By Johnathan Paoli

The Limpopo leg of the G20 Education Working Group Indaba discussed a roadmap for inclusive foundational learning and future-ready education professionals.

Held under the themes of “Quality Foundational Learning” and “Education Professionals for a Changing World”, the provincial indaba brought together delegates representing national and provincial government, education experts, academics, unions, NGOs, traditional leaders and private sector stakeholders.

Limpopo premier Phophi Ramathuba called on society at large to unite behind education as the cornerstone of national development.

“This indaba must serve as a catalyst. The resolutions we adopt here must bring about real, tangible change. The challenges we face are immense, but so too is our collective strength,” Ramathuba said.

Her agenda included digital skills for the Fourth Industrial Revolution, investment in rural infrastructure and curriculum alignment with Limpopo’s economic strengths namely agriculture, green energy, tourism and mining.

Mdumo Mboweni from the University of Limpopo (UL) described early childhood care and education (ECCE) as a “non-negotiable birthright”, essential for nurturing literacy, reducing dropouts and building resilient communities.

Mboweni called for community-based ECCE models, mobile learning units, play-based caregiver training and mandatory ECCE in public schools.

“If we don’t get ECCE right, who will?” he challenged.

Andre Viviers of Unicef delivered a presentation on the foundational learning crisis in South Africa.

His research revealed that only 55% of children aged 4–5 are on track in literacy, 33% in numeracy and just 19% of Grade 4s can read for meaning.

Viviers outlined strategies to turn the tide, including raising qualifications and professionalising ECCE, assisting parental support and allocating 4–7% of GDP and 15–25% of national budgets to education, with ECCE prioritised.

“Strong foundations in the first nine years define not only learning but future national productivity,” he said.

Mpho Papale from the Basic Education Department highlighted the centrality of parental support in early learning.

She presented the National Parenting Programme, covering health, HIV awareness, play-based development and positive discipline.

Thandiwe Dlodlo of the Limpopo education department called for ECCE delivery that reflected local realities and existing policies like White Paper 5, the National Curriculum Framework and the ECD 2030 Strategy.

She highlighted four key pillars, namely skilled parents, teachers and empowered learners; inclusive and culturally relevant ECCE initiatives; bringing ECCE to communities, homes and informal venues; and multi-sectoral cooperation, especially with NGOs and higher education institutions.

“Every home is a potential learning space. We must inform with integrity and serve with dignity,” she said.

Victor Pitsoe of Unisa framed education reform through the lens of the Fourth Industrial Revolution, highlighting South Africa’s G20 leadership role.

He emphasised curriculum innovation, digital literacy and flexible qualification frameworks that promoted global mobility and lifelong learning.

He analysed South Africa’s Three Stream Model, which separates academic, vocational and occupational pathways.

“Innovation, equity and intersectoral collaboration are the cornerstones of a globally competitive, context-responsive education system,” he said.

UL’s Sello Mokwena focused on school administration, presenting findings from research on the South African School Administration and Management System (SA-SAMS).

While technology was freely available, resistance stemmed from a lack of support and integration.

He urged education departments to invest in leadership and user training and noted that administrative tech research must be expanded beyond e-learning.

The university’s Phala Masoga addressed the modernisation of science and maths education.

Highlighting contrasting NSC 2024 trends, a slight dip in Physical Science but improved Maths results, he stressed the need for ICT integration, blended learning and virtual simulations.

He advocated for policies supporting teacher innovation hubs, public-private ICT partnerships and digitally fluent educators.

Servaas van der Berg of Stellenbosch University argued that continuous professional development (CPD) was essential for improving outcomes in rural provinces like Limpopo. A 2024 evaluation found that 57% of schools had no CPD activities.

Teachers prioritised practical teaching methods over content, particularly in under-resourced areas.

Van der Berg called for CPD to be impact-driven, locally relevant and supported by sustained investment in teacher wellbeing and infrastructure.

Nonhlanhla Ntshangase of the DBE outlined national strategies to support diverse learners, including those with disabilities and multilingual backgrounds.

She reported that 141,394 teachers were trained in inclusive education in 2024/25.

Ntshangase highlighted initiatives which included training in sign language, Braille and autism support; differentiated instruction; and curriculum development for learners with profound intellectual disabilities.

Manamela Matshabaphala of Wits University urged education reform alongside public sector transformation.

Using the Appreciative Inquiry 5-D model, he outlined a vision for future-ready public service driven by digital competence, emotional intelligence and ethical leadership.

Whether through foundational learning, ECCE expansion, digital empowerment, or inclusive teaching, the panelists stressed that the province was stepping into the future.

“The future of education is not on the horizon, it is already here,” Ncwana concluded.

INSIDE EDUCATION

By Thapelo Molefe

The basic education system remains marred by deep inequalities in funding and resources, despite decades of policy adoption aimed at redress.

This was revealed during a strategic engagement on school funding norms in Parliament.

Chairperson of the Portfolio Committee on Basic Education, Khomotjo Maimela, opened the session on Tuesday by reaffirming the government’s commitment to access, citing pro-poor policies like no-fee schools, scholar transport and school nutrition programs. 

“Our observations are that with the immense strides that we’ve made in ensuring that we open access, there is still the aspect of quality of this education that is still an issue,” Maimela said.

The Department of Basic Education presented an overview of how funding was determined. According to CFO Patrick Khunou, the current per learner allocation for 2025 stood at R1754 for no-fee schools, R879 for quintile 4 schools and R301 for quintile 5 schools.

However, several provinces were unable to meet this national target. 

“KZN, Mpumalanga and Northern Cape are contributing less than the agreed norm of R1,754,” Khunou acknowledged. 

Notably, KwaZulu-Natal’s allocations have remained unchanged since 2015 and are below the national target since 2011, affecting 2.2 million no-fee and 532,000 fee-paying learners.

In Mpumalanga, the 2025 allocation for no-fee learners is R1,450 and still well below the threshold. The Northern Cape dropped drastically from meeting the 2024 target to just R836 per learner in 2025, funding less than 50% of the requirement.

Chairperson of the Financial and Fiscal Commission (FFC), Patience Mbava, emphasised the consequences of underfunding. 

“Many under-resourced schools continue to operate below the minimum per learner thresholds, undermining the very equity goals the norms seek to achieve,” she stated.

The FFC presentation revealed that the national learner-educator ratio has worsened, rising from 29.8 in 2017 to 31.0 in 2024. 

“Public educators are managing significantly larger class sizes than their counterparts in the private sector,” the FFC reported, warning of growing class sizes and strained learning environments in provinces with high in-migration.

Infrastructure deficits also emerged as a major concern.

The FFC noted that schools in the Western Cape, Eastern Cape, Northern Cape and Gauteng face the most severe infrastructure backlogs, often operating from inappropriate buildings and lacking basic amenities like sanitation and electricity. 

These deficiencies negatively impact educational outcomes, particularly in lower-quintile schools.

The FFC recommends a shift from community-based quintile classifications to individual learner-based assessments. 

“Funding norms and standards must follow function. We need to improve educational outcomes of each learner, regardless of which quintile and which school a learner attends,” Mbava said.

Maimela echoed this urgency, calling for a deeper assessment. 

“We wanted to have a strategic engagement… on the comprehensive expenditure that the government applies per learner, per year, so that we’re able to determine if we have policy gaps in terms of the funding,” she said.

The session concluded with a call for another round of engagements, during which the department is expected to present a full breakdown of annual per learner expenditure across all critical services, starting from teaching materials and nutrition to infrastructure and teacher compensation.

INSIDE EDUCATION

By Johnathan Paoli

The African National Congress’ study group on women, youth, and persons with disabilities has condemned what it calls a “national crisis” in the country’s special needs schools, following disturbing revelations about conditions in several KwaZulu-Natal institutions.

Group whip Tshehofatso Chauke-Adonis described a bleak picture of chronic underinvestment, staff shortages, poor infrastructure and systemic neglect of learners with special needs, not just in KwaZulu-Natal, but across South Africa.

“These are not isolated cases. They are a national crisis. The alarming finding that 80% of hostel-residing learners are on chronic medication without adequate medical oversight is a chilling reminder of how these children are being failed by the very system meant to protect and nurture them,” Chauke-Adonis said in a statement.

Reports from parents, educators and advocacy groups have highlighted overcrowded dormitories, broken sanitation facilities, inaccessible learning environments and a lack of trained support staff, including nurses, therapists and special education professionals.

The ANC emphasised that the continued regression in special needs education directly contradicts Section 29(1) of the Constitution, which guaranteed the right to basic education for all, including adult basic education.

The group also invoked the Freedom Charter’s promise that “the doors of learning and culture shall be opened to all”.

Chauke-Adonis described the ongoing neglect as a betrayal of South Africa’s democratic foundations and hard-won freedoms.

“These are not aspirational ideals. They are binding blueprints for justice, and their continued neglect amounts to a dereliction of duty,” she said.

In particular, she criticised the lack of implementation of White Paper 6: Building an Inclusive Education and Training System and the White Paper on the Rights of Persons with Disabilities.

Both documents provide a policy framework for dismantling segregation, supporting full-service and special schools, empowering educators and ensuring equitable infrastructure and resource allocation.

In response to the escalating crisis, the study group issued a series of urgent demands.

It appealed to the KZN education MEC Sipho Hlomuka as well as all premiers to immediately fill vacancies, improve infrastructure and strengthen support systems in special needs schools.

Chauke-Adonis called on both the departments of Basic Education and Women, Youth and Persons with Disabilities to facilitate rapid alignment of practice with policy, urging them to enforce, monitor and fund inclusive education frameworks.

In terms of municipalities and local governments, the group said a prioritisation of support for the schools across every district was needed, ensuring they were adequately resourced and maintained.

The group requested collective solidarity and public mobilisation to demand a national overhaul of special needs education, as well as encouraging parents and guardians to hold authorities accountable, raise their voices and organise in defence of their children’s rights.

The whip emphasised that the plight of learners with special needs was not a marginal issue, but one that was at the heart of South Africa’s commitment to justice and human dignity.

“We must restore the dignity, rights and futures of learners with special needs — not as a favour, but as a fundamental obligation rooted in our Constitution, our liberation history, and our shared humanity,” Chauke-Adonis said.

As public outrage grows and scrutiny intensifies, she highlighted the group’s call as a turning point in the fight to ensure that every child, regardless of ability, has the right to learn, grow and thrive in a safe and supportive environment.

INSIDE EDUCATION

By Yershen Pillay

Green hydrogen is no longer just a buzzword. It’s a real and urgent economic opportunity for South Africa — one that could drive reindustrialisation, generate new jobs, and help meet our climate obligations.

But there’s a catch: we don’t yet have the skills base to support it. Without addressing this invisible crisis, South Africa risks missing the green hydrogen moment altogether.

Our natural endowments — abundant sun, wind, land and mineral resources — position South Africa to be a global leader in green hydrogen production. Estimates suggest we could produce up to 13 million metric tons of green hydrogen by 2050, accounting for roughly 10% of our national energy mix.

While green hydrogen won’t replace all energy sources, even a proportional shift could bring massive benefits in jobs, export and decarbonisation.

Importantly, hydrogen is not new to South Africa. It has been used since the 1920s, primarily in fertilizer and explosives manufacturing. For decades, companies like Sasol have produced grey and brown hydrogen. But green hydrogen — clean, renewable and carbon-free — is now taking centre stage as a climate-resilient fuel of the future.

This resurgence of interest follows South Africa’s commitment to the 2015 Paris Agreement and growing global momentum around net-zero transitions. Yet despite the hype, implementation has been sluggish. Why?

Because five persistent barriers stand in the way.

Skills Deficit: The green hydrogen economy demands new occupations — electrolyser technicians, green hydrogen production practitioners, green hydrogen logistics specialists, fuel cell engineers — that currently don’t exist in sufficient numbers within our training systems.

High Operational Costs: Green hydrogen remains expensive to produce, store and transport compared to fossil fuels.

Infrastructure Gaps: Massive capital investment is required to build pipelines, refuelling stations and electrolysis plants.

Water Scarcity: Electrolysis requires water, and South Africa is a water scarce country. While solutions such as direct air electrolysis (DAE) and treated wastewater exist, they require innovation readiness and scale.

Project Delays: Many hydrogen projects are stuck at feasibility stages. Fewer than 1% of hydrogen infrastructure projects in Africa have reached final investment decision (FID).

Of these, the skills gap is the most foundational and the most often overlooked. Without the right human capital, no technology or capital injection will succeed.

This is why CHIETA (the Chemical Industries Education and Training Authority) is actively prioritising green hydrogen. We are working to define new occupational profiles, develop curricula, establish Centres of Specialisation and integrate hydrogen-related learning into TVET and higher education institutions. 

We have made considerable progress in leading the green hydrogen revolution. CHIETA has registered three new skills programmes with the Quality Council on Trades and Occupations (QCTO) – the green hydrogen production practitioner, green hydrogen technology practitioner, and the green hydrogen storage and fuel transporter. These skills programmes will provide the much-needed support in closing the green hydrogen skills gap.

In addition, CHIETA will be pioneering a state-of-the-art Green Hydrogen Skills Academy. This will serve as a hub for producing excellence in green hydrogen skills. 

Our goal is clear: we must ensure that the emerging green hydrogen economy is South African-led, South African-owned and South African-skilled. We cannot afford to import technologies while exporting opportunity.

This is not about hype — it’s about green justice. Green hydrogen presents a rare chance to unlock transformative local benefits.

They include jobs for youth in technical, engineering and artisanal roles, and enterprise development through SMME involvement in fuel cell manufacturing, electrolyser production and green ammonia.

Other benefits are inclusive industrialisation in underdeveloped districts and municipalities, and climate leadership aligned to our Just Energy Transition.

Let’s be clear: green hydrogen alone will not solve South Africa’s unemployment or energy poverty. It is not a silver bullet. But it is a catalytic lever if we have the foresight to align policy, investment and education.

The window of opportunity is narrow. If we fail to build the skills pipeline now, South Africa’s green hydrogen future will be built elsewhere.

We must act boldly, urgently, and inclusively. Because without skills, there is no future.

Yershen Pillay is the CEO of the Chemical Industries Education & Training Authority.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has expressed confidence in strengthening institutional governance and student support at the University of Limpopo (UL) in the coming months.

This is despite concerns of a lack of transparency, infrastructure challenges and concerns regarding mismanagement.

Nkabane conducted a ministerial oversight visit to UL on Tuesday as part of her department’s ongoing engagements with public universities across the country.

“This visit provides an important opportunity to engage the university’s leadership on the progress they are making and the challenges they face in delivering on their mandate,” Nkabane said.

The visit, which took place at the Turfloop campus in Mankweng, comes amid renewed national focus on the quality of governance, infrastructure readiness and academic performance within the higher education sector.

Nkabane was joined by director-general Nkosinathi Sishi, deputy director-general for university education Marcia Socikwa and other senior officials from the department.

She was formally welcomed by the chairperson of the university council, Pandelani Nefolovhodwe, and the Vice-Chancellor Mahlo Mokgalong, along with members of the university’s executive leadership.

Discussions included institutional governance, academic performance, financial sustainability and the pace of ongoing infrastructure development projects.

The oversight visit is part of a broader monitoring and accountability framework being implemented by the department, which aims to ensure public universities are operating efficiently, transparently and in alignment with national priorities.

UL has faced several challenges in recent years, particularly in terms of infrastructure delays, strained student accommodation and governance concerns.

While it has made strides in academic output and research productivity, infrastructure backlogs have often hampered service delivery and student experience.

Earlier this year, Deputy Minister Buti Manamela also visited the campus to assess its readiness for the 2025 academic year.

His visit highlighted concerns around delayed completion of key infrastructure projects, particularly student housing, laboratory upgrades and digital connectivity, which are all essential components in modern higher education environments.

Tuesday’s visit sought to build on those engagements and address some of the recurring issues.

“We need to ensure that the infrastructure challenges do not affect the quality of education or the dignity of students. We must also ensure that governance structures are functioning optimally and that institutional autonomy is balanced with public accountability,” Nkabane said.

In a statement, the university welcomed the minister’s visit, calling it an opportunity to showcase the work being done and the strides made despite systemic pressures.

“UL is honoured to welcome minister Nkabane and her team. This engagement promotes transparency and mutual accountability between the institution and the department,” the university said.

Nefolovhodwe echoed these sentiments, saying: “We view the minister’s oversight as a vital mechanism to strengthen public confidence in our operations and our ability to serve our communities.”

The oversight visit included a tour of ongoing infrastructure development sites and student facilities, as well as closed-door discussions between department officials and the university’s management.

The minister is expected to report back to the department and relevant parliamentary committees on her findings and any recommendations.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called for urgent global investment in foundational learning and re-balancing education systems to ensure stability, confidence and meaningful change for all learners.

Speaking at the plenary session titled “How Can Education Systems Provide the Stability that Encourages Learning and Builds Confidence to Change?” during the Education World Forum (EWF) in London, Gwarube underscored the dual responsibility of education systems to both anchor learners in secure environments and equip them to adapt and lead in an unpredictable world.

“This is not just a technical question. It is a moral one. When education systems fail to provide stability, it is the poorest children, the most vulnerable, who suffer the most,” Gwarube said.

Reflecting on South Africa’s journey, the minister spoke of two parallel realities, namely significant progress in matriculation outcomes and tertiary access on the one hand and deep foundational learning deficits on the other.

“More young people, especially young women from poorer communities, are completing high school and gaining access to university more than ever before. Yet more than 80% of 10-year-olds cannot read for meaning in any language. This is not just a statistic. It is a warning bell,” Gwarube noted.

She attributed this imbalance to a system overly focused on the final years of schooling, to the detriment of the early grades.

She spoke about the strategic realignment of South Africa’s education priorities to fix the foundation.

At the heart of this new strategy is a comprehensive drive to expand and improve Early Childhood Development (ECD).

The department aims to integrate 1.2 million currently excluded children aged 3–5 into ECD programmes, particularly in rural and low-income areas.

“Access is not enough. We are supporting curriculum development, providing age-appropriate learning materials, upgrading compliance and investing in the professional development of ECD practitioners,” she said.

A major goal is to register 10,000 ECD centres this year, allowing them to access government subsidies and align with educational rather than merely social priorities.

Gwarube outlined reforms targeting primary schooling, including recruiting more foundation phase teachers to reduce overcrowding and introducing mother tongue-based bilingual education to improve comprehension and learner confidence.

She also called for enhancing teacher support through professional development in content mastery, classroom management and adaptive leadership.

“We are embracing the power of mother tongue instruction because children learn best in the language they understand,” she said.

Research shows learners taught in their home language consistently outperform peers learning in unfamiliar languages.

While emphasising foundational learning, Gwarube was clear that South Africa was not turning its back on innovation.

Coding, robotics and digital literacy remained on the agenda, but she warned that these could not succeed without strong educational basics.

She stressed that true stability in education did not mean resistance to change, but meant creating an environment where learners and teachers felt secure enough to explore, innovate and take risks.

The department is leveraging partnerships with the private sector and international bodies like Unesco to expand digital learning in rural areas.

“We’re training teachers in digital pedagogy and using technology to bridge the gap between urban and rural education,” Gwarube added.

The minister praised the forum as a global platform for collaboration and learning, stressing that education must be shaped not only in classrooms but also in communities, homes and workplaces.

Higher Education and Training Deputy Minister Mimmy Gondwe is leading a South African post-school education and training delegation at the forum.

She has emphasised vocational education, youth employment and public-private partnerships as key to reducing inequality and driving economic growth.

“The Education World Forum offers valuable collaboration opportunities. By sharing insights, we can strengthen our education systems and prepare our youth to meet the challenges of the future,” she said.

As the EWF continues this week, South Africa’s participation underlines a firm commitment to reshaping education not just as a system of learning, but as a foundation for long-term social, economic and personal transformation.

INSIDE EDUCATION

By Edwin Naidu

The fiasco over some of the comrade-friendly appointments by the Minister of Higher Education and Training, Dr Nobuhle Nkabane, to head Sector Education Training Authority (SETA) boards shows that her honeymoon is over.

Wrong decisions without putting South Africa first will be challenged. Opposition that holds the government accountable, in this instance, the Economic Freedom Fighters, must be welcomed.

Ministers can no longer act without putting South Africa first. Nkabane erred.

But she deserves credit for being decisive in overturning the initial appointments, which featured the son of her former boss, Gwede Mantashe.

She must carefully determine South Africa’s citizens’ skills and training needs. Nkabane must not pay lip service to South Africans’ needs—she has no choice but to do something tangible about the millions of young people who have been served a raw deal.

Some of the Setas have nothing to show except skills qualifications, which do not lead to employment. It is time to audit what Setas achieved in three decades of democracy. Who benefited most? The learners or those in charge of the purse strings?

Many are aware that she and others in the ANC have been filling boards with comrades who did not get government jobs after the Government of National Unity resulted in a drastic cutback in people on the gravy train. That is why the decision backfired.

Her actions indicated that the ANC sometimes seems to have amnesia about it no longer being solely in charge of South Africa, having ceded governance in coalition with a variety known as the GNU.

The clearest reminder should come from the fact that Nkabane would have received the unwanted news over the weekend that she made it to “Mampara of the week” in the national weekend newspaper, the Sunday Times, famous for parodying those in power who forget that they are answerable to the people.

At least the minister took the steps to recalibrate the process, which she said was overseen by an independent panel, in the public interest. One cannot fault her for having the ear of the people, even if one may argue she had no choice.

Previously, ministers would do as they wished – and people had to suck it up. Nkabane is more savvy than such arrogance and seems committed to using skills to make a difference, not to make friends wealthy.

She decided to ensure accountability for the appointment process in the interest of good governance and transparency. Finding such commitment from her predecessor would be like looking for a needle in a haystack.

The minister plans to establish a new independent panel to process the nominations and recommend candidates. This process will emphasise merit, competencies and relevant experiences, with balanced representations in terms of race, gender, youth, and persons living with disabilities.

Like the previous process, all recommended candidates must pass the screening and vetting processes. Last week the minister deemed it necessary to present data on the qualifications of previously recommended board chairs in the interest of transparency and good governance.

From the 20 SETA board chairs that were previously recommended, three had Doctoral Degrees (NQF Level 10), at least 15 had Master’s Degrees (NQF 09), and two were medical doctors. Their competencies ranged from engineers to chartered accountants, auditors, advocates, medical doctors and governance experts.

One would argue that multiple degrees should not be the main criterion because the many troubles at SETAs over the past few years have been under the watch of well-qualified people. We need skilled people who exhibit conduct based on ethical values and integrity.

Now that the fuss has died down, and the minister returned to the drawing board, one hopes that she is given a chance to serve South Africa, using the transformative power of skills to change society, tackle unemployment and make the SETAs become known for the purpose intended in the Skills Development Act.

Otherwise, one will be subject to the ongoing stories we have seen under herpredecessor, under whose watch half of the country’s 21 SETAS previously received adverse audits from the Auditor-General. He was a disaster.

I beg to differ. Nkabane is no mampara. She has the qualifications and the compassion to make a difference. One cannot attach unfair labels to people who visibly understand the growing impatience among citizens. She is committed to taking action to ensure integrity and ethical leadership. Let’s give her a chance.

SETAs must respond to the rapid pace of industry change by integrating digital skills such as e-commerce, cybersecurity, cloud computing and digital marketing into their training programs. In that case, they need the right people at the helm.

Therefore, resetting this process must ensure the needs of South Africans are put first – Gwede Mantashe must take care of his turf, and Nkabane must take care of South Africa’s skills revolution.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Lungile Ntimba

The Eastern Cape education department, in collaboration with non-profit organisation 1Million Shoes Campaign, has donated 700 shoes to underprivileged learners in the Nyandeni Municipality. 

“By providing shoes to various learners, we are responding to the cycle of poverty, therefore stabilise households and improve access to education,” said Eastern Cape education MEC Fundile Gade.

He pleaded with organisations to join hands in supporting indigent learners across the province to help ensure that the youth had a brighter future.

Asiphile Mvunyiswa, a learner from Tshongweni Senior Secondary School, expressed her gratitude for the initiative.

“We have learned a lot from this experience, and as a school, we are very excited. It has boosted our self-confidence to receive new shoes. Some of us had worn-out shoes, and now we can walk to school with pride,” she said.

Dan Pasiya Foundation CEO Lizo Phiti who was involved in the initiative, highlighted the foundation’s vision of fostering collaboration through public-private partnerships.

“We have done this locally. We’re providing bursaries to all the rural children in our area right across the district, and even sometimes beyond throughout the province, where we are offering bursaries to highly performing children that we consistently monitor their performance,” said Phiti.

“We would love to join hands with whoever whose heartbeat is where to assist, help, and be the best they can be to change the lives of those that are less fortunate. That’s the reason that we are here.”

INSIDE EDUCATION

By Johnathan Paoli

While much attention in South Africa’s education and social development spheres has rightfully focused on empowering the girl child, mounting evidence suggests that boys are quietly slipping through the cracks.

A combination of poverty, child labour, school violence and entrenched gender norms are leading to a worrying pattern: boys are disengaging from education at alarming rates, a trend with potentially devastating social and economic consequences.

During the Basic Education department’s recent commemoration of International Boy Child Day, experts highlighted a complex mix of socioeconomic and cultural factors.

A high-level panel discussion facilitated by Unesco explored practical strategies for supporting the boy child.

Panelists from across civil society and the public sector shared insights and recommendations, including the importance of mentorship, the inclusion of father figures in education and emotional development, and targeted psychosocial support in schools.

Beau Nkaelang from the SA National Aids Council’s Men’s Sector advocated for more male mentorship in primary and secondary schools to create positive role models for boys.

TT Mbah of the Amatyma Brotherhood Circle underscored the power of community-based support networks in addressing feelings of isolation among boys, while Lereko Mfono from Fathers Matter highlighted the urgent need to equip fathers with tools to support their sons emotionally, socially and academically.

Psychologist and academic, Malose Langa of Becoming Men, recommended school-based initiatives that encouraged boys to express emotions and challenge harmful gender norms, and representatives from GIZ and Youth Start Foundation stressed the value of early intervention and collaboration with the media to reshape public narratives around masculinity.

The department’s deputy director-general for sector care and support services at the department, Granville Whittle closed, closed the programme with a call for long-term commitment.

“This cannot be a once-off conversation. We must take these messages into our classrooms, our communities and our homes. Supporting the boy child must become a daily, national priority,” he said.

According to the latest Global Report on Boys’ Disengagement from Education by Unesco. over 132 million boys globally are out of school, with the crisis becoming increasingly visible in low- and middle-income countries like South Africa.

The report outlines that in 73 countries, fewer boys than girls are enrolled in upper-secondary education. Furthermore, only 88 men are enrolled in tertiary education for every 100 women, evidence of a growing gender disparity that is no longer solely a female issue.

South African statistics mirror this global trend, with data from recent years indicating that 12.98% of primary school-aged boys were out of school, compared to 10.14% of girls.

Among children and adolescents of both primary and secondary school age, 10.54% of boys were out of school, against 8.17% of girls.

Poverty remains a dominant force with many boys compelled to leave school early to work and support their families.

Also, violence and bullying in schools disproportionately target boys, as does exposure to harsh disciplinary practices and corporal punishment.

These experiences, according to Unesco, are key predictors of absenteeism, low performance and eventual dropout.

Kathryn Kure of Data Myna describes the issue as “complex,” noting that boys are especially vulnerable to underperformance in the early years.

“Gendered norms play a significant role. Boys are often expected to be dominant, self-reliant and emotionless. These expectations clash with the demands of modern learning environments,” she said.

Indeed, societal constructs of masculinity often discourage boys from seeking help, engaging in “non-masculine” subjects, or participating in school culture.

Boys are also more likely to be punished for behavioral issues, rather than supported through remedial interventions, further distancing them from learning.

While girls in South Africa continue to experience systemic challenges such as gender-based violence (GBV), the country is witnessing a growing achievement gap in academic performance and not in the favour of boys.

Academic Mary Metcalfe from the University of Johannesburg notes that girls are now outperforming boys in National Senior Certificate results and bachelor degree graduations, including in STEM fields.

During the panel discussion, specialists agreed on a multi-level, holistic response as essential in moving forward.

In terms of strengthening early childhood development, boys need greater support in foundational years to develop literacy and emotional skills.

Creating safe, inclusive environments that reject corporal punishment and challenge toxic masculinity, with teachers being trained in gender-transformative pedagogy and non-violent discipline methods.

The panel discussion considered providing economic support through social protection schemes which could help families keep boys in school, especially where child labour was an economic necessity.

Involving parents and community leaders in promoting the value of boys’ education, alongside male role models in education can reshape perceptions and increase motivation.

There was a recognition that both the government and education authorities must recognise boys’ educational disadvantages and collect data disaggregated by gender, socioeconomic status and geography to inform targeted interventions.

INSIDE EDUCATION

By Myolisi Gophe

It was a celebration nothing short of perfect – a championship team returning to where their journey began, sharing the joy and pride of victory with the communities that shaped and supported them.

The University of Cape Town’s (UCT) senior rugby team, the Ikey Tigers, could not have asked for better sunny weather as they paraded their Varsity Cup trophy through neighbouring schools and across campus, greeted by cheers, songs, heartfelt applause and words of appreciation.

From neighbouring feeder schools like the South African College (SACS) and Wynberg Boys’, to Rondebosch, Bishops and on campus, the excitement was palpable. Some students and staff gave up their break times, while others adjusted their schedules, all eager to welcome back the champions who had led UCT to its first Varsity Cup victory in a decade.

Among the stars was Aden da Costa – Wynberg Boys’ High School’s head boy just six months ago – who, along with several former Wynberg boys, played a pivotal role in the Ikeys’ stunning success.

As da Costa and eight of his teammates stepped onto the field at Wynberg, the crowd erupted with chants, songs and dance in celebration of their champion. “It feels amazing to be back,” he said, visibly moved. “UCT feels like the Wynberg Old Boys’ team. This school made us who we are.  Your support carried us through the season, and today we just want to say thank you.”

Walking through the school gates brought a flood of memories to him, da Costa said. “It was quite emotional. I was only here six months ago, but it feels like yesterday. Seeing all the boys in uniform again, the energy here is incredible. I was here from Grade R until I completed matric. This place gave me motivation, role models, and a foundation I wouldn’t trade for anything. Without God and this school, I wouldn’t be where I am.”

He praised the current players, too, confident in their potential. “There are so many talented boys, especially in the first team. Many will go as far as I did, maybe even further. I can’t wait to see their journeys unfold.”

Ikeys captain Sipho Dyonase, also a Wynberg alumnus, reflected on his path. “I was here in 2020 – not so long ago – and the school gave us so much. Coming back now feels like a full-circle moment.”

Dyonase singled out a powerful leadership lesson from his time at Wynberg: “I was taught that true leadership is service. If you’re too big to serve, you’re too small to lead. It’s about helping others, showing up, not chasing titles. That mindset has shaped my university leadership roles. It all started here.”

Staying connected to his roots remains important. “We still play touch rugby every Saturday, support the boys, and keep in touch with teachers. At Old Boys’ dinners, I’ll be there reconnecting because this field is where it all began, even when I’m playing at big stadiums now.”

For current Wynberg players, seeing these champions return was inspiring. One young player said, “It’s a privilege to watch former head boy Aden da Costa and the Ikeys back at school after winning the finals. It’s a moment we’ll never forget. Their success shows us what’s possible.”

The local schools have long been talent pipelines for UCT rugby. Coaches connected to both institutions strengthen these bonds, helping students balance sports and academics. As Nic Groom, who coached the Ikeys and now heads rugby at Wynberg Boys, said, “Most boys aim for higher education, and with UCT so close, it’s a real motivator.”

Mark Bashe, UCT Sports Manager, highlighted the deeper significance of these visits: “We’re here to celebrate the schools that have directly shaped not just our rugby players but UCT students across many sports. Our 2024 Varsity Cup team had a strong contingent from Wynberg, Rondebosch, SACS, and Bishops, among others. These schools are our partners in sport and education.”

He added, “SACS, for example, shares history, heritage, and pride with UCT. Their support goes beyond rugby. They’ve produced talented students in hockey, swimming, and more. Events like this help strengthen those lifelong connections.”

Samuel Berman, a Grade 12 student at SACS, shared his own story. “I was injured in the first rugby practice so I couldn’t play this season. But being part of the Spirit Committee, hyping the team, and welcoming the Ikeys today means a lot. It’s special to have the Varsity Cup champions here – something we’ll remember forever.”

Headmaster Brendan Grant at SACS echoed the sentiment: “Hosting the UCT Ikeys today was wonderful. There’s a proud, long-standing relationship between SACS and UCT. Our boys admire these champions, not only for their rugby but for their discipline and achievements. Many dream of following their path, balancing sport and academics, and seeing the Ikeys here only fuels those dreams.”

The excitement was electrifying on campus, too. Students and staff, led by UCT Vice-Chancellor (VC) Professor Mosa Moshabela, surrounded the team to share the joy of winning the Varsity Cup. Professor Moshabela congratulated the team while Dyonase thanked the university community for their unwavering support.

After taking a photograph with the trophy and two players, a visibly excited student who had attended all the home games said  “Holding the cup was amazing. The theme, the atmosphere, everything was incredible. I went to all the games, and it was such an astonishing experience.”

Mfundo Qwabe, who works for the Campus Protection Services, added that the achievement meant a great deal to  staff, students, and the broader university community. “Thank you guys for bringing this cup home. This means that UCT is not only focusing on teaching and learning. It also accommodates sport, culture and other things. To win a cup like this is phenomenal. This university is moving towards the right direction.”

www.news.uct.ac.za

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