By Johnathan Paoli

More than 130 schools in KwaZulu-Natal and the Eastern Cape have sustained severe damage following a wave of violent storms, strong winds and floods that have battered the provinces.

The unfolding crisis has disrupted learning for thousands of children and underscored long-standing infrastructure weaknesses in South Africa’s education system.

In KwaZulu-Natal, 68 schools across nine districts were reported damaged, with the Ugu District being the worst affected.

Thirty-eight schools in this coastal region suffered significant structural damage, including KwaMadlala Primary in Pietermaritzburg, where four children were injured when strong winds ripped off the school’s roof.

No fatalities have been recorded in the province so far.

The inclement weather, which included heavy rain, high winds, and even snowfall in some areas, left many families displaced and at least 80 homes with damaged roofs.

Eskom technicians and municipal teams are working around the clock to restore electricity and access routes, particularly in areas still grappling with poor road infrastructure.

KwaZulu-Natal education department spokesperson Muzi Mahlambi confirmed that teams were still assessing the full extent of the damage.

“Some districts have sent us reports, but we are still collating information. By the end of the day, we hope to have a clearer picture of how many learners have been affected,” he said.

The storm’s impact on school infrastructure has led to the suspension of classes in some areas.

In KwaMadlala, community members have stepped in to salvage roof sheeting from destroyed buildings, pledging to begin repairs themselves if the government delays intervention.

Local residents said they did not want learning to stop for too long, beseeching the department to move faster in its recovery efforts.

Cooperative Governance and Traditional Affairs (CoGTA) MEC Thulasizwe Buthelezi, praised the rapid response of disaster management teams but acknowledged that access and recovery efforts remain hampered by poor conditions.

“Our teams responded swiftly. We know the situation is challenging, but we are committed to restoring normalcy as quickly as possible,” he stated.

Meanwhile, in the Eastern Cape, the aftermath of devastating floods has left more than 70 schools damaged and affected over 6,000 learners.

The province recorded 49 fatalities, some of them children swept away in a scholar transport minibus near Mthatha.

Basic Education Minister Siviwe Gwarube expressed deep sorrow over the loss of life and confirmed that national resources were being mobilised to assist.

“We will work closely with the Eastern Cape Government and CoGTA over the coming days in order to make sure that we support our learners and educators during this disaster,” she said.

Eastern Cape education MEC Fundile Gade noted that the most affected regions include OR Tambo Coastal, Amathole East, and Alfred Nzo West.

“Some of these schools are not usable due to classroom damage, and alternatives must be explored. Despite the disruption, our use of controlled examination systems means that learners can still write exams in the coming weeks,” Gade explained.

The floods have reignited political tensions in the Eastern Cape, with the Economic Freedom Fighters calling for the provincial government to be placed under administration.

EFF provincial chairperson Zilindile Vena blamed officials for failing to invest in infrastructure.

“There was money for this infrastructure, yet it was not built or maintained. This disaster could have been prevented,” Vena charged.

The response to the storms also highlighted logistical challenges.

In KZN, the South African Scholar Transporters Association accused local taxi associations of extortion, claiming that taxi bosses in KwaDukuza demanded R3000 from legal operators to continue transporting learners.

Taxi council Santaco denied any knowledge of these payments and promised to investigate.

Across both provinces, the storms have disrupted not only physical infrastructure but also the education calendar, with mid-year exams underway.

While authorities in the Eastern Cape expressed confidence that alternative assessments can be implemented, there are concerns about delays in repair work, particularly in rural communities already burdened by poor service delivery.

Civil society organisations are urging the national government to prioritise long-term investment in education facilities that can withstand severe environmental conditions.

In the meantime, thousands of learners face uncertainty as their classrooms lie in ruin.

With more cold weather forecast in the coming days, both KwaZulu-Natal and Eastern Cape authorities face mounting pressure to act swiftly, ensuring that learning continues despite the devastating toll of the storms.

By Johnathan Paoli

President Cyril Ramaphosa and Higher Education and Training Minister Nobuhle Nkabane have praised job placement initiatives for their role in transforming the lives of young beneficiaries and contributing to turning the country around.

In a show of commitment to tackling youth unemployment, the two visited the Foundation for Professional Development (FPD) in Pretoria East.

“I applaud you and wish you the very best, because when you are in it, it will give you full assurance of even getting a job and becoming much more productive. It’s going to bring out the best in you. Just keep at it. It will make you even a better human being who will contribute more positively to society,” Ramaphosa said.

The site visit formed part of the president’s broader engagement with beneficiaries of the Presidential Youth Employment Intervention (PYEI) and the Presidential Employment Stimulus (PES).

The FPD is one of 12 implementing partners in the groundbreaking Jobs Boost Outcomes Fund pilot employment programme which is funded by R300 million in public investment.

This includes R100 million from the National Skills Fund (NSF) and R200 million from the National Treasury.

Designed to drive real and measurable employment impact, it is the first large-scale pay-for-performance employment initiative in the country.

Since its inception, the pilot has enrolled over 6293 young people in skills development programmes, placed nearly 3628 participants in jobs and seen over 1,461 individuals remain in employment for at least three months, and 796 for more than six months.

“This initiative is changing lives through meaningful, sustainable employment for our youth. It was an honour to welcome president Ramaphosa to FPD this afternoon to witness the power of outcomes-based funding in action,” Nkabane said.

The visit also included engagements with learners and programme beneficiaries.

Ramaphosa expressed deep admiration for the youth who were actively participating in the programme.

“Even the most confident are becoming more confident. You are now willing to help other people — your clients are your uncles, your relatives, your neighbours. This is not only pleasing, but touching,” he said

The president also highlighted the psychological toll of unemployment and praised the Jobs Boost programme for restoring purpose and hope:

“When you don’t have a job, it’s confidence destroying. It’s depressing. You isolate yourself. But this programme is bringing out the best in you. Just keep at it,” Ramaphosa said.

In addition to FPD’s efforts in the health sector, offering affordable clinical and management courses tailored to youth and professionals, other implementing partners like Krutham SA are also actively engaged in the Jobs Boost Outcomes Fund.

Nkabane lauded this as an example of successful cross-sector collaboration, involving her department, the NSF, the Presidency and civil society partners.

“This is what partnership looks like when everyone is focused on outcomes. The model demands results, not just training, and prioritises equity, accountability and impact,” she said.

Also accompanying the delegation was Deputy Minister in the Presidency Nonceba Mhlauli, Acting NSF CEO Melissa Erra, and other senior officials.

The visit offered insights into how the government can scale innovative models that link public investment directly to employment outcomes.

Further supporting this national effort is Harambee Youth Employment Accelerator, contracted by the Employment and Labour Department to serve as the national pathway manager under PYEI.

Harambee operates the SA Youth platform: a free, zero-rated service that has connected over 4 million young people to 1.67 million opportunities.

The organisation also works to stimulate demand in sectors such as digital services, early childhood development and global business services, while supporting youth to become work ready.

The Jobs Boost Outcomes Fund is being closely monitored to extract lessons for future national scaling.

Ramaphosa thanked the project leaders and facilitators, calling their work “phenomenal” and urging wider rollout.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called upon all provincial education authorities to develop and submit comprehensive financial and service delivery recovery plans as the country’s public education system faces one of its most severe financial crises in decades.

“The education sector is under extraordinary pressure. Without urgent intervention and robust financial planning, several provincial education departments risk becoming insolvent before the end of the current financial year,” Gwarube said.

The directive sent to education MECs and HODs as part of Gwarube’s ongoing efforts to stabilise the sector in the wake of a decade-long trend of underfunding and fiscal mismanagement.

The minister announced on Tuesday that these recovery plans must be submitted to the national department before the next Council of Education Ministers (CEM) meeting on 21 July.

Gwarube commissioned a full-scale financial review across all nine provinces shortly after assuming her post last year.

The review revealed a sector under enormous pressure, plagued by structural underinvestment, repeated reallocation of education budgets to prop up struggling state-owned enterprises and widespread inefficiencies in provincial financial administration.

In response to the review’s findings, she has instructed provincial education departments to collaborate closely with their respective provincial Treasuries to craft targeted financial recovery plans.

These plans must safeguard the constitutional right of learners to quality education while simultaneously ensuring fiscal discipline and sustainability.

The minister has instructed all MECs and HODs to account in detail for their performance in critical service delivery areas.

These include timely disbursement of statutory school payments, such as school allocations; as well the restoration or continuity of basic services in schools, including electricity, water, security, learner transport, and the National School Nutrition Programme.

In May, six provinces missed their deadline to pay schools.

In addition, the provincial authorities must account for the appointment of teachers and managers to all funded school vacancies.

They must also report on the eradication of ghost employees from provincial payroll systems, which has persistently drained education budgets and undermined credibility.

The national department has committed to using these recovery plans to stabilise education delivery. It will provide technical support and strengthen oversight mechanisms.

The minister stressed that while all provinces were under strain, the situation in some, particularly KwaZulu-Natal, had reached a critical stage.

Last month, the SA Democratic Teaches’ Union decided to embark on a work-to-rule campaign in the province over the state of the education system.

Gwarube recently held high-level meetings with provincial education MEC Sipho Nhlamuka, finance MEC Francois Rodgers and officials from the Office of the Premier to address the province’s escalating financial crisis.

In a bid to explore immediate interventions, the minister has tasked the education director-general Hubert Mathanzima Mweli with leading engagements involving the National Treasury, the KZN education department and other affected provinces.

These engagements aim to find urgent solutions to ensure that learners continue to receive essential services and education is not disrupted.

Gwarube stressed that the time for half-measures was over.

“There is no room for complacency. The choices ahead are difficult and, at times, painful—but they are necessary to preserve the integrity and sustainability of our public education system,” she said.

The minister reaffirmed her commitment to working with all stakeholders, both national and provincial, to protect learners from the consequences of the financial crisis.

The department has made it clear that it will not hesitate to take corrective measures where provinces fail to act decisively.

INSIDE EDUCATION

By Lungile Ntimba

The Democratic Alliance in Gauteng has accused the province of denying learners the opportunity to learn coding and robotics, computer applications technology and information technology due to a shortage of teachers.

Education MEC Matome Chiloane revealed in a written response to the DA’s questions in the Gauteng legislature that there was a shortage of 300 teachers for coding and robotics, 36 for IT and 35 for computer applications technology.

“This is unacceptable as learners are being left out in preparation for future workplaces that are increasingly reliant on new technology,” DA provincial education spokesperson Michael Waters said in a statement on Monday.

He further criticised the department for not complying with the national education policy, which stated that teaching coding to pupils should begin in Grade R.

“If premier (Panyaza) Lesufi is serious about growing the technology workforce in Gauteng, his government must start investing in infrastructure gaps and teacher shortages,” said Waters.

“The digital economy continues to accelerate at an ever-increasing speed while Gauteng learners are left behind.”

He said that many schools did not have computers, electricity and internet connections in their classrooms, making it impossible to offer IT lessons.

With nearly half of all teachers expected to retire over the next decade, Waters said drastic action was needed to ensure that critical subjects were not negatively affected and that learners were prepared for an ever-changing economy.

He said the DA would prioritise investing in school infrastructure, resources and teachers to ensure that schools across the province learned IT and were equipped for future workplaces. 

“We will also prioritise the speedy roll-out of the Gauteng Broad Band Network to ensure all schools are connected to the internet.”

Department spokesperson Steve Mabona was unavailable for comment at the time of publication.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube reaffirmed her department’s determination to turn education into a powerful engine for empowering youth at the launch of a policy dialogue on entrepreneurship education on Monday.

She said there was an urgent need to equip learners with the skills, mindset and agency to face a changing world.

“Education is not only about preparing our youth for future education, training and jobs. It is also about preparing them for life. It is about equipping them with the ability to adapt, to lead, to innovate and to contribute meaningfully to society, whether as employees, entrepreneurs or just as engaged citizens,” she said.

The three-day event, held in partnership with the European Union’s Education for Employability (E4E) programme, brings together government officials, private sector leaders, civil society and academics to brainstorm solutions to the country’s education and employment challenges.

Gwarube began her address by stating that seven out of 10 young people in the country were without work and that the education system must be the conveyor belt to a future-ready workforce.

She outlined the department’s broader vision through the Three-Streams Curriculum Model and the pending national entrepreneurship education policy, calling for an education system that equipped learners not just to find jobs but to create them.

Gwarube linked the entrepreneurship agenda to foundational education reforms, particularly the need to improve early literacy and numeracy.

She also called for education rooted in ubuntu, encouraging ventures that benefited communities and built social cohesion.

The minister reaffirmed that entrepreneurship education was not a luxury, but a necessity.

Looking ahead to 2050, Gwarube warned that without urgent investment, South Africa’s youth dividend could become a burden, not a benefit.

Education deputy director-general for teacher development, Enoch Rabotapi, stressed the need for cross-sector collaboration and efficient resource coordination to integrate entrepreneurship into schooling.

“The department cannot do this alone. We need interdepartmental action and the private sector’s active role, particularly in work-integrated learning,” he said.

Rabotapi reiterated existing initiatives such as the Three-Streams Model and the General Education Certificate, noting their role in broadening learners’ post-school opportunities.

“Youth unemployment is a national emergency. If we want learners to transition successfully into society, we must teach them to innovate, not just to pass exams,” Rabotapi said.

European Union ambassador Sandra Kramer underlined the EU’s long-standing commitment to entrepreneurship education, referencing the EU’s Entrepreneurship Competence Framework and its emphasis on mindset development over simple business training.

She highlighted the March 2025 EU–South Africa Summit where a €4.7 billion investment plan was endorsed to boost key industries such as green hydrogen and pharmaceuticals that required entrepreneurial talent.

“We support entrepreneurship with what we call ‘360 support’ from mobile skill vans to small businesses financing, in partnership with multiple South African departments,” Kramer said.

She urged better use of existing Treasury funds and called for coordinated policy implementation.

“The pieces exist, we just need to align them with political will,” Kramer said.

Technical assistance team leader for the EU’s E4E programme, Andreas Schott, traced the initiative’s evolution from its 2018 inception to its current pilot projects with the Basic Education, Higher Education and Training, and Employment and Labour departments.

In Phase 2, launched in 2023, the Basic Education Department focused on institutionalising career development and entrepreneurship in schools.

Schott emphasised that interdepartmental collaboration remained critical to youth employability, especially for learners with disabilities and those from under-resourced schools.

“It’s not just about teaching skills, but about reforming the entire education-labour pipeline,” Schott concluded.

A panel discussion featuring actuary and education entrepreneur Taddy Blecher and Rabotapi reflected on the department’s entrepreneurship programme, which was launched in 2011.

Blecher described the initiative’s roots in the Human Resource Development Council’s national task team and its aim was to create an entrepreneurial mindset among all learners.

“Youth unemployment at 62% for the 18–24 age group means we need to think differently. The answer lies not in more subjects, but in more meaningful pedagogy with project-based learning, real-world problem-solving and creativity,” Blecher said.

Rabotapi acknowledged structural challenges such as overcrowded classrooms and undertrained teachers.

“Transformation isn’t just curricular, it’s systemic. We must align teacher training, infrastructure and community support to nurture entrepreneurial learners,” he said.

The first day’s discussions stressed the importance of viewing learners as confident, creative problem-solvers who were equipped to navigate and shape a rapidly changing world.

Teachers were urged to join the Project-Based Learning Programme, which positioned classrooms as hubs of innovation and social relevance.

Through ongoing policy development, capacity building and intersectoral cooperation, South Africa aims to shift from talking about change to enacting it with one learner, one school and one innovation at a time.

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has welcomed more thousands of young people who officially began their roles as education assistants and general school assistants in public schools across the province on Monday.

Hlomuka lauded the programme’s dual benefit of addressing youth unemployment while improving the learning environment in schools.

“I take this opportunity to welcome these assistants and wish them well and to remind them of the importance of the role they will play in shaping the future of our learners.

“They must take the opportunity to make a positive impact change in the school and in the lives of the learners in the same way in which their lives are being changed by this incredible programme,” Hlomuka said in a statement.

This marks the latest phase of the Basic Education Employment Initiative (BEEI), part of the national Presidential Employment Stimulus introduced in 2020 to tackle youth unemployment.

In this round, 45,658 youth between the ages of 18 and 34 have been placed in 5,752 schools, including primary, secondary, combined and learners with special education needs institutions across the province. All of them will be placed by the end of the month.

Their appointments follow a rigorous online application and school-based selection process, with all successful candidates required to provide police clearance certificates to ensure learner and staff safety.

The current phase of BEEI is aligned with the priorities of the 7th administration, with a particular focus on literacy, numeracy, science and technology.

The department has prioritised the appointment of unemployed qualified educators for roles within the programme.

These individuals are expected to bring subject knowledge and professional skills into classrooms while gaining practical experience and mentorship from full-time educators.

It said this approach would not only improve teaching and learning outcomes, but also help equip young professionals with the mentorship and practical exposure needed to advance their careers in education.

Beyond classroom support, the initiative also includes posts under the general school assistant category.

These include handypersons, who help maintain school infrastructure, and sports and enrichment assistants, who promote physical education, sport and cultural activities in schools.

Hlomuka said the programme was rooted in the constitutional principle of putting learners first.

“In giving effect to this, the department of education seeks to provide the best quality education to the learners. Therefore, priority is being given to applicants who are unemployed qualified educators,” the MEC said.

He called on the newly appointed assistants to embrace their roles with responsibility and passion.

INSIDE EDUCATION

By Lungile Ntimba

Science, Technology and Innovation Minister Blade Nzimande is in China for the second Ministerial Belt and Road Science and Technology Conference later this week.

His department said the two-day meeting would discuss various technologies.

“The conference presents South Africa with a unique opportunity to enhance cooperation with the People’s Republic China in key technology areas such as artificial intelligence, future energy, transport systems and traditional medicines,” Nzimande said.

“These technology areas are also essential for South Africa’s long-term development.”

On Sunday, he visited the Beijing University of Chinese Medicine and the Aerospace Information Research Institute of the Chinese Academy of Sciences, where he was received by the leadership of both institutions and taken on a tour of their facilities.

During the engagements, the minister reaffirmed the department’s commitment to deepening collaboration with China, particularly in the areas of indigenous knowledge systems and space science.

The conference, themed “Together for Innovation, Development for All – Jointly Building a Scientific and Technological Innovation Community for the Belt and Road”, will bring together state-level agencies, scientific academies and innovation enterprises from across the Belt and Road Initiative (BRI) countries.

These include the Association of Southeast Asian Nations and Shanghai Cooperation Organisation.

The BRI is a global infrastructure development strategy adopted by the government of China in 2013 to invest in more than 150 countries and international organisations.

As part of the visit, Nzimande is scheduled to meet China’s Science and Technology Minister Yin Hejun to review the existing STI collaboration and explore new areas of possible cooperation.

The minister will also engage with leading Chinese institutions and companies, including the Chinese Academy of Sciences, the China Association for Science and Technology, the Beijing Academy of Artificial Intelligence, the National Institute of Clean-and-Low-Carbon Energy and Huawei.

The South African delegation includes senior executives from entities within the department and the National System of Innovation. There are representatives from the National Research Foundation, the Council for Scientific and Industrial Research, the Technology Innovation Agency, the Human Sciences Research Council and the South African National Space Agency.

Also, part of the delegation is the University of the Free State specialist in Indigenous Knowledge Systems, Prof. Motlalepula Matsabisa.

“Through this visit, SA’s Ministry of Science, Technology and Innovation aims to highlight the strategic SA-China relationship in science, technology and innovation, ongoing cooperation in areas aligned with mutual development goals and encourage young scientists, researchers and entrepreneurs from South Africa to participate in global innovation networks, with a strong focus on strengthening South-to-South cooperation and advancing Africa’s science agenda,” Nzimande said.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane will be engaging Unisa on fresh allegations of financial misconduct and the suspension of senior officials.

Her department said in a statement that the minister had assured stakeholders that the department was actively monitoring the situation and remained committed to supporting Unisa in restoring stability and governance.

The university has recently come under renewed scrutiny following the suspension of Donald Ndlovu, a senior director in the asset and expenditure unit, who reportedly raised alarms over an alleged irregular expenditure of R500,000.

According to reports, Ndlovu flagged the amount spent on a Progressive Business Forum gala dinner aligned with the African National Congress. A table for 12 Unisa executives was booked adjacent to President Cyril Ramaphosa at an event held in December last year.

Unisa suspended Ndlovu on 29 April for allegedly downloading and sharing proof of payment to external parties. He has denied the charge of misconduct and is now being legally represented by AfriForum’s private prosecution unit.

AfriForum’s legal division head Gerrie Nel has described the university’s disciplinary action as a “clumsy attempt to silence whistleblowers and conceal financial malpractice”.

Nkabane did not directly reference the gala dinner allegations or individual disciplinary cases in her statement, but emphasised the critical need to uphold the integrity of public higher education institutions.

Unisa’s current troubles are not limited to Ndlovu’s case.

He is the second high-ranking official to be suspended amid ongoing investigations into the university’s financial management.

In April last year, Reshma Mathura, the acting vice-principal for finance, supply chain management and business enterprise, as well as the institution’s chief financial officer, was also suspended.

Despite several internal investigations reportedly clearing her of wrongdoing, she remains suspended more than a year later and is also being defended by AfriForum.

These suspensions are unfolding against a backdrop of broader concern about Unisa’s governance.

The university has faced consistent criticism over its financial oversight mechanisms, with growing calls for transparency and accountability.

Several stakeholders, including staff unions, student groups and civil society organisations have urged government intervention to prevent further erosion of trust in the institution.

Nkabane said that while institutions must deal decisively with governance failures, all processes must adhere to the principles of fairness and justice.

The department has not ruled out further interventions.

According to the minister, ongoing engagement with the university council and management will continue in the coming weeks to assess the situation and provide guidance.

Unisa, Africa’s largest open distance learning institution, serves over 400,000 students across South Africa and abroad.

INSIDE EDUCATION

By Levy Masiteng

Dr Danilo von Ludwiger, a recent University of Pretoria (UP) graduate, said he aims to qualify for the 2025 International Volleyball Federation (FIVB) Beach Volleyball World Championships in Australia and hopes to compete at the 2028 LA Olympics. 

This comes after he was able to master the art of balancing two demanding passions: medicine and volleyball. 

UP said that while he was earning his MBChB degree, Von Ludwiger represented South Africa in volleyball, winning titles and breaking records along the way.

After he switched from ice hockey to volleyball due to the high costs, Von Ludwiger quickly made his mark.

“Volleyball was more affordable, and I found an amazing community,” he said. 

Von Ludwiger won the University Sports South Africa (USSA) Beach Volleyball titles and represented South Africa at the International University Sports Federation (FISU) World University Games in Brazil.

According to UP his time management skills were put to the test as he juggled nine volleyball sessions a week alongside his final year of medical studies. 

“It was tough but humbling,” he said. 

“International players train full-time – I had to manage training around clinical rotations and exams.” 

Despite the challenges, Von Ludwiger thrived, and credited his early education for teaching him how to work independently.

Now as a qualified doctor, Von Ludwiger plans to complete his internship while remaining active in volleyball. 

Long-term, he is considering specialising in sports medicine or orthopaedics to combine his passions.

“Sport teaches you discipline, resilience and how to work in a team – all vital in a hospital setting. Whether you’re working with doctors, nurses or allied health professionals, being a good team player is non-negotiable,” Von Ludwiger said. 

He advised current student-athletes to live life fully and not be scared to make mistakes.

INSIDE EDUCATION

By Yana Manyukhina and Dominic Wyse

Education shouldn’t be a passive experience, with children simply absorbing the knowledge teachers pass on to them. Research shows that when children have an input into their learning – helping to decide topics to cover, or specific activities, or how they are assessed – they feel more motivated, engaged in learning and happier in school.

But when we asked children about their opportunities to make choices in their education, they were often downbeat. “I’m a child and I can’t do anything,” one seven-year-old said.

This powerful statement captures a sentiment we found repeatedly in research for our new book. We set out to understand how much agency children have in their education, and what difference it makes when they do.

Our 40-month study, funded by the Leverhulme Trust, involved in-depth research across three contrasting primary schools in England: an independent (fee-paying) school, a community state school and an academy state school.

Academy schools operate independently from local council control with greater curriculum flexibility, while community schools are run directly by local authorities. We spoke with children, observed lessons and interviewed teachers and headteachers.

The findings were clear: when children have meaningful input into their learning, their motivation soars. But too often, particularly in core subjects such as English and mathematics, children feel like passive recipients rather than active participants in their education. “We don’t decide, we just do what we’re told to do,” one child said.

Children across all three schools consistently expressed a desire for more choice in their education.

When asked whether they had opportunities to make choices in their learning, one child at the independent school stated: “We don’t really get to choose what we do in the lessons.” This sentiment was echoed in the community state school, where children had no expectation that they could have input into the curriculum.

They also distinguished between “work” (subjects such as English and mathematics) and “fun” (creative subjects such as art). They described how they enjoyed the latter while the former were subjects they simply “had to do”.

Most revealing was the contrasting experience in the academy school, which had developed a distinctive approach to curriculum design involving direct pupil input. Here, children reported significantly higher levels of engagement. “I really enjoy school, and I really enjoy being able to pick what we do,” one child told us.

These voices highlight a crucial point: children don’t expect complete freedom, but they do want meaningful opportunities to influence their experience of school.

The power of structured freedom

Our research led to the development of what we call “structured freedom” – a balanced approach that maintains necessary educational structures while creating space for children’s agency. This isn’t about abandoning standards or letting children do whatever they want. Instead, it’s about giving children opportunities for meaningful choice within clear frameworks.

The academy school in our study demonstrated this approach most clearly. The starting point for each year’s curriculum was children helping to shape curriculum topics. They brought in items of interest, ranging from Coca-Cola bottles to pieces of rock. The teachers then connected these objects to required curriculum content through conversations with the children.

The school maintained clear classroom structures but provided choices about learning activities and assessment methods. Children could select which skills to work on during lessons – whether knowledge-building, research or collaboration – and at what difficulty level. They also documented their learning journey creatively in topic books using photos, pictures, drawings, diagrams or stories.

This balanced approach paid dividends. Teachers reported higher engagement among children, and genuine enthusiasm for learning across subjects.

England’s national curriculum has a heavy focus on content – the topics to be taught – and limited attention to children’s agency. However, the national curriculum is under review. This provides a rare opportunity to place children’s agency at the heart of educational reform – not at the expense of standards, but as an essential component of achieving them.

Our findings also suggest several important considerations for parents. Children who experience agency in their learning show greater motivation, engagement and more positive attitudes toward education.

With rising concerns about children’s mental health and increasing school absenteeism, supporting agency offers a practical way to reconnect children with learning. Parents might consider asking schools about opportunities for children’s input into curriculum topics, teaching approaches and assessment methods.

The schools in our study often struggled to enable children’s agency, but they also showed possibilities for the next national curriculum. Listening to children’s voices isn’t only about rights. It’s about creating more effective learning experiences that prepare children for an uncertain future.

Yana Manyukhina is a Senior Researcher at the Helen Hamlyn Centre for Pedagogy, UCL, and Dominic Wyse is a Professor of Early Childhood and Primary Education, UCL.

The Conversation