By Robin Pickering

Public battles over what schools can teach about sex, identity and relationships, often framed around “parental rights,” have become more intense in recent years.

Behind the loud debate lies a quiet contradiction. Many parents who say sex education should be taught only at home don’t actually provide it there, either.

As a scholar of sex education, I found that parents strongly opposed to comprehensive sex education in schools were the least likely to discuss health-promoting concepts such as consent, contraception, gender identity and healthy relationships. I discuss similar themes in my book, “A Modern Approach to the Birds and the Bees.”

Comprehensive sex education delays sexual activity, increases contraceptive use and reduces teen pregnancy and sexually transmitted infection rates. It has a complex history, but has long received bipartisan support.

In recent years, however, old debates over sex education and funding have taken a sharper turn.

In June 2025, the Trump administration ordered California to remove gender-identity materials from sex education lessons or risk losing over US$12 million in federal funding.

This directive is part of a broader shift. Since the early 1980s, abstinence-focused policy has existed at the federal level under Reagan with the Adolescent Family Life Act. In recent years, however, a wave of state-level legislation, often driven by conservative advocacy groups, has tried to limit what schools can teach about sexuality.

The parents’ rights movement

In 2023, Florida expanded its Parental Rights in Education, also known as the “Don’t Say Gay” law, to extend limits on discussing sexual orientation and gender identity to all K–12 grades. The law states that sex can be defined only as strictly binary, limits discussions of gender and sexuality, imposes rules on pronoun use and increases school board authority over curricula.

Other states, including Texas, Oklahoma, Louisiana and Kentucky, have imposed similar restrictions.

Local school boards in states such as Florida, Idaho, Tennessee and Utah have removed textbooks, cut health courses and banned books with LGBTQ+ themes. Conservative, local school boards are reshaping sex education nationwide even though the vast majority of Americans oppose efforts to restrict books in public schools and are confident in public schools’ selection of books.

Who’s having the talk?

As laws limit teaching about sex, gender and identity, I wanted to explore whether parents are stepping in to fill the gaps.

About 10% of the surveyed parents said sex education should happen only at home. Those parents were also most likely to say they “almost never” or “never” discussed sex, sexuality and romance with their children.

By contrast, parents who supported comprehensive, school-based sex ed were significantly more likely to discuss subjects including consent, contraception, identity and healthy relationships at home.

The survey also found that parents who opposed comprehensive sex education were more likely to believe commonly circulated misinformation, such as the idea that talking about sex encourages early sexual activity and that condoms are not effective.

These preliminary findings align with a robust body of peer-reviewed literature suggesting that parents who are more resistant to school-based sex ed are also less likely and less equipped to have open, informed conversations at home.

These findings point to a gap between expert recommendations and what parents do.

At the federal level, the Trump administration slashed funding for comprehensive sex education. The administration also expanded funding for abstinence-only programs, despite evidence of their ineffectiveness.

Risks rise without education

A 2022 report from Common Sense Media found that nearly half of teens report learning about sex online, with pornography among the top sources.

Research indicates that even when schools and families avoid topics related to sexuality, young people still encounter sexual content. Yet, advocacy groups such as Moms for Liberty support the removal of what it considers “age-inappropriate” or “sexually explicit” materials from classrooms and school libraries.

The absence of structured, accurate education likely has implications for public health. According to the CDC, individuals ages 15 to 24 account for nearly half of all new sexually transmitted infections in the U.S.

Mississippi, Alabama and Arkansas have some of the highest teen birth and sexually transmitted infection rates. Yet, these states are also among those with the most restrictive sex education policies and poorest sex ed ratings.

These communities also face higher poverty, limited health care access and lower educational attainment. The combination deepens health disparities.

LGBTQ+ youth are especially vulnerable to sexually transmitted infections and related health challenges. This vulnerability is compounded in regions with limited access to inclusive education.

A 2023 CDC report found that students who receive inclusive sex education feel more connected to school and experience lower rates of depression and bullying. These benefits are especially critical for LGBTQ+ youth.

As debates over sex education continue, I believe it’s important for policymakers, school boards and communities to weigh parental input and public health data.

Robin Pickering is a Professor and Chair, Public Health, Gonzaga University.

The Conversation

By Lungile Ntima

The Democratic Alliance in Gauteng has one gain called on the education department to reverse its decision requiring no-fee schools to pay their own utility bills.

It is also pushing for the establishment of a task team to resolve municipal disputes and prevent future disconnections.

This follows a written reply by education MEC Matome Chiloane to questions posed by the DA in the provincial legislature, revealing that 525 schools have experienced electricity and/or water disconnections since last year January, which was an increase of 536 previously reported.

DA MPL Sergio Isa Dos Santos said the situation had reached a breaking point, with over R58 million in unpaid utility bills leading to electricity and water disconnections.

“This has made it impossible to provide lighting in classrooms, power educational technology and maintain hygiene and safety standards. As a result, stress levels are increasing and morale is plummeting among learners and educators,” Dos Santos said in a statement on Monday.

He accused the department of neglecting its responsibilities by continuing to expect no-fee paying schools to cover their own utility bills.

Dos Santos added that what was even more concerning was that the schools collectively owed R58,586,285.04, which the department admitted it could not settle during the 2024/25 financial year.

“The department has claimed that all debts will be cleared by 30 June 2025, but no evidence has been provided to confirm this,” he said.

Follow-up questions posed by the DA aimed to clarify the duration of school disconnections, affected services, notifications to schools and support provided. 

However, Dos Santos said the MEC responded vaguely, referencing previous annexures and replies that omitted critical details or failed to address the specific questions.

“This evasive approach is unacceptable. The utility crisis has serious implications for learners’ dignity, health and access to quality education, particularly in schools with limited resources to cope,” said Dos Santos.

“The DA will continue to hold the GDE accountable for its financial neglect which is affecting the education system in the province. We will fight until every learner has access to a safe, dignified, and uninterrupted learning environment,” said Dos Santos.

Department spokesperson Steve Mabona did not respond to questions from Inside Education.

INSIDE EDUCATION

By Shaw Badenhorst

South Africa has one of the world’s richest fossil records of hominins (humans and their fossil ancestors). But many misconceptions still exist regarding human evolution, and school textbooks contain inaccuracies.

South Africans still have some of the lowest rates of acceptance of human evolution, mostly due to conflicting religious views. Religion and the non-acceptance of evolution hinders the understanding of evolution by teachers and learners.

It doesn’t help that school subjects (evolution being one of them) are often taught in unengaging ways, rather than interactive methods.

Many studies have shown that collaborations between schools and informal science learning centres, such as natural history museums, can have a positive effect on school learners. Inquiry-based activities at museums have been shown to help learners gain knowledge and meaning about the past. Museum visits foster “thinking skills” through guided conversation and questions asked by educators and learners. New information is gained through reasoning, inference and deduction, which enhance learning.

In 2018, a team of researchers from the University of the Witwatersrand launched workshops on human evolution for grade 12 learners (in the final year of secondary school) in South Africa’s Gauteng province. The aim was to stimulate interest in the palaeosciences and improve learner performance. We worked with learners from 13 schools in the area. The workshops were conducted at the museum of the university’s Evolutionary Studies Institute.

From tests before and after the workshops, we found that they improved the learners’ understanding and acceptance of concepts related to evolution. More teacher training and school visits to museums and exhibitions could build on this success.

Our human evolution workshops were conducted with well-resourced and historically disadvantaged schools attending. The grade 12 learners, aged 17 and 18 years, visited the fossil preparatory laboratory, searched for clues in the museum while answering a worksheet, and did activities on human evolution using inquiry-based approaches.

These activities included measuring and describing skulls of apes and hominins, comparing hip bones to see whether the creature was able to walk upright on two legs, investigating stone tools, and drawing a phylogenetic tree (a diagram showing how species are descended from each other). Due to financial constraints, some of the workshops were held at the schools themselves.

The 687 learners wrote a test before and after the workshop to test their knowledge of hominin evolution. Their scores increased from an average of 39% to 61%.

The location of the workshops (either at the museum or at the school) did not affect the scores, suggesting that workshops can be scaled to reduce costs. Feedback from interviews indicated that learners regarded the workshops as beneficial, enabling them to learn new facts and gain a deeper understanding of human evolution. Teachers echoed the same view.

One learner said:

It was pretty enjoyable, and informative and interesting. Especially the part when we asked questions and we actually got answered. It helped us to understand the knowledge more.

Another said:

It is always better to physically see things as compared to seeing a picture of it, it is easier to understand it this way.

A teacher commented that learners

could literally see exactly what is happening and it is not just talk, they can touch it and they can take part in the experiment, which is not something they are exposed to at school.

It was apparent that learners understood human evolution better after the workshops. In the preliminary exam paper of Gauteng province, learners who attended the workshops scored nearly double (average 41%) the score of schools that did not attend (average 21%). While the scores are still low, and there is still much room for improvement, the results suggest that a short, hands-on workshop can make a major difference to learners.

The workshop also increased the acceptance of evolution from 41% to 51%. (It was not the purpose of the workshops to increase acceptance, but rather to improve understanding of the topic.)

Why the workshops worked

In our view, the workshops were successful because they used inquiry-based learning, learners working in groups using problem solving and physical handling of fossil casts. This enabled active participation in the learning process.

With this approach, learners took ownership of the learning process and it developed their curiosity, interest and a desire to learn. The guidance of a subject expert during the workshops enhanced the quality of the workshops and the learning experience. It’s clear that visits to places like natural history museums created connections which helped with understanding concepts such as human evolution in the classroom, and developing an enjoyment of learning.

What’s next

We recommend that teachers receive training in human evolution and how to teach this topic. Common misconceptions of teachers can be identified through surveys, and intervention training must be planned around these misconceptions. The Gauteng Department of Education has a free professional development programme offering training to teachers (not publicly available), which can be used for this purpose.

Various institutions in Gauteng offer exhibitions on human evolution and fossils, including the University of the Witwatersrand, the Ditsong National Museum of Natural History, Maropeng Cradle of Humankind, Sterkfontein Caves and the Sci-Bono Discovery Centre. The provincial education department must promote school visits to these places. Human evolution can be one of the most rewarding topics for learners, especially in a country where the fossil record is right on the doorstep.

It’s vital for grade 12 learners in South Africa to have a solid understanding of human evolution – it fosters critical thinking about science, identity and our shared African origins. This knowledge not only deepens their appreciation of the continent’s fossil heritage, but also counters misinformation with evidence-based insight.

Shaw Badenhorst is the Associate Professor in Zooarchaeology at the University of the Witwatersrand.

The Conversation

By Akani Nkuna

Melinda Goosen and Cheryl Kotze have been appointed as managers for the aquatics team ahead of the World University Games in Germany’s Rhine-Ruhr region on 16 July to 27 July.

Goosen who heads swimming at Nelson Mandela University is entrusted to guide the diving squad at the games, and despite this being her 5th appearance, she said she relished the opportunity to lead the talented four-member squad.

“I am really excited about the talent among the divers. It is only the second time we have had divers in the squad,” she said.

The diving role marks the new territory for Goosen who has already immersed herself in planning and logistics to guarantee a smooth experience for the team at what she describes as the “premier international event for student-athletes.”

In addition to logistics, her responsibilities range from keeping athletes on track with their training programmes to handling key documents required by the local organising committee.

Meanwhile, Kotze appointed manager of the SA men’s swimming team, is also no stranger to the global stage after her stint managing the University Sports South Africa (USSA) swimming team at the 2023 Games in Chengdu.

The team won 7 of the 20 medals they competed for.

Reminiscent of the atmosphere at the stadium and the patriotic feeling she felt walking behind the South Africa flag during the opening ceremony officiated by the Chinese President Xi Jinping, Kotze recalled the ordeal as “close to the Olympic experience as you could get.”

“We have made monthly presentations to the USSA high-performance committee, followed by one-on-one sessions with head coaches and the swimming committee. Now that the team have been selected, the real work begins,” Kotze added.

Kotze expressed appreciation for the backing from USSA, noting the availability and dedication of its team.

She welcomed the addition of coaches Marco Markgraaff and Keenan Riffel, both of whom were part of the 2023 delegation.

“The three of us know each other well and work seamlessly together. That strong team dynamic makes a huge difference when you are competing on the world stage,” she said.

INSIDE EDUCATION

By Johnathan Paoli

In a significant diplomatic and educational development, Higher Education and Training Minister Nobuhle Nkabane has signed a Memorandum of Understanding on Technical and Vocational Education and Training (TVET) with Austria.

It is aimed at aligning South Africa’s vocational training priorities with Austria’s globally respected dual education system.

Nkabane signed the MOU during the State Visit of Austrian President Alexander van der Bellen to South Africa, with the Austrian Foreign Affairs Secretary-General Nikolaus Marschik co-signing at his country’s Federal Ministry for European and International Affairs.

“Working with both the Austrian Federal Ministry of Economy, Energy and Tourism, together with the Federal Ministry of Education, we look forward to placing TVET students at the Austrian companies operating in South Africa and vice versa,” the minister said.

The new agreement paves the way for transformative collaboration in skills development and youth employability.

It commits both nations to structured cooperation in work-based learning, institutional partnerships and cross-border student placements.

South African TVET students will have increased access to Austrian businesses operating locally and, in select cases, abroad.

The partnership will also support curriculum design that aligns classroom instruction with practical, on-the-job training.

Key focus areas include the exchange of TVET delegations, collaboration between vocational colleges and training companies, joint development of work-based learning methodologies, and fostering an efficient, practice-oriented dual training system in cooperation with employers.

“This agreement affirms our belief that vocational education must be industry-responsive, practical and internationally benchmarked. It reflects our commitment to addressing youth unemployment by equipping our students with the right skills for the right jobs,” Nkabane said.

During the high-level discussions, Nkabane emphasised the importance of strengthening ties not only in TVET but across the broader higher education and training sector.

She acknowledged and praised the longstanding partnerships between South African and Austrian universities, including the University of the Western Cape’s MoU with Kepler University of Linz, the University of Cape Town’s academic cooperation with Kepler University, and the University of Pretoria’s collaboration with the Vienna University of Economics and Business and the Technical University of Vienna.

Additionally, universities such as Durban University of Technology, Walter Sisulu University and the University of the Free State were commended for their progress in forming international linkages with Austrian institutions.

Nkabane also highlighted a promising initiative underway at North-West University, which was negotiating a MoU with Austria’s Karl Landsteiner University of Health Sciences. The planned partnership, expected to be signed later in the year, is part of North-West University’s internationalisation strategy and forms the foundation for South Africa’s 10th medical university.

“These institutional collaborations are vital in promoting joint research, curriculum development, academic mobility and joint degrees. They also support our Presidential PhD Programme, which we run in partnership with the Department of Science, Technology and Innovation,” Nkabane said.

In her official address during the state visit, Nkabane reiterated that South Africa’s TVET colleges were at the core of the national strategy to skill, reskill and upskill youth for both employment and entrepreneurship.

She stressed the importance of focusing on scarce skills that were urgently needed by the South African economy, such as in green technology, mechatronics, engineering and hospitality.

As part of the long-term vision, the minister proposed expanding the cooperation to include Community Education and Training (CET) colleges and South Africa’s network of Sector Education and Training Authorities (SETAs).

This would broaden the reach of the agreement, offering more inclusive access to skills development opportunities.

“We want to create a dynamic, accessible vocational education system that leaves no community behind. This is how we ensure that skills development supports inclusive economic growth,” Nkabane said.

The Austrian state visit has elevated diplomatic relations between the two countries and reinforced the shared commitment to youth empowerment, workforce readiness and green economic development.

Austria’s dual education model, praised globally for integrating theoretical instruction with real-world training, presents a blueprint for South Africa’s evolving TVET strategy.

President Cyril Ramaphosa welcomed the agreement as a pillar of the broader cooperation between the two nations, which also spans trade, investment and sustainable development.

Both leaders affirmed their intention to turn agreements into action and deliver tangible benefits to their citizens.

As the world grapples with shifting labour markets, digital disruption, and a rapidly advancing green economy, partnerships like this offer hope for a more prepared, skilled, and competitive youth workforce

INSIDE EDUCATION

By Johnathan Paoli

Deputy Minister of Higher Education and Training Buti Manamela has reaffirmed government’s commitment to supporting the small business sector through focused investment in skills development, stressing a crucial link between the government’s intentions and real-world implementation.

Manamela was speaking during post-budget engagements with SMMEs in Cape Town. It was co-hosted by Food and Beverage Sector Education Training Authority (FoodBev SETA), the Insurance SETA (INSETA) and the Safety and Security SETA (SASETA) in partnership with his department.

“We meet here today as policy meets practice, and as budgets meet the ambitions of our entrepreneurs operating at the frontline of economic inclusion in the food, insurance and security sectors,” Manamela told attendees.

The deputy minister outlined how the budget would drive transformation across the higher education and skills ecosystem, particularly in support of micro, small and medium enterprises.

Of the total allocation, R116.4 billion comes from voted funds and R26 billion from the Skills Development Levy.

Key allocations include R14 billion for TVET colleges, rising to R14.7 billion in 2026; R3.1 billion for Community Colleges, increasing to R3.3 billion; R48.7 billion for NSFAS, rising to R53 billion by 2027; R96 billion for universities, despite a R1.4 billion funding gap; and R26 billion for SETAs and the National Skills Fund, growing to R27.8 billion next year.

“These are not abstract numbers, but represent potential, opportunity, and impact. They represent your businesses, your employees, your communities,” Manamela said.

The deputy minister emphasised that SMMEs accounted for over 60% of employment in South Africa and were often the only economic lifeline in township and rural communities.

Manamela referenced the National Skills Development Plan Outcome 6 which prioritised support for entrepreneurship and cooperative development.

The National Skills Fund is expected to spend over R659 million in the current year on SMME support, youth-focused programmes and cooperatives.

In the 2024/25 financial year, the department’s procurement spend directly supported 366 micro and small enterprises, allocating more than R59 million, 36% above target.

For the current year, the department has set a 50% procurement target.

Manamela stressed the importance of market access, compliance support, mentorship, infrastructure and procurement opportunities.

The deputy minister also commended the contributions of the three co-hosting SETAs, highlighting the scale and scope of their SMME-aligned programmes.

INSETA supported over 2500 beneficiaries and invested R40 million in bursaries, learnerships, workplace-integrated learning and skills programmes, with many focused on small insurance enterprises.

SASSETA disbursed more than R100 million across a wide range of interventions, including learnerships, internships, graduate placements and recognition of prior learning, specifically empowering emerging security businesses.

FoodBev SETA invested R106 million in training over 2900 learners in areas ranging from artisan development to TVET and university placements which are key to bolstering South Africa’s food and manufacturing sector.

“These interventions aren’t charity, they are investments in jobs, dignity, and long-term competitiveness,” Manamela said.

As part of the day’s programme, the deputy minister, joined by FoodBev SETA CEO Nokuthula Selamolela, INSETA CEO Gugu Mkhize and SASSETA CEO Thamsanqa Mdontswa and representatives from the Mining Qualifications Authority, embarked on an SMME Immersion Walkabout at Makers Landing, a culinary hub at the V&A Waterfront.

It allowed the delegation to engage directly with food entrepreneurs and small-scale producers working in the precinct’s production-ready kitchens and incubator spaces.

From artisanal beverage creators to dairy and packaged goods entrepreneurs, the walkabout highlighted the tangible outcomes of skills investment and the real-world impact of public-private partnerships.

Makers Landing, a partnership between the V&A Waterfront and the National Treasury’s Jobs Fund, is home to a dynamic food incubation programme and serves as a model for linking training to economic opportunity.

Citing the 2023 Survey of Employers and the Self-Employed, Manamela noted that nearly 1.9 million informal businesses operate in South Africa, over 80% of which were started using personal savings and without formal financing or licensing.

“Yet they persist. Our duty is to ensure they do not walk this road alone. Whether in a spaza shop in Khayelitsha, a catering co-op in Giyani, or a private security start-up in Vosloorus; we must match their determination with institutional support,” he said.

The deputy minister emphasised that the budget must be more than an accounting document, but a mandate for delivery.

“This budget must not sit in a PDF or a parliamentary Hansard, it must live in the businesses you grow, the people you employ, and the communities you sustain. Let this not be our last engagement. Let this be our annual commitment,” he said.

The session marked a milestone in strengthening collaboration between the department, SETAs, and the small business sector, reinforcing government’s recognition of SMMEs as the engine of South Africa’s economic recovery and transformation.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has maintained her vision for transforming the higher education system in an urgent governmental drive to ensure increased assistance to students and securing solutions for the unemployed youth of the country.

Nkabane presented her department’s R142.4 billion budget for the 2025/26 financial year to the National Assembly, pledging to build an inclusive, responsive and transformative post-school education and training (PSET) system.

“This is a budget of hope, inclusion and transformation. With the review of and statutory amendments in the PSET, we hope to improve the efficiency and performance of the Post-School Education and Training System,” Nkabane said.

She noted that allocations would rise to R150 billion in 2026/27 and R158 billion by 2027/28, but warned that real-term growth remained insufficient to fully meet growing demand.

Nkabane opened her address with a tribute to individuals who recently died in higher education spaces, including Walter Sisulu University student Sisonke Mbalekwa, who was shot during a protest, and deputy vice-chancellor Sinethemba Mpambane.

The budget includes R96 billion for universities, R14 billion for TVET colleges; R48.7 billion for NSFAS and and R26 billion for SETAs and the National Skills Fund.

Despite this, universities face a R1.4 billion shortfall, which the department is addressing with the National Treasury.

TVET colleges remain central to the department’s strategy, with centres of specialisation expanded from 43 to 53, producing over 5000 artisans with a 97% pass rate.

New specialisations include mining, water utility, music and performing arts, while trade test centres increased to 37, and hairdressing has been added as a funded programme.

In terms of university expansion and infrastructure development, key projects include a new Tshwane University of Technology campus at Giyani (2026 enrolments); Phase One of North-West University’s Mining Campus (completion by 2030); and two new CET colleges in Gauteng and Northern Cape.

NSFAS funding has grown from R21.4 million in 1991 to R54 billion in 2024, with an additional R3 billion over three years via the National Skills Fund, supporting the “missing middle”.

Nkabane reaffirmed the goal of training 30,000 artisans by 2030 and highlighted ongoing collaboration with the Presidential Youth Employment Intervention.

To streamline student access, the Central Application System Bill has been approved by Cabinet and will soon go before Parliament.

Deputy Minister Mimmy Gondwe described the budget as a “catalyst for empowerment”, stressing its role in breaking intergenerational poverty and youth unemployment.

Gondwe cited the need for efficiency, especially at NSFAS, and referenced oversight visits conducted in all nine provinces.

“The legacy of June 1976 obliges us to ensure that young people today are not left behind. We inherited a sector marked by dysfunction,” she said, noting poor communication and delayed disbursements.

She highlighted partnerships with Microsoft, Takealot, Shoprite and others aimed at bridging education and employment, especially in rural institutions.

Agreements with SETAs are also being finalised to support transitions from learnerships to permanent work.

On student accommodation, Gondwe welcomed the R1.2 billion allocation over two years, and praised innovative efforts such as Harmony Gold’s donation of land and KZN Public Works’ repurposing of buildings.

A student helpdesk launched in August 2024 has processed over 25,000 queries, resolving 89% of them. She also announced the “Safer Campuses, Safer Spaces” campaign to address gender-based violence in learning environments.

Gondwe reaffirmed efforts to shut down bogus colleges, with the department collaborating with the police, Home Affairs and local municipalities.

Deputy Minister Buti Manamela called CET colleges “the soul of inclusive education” and noted a 15% rise in completion rates, with a 10% enrolment increase projected for 2025/26.

Manamela emphasised the deployment of digital platforms and blended learning pilots.

Over 200 disused schools and community buildings will be converted into CET centres.

He outlined training in agro-processing, construction, early childhood development and digital literacy.

The Small Business Development Department will help CET students bring their products to market.

Responding to opposition criticism, Manamela defended NSFAS and the department’s leadership.

“Accusations do not constitute convictions,” he said.

He reported that 820,000 students were currently receiving financial aid and that legal processes were underway regarding problematic payment intermediaries.

The broader system was improving, he said, with university graduation rates up 8% and TVET job placements up 22% through industry partnerships.

According to the ministry, the 2025/26 budget affirmed the department’s mission to close equity gaps, expand access and empower the youth through education, skills and opportunity.

INSIDE EDUCATION

By Johnathan Paoli

The Afrikaans language was celebrated in vibrant and inspiring fashion as learners from across the country gathered at the first-ever “Nou Praat Jy!” national public speaking competition.

The event themed “Afrikaans: ’n taal van kleure en klank” (Afrikaans: a language of colour and sound), was held at Curro Durbanville High School as part of its broader Kultura Festival. It placed the spotlight on Afrikaans youth voices through a uniquely styled duet-format competition that emphasised dialogue, authenticity and linguistic diversity.

Head of the Afrikaans Department at Curro Durbanville and co-organiser of the event, Joline de Klerk, encouraged learners to engage creatively with the topic, delivering speeches in pairs with a conversational flair and in any Afrikaans dialect of their choice including Kaaps, Overberg and Namakwa varieties.

“We wanted to break away from the traditional rigidity of team public speaking. By pairing learners and encouraging spontaneity, we gave them room to express their personalities while celebrating the richness of Afrikaans in all its forms,” De Klerk said.

The competition attracted participants from a wide range of provinces, with standout performances across both Home Language and First Additional Language categories.

Winners walked away with impressive cash prizes, including R10,000 awarded to the top-performing duos in each category.

Notable winners included Hareem Amir from Curro Century City who won the Best Junior First Additional Language Speaker award, while Ngcali Dantile and Madison-Mae Alexander from Curro Durbanville High picked up the Best Senior First Additional Language Speaker awards.

Risa Burger from Durbanville High and Lara Slabbert from Hoërskool Stellenbosch were awarded Best Junior and Best Senior Language speaker awards respectively.

De Klerk said the idea behind Nou Praat Jy! was inspired by a desire to not only mark the 100-year milestone of Afrikaans, but to ignite passion and pride in the language among the youth.

A highlight of the event was a compelling performance by Parel Vallei High School, in which the team alternated seamlessly between Kaapse Afrikaans and Standard Afrikaans, demonstrating both linguistic dexterity and the cultural richness of the language.

“It was powerful to witness how learners expressed that Afrikaans is not a monolith, but dynamic, evolving and inclusive,” De Klerk said.

The event also proved to be a moment of reflection for many First Additional Language speakers.

“Hearing their views on Afrikaans and how it fits into their lives was one of the most touching and enlightening aspects of the day,” De Klerk noted.

Crucially, the event returned to an in-person stage format after years of digital competitions brought on by the Covid-19 pandemic.

“There’s something magical about live delivery, the energy, the interaction, the nerves and applause. It brought a level of authenticity that online platforms can’t replicate,” De Klerk said.

Public speaking, according to the organisers, played a critical role in developing learners’ self-confidence, research capabilities and communication skills.

“It’s about more than just winning; it’s about learning how to express yourself clearly, think critically, and speak with purpose,” she said.

The Nou Praat Jy! contest was one of the central features of the week-long Kultura Festival, which aimed to create a vibrant, inclusive arts and culture platform for the Durbanville community.

The festival showcased a wide variety of talents from live musical performances by high school bands to theatre and comedy acts featuring household names like Sandra Prinsloo, Barry Hilton and Francois van Coke.

A parallel wine festival celebrated the region’s viticulture, bringing together local artists, learners and residents in a unified cultural celebration.

“The spoken word is one of the most powerful tools for self-expression and community building. To see our learners use it to honour Afrikaans and share their stories was truly special,” De Klerk said.

Plans are underway to make Nou Praat Jy! an annual fixture on the school and national public speaking calendar, with the hopes of growing participation and drawing more schools into the fold.

INSIDE EDUCATION

By Johnathan Paoli

The recent appointment of Yali Joyi as the chief financial officer of the KwaZulu-Natal education department has triggered a political and public outcry.

Major teacher unions and opposition parties are demanding her suspension and a full investigation into her past conduct at the Department of Cooperative Governance and Traditional Affairs (CoGTA).

The SA Democratic Teachers’ Union (Sadtu) in KwaZulu-Natal has condemned Joyi’s appointment, calling it “reckless, negligent and potentially catastrophic for a department already plagued by financial instability.”

“It is now public knowledge that Ms Joyi resigned from CoGTA under a cloud of damning allegations, including gross financial mismanagement and embezzlement. We find it deeply concerning that someone with unresolved allegations is appointed to a post with such significant fiscal responsibility,” Sadtu KZN secretary Nomarashiya Caluza said this week.

The union noted that while it respected the legal principle that a person was innocent until proven guilty, Joyi’s resignation before facing a disciplinary hearing raised serious questions.

“She chose to resign rather than clear her name. We are demanding to see the investigation report and expect the Department of Education to confirm that she was not implicated before confirming her appointment,” Caluza said.

Until this happens, Sadtu has rejected the appointment outright and is demanding that Joyi be placed on special leave or suspended.

The union also intends to meet education MEC Sipho Hlomuka and HOD Nkosinathi Ngcobo. It also plans to approach the Public Service Commission and the Public Protector to launch independent investigations into the matter.

Joyi was suspended from CoGTA in September last year, along with two other senior officials, after being implicated in procurement-related corruption that allegedly took place in the lead up to the May 2024 general elections.

She formally resigned in January, citing the emotional and health toll the matter had taken on her and her family.

In her resignation letter, Joyi insisted that her departure was “not an admission of guilt”, but said she was stepping down “out of expediency”.

Her resignation effectively halted the internal disciplinary process, leaving questions about her culpability unanswered.

Despite the questions surrounding her exit, the KZN education department offered her the CFO position in a letter dated 7 May 2025, signed by Hlomuka.

The letter, which has since been leaked to the media, does include a clause stating that the department reserves the right to withdraw the appointment if new information comes to light or if there is a dispute regarding the post.

The education department has yet to publicly justify the appointment, despite escalating scrutiny.

The National Professional Teachers’ Organisation of South Africa has also raised objections, with spokesperson Thirona Moodley stating: “This is the largest education department in the country. The integrity of a CFO must be beyond reproach and that is not the case here. The department must explain how it came to this decision.”

The Democratic Alliance has taken a more combative stance.

DA education spokesperson Sakhile Mngadi said the party has given Hlomuka five working days to reverse the appointment or face legal and political consequences.

“Instead of being held to account, Ms Joyi has been rewarded with another top government job in a department that’s already facing serious budgetary constraints and service delivery failures. This is cadre deployment, political shielding, and a betrayal of public trust,” Mngadi said.

The DA confirmed it would lodge formal complaints with the Premier’s Office, the Public Service Commission and the Public Protector, and is exploring legal remedies under the Promotion of Administrative Justice Act.

Mngadi also pointed to the Public Finance Management Act and Public Service Act, which both emphasise ethical and merit-based appointments and disqualify individuals with unresolved allegations of financial misconduct from senior public roles.

The uproar comes at a time when the department is grappling with deep-rooted governance challenges, including infrastructure backlogs, delays in textbook delivery, unpaid service providers and a litany of qualified audit findings from the Auditor-General.

The department is facing a serious cash flow crisis, and teacher unions have repeatedly warned that failing to restore financial credibility could further destabilise the education system.

Hlomuka dismissed concerns surrounding the appointment of Joyi, insisting that she is suitably qualified and that all due processes were followed.

“The person you are talking about is a person who has performed very well, even in previous institutions. She is one of the best financial managers in the managers,” he said.

Hlomuka said the appointment was endorsed by the provincial cabinet, and that no official report from the CoGTA investigation had been received.

He assured that appropriate action would be taken should Joyi be found guilty of any wrongdoing.

INSIDE EDUCATION

By Johnathan Paoi

Higher Education and Training Minister Nobuhle Nkabane has unveiled a series of ambitious investments aimed at building a skilled, empowered generation of South Africans.

Addressing hundreds of beneficiaries, academics, artisans and future researchers in attendance at the National Skills Fund (NSF) Beneficiaries Budget Vote Breakfast at Northlink College’s Protea Campus, Nkabane used the platform to reaffirm the department’s commitment to expanding access to post-school education and tackling the country’s critical and scarce skills shortages.

“Our presence here today is not just symbol; it is a celebration of your resilience and an affirmation of our government’s commitment to education as a vehicle for change. We are here to honour your commitment, and we are positive that out of this, more young people will be motivated to grab the opportunities made available by the government to transform not only their own lives, but their communities and families too,” Nkabane said.

The minister announced that for the 2025 academic year, the National Skills Fund had allocated R3 billion through its Bursaries Directorate to fund students studying qualifications listed as critical or scarce skills at public higher learning institutions.

The funding targets deserving students from quintile one and two schools in disadvantaged communities. It recently expanded to support the “missing middle”, who are students whose household income ranges between R350,000 and R650,000 annually.

“We are actively addressing the funding gap by implementing the Missing Middle Funding Policy approved in 2024,” Nkabane explained.

The minister highlighted the growing international reach of South Africa’s scholarship programmes.

Through collaboration with the Department’s International Scholarships Directorate, over 300 students are now studying abroad in countries including Hungary, Mauritius, Russia, China, Ireland, Serbia and Germany, supported by bilateral agreements.

“These students are studying advanced fields such as nuclear engineering, artificial intelligence, cyber technology, and aeronautical engineering. Through our University Capacity Development Programme, we’re building the next generation of academics — the pipeline for 5000 PhDs a year envisioned by the National Development Plan,” Nkabane said.

She also noted that R254 million had been allocated to support over 1500 postgraduate students (Honours to Post-Doctoral), in partnership with the National Research Foundation to expand South Africa’s research and innovation ecosystem.

In a nod to inclusive growth, the minister revealed that the NSF had allocated R241 million to support 1966 students at South Africa’s 11 agricultural colleges, offering short and full-length training in farming and agri-business skills.

“This initiative boosts food security and economic opportunity in rural areas. It has a multiplier effect of empowering communities and promoting sustainability,” Nkabane said.

Deputy director-general for TVET colleges, Sam Zungu, praised the inspiring testimonies of students in attendance.

“We echo the minister’s sentiments, today reminded us why we must never relent in our commitment to youth development. Listening to students’ stories reminds us how far we’ve come and affirms the critical role they play in shaping our economy. To our young people: stay the course. We are with you,” Zungu said.

He called for more frequent engagements like the breakfast event, noting that these spaces allowed the government to showcase its work and be reminded of the powerful impact young South Africans are making.

Deputy director-general for skills development, Zukile Mvalo, echoed this optimism, calling the NSF “a catalyst for change”.

He stressed the fund’s transformational role in empowering communities, while also cautioning against ongoing social challenges.

“We must also confront issues like gender-based violence on campuses. By listening to students and working together, we can make progress. Every artisan trained and learner funded brings us closer to a stronger, fairer South Africa,” Mvalo said.

Nkabane reaffirmed her department’s mission of investing in young people and opening every door possible for them to actively participate in building the economy.

She urged the beneficiaries to become “ambassadors of change”, educating others about opportunities offered by the state.

“We rely on you to spread the word about what is possible when we work together to unlock potential,” she said.

INSIDE EDUCATION