these companies would lead to self-regulation.

“Failing that, governments will have to look at prudent regulation. However, the fear of censorship, compromising and creating regulations that could be abused to silence people is very real, so regulation is complex and difficult and needs to be careful. Still, we may have to do it.” 

He said disinformation was not a new phenomenon in the media space, saying every new media technology “has brought a wave of disinformation and a panic about disinformation”.

Mare agreed, saying that tackling the issues of disinformation and regulation cannot be left to individual countries alone.

“We need to have a considered effort. Countries that are considered to be the marginal markets should team up and find ways to have one collaborative voice around the need to regulate. Otherwise, we won’t have the leverage if we speak as individual countries.”

He said it was “unfortunate” that the African Union was not doing much at a continental level to tackle the problem and explore continental regulations.

“The European Union is doing something, Australia has done something as well as Canada … so we need to have all these (African) voices coming together to speak as one.”

Magopeni said: “The superspreaders and farmers of disinformation on the platforms have the biggest authority to legitimise disinformation. It is a big problem, so the idea of teaming up or collaborating among governments rings true because misinformation is a cross-border problem (as well as a transnational one.”

She said evidence of this was the recent campaign waged by AfriForum in the United States that ended up with multimedia claims by, among others, the US President of a “white genocide” taking place in South Africa. 

“We thus need a multi-pronged approach (to combat) disinformation and misinformation,” she said.    

Chan-Meetoo concurred that disinformation was a problem in Mauritius, especially within the political realm. She said: “We need to team up as countries … it is essential we collaborate to have leverage.” 

She said cross-border collaboration was also essential for drafting universal regulations, creating fact-checking tools, conducting journalism training and media literacy, and incorporating misinformation and disinformation into mainstream education.

Mwendwa said standalone laws like that in her home country were generally ineffective. “We already have a law in Kenya, the Cyber Crimes and Computer Misuse Act, but the implementation of this is very weak, and not many know how to use it.”

She said disinformation in Africa was spreading rapidly due to technological advances and the easy availability of digital platforms and smartphones.

“It is being used in political spaces to promote hate speech and agendas … while one of the biggest issues is online harassment – especially of women politicians and journalists who hold the authorities to account.” 

Like her peers, she also called for a holistic approach to the issue, saying: “The public is grappling with this… some simply do not know how to differentiate between misinformation/disinformation and real news… therefore the public needs to be sensitised to these things so that they can discern the real news.”

Something must be done quickly to address this growing problem.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Edwin Naidu

The Science Granting Councils Initiative (SGCI) has demonstrated the value of regional collaboration throughout sub-Saharan Africa. The initiative comprises 17 public science funding agencies and continues to grow and evolve.

Regional collaboration has been central to peer learning and collective action, playing a transformative role in the African science landscape.

The SGCI is transforming Africa’s science, technology, and innovation landscape by placing governments and the research community at the forefront of science, technology, and innovation research to address their priorities and drive meaningful change.

Abraham Mathodi, acting deputy director of Botswana’s Ministry of Communications, Knowledge and Technology, emphasised the crucial role of partnerships in addressing Africa’s challenges through science collaboration.

Although Botswana does not yet have a dedicated science agency, it has demonstrated a strong commitment to research and innovation through active participation in the Science Granting Councils Initiative (SGCI).

Speaking during the 2024 Annual African Science Granting Councils Meeting in Gaborone, Mathodi said local impacts on communities should be felt across the continent.

He said Botswana’s active participation in initiative was a catalyst for accessing broader collaborative opportunities. Through the SGCI, Botswana has engaged in initiatives like the National Research Foundation’s OR Tambo Africa Research Initiative and the Africa-Japan collaborative research programme (AJ-Core).

Mathodi explained that SGCI membership has enabled Botswana to join the Global Research Council (GRC). This has helped to expand its network and access to potential funders significantly.

It also opened doors to the Global North and enabled collaboration that was previously inaccessible. Mathodi stressed that these resilient partnerships helped to foster co-production among research communities across different nations.

While many collaborative projects were still in the research phase, Mathodi expressed strong confidence in their potential to improve lives in Botswana.

He cited a project presented by the Botswana University of Science and Technology as an example of the transformative potential of these collaborations. He reckons that the impact of these projects, once completed, would be substantial. Many communities would benefit.

Reflecting on Botswana’s SGCI and GRC conference hosting in November 2024, Mathodi was excited about the opportunity.  He noted that this was Botswana’s first time physically hosting the event. Previously, the southern African nation partnered with Zimbabwe and Burkina Faso for a virtual conference hosting during the COVID-19 pandemic. 

Mathodi said that the conference provided a clear roadmap for the SGCI. It also helped raise local stakeholders’ awareness about the SGCI and GRC. He was particularly pleased to observe local universities engaging with potential partners. This occurred both during and outside of the meetings. This, according to Mathodi, aligned with the SGCI’s goal of providing a platform for stakeholders to establish a presence in the global research landscape.

Furthermore, Mathodi was optimistic about the long-term impact of these collaborations on the nation’s progress.

It was critical to leverage partnerships, particularly within the SGCI, to create resilient and sustainable funding models for science collaboration in Africa, according to Cephus Adjei Mensah, director for research, statistics, and information management and head of the Research Council of Ghana.

He emphasized co-creation as a core requirement. Mensah said the long-term Africa, water, energy and food programme was a successful example of multiple science granting councils pooling resources. This spoke to co-creating research calls and allowed for greater impact than individual councils funding projects internally.

Mensah also mentioned the DEMO forum and the National Research Foundation’s COVID-19 Africa Rapid Grant Fund as initiatives that have fostered funding resilience and sustainability.

He highlighted the importance of leveraging science granting councils as key tools for building partnerships and fostering independence in African science ecosystems. He emphasised peer-to-peer learning through forums, workshops and collaborative research. A successful collaboration with Zambia was highlighted as an example.

He noted that the SGCI has enabled connections to external networks. This helped increase visibility and recognition for councils.

Mensah explained how councils could act as enablers. They could do this by linking institutions and experts.  And could also influence funding decisions through demonstrated expertise.

Regarding visibility, Mensah described how Ghana’s council has established itself as a recognised entity through the SGCI. They have focused on accessibility, rapport-building and targeted engagement through collaboration with various stakeholders within the research ecosystem.

Participation in the SGCI has also opened doors to global platforms. The Global Research Council has provided opportunities. Best practices and the ability to influence policy were shared.

Mensah praised Ghana’s involvement in shaping the national agenda for science, technology and innovation, which he said demonstrated the council’s growing influence.

Mensah suggested that councils improve their internal mechanisms for documenting and communicating their work. This would include developing policy briefs and tracking success stories.

He also desired to learn from other councils’ experiences in addressing administrative and policy challenges. Looking ahead, Mensah hopes to strengthen Ghana’s council by leveraging past achievements and exploring new opportunities.

He envisions the council becoming a policy driver and advisor on research funding, forging new partnerships, and enhancing cross-border research collaboration. He wants to learn from other councils’ best practices to address challenges and improve the effectiveness of his own council. Ultimately, Mensah wants to enhance the capacity of African science granting councils to be stronger and more impactful.

Professor Anicia Peters is the CEO of the National Commission on Research, Science, and Technology (NCRST) in Namibia. She elaborated on the need for flexibility in funding research aligned with shifting national priorities. These must be focused on food security, energy and rare earth mineral beneficiation. She emphasised three key areas to bear in mind, including the importance of broad funding topics, collaboration across African councils and capacity building.

To this end, she said Namibia is part of a newly launched African Innovation Agencies network. The gathering worked to foster innovation, startup incubation and capacity building across the continent.

NCRST supports research in healthcare AI, food systems, waste management, biomass and green technologies, leveraging SGCI initiatives.

Namibia has signed Memorandum of Understanding (MOUs) with Zambia and Zimbabwe for joint research funding and projects.

Intra-African collaboration is crucial for strengthening research ecosystems. This could help reduce the reliance on North-South partnerships.

Peters said small seed grants could attract further funding. It could also expand partnerships. However, governments must commit financial contributions to ensure equal partnerships in global research collaborations.

Funding research enhances national confidence and attracts global funders. The Professor said Namibia has gained visibility at the United Nations, African Union and international forums and has positioned itself as a key player in science, technology, and innovation.

INSIDE EDUCATION

By Riley Drake

An onslaught of executive orders from President Donald Trump aim to restrict how and what educators can teach America’s children.

Since taking office in January 2025, Trump has attempted to bar teachers from discussing racism and sexism in K-12 schools and order all schools that receive federal funding to recognize only two gender identities – male and female – potentially barring teachers from acknowledging the existence of nonbinary, gender queer and transgender people, including among their students.

Educators say the orders are having a chilling effect in classrooms, with some teachers censoring themselves by minimizing dialogue about race, gender and other topics. Other educators, however, are finding ways to resist what they see as federal intrusion into the classroom.

In March 2025, Sarah Inama, a sixth grade history teacher in Meridian, Idaho, refused to remove a classroom poster reading “Everyone is Welcome” when school district officials claimed the message was too controversial.

“There are only two opinions on this sign. Everyone is welcome here or not everyone is welcome here,” Inama said in a March 2025 interview with Today.com.

I am a scholar and former elementary school counselor. My research explores how educators act alongside young people and community organizers to challenge laws, policies and ways of controlling society that they see as harmful in schools.

In my studies, I’ve encountered some educators who have found clever ways to support their students and have difficult conversations without violating executive orders or the law.

Modeling transformative justice

The Trump administration’s restrictive federal orders for schools are new, but some U.S. states have been limiting what educators can tell their students for several years. And educators in those places have found quiet, creative ways to push back.

In 2022 I led a study of how educators in one Midwestern state were teaching social emotional manage learning – that is, the attitudes, skills and knowledge to develop healthy relationships and their emotions.

The state – research ethics prohibit me from precisely identifying it – had recently passed legislation that prevented teachers from openly discussing the harms of racism, slavery, colonialism and gender violence in the U.S. Critics felt the law not only erased Black and Indigenous history but also banned truth-telling and accountability.

One second grade teacher I observed in my study felt it was essential that her students learn to tell the truth, even in uncomfortable situations, and take accountability for their actions. She partnered with local community organizers to practice transformative justice in her classroom.

Transformative justice seeks to address the root causes of people’s harmful behavior rather than merely punishing it. When communities can get to the core of the conditions that caused the harm, this theory holds, they can better address it.

Rather than craft a lesson plan that might run up against the state’s restrictive new laws, the teacher in my study demonstrated the values of truth-telling and accountability in her approach to everyday conflicts.

For example, one day after afternoon recess, two students refused to come back inside. The teacher waited patiently, and when eventually they returned to the classroom, she asked them what had been bothering them. The students said they were mad their classmates hadn’t allowed them to play a specific character in a game at recess.

The teacher invited the rest of the class to discuss the incident. They acknowledged that those students had been excluded. Together, the class brainstormed ways to better include everyone next time. The upset students calmed down and listened actively, then began chiming in with their own ideas about solving the problem constructively.

Finally, the teacher asked the class to reflect on how she had handled the situation.

“What would have happened if I had called the principal on the students who wouldn’t come inside?” she asked.

“They would have gotten in trouble!” the students said.

“Yes, and would that have solved anything?” the teacher responded.

“No, it would have made things worse,” one student remarked.

In her actions and words, this teacher taught her students that punishment isn’t the only or best way to deal with conflict. And she showed them that when people tell the truth and take responsibility for their actions, they have an opportunity to build connections and repair relationships.

In doing so, my research finds this teacher challenged her state’s policy of silencing certain conversations. Other educators in this study found other ways to challenge the law, including one who invited community organizers into her classroom to support immigrant students in learning about their rights.

Solidarity with LGBTQ students

I led another study in 2023 and 2024 following legislation in Iowa and other states banning books and restricting classroom discussion about gender identity and sexual orientation. In it, I documented how one middle school counselor supported student activists who’d been retaliated against after leading a school walkout protesting the state’s anti-LGBTQ bill.

The student activists had been taunted by their peers during the walkout. Some had Pride flags torn from their hands and stomped on. Money the students had been collecting to donate to an LGBTQ organization was stolen.

“I wish we didn’t have to be quiet to be safe,” one of the students told the counselor when debriefing after the incident.

The counselor arranged a meeting with the school principal to share how their peers had hurt them and how disconnected it made them feel from their school. When administrators did only minimal follow-up afterward, the counselor partnered with a community arts organization outside school to create LGBTQ-affirming spaces for students to make art together.

In my assessment, her actions demonstrated that people can come together to care for one another and showed that LGBTQ young people matter. First as an educator and then as a community member, she delivered a meaningful message to the students through showing rather than telling.

Resistance in the classroom

These are just a few examples of the many creative ways I’ve documented that educators from Iowa, Michigan, Indiana and Florida and other states are trying to offset the impacts of recent restrictions on what teachers can say and what topics curricula can address.

Educators in the U.S. have long found ways to resist laws they feel are unjust.

In the 1940s, a Black teacher named Madeline Morgan fought alongside hundreds of other Black women teachers and parents for Chicago Public Schools to include Black history in its curriculum. The curriculum she created later became a model for districts across the U.S. to teach Black history.

Septima Clark is another Black educator who fought racism through teaching. After she was fired from her teaching position in South Carolina due to her connections with the NAACP, she dedicated her life to teaching, organizing and training civil rights activists in defiance of laws that attempted to keep her out of the classroom.

Collaborating with others, today’s educators are finding creative ways to ensure that their classrooms demonstrate justice, in actions if not in words.

Riley Drake is Assistant Professor, University of Wisconsin-Stout

The Conversation

Jabu Mtwa knows first-hand how important sport is for young people in South Africa. As a member of the 2023–2026 cohort of the International Olympic Committee (IOC)’s Young Leaders Programme, he’s fighting youth unemployment by equipping his peers to thrive in Africa’s growing sports industry.

His initiative, the Ithuba Lethu Sports Hub, is part of a collective effort supported and promoted by the IOC to make a better world through sport, reflecting the spirit of the International Day of Sport for Development and Peace (IDSDP), celebrated every year on 6 April.

When Mtwa, a lifelong sports fan, co-founded a community football club in Johannesburg, South Africa, aged just 20, he not only witnessed how important sport was to so many young people, but also came face-to-face with the struggles they confronted in finding a job.

“A lot of the players would come to training every day, because they had nothing else to do, and were struggling with finances,” says Mtwa. “I took it upon myself to do more research and see how the African sports industry can act as a vehicle for job creation and youth employment.”

It led Mtwa to not only build a career as a sports business podcast host and expert in sport for development, but also launch his IOC Young Leaders project, the Ithuba Lethu Sports Hub, a sports-based non-profit organisation, by leveraging the immense potential of the continent’s sports sector.

Through a series of educational programmes, mentorship initiatives and career development opportunities for school-age children and young adults, the Hub aims to increase awareness of the opportunities the sports industry provides and offer career development opportunities.

The Hub was officially launched in March 2025, and more than 60 young people attended two workshops, one on careers in sport and the other on personal branding.

The meeting of sport and opportunity

“Youth unemployment rates are sky high in Africa, despite the fact that it is the fastest growing and youngest continent in the world, and the population is set to double by 2050,” explains Mtwa.

Coupled with a sports industry that is also set to expand rapidly over the coming years, he sees an opportunity for sport to play a significant role in tackling the continent’s youth unemployment crisis. “Playing and watching sport helps young people with the challenges that they face from joblessness, but there are also huge career opportunities in the non-playing side that many young people are not exposed to,” says Mtwa.

“Our vision is to empower Africa’s next generation, harnessing the continent’s booming sports sector as a catalyst for employment and career growth,” explains Mtwa. “We focus on equipping young people with the skills, knowledge and connections to thrive in the evolving sports industry and beyond.”

Securing a future for young people

Mtwa believes that sport is uniquely placed to address the challenges born out of the unemployment crisis facing young people in Africa.

“Youth unemployment fuels crime, weakens social structures and slows economic development in general, but sport is an incredible language to get people together. A common love of sport is something we can leverage, an equaliser for young people in undeveloped communities. It’s not only an activity, but a platform from which you can teach life skills.”

Through career programmes, the Ithuba Lethu Sports Hub aims to leverage this potential. “We believe sport is a perfect vehicle for economic participation and youth empowerment. I think addressing this crisis is not just about job creation; it’s about securing Africa’s future,” says Mtwa.

Sport has played an especially significant role in the South African context. “It’s more than just a game. It’s a unifier, an economic driver and most importantly a driver for social change,” says Mtwa. “Historically, it has played a powerful role in fostering national unity: take the 1995 Rugby World Cup, the 2010 FIFA World Cup, and the men’s 4x100m relay silver medal at Paris 2024.”

Turning an idea into reality with the support of the IOC Young Leaders Programme

Mtwa credits the IOC Young Leaders Programme with giving him the tools to make his idea a reality. “The mentorship, the training and the funding have provided invaluable support in bringing the Hub to life. It has given me the opportunity to gain global exposure to innovative sports for development models, while benefiting from expert-led sessions,” he says.

Mtwa has already partnered with the Nova Pioneer Education Group to help deliver the Hub’s workshops, and plans to expand the programme though further collaboration with sports education organisations: “The IOC Young Leaders Programme has enabled me to form lifelong relationships with people who share a commitment to leveraging sport for positive change. It’s connected me with a network of like-minded change makers and peers who are driving impact through sport.”

IOC Young Leaders Programme contributing to Olympism365 days a year

Launched in 2016, the IOC Young Leaders Programme empowers young people to leverage the power of sport to make a positive difference in their communities. The programme contributes to Olympism365, the IOC’s strategy to use sport as an important enabler of the UN Sustainable Development Goals (SDGs).

Olympism365: Scaling up sport’s contribution to the Sustainable Development Goals

In his capacity as an IOC Young Leader, Mtwa will attend the Olympism365 Summit: Sport for a Better World, which will be held in Lausanne, Switzerland, from 3 to 5 June. In addition to IOC Young Leaders, the event will bring together representatives from the Olympic Movement, United Nations agencies, development and financing institutions, civil society, for-purpose business and safe sport community members who are working together to advance the UN SDGs through sport.

Mtwa feels the Summit will offer an invaluable chance for knowledge-sharing and collaboration in an uncertain era. “Sport for development is not immune to global trends: rapid advancements in AI, shifting geopolitical landscapes and economic uncertainty across the world,” he says. “That makes it even more critical to explore sustainable models for sport’s role in development. The Summit can serve as a catalyst for much needed cooperation between sectors.”

This article was first published by the International Olympic Committee.

By Levy Masiteng

Curro Durbanville High School is extending an invitation to high schools across the country to participate in the “Nou Praat Jy!” public speaking competition. 

The closing date for entries is 24 April.

Joline de Klerk, an Afrikaans teacher at school, said this competition was open to Afrikaans Home Language Speakers and Afrikaans First Additional Language Speakers in two categories – juniors (Grade 8-9) and seniors (Grade 10-12). 

Teams of two will have 5-7 minutes to present their speeches, which can be persuasive, entertaining or motivational in style.

The competition is set to take place on June 25-26 at Curro Durbanville High School

The theme of the competition is “Afrikaans – ‘n taal van kleure en klank,” celebrating 100 years of Afrikaans as an official language. 

“We are looking forward to lekker conversational dialogue. Additionally, we keep our fingers crossed that teams bring regional languages and dialects of Afrikaans to the stage. We hope they come and talk like they talk at home,” said Afrikaans teachers Joline de Klerk and Maritsa Smit.

The winning school and winners will receive R10,000 each, while the runners-up will receive R6,000 each, and the third-place winners R4,000 each.

According to the school, the “Nou Praat Jy!” public speaking competition is part of the Kultura Festival, a vibrant celebration of art, music and culture. 

INSIDE EDUCATION

By Pedro Adalid Ruíz

In the modern world, screens are everywhere, from our classrooms and workplaces to our homes and pockets. For children and teenagers, they can be a window to learning, enjoyment and connection with the world. Too much screen time, however, can have serious consequences.

Adults spend, on average, between six and seven hours per day in front of screens. In Spain, like much of Europe, children and teenagers spend more than three hours per day looking at screens, though this figure can double at weekends.

Such intense exposure has obvious problems, such as taking time from other beneficial activities like sport or socialising in person. It also has negative health impacts, ranging from from short-sightedness, headaches and musculoskeletal disorders to shorter attention spans and delays in the development of children’s problem solving and communication skills.

Beyond the impacts of social media on young people’s mental health, the ubiquity of screens is prompting many families and teachers to wonder whether education without technology, or at least with less screen time, would be better.

However, we also need to teach children how to deal with the internet and how to work with technology. Training young people in digital skills, such as critical thinking and cybersecurity, is essential to keeping them safe online.

In addition, digital platforms such as Google Classroom, Duolingo and Kahoot! have revolutionised learning, making it both more convenient and more personalised in the classroom and at home.

Balance is possible

Schools around the world are finding ways to balance the risks and benefits of technology in the classroom. One inspiring success story is that of a school in Finland that implemented a hybrid model combining digital learning with hands-on activities. As a result, students improved their academic performance and developed advanced technological skills.

Other successful examples – such as the “Abraza tus valores” (Embrace your values) and “Párate a pensar” (Stop to think) programmes by Aldeas Infantiles SOS in Spain – promote the balanced use of technology among young people.

The United States also boasts programmes such as that developed by The Step by Step School. This initiative emphasises the moderate and purposeful use of technology by incorporating educational apps that support children’s development and encourage creativity, setting clear limits for screen time, and promoting off-device activities such as outdoor play and hands-on projects.

A question of equity

Screens can provide access to knowledge and make our lives easier, but we cannot allow them to become a substitute for real human experiences. Digital education should be complemented by activities that develop social, emotional and physical skills.

The solution to excessive screen use is not saying goodbye to technology in the classroom altogether. Ignoring these technological tools in education would deprive students of the skills they need to function in an increasingly interconnected world. Instead, we have to make sure they are used to their full potential.

In Spain, 70% of children between the ages of 10 and 15 own a smartphone, with similar or higher figures reported across the EU. While these figures are high, they only give us half of the picture. Smartphones are tools, and like any tool, knowing how to use it properly and safely is vital.

Children, like many adults, use the internet and social media uncritically. Being mere consumers of what the internet offers can seriously limit their capacity for social integration.

This aspect of the digital divide is where schools can level the playing field by providing access to technological resources and promoting equity of opportunity. By implementing digital literacy programmes, they can ensure that all students, regardless of their socio-economic background, have an equal opportunity to succeed.

This is a collective challenge, and parents, teachers and young people must all work together to build healthy, conscious habits. To do this, we have to answer crucial questions about how we use our time in front of screens, and how we can reap technology’s benefits without falling prey to its risks. At the end of the day, the goal is not to live without screens, but to learn to live with them in a smart way.

By Pedro Adalid Ruíz

Pedro Adalid Ruíz is Profesor Universitario de Políticas de Calidad Educativa y Planes de Mejora, Universidad CEU San Pablo.

The Conversation

By Akani Nkuna

The Democratic Alliance has issued a call to action amid the deepening financial crisis within KwaZulu-Natal’s education department.

With budget constraints threatening critical services, the party is urging provincial leaders to put aside political differences and personal agendas.

The DA insists that the welfare and future of learners must come first, warning that continued mismanagement could severely impact education delivery across the province.

“Two issues in particular expose the devastating mismanagement that continues to define this department – the halting of critical infrastructure projects by the province’s department of public works and infrastructure due to non-payment and the looming threat of salary payment crisis that could leave thousands of educators unpaid,” KZN education spokesperson Sakhile Mngadi said in a statement on Friday.

Following a February oversight visit by Parliament’s Portfolio Committee on Basic Education, provincial education HOD Nkosinathi Ngcobo revealed that the province’s education crisis deepened after the National Treasury failed to allocate extra funds for public sector wage hikes.

Speaking to Inside Education last month, Ngcobo explained that the department was forced to cover the shortfall from its own limited budget, severely hampering its ability to maintain schools and cover essential services like electricity.

“We are not close to a point where employees will not be getting paid. Salaries are protected,” he emphasised during the interview.

In a recent briefing to the KZN legislature’s portfolio committee on finance, the department’s CFO, Ntokozo Mlaba, issued a stark warning about the impact of ongoing budget cuts.

Mlaba revealed that the department may be unable to fund the salaries of 2336 teaching posts during the current financial year, raising serious concerns about staffing shortages and the stability of education delivery in the province.

The DA said that despite the severity of the crisis, education MEC Mbali Hlomuka has shown little urgency and was failing to fully engage with province’s education portfolio committee.

The party claimed that Hlomuka has withheld critical information and lacked political will to implement meaningful reforms to address the matter.

“This is not just poor governance – it is a betrayal of every child who depends on our public education system to escape poverty. The DoE is not just cash-strapped, it is functionally bankrupt in terms of vision and leadership,” Mngadi added.

The DA called for urgent reforms to KZN’s education budget, including restructuring the wage bill through an audit of ghost posts and a freeze on non-essential hires.

It also proposed a ring-fenced infrastructure fund, managed transparently, to ensure timely payments to service providers and prevent further delays in critical school construction and maintenance projects.

INSIDE EDUCATION

By Malusi Shezi

Standing before a packed hall of industry giants, government dignitaries, academic minds and aspiring professionals at the 2025 Built Environment Indaba, I felt the weight—and the promise—of South Africa’s future.

Held at Gallagher Convention Centre in Midrand, the event was a powerful reminder that the success of our built environment hinges on one urgent truth: we must coordinate, professionalise and accelerate skills development. The time for talk is over—the time to act is now.

The construction and built environment sector possesses immense potential to transform the lives of our citizens, generate sustainable employment through infrastructure development and drive inclusive economic growth.

However, this potential has long been undermined by a fragmented approach—marked by more than 30 industry bodies operating in isolation, often with overlapping mandates and duplicative programmes. This lack of strategic alignment hampers progress. It is imperative that we chart a new course—one defined by collaboration, coherence and a shared vision for national development.

A Shared Vision for Effective Skills Development Deliver in Nation-Building

CETA’s vision is simple, yet profound: to be a pillar for skills development and nation-building. Our mission is to position skills as the foundation for economic development and empowerment. These are not slogans — they are strategic commitments to unlock South Africa’s full potential.

This sector has the power to absorb thousands of unemployed youth. But it will require bold thinking and coordinated action. From introducing alternative building methods like modular construction technologies to fast-tracking artisanship and strengthening our relationship with TVETs and universities — we are building the pathways that will define the workforce of the future.

Skills as a Strategic Lever for Competitiveness and Development

Our National Skills Development Plan (NSDP 2030) demands a proactive, demand-led approach to skills delivery. We must respond to the real needs of the economy:

• Young people need jobs.
• Our townships need development to meet needs of current and future populations as we continue to experience rapid urbanisation.
• Our infrastructure backlogs and current state need speed, innovation and to be climate resilient to ensure sustainability.

I spoke about alternative building technologies (ABTs) — like modular panel systems — that can drastically cut construction times, reduce water usage and introduce green, scalable solutions to housing and public infrastructure of highest standards and quality.

These innovations are not abstract concepts; they are already being piloted in some pockets across the country with enormous success. There are relatable examples globally, where ABTs have solved social, economic and human settlement challenges like in China and Hong Kong.

They use high quality ABTs to build and house thousands in high-rise structures that meet the same standards and of built with traditional materials, if not better, as most have a better design and look, and are climate and environmentally friendly.

From Policy to People: Professionalising the Sector

We need to create clear articulation and attractive pathways, for example – from high school to artisanship, to technician/technologist, to being professionally registered as a built environment professional (BEPs). The formalisation of skills through recognition of prior learning and other pathways must be accelerated as it can close skills gap faster.

Mentorship must become an institutionalised culture for all entities and BEPs; it is key in smoothing the path through candidacy to being professionally registered. And gender, race and geographic equity must be built into everything we do.

Our CETA Career Impact-A-Generation Programme is a step in this direction — helping young people navigate their future with tools, guidance and role models they can relate to, while encouraging young women to consider construction as a career of choice. Further, this programme seeks to bring career guidance information in most of the official languages in South Africa.

Let’s Build the Future Together

My closing message to the indaba was simple, yet urgent: transforming skills development in our sector is not a solo act. No single institution can do it alone. We need councils, universities, regulators, innovators and communities to invest — not in isolation, but in unison.

CETA stands ready to lead, but we cannot lead alone. Let us walk this path side by side and build a sector that is green, inclusive and globally competitive. Let’s train young people not just for jobs, but for purpose-driven careers — to build the world they want to live in. Because in construction, you don’t just raise buildings. You raise nations. You build legacies.

Malusi Shezi is the CEO of the Construction Education and Training Authority.

INSIDE EDUCATION

By Thapelo Molefe

A Walter Sisulu University (WSU) residence manager accused of fatally shooting a student on Tuesday has been arrested

Eastern Cape Police spokesperson Brigadier Nobuntu Gantana confirmed on Thursday that the 54-year-old man was arrested and faces charges of murder and attempted murder.

He is expected to appear in court on 22 April.

“While this arrest is a critical step, the investigation remains active,” Gantana said.

“No further details will be released to preserve the integrity of the case.”

Sisonke Mbolekwa’s death has triggered widespread outrage and protests across the campus.

On Thursday, tensions escalated into violent confrontations between students and private security personnel.

Videos circulated on social media showing guards entering the KTC residence and pulling students out of the building. In another video, security personnel were seen being pelted with stones by a group of students.

According to the Student Representative Council at least 20 students were hospitalised and several more injured.

The clashes came after the university issued an eviction notice to students, which the SRC has strongly opposed, citing unresolved grievances related to campus living conditions.

“There was a confrontation between students and the security company deployed by management,” SRC leader Themba Zikhali said.

“We are rejecting the eviction. We want justice for Sisonke and better conditions for all students.”

He also expressed concern over how the university leadership handled the situation.

“They must not run away from their issues. These residences are managed by them. They must come and account. They must come and manage their residences,” he said.

Zikhali added that the SRC and broader student body would not back down.

“We are not going anywhere until our demands are met. We want what we want. We are demanding our rights.”

He also commented on the involvement of Higher Education Minister Nobuhle Nkabane, who visited the campus on Wednesday and met Mbolekwa’s family on Thursday.

While acknowledging the minister’s engagement, Zikhali said the university had misrepresented the situation.

“We told the minister everything. She said she is committed to addressing the issues, but the management has been lying to her claiming they are fixing things when they’re not,” he said.

The EFF Student Command condemned the university’s use of private security and raised alarm about human rights violations on campus.

“Security personnel are reportedly shooting and holding students hostage in their own rooms. There is a serious crisis unfolding at Walter Sisulu University. Students’ lives and safety are being threatened.”

All academic activities have been suspended at WSU’s Mthatha campus amid the unrest.

The minister travelled to Tsepisong village in Matatiele to convey condolences to the Mbolekwa family.

“I am heartbroken by this loss. No parent should have to bury their child under such circumstances,” she said.

The university’s council held an emergency meeting on Wednesday in response to the crisis.

In a statement, the council confirmed that the SRC had presented the students’ concerns, which included the poor state of some self-catering residences and a lack of basic appliances such as stoves, kettles and laundry equipment.

Council members also reviewed earlier complaints about alleged heavy-handed behaviour by the current security company during past protests.

As a result, the council resolved to end the existing security company’s contract which had already lapsed and confirmed that a newly appointed company would take over immediately.

“Council took several resolutions for immediate implementation by executive management,” the statement read.

INSIDE EDUCATION

By Levy Mssiteng

The government has welcomed the country’s ranking as the second most literate nation in Africa, with an adult literacy rate of 95%. 

Acting government spokesperson Nomonde Mnukwa said the research measured literacy based on the percentage of South Africans aged 15 and above who could read and write.

“This remarkable achievement stands as a testament to the effectiveness of the government’s progressive education policies and programmes implemented since the advent of democracy in 1994.” 

She said the key factors contributing to this success included progressive education policies, teacher development and Early Childhood Development (ECD). 

“These initiatives are underpinned by strategies focused on teacher development, access to quality learning materials and cultivating a culture of reading from an early age,” Mnukwa said.

“In the 7th administration, government continues to prioritise literacy development in the foundational years of education.” 

The government expressed its appreciation for the hard work of previous education ministers, including Angie Motshekga, and wished the current Basic Education Minister Siviwe Gwarube, success in continuing to improve foundational education and expand the teaching of indigenous languages.

“Government takes pride in this achievement and is committed to addressing remaining gaps and accelerating efforts toward achieving universal literacy.” 

According to the latest findings from Intelpoint, Seychelles tops the list at 95.9%, and Sao Tome and Principe are third at 94.8%.

INSIDE EDUCATION