By Edwin Naidu

Ahead of potentially defining presidential elections in the history of Africa’s premier development institution, one of the leading candidates has vowed to transform the lives of young people on the continent by tackling unemployment as a priority.

“Looking at the unemployment data, we currently have about 10 million graduates on the continent who are leaving high school.

“We create about 3 million jobs a year, which fell during COVID-19. It’s picking up on average. But you’re still talking about six million or seven million kids looking for jobs yearly, so those numbers don’t look good. We need to do much more,” said Dr Samuel Munzele Maimbo, a former World Bank senior executive.

The African Development Bank is the largest development finance institution on the continent, with a shareholder capital of approximately US318 billion.

Zambia’s Maimbo, the former vice president for budget, performance review and strategic planning at the World Bank in Washington, is locked in a five-way battle for the presidency against a highly fancied South African candidate and the only woman in the field, Sowetan-born Swazi Tshabalala.

“Young people are top priorities, and I intend to throw everything at the (unemployment) problem, including the kitchen sink, by doing three things,” he said.

“One must acknowledge that creating jobs is a lifelong experience, starting with how we treat our children when they are young and invest in their education. One area that I’m concerned about is the state of our vocational training schools and that we need to expand those programmes quickly, because if we are trying to add value, if you’re trying to industrialise, we cannot keep importing mechanics and plumbers, you’ve got to expand that programme, that’s one,” he told Inside Education.

Maimbo said it was also about being selective about which sectors to invest in aggressively.

“If I think about the film and creative industry, every single time you see a South African film on Mzansi, you know that there are 40 other jobs behind that. The film industry is quite generous regarding the academic background of people who enter it.

“I want to connect South African and Nigerian filmmakers and build studios where young entrepreneurs and filmmakers can expand. Ultimately, job creation will come if we double down on continental free trade and the trade volume on the continent.

“Hence, those are the three priorities that I want to focus on and make sure that we consistently pick sectors and support programmes that have the potential to create as many jobs as we possibly can,” he said.

Maimbo said the biggest challenge on the continent was unemployment, which he was committed to addressing through job creation and a strong education focus.

“The solution to that is growing our economies as quickly as we possibly can, how, when we do that, we invest in our people’s education and health and make sure that those are well financed and adequately supported, we invest in industries, we select those industries that have the potential to create jobs,” he said.

“My plan for Africa depends on institutional excellence and financial innovation at the AfDB and strategic partnerships with regional and global institutions. I have developed practical, realistic methods for achieving this.”

The African Development Bank in Abidjan was established in 1964 after 25 of the continent’s government leaders met in Khartoum, Sudan, to agree on the bank’s mission: to serve Africa’s development and shape the continent’s development and unity.

Six decades later, the bank is about to elect a new president. Nigerian Akinwumi Adesina has been at its helm since 2015.

The election for a new president takes place on Thursday. More than 6000 delegates, including African heads of state and government, finance ministers, central bank governors, development partners, private sector representatives, civil society leaders, academics, think tanks and opinion leaders, NGOs and other stakeholders, are expected to participate in the event under the theme “Making Africa’s Capital Work Better for Africa’s Development”.

The five contenders for the Presidency are Maimbo, Tshabalala, Hott Amadou from Senegal, Tah Sidi Ould from Mauritania and Tolli Abbas Mahamat from Chad.

Maimbo has been endorsed for the presidency by the Common Market for Eastern and Southern Africa and the Southern African Development Community. However, the South African government has backed Tshabalala, with President Cyril Ramaphosa saying it is time the bank has a woman at the helm.

Until October 2024, Tshabalala served as the bank’s senior vice president and CFO and was the second highest-ranking officer after the current president.

Tshabalala taking over the reins from Adesina will provide continuity in the bank’s leadership, thinking, and strategic direction.

With her pedigree and being an insider, she will expand on the work already carried out by the outgoing president.

A key priority will be pivoting the AfDB’s strategic focus towards the development needs of southern Africa, which has lagged relative to other regions in financing development projects by the bank.

In this context, South Africa’s candidature will significantly assist in changing this dynamic and ensuring that southern Africa receives adequate funding from the bank.

It will also present the opportunity for greater partnership between the AfDB, the Development Bank of Southern Africa and other regional institutions.

Edwin Naidu is the Editor for Inside Education.

INSIDE EDUCATION

By Lungile Ntimba

The Democratic Alliance in the Eastern Cape will table a motion this week in the provincial legislature calling on education MEC Fundile Gade to engage with school communities, governing bodies and civil society to revise the blanket ban on all alcohol-related events on school premises, including fundraising functions.

The new policy, which was introduced by the department and came into effect on 1 March, bars the sale and consumption of alcohol on all public school premises.

It aims to combat alcohol and drug use among learners and is supported by the National Association of School Governing Bodies (NASGB). 

The DA argues that the policy was implemented without any stakeholder consultation and failed to consider the financial struggles faced by under-resourced schools in the province.

“While we support the department’s objective of protecting learners from the risks associated with underage drinking, this decision reflects a lack of nuance,” DA MPL Horatio Hendricks said in a statement on Monday.

“Rather than addressing the underlying causes of youth alcohol abuse, the department has chosen to penalise schools that are already struggling under severe financial constraints.”

According to the DA, many schools in the province often relied on fundraising events to generate funds for essential infrastructure and learning materials due to inadequate financial support from the government.

Hendricks argued that these events occurred after school hours, without the participation of learners and adhered strictly to national and provincial laws, including the South African Schools Act and relevant liquor laws.

He warned that denying schools lawful opportunities to raise funds without offering alternatives would only worsen the financial strain on the education system.

“If the department is truly committed to creating safe and supportive learning environments, then it must start by addressing the chronic underfunding of Eastern Cape schools,” Hendricks said.

“No school should be forced to rely on fundraising to meet basic operational needs. However, as long as that remains the reality, it is neither reasonable nor fair to prohibit schools from pursuing lawful means of financial support.”

He said the party was opposed to a blanket prohibition and instead supported a balanced and evidence-based approach that protected learners while supporting the sustainability of our public schools.

INSIDE EDUCATION

By Johnathan Paoli

Hoërskool Menlopark sealed a memorable triumph at the second edition of the St Anne’s Cup, lifting the prestigious title after a 2-0 victory over Our Lady of Fatima in Sunday’s final at St Anne’s Diocesan College.

The Pretoria-based school capped off a weekend of high-quality hockey with a performance defined by poise, unity and attacking flair.

“I’m extremely proud of our performances this weekend. We took it one game at a time, relying on our team principles, tons of grit, and sisterhood,” said head coach Brad Brook.

Menlopark’s journey to the title was anything but straightforward.

Finishing second in Pool A, they faced a daunting path through the knockout stages.

A tense 2-1 quarterfinal victory over 2024 runners-up Durban Girls’ College (DGC) tested their mettle, before they survived a dramatic penalty shootout against Free State powerhouses Eunice in the semifinals.

Brook praised his squad’s depth and resilience.

“We’re fortunate to have great depth in our squad. Different players stood up across the five games and delivered when it mattered most,” he said.

Among the standout performers was captain Zoe Badenhorst, whose tireless work rate and sharp finishing earned her the Striker of the Tournament award.

Meanwhile, Annika Kloppers walked away with the Goalkeeper of the Tournament accolade after a series of key saves, especially in the semifinals and the final.

But it was Carlia Potgieter who stole the spotlight in the final, netting both goals in a composed, match-winning performance.

Menlopark took early control of the final, enjoying the lion’s share of possession in the opening chukka.

They created six penalty corner opportunities across the match, with two coming within the first ten minutes.

However, Our Lady of Fatima’s goalkeeper Kayla Driver produced a string of top-class saves to keep the scores level at 0-0 after 15 minutes.

The Pretoria side upped the tempo in the second chukka, with Monique Gerber leading wave after wave of attacks down the flanks.

Despite several more set-piece chances, Driver held firm until the final seconds of the chukka.

A long, speculative ball from midfield found its way into Fatima’s circle, where Potgieter pounced to flick it into the back of the net, giving Menlopark a 1-0 halftime lead.

Early in the third chukka, Gerber made a baseline run and cut the ball back to Potgieter, who finished to double the lead.

Our Lady of Fatima, who had spent much of the match pinned in their half, began to show more urgency.

They created two penalty corners in the third chukka and five more in a frantic final quarter, but Kloppers and the Menlopark defence refused to buckle.

A last-ditch move by Fatima coach Matthew Smith to withdraw Driver in favour of an extra outfield player with a minute left did little to change the outcome.

“Our defence was immense, when it got tight at the end, our players scrambled, blocked, and made sure we stayed in front. I couldn’t be prouder,” Brook said.

In the 3rd/4th place playoff, Eunice produced a dominant performance to dispatch St Mary’s DSG (Kloof) 4-0.

Hosts St Anne’s edged out DGC on penalties after a 2-2 draw to finish fifth.

Waterkloof claimed seventh place after defeating St John’s DSG in another shootout.

St Anne’s coach and one of the tournament organisers, Morne Odendaal, described the second edition of the St Anne’s Cup as marking another significant step forward for the competition, which expanded from eight to twelve teams this year.

“This tournament is about showcasing skill, building friendships and fostering the next generation of talent. And this weekend delivered that in spades,” Odendaal said.

He said that with exciting hockey, strong team performances and individual brilliance on display, the future of schoolgirl hockey in South Africa looks as bright as ever.

INSIDE EDUCATION

By Johnathan Paoli

The Gauteng education department says its committed to transparency, accountability and collaboration with stakeholders to ensure safe, well-managed learning environments across the province.

Issuing an update addressing critical issues affecting three distinct areas, spokesperson Steve Mabona maintained on Monday that the department was dedicated to upholding education standards despite the challenges it was currently navigating.

“The Gauteng department of education remains resolute in its mission to provide quality, inclusive and responsive education to all learners in the province.

“These issues are being attended to with the necessary diligence, and the department continues to work collaboratively with school communities, school governing bodies (SGBs) and relevant stakeholders,” Mabona said.

The department responded to serious allegations of misconduct at the Unity Secondary School in Benoni.

In November last year, a complaint was lodged by an applicant who alleged they were asked to deposit R17,000 into a teacher’s bank account in exchange for a teaching post.

Mabona confirmed that the accused teacher denied the claim, and due to the complainant’s lack of cooperation, the case was closed for insufficient evidence.

Further concerns were raised regarding a reported R450 annual contribution allegedly being demanded by parents to access learner report cards.

Mabona clarified that the fee was a voluntary donation, approved at the school’s annual general meeting, with flexibility for parents to contribute according to their means.

This practice complied with Section 37(1) of the South African Schools Act.

To address governance concerns, including SGB access to financial records, the department conducted financial management and governance training at the beginning of April, followed by a capacitation workshop by the national Basic Education department on 12 April.

Since then, all SGB members have been given access to financial statements and communication channels have been strengthened.

Academically, the school has seen a decline in its matric pass rate, dropping from 98% in 2020 to 86% in 2024.

In response, the department has introduced Professional Learning Communities, which is teacher training in key subjects and curriculum support from subject advisors.

Learners are being supported through the Secondary School Intervention Programme, Saturday and holiday classes, and residential study camps.

Mabona confirmed that staffing vacancies include two departmental head posts and one deputy principal post, which would be advertised mid-year, and expected to be filled by August.

He said the school principal’s qualifications have been verified and no disciplinary action was pending.

Allegations of death threats against staff led to temporary relocation to the district office late last year, but with no evidence provided, affected staff have since returned to the school.

The department also addressed the fire that broke out at Riverlea High School on 27 April, causing extensive damage.

Mabona said the cause was currently under investigation by the South African Police Service’s forensic unit.

To ensure minimal disruption to learning, four mobile classrooms were delivered to the school at the beginning of May.

Repairs were scheduled for the 2025/2026 financial year at an estimated cost of R2.5 million.

No funding has been made available yet as procurement processes are ongoing.

He said fire safety measures have been implemented, including the delivery of fire blankets and first aid kits, and the school has conducted basic firefighting training for learners and staff.

However, a fire alarm system is not yet installed due to financial constraints.

Mabona stated that collaboration with Johannesburg’s Emergency Management Services was planned for the second quarter to train the school safety committee.

Firefighting equipment, which was last serviced in May last year, was due for re-servicing by the end of the month.

Addressing other concerns, the department confirmed that funding to schools of specialisation has been reduced due to broader budget constraints.

However, Mabona maintains his department’s commitment to supporting specialised subjects aligned with each school’s approved business plan.

All state-employed educators’ salaries and infrastructure needs (excluding minor maintenance) continued to be covered.

Schools were expected to supplement funding through Section 36(1) of the Schools Act, enabling SGBs to raise additional resources.

Equipment and other specialisation costs may be covered by school allocations or external sponsorships.

While schools were encouraged to seek donor funding, Mabona said the department did not track these details directly.

As public entities with legal autonomy under Section 15 of the Act, schools managed their own budgets and contractual agreements.

The department maintains that there are no systemic shortfalls and that additional funding requirements must be addressed by the schools themselves.

INSIDE EDUCATION

By Johnathan Paoli

In celebration of Africa Day, the International Centre for Genetic Engineering and Biotechnology (ICGEB) in Cape Town acknowledged the vital role of African women in science through its pioneering WomEn ScienTists in AfRica (WE-STAR) Fellowship Programme.

ICGEB director Luiz Zerbini said that the work done by both the centre and the Science, Technology and Innovation Department strengthened female participation in life sciences and the programme was a significant milestone in African scientific advancement.

“This partnership with the department not only empowers women researchers, but also strengthens scientific ecosystems across the continent. We are deeply honoured to be considered for the Science Diplomacy Award,” Zerbini said.

As part of this year’s Africa Day commemorations, the ICGEB announced that it was a finalist for the prestigious NSTF-South Science Diplomacy award, recognising institutions using science to bridge global divides and tackle collective challenges.

The programme is a joint initiative between ICGEB and the department . It offers 12-moth mobility fellowships to early-career African women scientists, allowing them to carry out research at the ICGEB laboratories in Cape Town.

The programme is focused on macro research areas including health (both infectious and non-communicable diseases), sustainable and effective agriculture and bioinformatics.

ICGEB’s Fellowship and Training Programme exemplifies this mission, fostering international cooperation and capacity building across the continent.

The current WE-STAR cohort includes three outstanding fellows, namely Chiamaka Jessica Okeke and Chibuzor Onyinye Okonkwo from Nigeria, and Sabrine Hdira from Tunisia.

Okeke, born in Surulere, Nigeria joins the Bioinformatics Unit from Rhodes University in Makanda, Eastern Cape.

Her research focuses on developing a computational pipeline to study genetic mutations associated with Wilms’ tumor, the most common pediatric kidney cancer.

“I’m honoured to have been selected for the fellowship. It’s an incredible opportunity to expand my expertise in bioinformatics. I truly admire ICGEB’s commitment to supporting African women scientists through mentorship and collaboration,” she said.

Hdira, from Tunis in Tunisia, joins the Plant Systems Biology Group from the Centre of Biotechnology of Borj-Cedria.

Her project focuses on the gene NHX1, associated with salt and drought resistance in forage crops for sheep and other livestock farming.

Using genome editing, she aims to advance climate-resilient crop breeding strategies.

“As an African woman scientist, this fellowship allows me to gain exposure to cutting-edge technologies and work in a world-class environment. ICGEB’s emphasis on capacity building and collaboration is deeply inspiring,” Hdira said.

Onkonko, who is from Owerri in Nigeria, joins the Biopesticides Group from the University of Calabar.

Her research explores biopesticides and agroecological strategies to enhance climate-resilient agriculture across Africa.

“I’m grateful to ICGEB and the department for this opportunity. I’m excited to contribute to sustainable agricultural practices that ensure food security across the continent. This fellowship is not only about research, it is about building the skills, networks and confidence to make a real impact,” she said.

Through initiatives like WE-STAR, Zerbini said the centre would continue to champion the inclusion of African women in science, reaffirming its commitment to equity, innovation and international scientific collaboration.

INSIDE EDUCATION

By Jason C.K. Chan and Zohara Assadipour

Inserting brief quiz questions into an online lecture can boost learning and may reduce racial achievement gaps, even when students are tuning in remotely in a distracting environment.

That’s a main finding of our recent research published in Communications Psychology. With co-authors Dahwi Ahn, Hymnjyot Gill and Karl Szpunar, we present evidence that adding mini-quizzes into an online lecture in science, technology, engineering or mathematics – collectively known as STEM – can boost learning, especially for Black students.

In our study, we included over 700 students from two large public universities and five two-year community colleges across the U.S. and Canada. All the students watched a 20-minute video lecture on a STEM topic. Each lecture was divided into four 5-minute segments, and following each segment, the students either answered four brief quiz questions or viewed four slides reviewing the content they’d just seen.

This procedure was designed to mimic two kinds of instructions: those in which students must answer in-lecture questions and those in which the instructor regularly goes over recently covered content in class.

All students were tested on the lecture content both at the end of the lecture and a day later.

When Black students in our study watched a lecture without intermittent quizzes, they underperformed Asian, white and Latino students by about 17%. This achievement gap was reduced to a statistically nonsignificant 3% when students answered intermittent quiz questions. We believe this is because the intermittent quizzes help students stay engaged with the lecture.

To simulate the real-world environments that students face during online classes, we manipulated distractions by having some participants watch just the lecture; the rest watched the lecture with either distracting memes on the side or with TikTok videos playing next to it.

Surprisingly, the TikTok videos enhanced learning for students who received review slides. They performed about 8% better on the end-of-day tests than those who were not shown any memes or videos, and similar to the students who answered intermittent quiz questions. Our data further showed that this unexpected finding occurred because the TikTok videos encouraged participants to keep watching the lecture.

For educators interested in using these tactics, it is important to know that the intermittent quizzing intervention only works if students must answer the questions. This is different from asking questions in a class and waiting for a volunteer to answer. As many teachers know, most students never answer questions in class. If students’ minds are wandering, the requirement of answering questions at regular intervals brings students’ attention back to the lecture.

This intervention is also different from just giving students breaks during which they engage in other activities, such as doodling, answering brain teaser questions or playing a video game.

Why it matters

Online education has grown dramatically since the pandemic. Between 2004 and 2016, the percentage of college students enrolling in fully online degrees rose from 5% to 10%. But by 2022, that number nearly tripled to 27%.

Relative to in-person classes, online classes are often associated with lower student engagement and higher failure and withdrawal rates.

Research also finds that the racial achievement gaps documented in regular classroom learning are magnified in remote settings, likely due to unequal access to technology.

Our study therefore offers a scalable, cost-effective way for schools to increase the effectiveness of online education for all students.

What’s next?

We are now exploring how to further refine this intervention through experimental work among both university and community college students.

As opposed to observational studies, in which researchers track student behaviors and are subject to confounding and extraneous influences, our randomized-controlled study allows us to ascertain the effectiveness of the in-class intervention.

Our ongoing research examines the optimal timing and frequency of in-lecture quizzes. We want to ensure that very frequent quizzes will not hinder student engagement or learning.

The results of this study may help provide guidance to educators for optimal implementation of in-lecture quizzes.

Jason C.K. Chan is a Professor of Psychology, Iowa State University and Zohara Assadipour is Graduate Student in Cognitive Psychology, Iowa State University.

The Conversation

By Levy Masiteng

The Federation of Governing Bodies for SA (Fedsas) has sounded the alarm on the state of education, following only three of the nine provincial education departments making compulsory payments to schools.

Fedsas CEO Jaco Deacon said this week that the deadline for the payments was 15 May. The payments help schools cover basic costs and are legally mandated.

The only education departments that adhered to the statutory deadline were the Western Cape, Free State and Limpopo, he said in a statement.

Deacon expressed outrage at the situation, saying that the departments were “trampling children’s constitutional right to basic education”.

He criticised the lack of accountability, noting that no one has ever been held responsible for these failures. 

No-fee schools are the hardest hit because they do not charge school fees and are entirely dependent on the two annual payments.

Annual funding works out to R1754 per learner or R8.77 per child per school day. 

Deacon said fee-paying schools also struggled when parents could not pay fees or when education departments failed to reimburse them for exemptions.

Deacon said the organisation made a request to the Basic Education Department two months ago to ensure that all departments would adhere to the regulations.

“We also wrote to provincial departments to remind them of their statutory obligation to schools,” he said.

However, promises made have been broken by the six provincial education departments. 

Fedsas wants Basic Education Minister Siviwe Gwarube to intervene.

“Ultimately it is her duty to see to it that children’s constitutional rights are respected,” he said.

Deacon said the departments missed the deadline every year.

“It is time that this be placed high on the agenda of the Government of National Unity,” Deacon said. 

INSIDE EDUCATION

By Johnathan Paoli

In an important national dialogue on skills development, stakeholders and leaders from the government, industry, academia and civil society convened to confront one of South Africa’s most pressing challenges: youth unemployment and the growing skills gap.

Hosted by the Chemical Industries Education and Training Authority (CHIETA) in partnership with Inside Education, the event, held at the Unisa Graduate School of Business Leadership, marked a major step towards reshaping the country’s workforce development agenda.

Framed under the theme “Bridging the Skills Gap: Advancing Workforce Development for a Sustainable Future”, it was opened by Inside Education executive chairman Matuma Letsoalo, who urged delegates to take bold action in tackling the mismatch between economic investment and job creation.

“This dialogue is more than symbolic, it’s about planting seeds of knowledge and collaboration to close this gap and build a workforce that supports sustainable livelihoods,” Letsoalo said.

He questioned why R500 billion in investment, largely directed towards capital-intensive sectors like energy, had not translated into significant employment gains, suggesting a critical shortage of appropriately skilled workers as a root cause.

In his opening remarks, CHIETA CEO Yershen Pillay echoed this call for alignment across sectors.

“It’s not just about jobs, but livelihoods—skills that don’t just meet market demand but respond to human needs,” Pillay said.

He emphasised three strategic imperatives, namely cross-sector collaboration, disciplined execution and ecosystem alignment.

Notably, he highlighted the role of the CETA CEO Forum’s Strategic High Impact Programmes Committee in unifying and accelerating efforts across all 21 Sector Education and Training Authorities (SETAs).

Pillay also drew attention to CHIETA’s impact, with over 241,000 youth trained in the past five years. A total of 80% of them were under 35.

He called for “transformational training”, and not just job readiness, but “life readiness”.

The day’s keynote address by Higher Education and Training Minister Nobuhle Nkabane set a decisive tone.

Drawing from the government’s Medium-Term Development Plan (2024–2029) and the White Paper for Post-School Education and Training, the minister framed skills development as a national imperative to reduce poverty, promote inclusive growth, and build a capable developmental state.

Nkabane spotlighted the crisis facing South African youth, with over 62% of those aged between 15–24 unemployed, and 3.8 million not in education, employment, or training (NEET).

She stressed that the crisis was not just a number but a national emergency, urging SETAs to prioritise digital, green and industry-aligned skills, such as cybersecurity, AI and cloud computing.

CHIETA’s work was singled out for praise.

Its SMART Skills Centres, which are digital-enabled training hubs with a focus on rural outreach, have trained more than 30,000 individuals and will expand to all provinces in 2025.

A recent multi-SETA partnership to establish a Green Hydrogen Centre of Specialisation at the Council for Scientific and Industrial Research was hailed as a forward-looking model for inter-SETA collaboration in emerging sectors.

Nkabane emphasised the global and continental context of South Africa’s skills strategy, aligning it with Africa’s Agenda 2063, the UN Sustainable Development Goals and the country’s G20 presidency.

Higher Education and Training director-general Nkosinathi Sishi concluded the leadership segment by reaffirming the state’s commitment to local level implementation and community resilience, noting upcoming investments in university expansion and innovation-focused campuses.

He said the dialogue was expected to produce a roadmap of actionable outcomes, with stakeholders unified in their resolve to move beyond policy into measurable, sustainable impact.

As South Africa grapples with economic recovery and technological transformation, he described the dialogue as representing a turning point that centred skills not only as a tool for employment, but as the foundation for a more just, inclusive and prosperous society.

INSIDE EDUCATION

By Lungile Ntimba

KwaZulu-Natal education MEC Sipho Hlomuka has commended the community in helping ensure the arrest of an alleged rapist accused of sexually assaulting six learners at the Bizimali High School in the Nkandla area.

“When I learned of the devastating incidents that had engulfed Inkosi Bizimali, I felt saddened and largely disappointed, I could only imagine the pain and horror felt by learners, hence I had to come see you and ensure that you are safe.” Hlomuka said in a statement on Friday.

The suspect was apprehended on Wednesday morning in Durban after a coordinated effort by the Nhloshane community, law enforcement agencies and various stakeholders.

The MEC commended both the community and traditional leadership for their active involvement in school governance, saying their leadership had demonstrated that education was a societal responsibility.

“Traditional leadership of the Ingono Tribal Authority in particular, Chairperson of the Amabhele Chieftaincy, Mr Ntuli, Inkosi Dlomo of Amakhabela and Inkosi Xulu, Gxabhashe! We are humbled under your leadership and confident that the schools are safe in your respective areas,” he said in honour of the Amakhosi.

The MEC was accompanied by officials from the departments of social development and community safety and liaison, who pledged to provide ongoing support to the school.

“We are pleased of the perpetrator’s incarceration. I will be in court when he makes an appearance in support of our learners, and hence, call for justice, that he be denied bail,” he said.

The department further assured the public that teaching and learning at the school had resumed as normal and that a sense of calm had been restored.

In response to the trauma experienced by the learners, the department said earlier this week that it had deployed psychologists to provide psychosocial support to the affected pupils and their families.

INSIDE EDUCATION

By Amy Musgrave

The deadline for nomination of the new Sector Education and Training Authority board chairs is 12 June, according to a Government Gazette.

The gazette was signed by Higher Education and Training Minister Nobuhle Nkabane on Wednesday. It follows the minister reversing her the appointment of 20 board chairs in what she said at the time was in the interest of good governance and transparency to ensure accountability of the appointment process.

Some of the appointments were criticised, with political parties accusing the African National Congress of political interference.

“I have decided to recalibrate the process – which was overseen by an independent panel. I call on all relevant constituencies to nominate candidates,” the minister said earlier this month.

“The integrity of the process for appointments will be made in terms of the guidelines as outlined in the Skills Development Act, 1998 as amended. I have taken the decision to withdraw previous appointments in response to public concerns.”

The withdrawal of the appointments was welcomed across the board.

According to the gazette, those interested must have a NQF level 8 qualification, and a “blend” of knowledge, skills and experience for the effective function of the SETSA and the skills development system.

Candidates must preferably have an intensive wealth of sectoral knowledge, technical experience and leadership capability.

The two-page document lists the 21 SETAs in the country.

Nkabane has said she intends to present the new board chairs in the shortest period possible.

She will appear before the Portfolio Committee on Higher Education at the end of the month to answer questions on the appointments.

INSIDE EDUCATION