By Prof. Khehla Ndlovu

A year into South Africa’s national government of unity (GNU), the country’s young people remain trapped at the precipice of despair.

The promise of job opportunities and pathways for entrepreneurship continues to diminish, especially in a world increasingly led by a youthful population whose inventive thinking often conflicts with the traditional methods of those in power. This disconnection is not merely an abstract idea; it is a tangible reality for millions, showing as a deep sense of exclusion and a suppression of potential.

The grim reality of South Africa’s youth unemployment crisis is stark and well-documented. Statistics SA’s Quarterly Labour Force Survey for the first quarter of this year paints a sobering picture: young people aged 15-24 face a staggering unemployment rate of 62.4%, while those aged 25-34 contend with 40.4%. These are not just numbers; they represent a generation sidelined, their energy and creativity unharnessed.

With 20 million South Africans aged between 15 and 34, this demographic forms the largest segment of our population. This demographic dividend, a potential driver of economic growth and social progress, is instead becoming a source of national concern. This alarming reality requires urgent and decisive action, moving beyond mere discussion to implement tangible and impactful measures across all sectors of society.

Our collective response must begin at home, extend through our communities, reshape our educational institutions, and energise our civil, public, and private sectors. The goal should be to nurture an active, future-oriented population, equipped to become tomorrow’s leaders and innovators. Importantly, this quest for solutions must fully harness the transformative potential of technology.

The rapid rise of generative artificial intelligence (AI), for example, should not be viewed with concern but as a significant opportunity. It prompts us to reconsider how we can utilise this technology to empower young people, unlock entrepreneurial talent and boost economic development. It is time to move past the negativity rooted in a failure to recognise opportunities and instead embrace the immense potential within this digital frontier.

At the Vaal University of Technology (VUT), strategically located in one of Gauteng’s most influential industrial regions, we have long recognised this necessity. Our commitment goes beyond traditional academic teaching to proactive engagement with the digital future. Through initiatives like our Strategy 2033+, we focus on attracting and nurturing students with exceptional talent and potential, equipping them with the digital skills essential for a rapidly changing job market.

Our recent community service project, where our Faculty of Applied and Computer Sciences assisted Suncrest High School’s 2025 Grade 12 students with online applications, showcases our commitment to closing the digital gap and promoting a culture of access and opportunity from the grassroots.

The Gauteng government’s commendable focus on the township economy has achieved significant progress in supporting existing businesses. Nonetheless, our efforts must also shift towards empowering young people in these communities who aspire to start their own ventures, developing solutions and products tailored to local needs.

This requires a concerted effort from all stakeholders, particularly financial institutions. They must explore innovative, concessional financing models that recognise the unique challenges and vast potential of youth-led township enterprises. We cannot continue to champion the township economy while failing to equip its most dynamic segment – our youth – with the necessary skills and financial lifelines.

This year’s Unesco theme, “Youth empowerment through AI and digital skills”, resonates profoundly with South Africa’s challenges and aspirations. As a global community, we are collectively seeking solutions that improve young people’s skills for both employment and entrepreneurship. Unesco and other UN agencies have consistently supported the progress of the Sustainable Development Goals (SDGs). To truly accomplish these goals, we must put our solutions at the centre of the ingenuity and motivation of our young people, recognising them not merely as beneficiaries but as co-creators of our future.

Furthermore, the latest World Economic Forum’s World of Work report underscores that “technological change, geoeconomic fragmentation, economic uncertainty, demographic shifts and the green transition – individually and in combination – are among the major drivers expected to shape and transform the global labour market by 2030”.

While these are global forces, South Africa has a unique opportunity to lead in adapting and innovating. We can and must surpass the mediocre leadership that has often characterised our response to the challenges faced by our young people. This moment calls for visionary, agile and collaborative leadership that recognises the urgency of digital transformation.

At VUT, our concern about the high rate of youth unemployment runs deep. However, concern alone is not enough. We are committed to rolling up our sleeves and taking action that goes beyond mere talk. This commitment is reflected in concrete steps that clearly show our determination to make a difference.

Skills development, especially in digital and AI skills, provides a strong pathway to solutions. Learning institutions are no longer static brick-and-mortar places; they are active partners in national growth, evolving to effectively address today’s complex challenges and to produce graduates capable of leading in the digital era. This demands closer collaboration between academia, industry and government to jointly create curricula, support innovation hubs and enable smooth transitions from education to employment or entrepreneurship.

The path ahead will be challenging. It demands courage, ingenuity, and most importantly, readiness to listen to young people’s voices. They are not just the recipients of change; they must be its architects. If we are truly committed to building a future that works for everyone, we must invest in the blueprints that centre on youth, giving them the tools, networks and confidence to shape their own futures. The time for action is now.

Professor Ndlovu is the Vice-Chancellor of the Vaal University of Technology (VUT)

INSIDE EDUCATION

By Thapelo Molefe

The Western Cape education department has come out strongly in defence of its implementation of the Basic Education Laws Amendment (Bela) Act, particularly around compulsory Grade R, teacher qualifications, language policies and school governance. 

The department recently responded to questions in the Portfolio Committee on Basic Education.

Western Cape education MEC David Maynier began the session by clarifying the province’s stance on school governing bodies (SGBs).

“Our approach is certainly not to undermine school governing bodies, but to the extent that we can, to support school governing bodies to fulfil their functions,” Maynier said. 

Education head Brent Walters addressed the issue of Grade R teacher qualifications. He said the province had been promoting Grade R since 2003, but the sector was long hamstrung by the national decision not to make it compulsory earlier.

“Training institutions would not have churned out Grade R teachers… because Grade R wasn’t compulsory,” Walters said. 

He added that this resulted in a shortage of qualified personnel and a mix of qualified, underqualified, and unqualified teachers working in Grade R classrooms across the country.

The department conducted a comprehensive assessment of its Grade R workforce and was the first province to categorise educators into three groups – qualified, underqualified and unqualified. 

Walters confirmed that engagements with tertiary institutions were underway to enable conversion courses for underqualified teachers.

Department deputy director-general Alan Meyer clarified that the 1323 Grade R teachers requesting an upgrade were underqualified, and not unqualified. 

Most possess NQF Level 5 qualifications from TVET colleges, and the department is exploring bridging programmes into Bachelor of Education degrees.

“We want to support that 1323 to become fully qualified in terms of REVQ14… and be paid as a teacher within the system,” Meyer said.

However, he said 93 teachers expressed no interest in upgrading their qualifications, often citing age or lack of basic qualifications such as matric. 

A further 301 teachers did not respond to the department’s survey and officials have been tasked with following up.

Meyer also addressed concerns about classroom sizes.

“We do not have learners more than one to 35 in a Grade R classroom,” he stated. 

He invited evidence from anyone claiming that some classes exceeded 50 to 60 learners, assuring that the department had checked its systems and found no such cases.

The department recently issued Circular 001 of 2025, increasing the learner-teacher ratio in Grade R to a maximum of 1:35, a move aimed at absorbing more learners amid high demand.

In terms of infrastructure, every new primary school now includes dedicated Grade R classrooms as a standard feature. One such example is the newly built Blue Ridge Primary in Kraaifontein, which has four fully equipped Grade R classrooms were already in use.

Meyer said the department prided itself on its subsidy payment system, which ensured that Grade R teachers and Early Childhood Development (ECD) centres were paid timeously through the SEMA platform.

“We have built a system around that… so the ECD centre doesn’t sit without money waiting for us to pay them,” Meyer said.

The department has trained 800 Grade R teachers this year, 400 during the March holidays and another 400 in June. It plans to train another 400 in early 2026.

The WCED has conducted more than 5200 stakeholder engagements as part of its Bela mediation programme, including sessions with district officials, principals, SGB members and senior management teams.

“Training covered legal compliance, uniformity in governance, admissions… school rationalisation and the impact of Grade R,” said Walters, adding that every school was invited to participate, with sessions scheduled from the morning until evening.

“No, of course it’s not [enough], and we’re not satisfied with it,” Meyer acknowledged, referring to the 5200 participants.

He noted that the department extended the deadline to 31 July to catch more SGBs and parents who missed earlier sessions.

The department’s implementation plan focuses on ensuring compliance with Bela’s amended provisions, standardising school governance and admissions, strengthening institutional governance and implementing digital attendance tracking systems. 

These include a smartphone app that enables teachers to log absenteeism and flags late submissions using colour codes for district oversight.

The department reaffirmed that all schools must submit admissions and language policies to its digital system, which allows for district-level oversight. 

Meyer said circulars were issued to schools annually, outlawing practices such as requesting financial statements or deposits from parents particularly at no-fee schools as these are illegal.

He said efforts were ongoing to bring all school policies into alignment with Bela’s Section 5 (admissions) and Section 6 (language), including work with circuit managers and school management to review and refine outdated policies.

Meyer also noted significant challenges in securing lecturers to train future teachers in Afrikaans and mathematics, leading to concerns over future shortages in these subjects.

Meyer revealed that the department was developing an automated homeschooling application system. This would allow officials to assess curricula, verify parental qualifications and conduct site visits to ensure learning spaces are adequate.

On learner placement, Walters assured the committee that there are no unplaced learners for the current academic year. 

“We place the learners who presented,” he said. 

For the upcoming 2026 admissions cycle, policies will be finalised to reflect Bela requirements.

Meyer confirmed that no schools have been closed in the past four years, except one rural facility affected by access issues on private land. Learners were relocated nearby.

While the department maintained that significant strides had been made after members of the committee expressed concerns around equity, quality assurance, and systemic disparities.

Some raised questions about the readiness of infrastructure in rural schools, the continued use of underqualified teachers and the exclusionary practices in some historically privileged schools, particularly around language policy and admissions criteria. 

There were also worries about whether digitisation efforts like the attendance tracking system were delivering measurable outcomes or masking deeper access challenges.

The committee also questioned the department’s pace and inclusivity in its training rollout, saying that the Bela Act’s transformative intentions must reflect in both policy and practice, especially for marginalised communities.

The department said it remained committed to improving access, quality and compliance in education across the province, especially amid increased demand and systemic reform. 

“We want to work within [Bela’s] framework, but of course we are reliant on the regulations being finalised at DBE level,” Meyer said.

INSIDE EDUCATION

By Oluwafemi Adeboand Nicole Cunningham

Would you eat food that was printed by a machine? 3D printed food is built up by equipment (a 3D food printer), layer after layer, using edible pastes, dough and food slurries in three-dimensional forms. These machines use digital models to produce precise, often personalised food items. Most 3D printed foods are made from nutrient-dense sources (plant and animal), which means they can offer health benefits.

The global market for 3D printed food is growing. It’s been estimated as worth US$437 million in 2024 and projected to reach US$7.1 billion in 2034. But the concept is still emerging in Africa.

Food science and technology researcher Oluwafemi Ayodeji Adebo and marketing academic Nicole Cunningham share what they learnt from a survey about South African consumers’ feelings on the subject.

How is food 3D printed and why?

In 3D food printing, edible food materials are formulated into printable materials (food ink). These inks can be made from pureed vegetables, doughs, or nutrient-rich mixes. The food ink is loaded into a 3D printer and extruded in layers until the selected shape is complete.

After printing, some products are ready to eat, while others need further processing such as baking or freeze-drying. The most common method is extrusion-based printing, valued for its simplicity and versatility.

The technique enables the customisation of food. Meals can be highly personalised in texture, appearance and nutritional content.

It can also transform food waste into food products. For example it can turn imperfect broccoli and carrots into healthy snacks and make noodles from potato peels.

It’s also useful in texture-modified diets for people with swallowing difficulties (dysphagia), especially the elderly. The products available for these patients tend to be bland and unappealing meals such as mashed potato, pumpkin and soft porridge. 3D food printing can produce nutritionally dense meals that are easier to eat and more appetising.

Food ink can combine various sources with different nutrients to boost the health benefits. Not having to process the product with heat can also result in higher nutritional content.

In South Africa, what sorts of foods might be 3D printed?

Virtually any edible material could be transformed into food inks, although some might require additives to make them printable. The abundance of nutrient-dense and health-promoting food crops in South Africa presents an excellent opportunity for 3D food printing to create novel food.

Sorghum, cowpea and quinoa have been used to make 3D printed biscuits, for example. They are more nutritious than wheat and don’t contain gluten.

Research at the Centre for Innovative Food Research at the University of Johannesburg has already demonstrated the feasibility of obtaining 3D printed products from different sources (for example whole-grain sourdough and malt biscuits, biscuits from wholegrain and multigrain flours and nutritious and appetising meals for dysphagia patients).

3D food printing is still in its infancy in South Africa, compared to developed countries such as China, Japan, the US and some European countries. The best-known companies that have adopted this technology include BluRhapsody, based in Italy, which makes 3D-printed pasta, and Open Meals based in Japan, which specialises in personalised sushi.

We carried out a study to understand South African consumers’ attitudes toward 3D-printed foods. Although the technology is not yet in wide use, we found some consumers were fairly knowledgeable about these foods and the associated benefits. These findings lay the foundation for business opportunities to commercialise and market 3D printed products in the region.

Who did you ask about it in your study?

The study surveyed South African consumers aged 18-65 who were familiar with the concept of 3D-printed food. We collected 355 responses, mostly females aged 24 to 44. They provided information and opinions on several aspects, including:

their awareness of 3D-printed food

their familiarity with 3D-printed food

their food neophobia (fear of new foods)

the convenience that 3D-printed food offers

their perspective on their health needs

the perceived benefits that 3D-printed food offers

attitudes towards 3D-printed food.

What did they say?

Positive attitudes were strongest among those who recognised the convenience and health-related benefits of this new technology. The potential to reduce waste, customise nutrition, and simplify meal preparation stood out as key motivators.

Interestingly, food familiarity didn’t play a significant role in people’s responses. This means they aren’t necessarily clinging to traditional or childhood meals when forming attitudes about 3D-printed food.

In short, novelty alone isn’t a deal-breaker, it’s more about perceived safety, usefulness, and understanding the benefits.

What does this tell us?

The findings highlight the crucial role of consumer education and awareness in shaping attitudes toward 3D-printed food. While unfamiliarity with the technology can create some hesitation, the research shows that consumers are not necessarily resistant to innovation. They just need to understand it better and be educated about the benefits it offers.

If food manufacturers and marketers invest in increasing public knowledge and offering hands-on experiences such as tastings, demonstrations, or transparent production processes, then consumer attitudes could shift positively.

This approach has shown promise in other markets. For example, educational campaigns in Europe and the US around lab-grown meat and plant-based proteins have improved public perception over time.

Marketers should talk about safety, health and sustainability, and demystify the technology through clear, engaging messaging. In countries where such strategies have been used, consumers have shown increased willingness to try novel food technologies. This is significant because of predicted growth in the industry.

If South African consumers see 3D-printed food more positively, this innovation could unlock opportunities to enhance food security, address malnutrition, and support personalised dietary solutions.

Oluwafemi Adebo is a Professor of Food Technology and Director of the Centre for Innovative Food Research, University of Johannesburg and Nicole Cunningham is an Associate Professor, University of Johannesburg.

The Conversation

By Johan Ferreira

Statistics professor Johan Ferreira was feeling overwhelmed by the amount of “screen time” involved in online learning in 2021. He imagined students must be feeling the same way, and wondered what he could do to inspire them and make his subject matter more appealing.

One of the topics in statistics is time series analysis: statistical methods to understand trend behaviour in data which is measured over time. There are lots of examples in daily life, from rainfall records to changes in commodity prices, import or exports, or temperature.

Ferreira asked his students to write a short, fictional “bedtime” story using “characters” from time series analysis. The results were collected into a book that is freely available. He tells us more about it.

Why use storytelling to learn about statistics?

I’m fortunate to be something of a creative myself, being a professional oboe player with the Johannesburg Philharmonic Orchestra. It’s a valuable outlet for self-expression. I reflected on what other activity could inspire creativity without compromising the essence of statistical thinking that was required in this particular course I was teaching.

I invited my third-year science and commerce students at the University of Pretoria to take part in a voluntary storytelling exercise, using key concepts in time series analysis as characters. Students got some guidelines but were free to be creative. My colleague and co-editor, Dr Seite Makgai, and I then read, commented on and edited the stories and put them together into an anthology.

Students gave their consent that their stories could be used for research purposes and might be published. Out of a class of over 200 students, over 30 contributions were received; 23 students permitted their work to be included in this volume.

We curated submissions into two sections (Part I: Fables and Fairy Tales and Part II: Fantasy and Sci-Fi) based on the general style and gist of the work.

The project aimed to develop a new teaching resource, inspire students to take ownership of their learning in a creative way, and support them through informal, project-based peer learning.

This collection is written by students, for students. They used personal and cultural contexts relevant to their background and environment to create content that has a solid background in their direct academic interests. And the stories are available without a paywall!

What are some of the characters and stories?

Student Lebogang Malebati wrote Stationaryville and the Two Brothers, a tale about AR(1) and AR(2). In statistics, AR refers to processes in which numerical values are based on past values. The brothers “were both born with special powers, powers that could make them stationary…” and could trick an evil wizard.

David Dodkins wrote Zt and the Shadow-spawn. In this story, Zt (common notation in time series analysis) has a magic amulet that reveals his character growth through a sequence of models and shows the hero’s victory in the face of adversity. He is a function of those that came before him (through an AR process).

Then there’s Nelis Daniels’ story about a shepherd plagued by a wolf called Arma (autoregressive moving average) which kept making sheep disappear.

And Dikelede Rose Motseleng’s modern fable about the love-hate relationship between AR(1) (“more of a linear guy” with a bad habit of predicting the future based on the past) and MA(1), “the type of girl who would always provide you with stationarity (stability).”

What was the impact of the project?

It was a deeply enriching experience for us to see how students see statistics in a context beyond that of the classroom, especially in cases where students reformulated their stories within their own cultural identities or niche interests.

Three particular main impacts stand out for us:

students have a new additional reference and learning resource for the course content

new students can refer to the experiences and contextualisation of this content of former students, leading to informal peer learning

students engage in a cognitive skill (higher-order and creative thinking) that is not frequently considered and included in this field and at this level.

In 2024, shortly after the book was published, we asked students in the time series analysis course of that year to read any one of four stories (related to concepts that were already covered in the course material at that point in time). We asked them to complete a short and informal survey to gauge their experience and insights regarding the potential of this book as a learning resource for them.

The 53 responses we got indicated that most students saw the book as a useful contribution to their learning experience in time series analysis.

One positive comment from a student was:

I will always remember that the Random Walk is indeed not stationary but White Noise is. I already knew it, but now I won’t forget it.

Will you build on this in future?

It is definitely valuable to consider similar projects in other branches of statistics, but also, in other disciplines entirely, to develop content by students, for students.

At this stage, we’re having the stories and book translated into languages beyond English. In large classes that are essential to data science (such as statistics and mathematics), many different home languages may be spoken. Students often have to learn in their second, third, or even fourth language. So, this project is proving valuable in making advanced statistical concepts tactile and “at home” via translations.

Our publisher recently let us know that the Setswana translation is complete, with the Sepedi and Afrikaans translations following soon. To our knowledge, it’ll be the first such project not only in the discipline of statistics, but in four of the official languages in South Africa.

Johan Ferreira is a Professor, University of the Witwatersrand.

The Conversation

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed national and provincial efforts of facilitating a new phase in the country’s drive to ensure that every South African child receives quality education from the earliest years.

Joined by Northern Cape education MEC Abraham Vosloo, Gwarube visited key education sites in Galeshewe and Platfontein, concluding with a large-scale Early Childhood Development (ECD) registration drive aimed at improving access to quality early learning.

“When our children thrive, families are strengthened, communities prosper and the nation as a whole becomes stronger. I want you to go back to your communities and encourage every ECD centre to register with the department,” the minister said.

Gwarube undertook a comprehensive community outreach visit to the Northern Cape as part of her national campaign to strengthen foundational learning and advance her department’s five strategic sector priorities.

The visit began at Thabane High School in Galeshewe, a Quintile 2 institution that has transformed itself into one of the top-performing schools in the province.

The school recorded a 94.59% matric pass rate in 2024 and now aims to achieve a 100% pass rate for the Class of 2025.

School principal Mthetho Mapula presented a report on the school’s turnaround strategy, highlighting targeted tutoring, community support and nutritional interventions as key contributors to the school’s success.

Addressing the matric class during assembly, Vosloo encouraged learners to maintain their focus and take pride in the high expectations placed on them.

“We believe in you and we are rooting for you to make history,” he said.

Gwarube followed with a motivational message, telling learners that achieving required preparation.

“A dream without a plan is just a fantasy. With hard work, that dream becomes your reality,” she said.

Gwarube toured the school’s kitchen under the National School Nutrition Programme and inspected digital learning infrastructure in its ICT centre.

The minister then travelled to the !Xankwesa ECD Centre in Platfontein, which was recently completed to serve over 400 children from the San communities of !Xun and Khwe.

Built through a partnership between the provincial education department and corporate donor Palms for Life, the centre replaced two facilities that were previously vandalized.

It now offers early education in the children’s mother tongue.

“This is an example of what can happen when communities and government unite. Language is key to comprehension, and mother-tongue education is crucial to building strong literacy foundations,” Gwarube said.

The minister emphasised that investment in ECD infrastructure was one of the pillars of her five strategic priorities, particularly in historically marginalised communities.

Vosloo echoed her sentiments, noting that “initiatives like !Xankwesa change the trajectory of entire communities”.

The delegation then proceeded to Kimberley Academy for a stakeholder engagement session with the Quality Learning and Teaching Campaign Provincial Steering Committee.

In her address, Gwarube outlined the department’s five priorities including ECD; literacy and numeracy; inclusion and special needs; teacher development and school leadership; and safe and dignified learning environments.

“Eight out of 10 Grade 4 learners cannot read for meaning in any language. We must treat this as a national emergency,” the minister reiterated.

She called for intensified mother-tongue based bilingual education, more inclusive classrooms and stronger district support systems to drive learner achievement.

The visit concluded with the launch of the Bana Pele ECD Registration Clinic, a mass campaign aimed at accelerating the registration of ECD centres nationwide.

Addressing hundreds of ECD practitioners, the minister encouraged informal childcare providers, including day mothers and creche operators, to formalise their programmes.

The Bana Pele initiative, launched earlier this year, is designed to fulfil South Africa’s goal of ensuring universal access to quality early learning for children aged 3 to 5 by 2030.

The roadmap includes efforts to increase the ECD subsidy from R17 to R24 per child per day, establish a national ECD Outcomes Fund and implement digital tracking systems such as the eCARES platform to simplify registration and data management.

Gwarube reiterated that ECD was both an educational and economic lever.

“The ECD sector already employs over 200,000 people, mostly women. If we reach our 2030 targets, we could double that. That’s real economic empowerment,” Gwarube said.

The minister hailed the event as a powerful demonstration of the government’s renewed commitment to early learning and grassroots transformation.

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has firmly denied allegations of political interference and personal enrichment linked to a R2.9 billion National School Nutrition Programme (NSNP) tender.

He is facing mounting pressure from opposition parties, service providers and civil society for his immediate resignation and a full-scale investigation.

Responding to claims made by the NSNP Service Providers Association and opposition politicians, Hlomuka acknowledged past ties to a company allegedly implicated in the current tender awards but said he had divested years before taking office.

“In 2015, when I was not in government, I registered a company. However, I’m no longer part of that company and I’m not aware of its activities. If it has received any tenders, that information will come out in the investigation,” Hlomuka admitted.

In an interview with Newzroom Afrika, Hlomuka addressed a growing storm surrounding his alleged ties to the company, his role in the procurement process, and broader accusations of corruption plaguing the provincial education department.

The MEC emphasised that as the political head of the department, he had no involvement in the supply chain management process and had never sat on a tender adjudication panel.

He called for aggrieved parties to lodge formal appeals with the provincial Treasury, which was overseeing the current appeal stage of the procurement process.

“I’ve engaged the MEC for finance and the premier. If there are irregularities, the law must take its course. No one is above accountability,” Hlomuka said.

Despite his denials, political pressure is intensifying.

The uMkhonto weSizwe Party (MKP) is demanding that Hlomuka resigns or face formal removal proceedings.

The party has also called for a presidential proclamation to mandate the Special Investigating Unit to probe the matter, and has appealed to the Auditor-General, Public Protector and Hawks to launch parallel investigations.

“This is a feeding scheme hijacked for political gain. This is not governance, it is exploitation of hungry children.” spokesperson Nhlamulo Ndhlela said.

The Democratic Alliance has welcomed the Treasury’s preliminary intervention and called on Basic Education Minister Siviwe Gwarube to transfer all future NSNP funding responsibilities from the education department to the provincial Treasury.

“If the allegations prove true, MEC Hlomuka must be removed immediately. Corruption cannot be tolerated, especially when it affects hungry children,” DA KZN education spokesperson Sakhile Mngadi said.

The DA has also submitted a formal request to the Standing Committee on Public Accounts (Scopa) for an urgent investigation and subpoena of all procurement documents related to the NSNP tenders.

At the heart of the scandal is a detailed complaint from the NSNP Service Providers Association, which claims to have obtained “concrete evidence” of tender rigging.

According to association spokesperson Thabang Mncwabe, supply chain procedures were allegedly deliberately undermined, with whistleblowers and legitimate bidders sidelined.

KwaZulu-Natal finance MEC Francois Rodgers has confirmed that while no formal complaint had yet been submitted, his office is open to investigating any evidence brought forward.

“It is my responsibility to ensure fiscal discipline. Allegations of tender fraud deeply concern me. Anyone with evidence must approach my office so we can probe further,” Rodgers said.

When asked about the MKP’s demand for his resignation, Hlomuka was defiant but restrained.

“I was appointed by the premier. If there’s a need for me to resign, I’ll wait for guidance from the one who appointed me. I have not appointed myself,” he said.

With Treasury open to probing the matter, Scopa expected to intervene and growing calls for a national-level investigation, the future of KwaZulu-Natal’s school nutrition programme and Hlomuka’s political career hangs in the balance.

INSIDE EDUCATION

By Lungile Ntimba

The University of Johannesburg’s (UJ) two top women’s football players, Adrielle Mibe and Ayesha Moosa, have secured international club deals in the United States and Spain.

According to the university, both players have been key contributors to the success of the institution Women’s Football Team in the Hollywoodbets Super League and national tournaments.

Nthabeleng “Dunga” Modiko, who is a head coach of the UJ women’s football team, said the club was pleased with Mibe, who had been part of the university’s football structures from a young age. 

“We are very proud as a club and as a coach to see her go to the United States to further her education and play football. As her coach, I wish her all the best; let her fly her country’s flag proudly,” she said in a statement.

Commenting on Moosa’s departure, Modiko said the team was not only losing a talented footballer, but also someone who had significantly impacted the national league. 

“Ayesha is a highly skilled technical player who is humble in how she conducts herself. She’s our pride and our alumnus who has played the best football in the UJ colours. Congratulations to her on this move to Spain; make us proud! We will be watching you, hoping to see you in the Champions League,” she said.

UJ sports spokesperson Collen Maepa confirmed that Mibe would be joining the University of Arizona, where she would compete in the National Collegiate Athletic Association (NCAA) League while pursuing a degree in Social and Behavioral Sciences. 

He noted that Mibe had already achieved significant milestones in her career, including representing Banyana Banyana while still in high school.

Most recently, she was part of the Banyana Banyana squad for the 2025 Women’s Africa Cup of Nations in Morocco, but had to withdraw early due to her upcoming move to the US and adjustments to the squad by coach Desiree Ellis.

In an interview with UJ Sport, Mibe expressed gratitude to the institution’s football club, coaches, teammates and her family for their unwavering support throughout her football journey.

“I’m going there to learn and grow and also showcase my talent on a global stage,” she told UJ Sport. 

“This opportunity will give me the ability to develop further as a player; I am ready to embrace the change and all the good things that will come out of it.” 

Meanwhile, Moosa, who is a a recent Sport Science graduate, is set to join CD Argual in La Palma in Spain, for a season-long stint. 

Maepa said Moosa had been a central figure in the university’s football achievements, including the 2022 Varsity Football title and the USSA 2024 title. 

He added that Moosa made her national team debut during the 2023 Women’s COSAFA Cup in Gqeberha, solidifying her credentials as a rising football star.

“Football is a universal language, settling down will not be such a challenge,” said Moosa.

“I am looking forward to exploring life abroad and helping my team win trophies.”

According to Maepa, both players believe their overseas experiences would be crucial for their development, allowing them to hone their skills and contribute significantly to future national team endeavors on the global stage.

INSIDE EDUCATION

By Lungile Ntimba

The National School of Government (NSG) has signed a Memorandum of Understanding with the Technical and Vocational Education Training Colleges Governors’ Council to strengthen the capacity and governance of TVET sectors.

This strategic partnership brings together the expertise of both institutions in training, research, advisory services and professional development to empower college councils with the necessary skills and competencies to contribute meaningfully to national development.

“Both parties are committed to identifying joint initiatives and projects that create shared value, particularly as it pertains to the training of college councils on leadership, governance, ethics and other areas of mutual interest,” NSG spokesperson Dikeledi Mokgokolo said.

The partnership would focus on the development and implementation of project-specific ventures to ensure alignment with agreed objectives.

Key areas of co-operation include ensuring strategic alignment of initiatives with the goals of the TVET college sector and enhancing the overall performance of institutions through collaboration with NSG’s diverse service offerings.

Furthermore, Mokgokolo highlighted the importance of ethical leadership and value-driven support within the TVET framework, saying that the partnership would involve engagement with industry partners, government agencies and other stakeholders to advance the initiative.

The agreement would also involve hosting workshops, seminars and coaching programmes tailored to meet the evolving needs of the intended audience.

It would enable the mobilisation of resources and support from external partners, donors and stakeholders, contributing towards enhancing the capacity and performance of TVET colleges and increasing investment in the sector.

“The NSG is looking forward to working closely with the TVETCGC and other stakeholders to deliver on this shared vision and contribute meaningfully to building a capable, ethical and developmental state,” the NSG principal Prof. Busani Ngcaweni said in statement.

“We aim to ensure that public servants, educators and administrators in TVET colleges are equipped with the skills, tools and ethical leadership required to transform the post-school sector.”

TVETCGC secretary-general Sanele Zondi agreed that the partnership was a step in the right direction.

He said it would enable the development of tailored training modules for council members in areas such as ethics, governance, leadership, budgeting and oversight.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Portfolio Committee on Higher Education and Training has concluded that no independent panel ever formally existed to oversee the appointment of Sector Education and Training Authority (SETA) board chairpersons, despite repeated claims by now-dismissed minister Nobuhle Nkabane.

The committee, undeterred by this week’s sudden Cabinet reshuffle, has resolved to continue investigating what it now views as a deeply flawed, politically influenced process.

“This matter could have been easily avoided, but we are here because systems meant to ensure transparency and legality were ignored. The reality is that there was never a panel in effect,” committee chairperson Tebogo Letsie said.

The committee’s decision to press ahead follows President Cyril Ramaphosa’s removal of Nkabane on Monday, replacing her with former deputy minister Buti Manamela.

While some ANC and Patriotic Alliance’s Ashley Sauls argued that the inquiry should end with the minister’s dismissal, others most vocally from the Democratic Alliance, Inkatha Freedom Party, Economic Freedom Fighters and uMkhonto weSizwe, insisted the process had revealed serious governance lapses that must still be accounted for.

The department’s deputy director-general for corporate services, Rhulani Ngwenya, who was appointed secretary of the so-called panel, admitted she had never convened a meeting, set an agenda, or recorded minutes.

“I was neither compensated nor remunerated against my appointment as a secretariat. I wish to clarify that all communications with Advocate Terry Motau SC was undertaken as part of my secretarial support services to the nomination panel,” she said.

Chief of staff Nelisiwe Semane clarified that although her name appeared on the list of panel members for the selection of SETA board chairpersons, she did not participate in that process.

In a letter dated 19 June, Semane stated her involvement was limited to the recommendation of SETA accounting authorities.

She attributed the confusion to Nkabane’s submission of an all-inclusive panel list that failed to distinguish between the two roles, confirming that she received no additional remuneration for her involvement.

Ministerial advisor Asisipho Solani, now unemployed following Nkabane’s axing, denied accusations that he had orchestrated the appointment process on his own.

While he confirmed helping facilitate a meeting between Advocate Motau and a legal acquaintance, Luvo Makasi, who held no formal role in the department, he insisted there was no misconduct.

MPs, however, expressed deep concern that external individuals were engaged in a government process without legal consultation, calling it “a serious violation of procedure”.

Director-General Nkosinathi Sishi came under intense scrutiny for his lack of oversight.

While he maintained he had no involvement in the appointments and only saw the final list at the same time as the public, MPs challenged his claims.

Sishi admitted the process had been flawed and called for future panels to be codified in legislation.

“We must write it into law… that such a panel is established,” he said.

However, he deflected responsibility for the debacle, insisting he was legally barred from appointing chairpersons himself.

The committee also condemned what they called a growing “culture of retaliation” against whistleblowers in the sector, warning the department against punishing staff who had testified.

Despite legal advice cautioning that it would be inappropriate to proceed without offering Nkabane the right to reply, the committee continued with finalising its oversight.

Members resolved to draft a preliminary report with findings and recommendations, including potential disciplinary steps against departmental officials and a legislative review of the Skills Development Act and Higher Education Act.

INSIDE EDUCATION

By Lungile Ntimba

In an effort to make schools safer, KwaZulu-Natal police and Basic Education Department officials made unannounced visits to three schools in Inanada where they found cigarettes and dagga.

The visits form part of the Safe Schools Protocol, which is a joint initiative between the department and the South African Police Service. It was signed last month and seeks to address social challenges such as bullying, gangsterism, substance abuse, crime and gender-based violence in schools across the country.

The schools that were visited were Ikusasalentsha Secondary School, Newtown Combined School and Inanda Comprehensive School.

The area has been identified by the department as a high-risk area for violent crime.

Department spokesperson Elijah Mhlanga confirmed on Tuesday that police engaged with learners on safety awareness and conducted searches during the visits.

“This protocol is not just a document; it’s a commitment to action. It establishes clear lines of coordination between education and law enforcement sectors to protect learners and educators alike,” Mhlanga said in a post on X.

The department’s school safety director Sifiso Ngobese emphasised the department’s commitment to restoring discipline and dignity in schools. 

He described the protocol as a vital tool in the broader effort to create an environment where education could thrive.

INSIDE EDUCATION