By Prof. Mashupye H Maserumule

Spending time in China was truly a wonderful experience, allowing me to see firsthand how this nation of hardworking and dedicated people has transformed into one of the world’s leading economies.

Its history clearly demonstrates that its success mainly comes from resilience and a strong focus on science, technology, and innovation—these closely linked processes foster development by tackling humanity’s complex challenges.

It’s no surprise that China sees them as ongoing efforts to find solutions that genuinely support its development goals. Its post-school education system has been reimagined to play a much bigger and more meaningful role in society. A key part of this progress is its university system, which has grown significantly over the past 75 years, focusing on practical and valuable learning, complemented by strategic partnerships with vital sectors of the economy.

Beijing Jiaotong University, which hosted my study sojourn, is a prime example of how nurturing strategic collaborations can significantly enhance the capabilities essential for economic growth and development. Supported by the Ministry of Education, this university collaborates closely with notable partners, including China Railway Corporation and the Beijing Municipal Government, to enhance its research and academic capabilities.

This collaboration is vital for generating valuable knowledge. The Collaborative Innovation Centre for Rail Transit Safety, one of the first 14 centres approved by the Chinese government for the 2011 national projects, exemplifies how collaboration can boost the nation’s innovative capacity – a valuable lesson in building a sustainable government-industry-university ecosystem for growth and innovation.

Shenzhen and Zhongquancun are just examples of what this ecosystem can achieve. These are tech powerhouses formed through partnerships between universities and research centres to strengthen China’s innovation and manufacturing capacity. The Chinese government has spearheaded the development of these tech hubs, often referred to as the Chinese equivalent of Silicon Valley.  

While much of my stay was spent in Beijing, I also had the opportunity to explore the vibrant cities of Shanghai and Kunming. I also enjoyed visiting several museums, where I learned about China’s fascinating history of economic growth and development. It was truly inspiring to see how the country has blossomed into one of the world’s leading economies, with its cities shining as bright symbols of progress and hope. And yes, just to brag a bit, I reached the top of the Great Wall of China – Fortress 12. This incredible piece of architecture is a proud symbol of Chinese history, culture and resilience. Since 1987, the Great Wall of China has been recognised as a UNESCO World Heritage Site, built over centuries by various dynasties to safeguard the people from nomadic tribes. It really captures the resilience and spirit of the Chinese people. 

Shanghai, apart from being China’s economic gateway, has become a centre for science and innovation. This is a fascinating concept for reimagining cities, not only as centres for economic activity, but also as hubs for research and development. In Kunming, the lively capital of Yunnan Province in Southwest China, I found a city filled with warmth and charm that beautifully blends modern comforts with breathtaking natural scenery. Known for its delightfully spring-like weather all year round is why Kunming is affectionately called the ‘City of Eternal Spring.’ Its strategic location near Southeast Asian borders makes it an important transportation hub, with rail links to Vietnam and road connections to Burma and Laos.

Kunming’s geographical location enhances its role as a bustling trading centre and a wonderful place for travellers to explore. The city exemplifies how embracing both modernity and natural beauty can boost economic growth, providing a compelling example for South Africa, with its stunning scenery and natural treasures.  

My experiences learning in China have truly inspired me, especially seeing how science and innovation are vital drivers of economic growth and progress. I’ve shared this before, but it’s worth highlighting again that innovation really thrives through dedicated research and development, especially when collaboration is wholeheartedly embraced. Thanks to its innovative collaboration centres, China has achieved remarkable milestones in its development journey. Its investment in research and development, which accounts for 2.68% of its GDP, makes it the second-largest spender in this area. This reflects its strong commitment and visionary approach, which are essential parts of its strategy to lead in technology and innovation.

It gives the United States the shivers. For a nation leading in technology will also be the one that shapes the future of the global political economy; hence, the tech war between these countries. However, some suggest that on the technological front, China has won.

It is also making great strides in other exciting areas of innovation. The goal is to have a space solar power station up and running by 2050, which is a thrilling milestone for the next quarter-century. Building on research showing that solar panels in space can catch significantly more sunlight than those on Earth, this project proposes using microwave beams to send energy down, offering a dependable and eco-friendly power source.

Small-scale experiments have already successfully tested this concept, and China is making impressive progress with this innovative approach—an inspiring development that could reshape the future of energy. At the core of China’s success is science, technology and innovation. Harnessing these boosts a nation’s capacity for innovation. This is an important lesson for South Africa.

With focused, strategic and resilient efforts, it can replicate some of China’s successes, especially in Gauteng, which boasts five universities and various science councils, including the Centre for Scientific and Industrial Research (CSIR) and the National Research Foundation (NRF). Building strong strategic partnerships among these institutions, with support from the Department of Higher Education and Training and the Department of Science, Technology and Innovation, can significantly boost South Africa’s research and development efforts, tailored to meet the country’s unique needs.

The cities of Tshwane and Johannesburg have the potential to become dynamic hubs for science and innovation, contributing to the country’s economic growth and development. They could even rival Shanghai as top innovation hotspots, only if South Africa can harness its resources and discover new opportunities for growth, including creating its own tech hubs like Shenzhen and Zhongguancun.

Although South Africa has some innovation hubs, they are not yet as dynamic as those in China. I believe the Chinese offer valuable lessons on how we can reimagine our innovation hubs as powerful engines to support economic growth and prosperity.

Prof. Mashupye H Maserumule is the Deputy Vice-Chancellor for Tshwane University of Technology.

INSIDE EDUCATION

By Levy Masiteng

The Eskom Development Foundation has renewed its partnership with the Vaal University of Technology (VUT) by donating R2.7 million to support 1040 learners in Science, Technology, Engineering, Mathematics and Innovation (STEMI). 

The university said the donation would support its Girls in STEMI Programme and winter school initiative, which would create opportunities for learners to pursue careers in these critical fields that drove economic growth. 

According to VUT, the Girls in STEMI Programme focused on opening pathways for young women into technical careers, while the 2026 winter school offered extra academic support in key subjects for matric learners, both boys and girls, during the winter break.

The partnership between VUT and Eskom has been running for two years. 

Eskom Development Foundation acting CEO Mologadi Motshele said the collaboration demonstrated the power of partnership in driving transformation and excellence. 

“Through this investment we are shaping South Africa’s future by empowering young women with dedicated support, while ensuring all learners have access to high-quality technical education.”

VUT Vice-Chancellor Khehla Ndlovu said Eskom’s commitment was more than a corporate gesture. It was a “catalytic force for transformation”.

“With Eskom’s support we are not simply running programmes, we are rewriting futures by empowering hundreds more to break barriers in science and technology, to aspire and to achieve,” she said.

“Together, we are building a diverse pipeline of talent for South Africa, lighting up futures and reshaping our nation’s story.”

The winter school will provide high school learners with exposure to university-level STEM education, mentorship and hands-on research experiences.

INSIDE EDUCATION

By Thapelo Molefe

South Africa has launched a major skills development programme to prepare students, workers and communities for opportunities in the fast-growing green economy, with  strong backing from international partners.

Speaking on behalf of Deputy President Paul Mashatile at the launch of the JET (Just Energy Transition) Skills Desk and the National Jet Skills Advisory Forum, Higher Education and Training Minister Buti Manamela said these structures formed part of a vital transition towards a low-carbon, inclusive and equitable energy future.

They will provide the leadership and coordination necessary to advance a cohesive and demand-driven skills development agenda.

The structures, located within the department and the Human Resource Development Council of SA, will coordinate reskilling programmes, curriculum reforms and career pathways for South Africans in renewable energy, green hydrogen, electric vehicles and other sustainable industries.

“This is not only a skills agenda, it is a nation-building agenda,” Manamela said. 

“The just energy transition must be about ensuring that women, youth and vulnerable groups are not left behind. Universities, TVET colleges and community education centres must prepare South Africans, especially workers in vulnerable sectors, for new opportunities.”

The desk will serve as an operational hub, driving adult upskilling, labour market intelligence and curriculum readiness, while the advisory forum will ensure coordination between government, labour, business and civil society.

They will tackle the green skills gap hindering equitable energy transition and affecting economic development and competitiveness.

The minister said there was a collective recognition for a holistic strategy that included education reform and an increase in skilled labour to guarantee that all South Africans, particularly those living in coal-dependent and disadvantaged areas, could participate in the green economy.

The structures will also establish key integrated mechanisms, including a JET Skills Integrated Plan, to guide and coordinate interventions across the system.

They will further support the development of Skills Development Zones, which are targeted hubs in high-impact areas like Mpumalanga, the Eastern Cape and the Northern Cape. These zones will link training to employment opportunities in emerging sectors such as renewable energy, green hydrogen and new energy vehicles to grow local economies.

International partners, including the European Union (EU), Germany and Switzerland, are supporting the initiative through a multi-donor programme.

Ambassadors from the EU, Germany and Switzerland highlighted education as the backbone of the transition. Switzerland cited its globally respected TVET apprenticeship model, while Germany underscored the importance of long-term cooperation in skills development. 

South Africa’s just energy transition is expected to reshape the labour market dramatically.

Electricity and Energy Minister Kgosientsho Ramokgopa warned that coal-dependent towns risked economic collapse unless workers were retrained for alternative employment. 

“We must design interventions that ensure the net employment benefit is positive. Otherwise, the transition risks leaving communities behind,” he said.

Education experts said the challenge was not just about producing engineers and scientists, but also technicians, artisans and entrepreneurs who could drive innovation and job creation in the renewable sector.

The Department of Higher Education and Training has committed to working with industry to align qualifications with market demand.

Manamela said the new structures would also prioritise career guidance, entrepreneurship support and train-the-trainer programmes, ensuring educators themselves were prepared for the green transition. 

“Skills are the bridge between transition and inclusion, between economic restructuring and social justice,” he said.

As South Africa prepares to host the G20 Summit later this year, education and training for a just energy transition will form part of its agenda. 

“We must measure success not only by how much green power we generate, but by how many young people gain access to sustainable jobs in the new economy,” Manamela said.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called for “bold ambition” in South Africa’s schools, urging districts, teachers and communities to strengthen the foundations of learning while tackling persistent challenges of infrastructure, safety and literacy.

Speaking during the 11th edition of the National Education Excellence Awards on Friday, Gwarube placed the spotlight on early childhood development, foundations of learning and the resilience of districts that have sustained performance despite immense challenges.

“Congratulations to all the nominees and winners. You inspire us, and you remind us of what is possible when we are bold in our ambition, when we work collaboratively and when we strive for excellence,” the minister said.

The awards, held under the theme “Recognising Excellence in Education”, celebrated the dedication of district officials, principals, teachers and learners across all nine provinces.

Gwarube hailed the past year as a defining one for her department, noting that reforms such as the Bana Pele Early Childhood Development (ECD) registration drive and the compulsory introduction of Grade R from December were laying the groundwork for long-term change.

“I have personally witnessed the pride of practitioners who, for the first time, feel recognised as part of the system. This is not easy work, but together we have laid the foundation for a future where every child can access quality ECD,” she said.

The minister warned, however, that the system still faced significant challenges.

Uneven school infrastructure, lingering pit latrine toilets and violence in schools continue to undermine progress.

She urged district directors to accelerate the roll-out of the Safer Schools Protocol with the South African Police Service, ensuring that every school has a functional safety committee.

The minister also reaffirmed her belief that excellence must be woven into the “DNA of the education system”, driven by communities, parents, partners and the government.

Deputy Minister Reginah Mhaule emphasised respect for teachers, warning that bullying and societal neglect were undermining their contribution.

“Every teacher who wakes up and goes to class is a winner. Families, I call upon you – let’s teach our children respect. Education is a collective responsibility,” she said.

Chief director for planning and support, James Ndele, reflected on the 11-year journey of the awards, noting how they had expanded from purely academic metrics to recognise innovation, sport, inclusivity and school maintenance.

“The education sector is a rising tide, excellence is not static; every year the bar is raised,” he remarked.

Acting director of district coordination, monitoring and support, Khanyi Mantshongo, mentioned new categories focusing on participation in gateway subjects such as mathematics, physical science and accounting, which were aimed at aligning education with economic needs.

The highlight of the event was the recognition of top-performing schools and districts across multiple categories.

In the category of Top Performing Public Secondary Schools, excellence was recognised across quintiles, ensuring fair comparison between schools of different resource levels.

In Quintile 1, Macingwane Secondary School claimed first place for the second consecutive year, followed by Ntsizwa Senior Secondary and Nomafu High.

Quintile 2 was led by Ngopoleng Bakone Secondary, with Guduza Secondary and Ubulinga Secondary in second and third place respectively.

In Quintile 3, Menzi High School took top honours ahead of Velabahleke High and Emhlwaneni High.

Potchefstroom Gimnasium led Quintile 4, with Hoërskool Middelburg and Sibusisiwe Comprehensive Technical High as runners-up.

Finally, in Quintile 5, Bloemhof High secured first place, followed by Rhenish Girls’ High and Rustenburg Girls’ High.

Beyond academics, the Excellence in Full-Service Schools and Facilities category honoured institutions fostering inclusive, supportive and well-maintained environments.

Alpha Primary School was named the top-performing full-service school, with Toe Vlug and Discovery Full-Service Schools following.

For primary school facilities, Vredendaal Noord Primary topped the list, with Sekutupu Primary and Sipheni Primary recognised for their upkeep.

In secondary school facilities, Bridgeton Secondary led the way, followed by Osborne Secondary and Indala High.

At district level, awards celebrated leadership and improvement in NSC results.

Video by: Kgalalelo Setlhare Mogapi.

Johannesburg West Education District emerged as a consistent leader, topping categories for overall performance and highest pass rates, with Tshwane South and Metro Central close behind.

Ugu Education District took first place in quality indicators among large districts, while Pixley-ka-Seme was named the most improved.

For Bachelor passes, Tshwane South, Johannesburg West and Johannesburg North secured the top three positions.

Gwarube urged every district to embrace ambition, saying they must not only catch up with international standards, but to set them.

The minister called for a renewed sense of pride and responsibility among educators, district leaders and communities, reminding them that despite immense challenges, excellence remained both achievable and contagious.

INSIDE EDUCATION

By Vhothusa Edward Matahela and Azwihangwisi Helen Mavhandu-Mudzusi

Young people in rural Limpopo, the South African province bordering Botswana, Zimbabwe and Mozambique, face high risks of HIV, unplanned pregnancy, and other societal challenges.

One reason is that they aren’t always getting sexuality education that connects with their lived realities. Schools provide lessons on reproduction, HIV prevention and relationships. But too often, what’s taught in class doesn’t match what learners are experiencing outside, leading to unsafe sexual practices.

We are part of the University of South Africa community engagement project focusing on HIV prevention among learners in Limpopo province. To understand the gaps, we ran a three-day workshop with 19 teachers (16 of them women) from rural schools near Musina. This border town is on a busy trade route, where high mobility, transactional sex and the risk of trafficking shape the everyday lives of learners.

Our goal was to hear directly from teachers about how they navigate sexuality education and to explore ways to make it more effective.

Talking about sex at school

The 19 teachers came from eight public primary and secondary schools. They all taught the Life Orientation curriculum, a mandatory subject in South African schools, which covers life skills, sexuality education and HIV prevention for learners from grades 4 to 12 (ages 9 to 18). It covers topics such as health and well-being, including sexuality education. Teachers are expected to deliver these lessons in an age-appropriate, participatory way.

Teachers told us they often struggle with this part of the curriculum. Talking about sex in the classroom is not straightforward. Some learners giggle, others stay silent, and some challenge the teacher’s authority. Teachers admitted that their own discomfort, shaped by cultural and religious beliefs, sometimes made it even harder to engage openly.

What the teachers said

During the workshop, teachers spoke candidly about the barriers they face.

Cultural and religious taboos: Many communities expect adults, especially women, not to discuss sex openly. Teachers worried about being judged by parents or community leaders if they spoke too frankly with learners. They are held back by cultural taboos, personal discomfort, and local realities – like families depending on relationships between girls and older men.

Traditional beliefs and stigma surrounding HIV in Limpopo make it hard for teachers, parents, and learners to talk openly about prevention. Educators teaching Life Orientation are sometimes referred to as thitshere wa u funza zwavhudzimu – “the teacher who teaches forbidden topics”. This silence allows myths and misunderstandings to persist.

Limited training and resource constraints: Teachers said they had not received sufficient preparation for teaching sexuality education. Some relied only on textbooks, which they felt did not address the realities learners face, such as early sexual debut, peer pressure, or access to social media.

Teachers often feel alone. Some said they had not received enough training or materials to teach about HIV, sexual health, or sensitive issues. Sexuality is still seen as a private matter in this cultural context.

When we were brought up, it was taboo to talk about sexuality with kids. Some parents think we’re teaching forbidden things.

Some teachers have over 60 learners in a class, making it hard to give everyone attention. And, with learners speaking different languages, some important messages get lost.

Videos, posters and teaching aids are rare. Teachers have to rely mostly on talking, which does not always work for difficult topics such as sexuality.

Despite these challenges, teachers also shared how they try to adapt. Some use storytelling, role play, or small group discussions to make learners more comfortable. Others bring in health professionals to talk about sensitive topics. These approaches, despite the challenges, can make lessons more engaging while respecting local norms and working with limited resources.

What teachers can do differently

During our workshops, teachers discussed what they believed would be effective ways to deliver culturally relevant sexuality education in rural schools.

1.) Small group discussions: Teachers felt that learners are more comfortable sharing in small groups.

Learners open up more and learn from each other.

2.) Drama and role play: They suggested that acting out real-life situations, such as handling peer pressure or supporting a friend with HIV, could make lessons more real and memorable.

3.) Using videos: Short, simple videos made by the experts about HIV and relationships would help explain tough topics.

4.) Demonstrations: They saw value in showing, not just telling, how to use condoms (male and female), for example, to build practical skills.

5.) Storytelling and case studies: Teachers believed that sharing stories, whether true or made up, would help learners connect lessons to their own lives.

Children remember stories better. They see themselves or their families in them.

6.) Peer teaching and games: They recommended letting learners or other teachers lead parts of the lesson, and using local games and songs to keep things fun and engaging.

These suggestions by the teachers match approaches used in successful sexuality education programmes in South Africa and beyond.

Overall, the teachers’ ideas reflect proven strategies from other successful programmes and could be highly effective if adapted for rural Limpopo.

What teachers need

The Department of Basic Education reports that Life Orientation teachers receive sexuality education content during initial teacher training. The department has also developed scripted lesson plans to improve teacher confidence and curriculum consistency. In-service training is offered sporadically through workshops linked to the Life Skills and HIV/AIDS Education Programme, but these sessions are not consistently available across all provinces, creating gaps in teacher preparedness.

Studies highlight that many Life Orientation teachers still feel under-prepared, especially when dealing with learners’ trauma or sexual violence. Many teachers rely on self-study, peer networks, and NGO-supported programmes to strengthen their skills in sexuality education.

The teachers we spoke to wanted to know more about HIV, sexual health and new treatments. They needed to know how to support children who might not fit traditional gender roles. They asked for training in how to counsel and support learners facing problems. And they called for support from other teachers, principals, and the community.

Workshops like ours can help teachers build confidence, share strategies, and support each other. The teachers told us they valued the space to reflect on their own beliefs and to practise new approaches.

What’s clear is that teachers cannot carry the burden alone. Training programmes must equip them with practical tools, not just theory. Parents, community leaders and health workers need to be engaged too, so that sexuality education is reinforced beyond the classroom.

We’ll also be tracking how these methods affect learners’ knowledge, attitudes and behaviour over time.

Vhothusa Edward Matahela is Associate Professor: Health Sciences Education, University of South Africa, and Azwihangwisi Helen Mavhandu-Mudzusi is Professor, University of South Africa.

The Conversation

By Akani Nkuna

In an effort to promote digitalisation, combat unemployment and develop rural communities, Higher Education and Training Minister Buti Manamela has launched the Phuthaditjhaba Smart Skills Centre in the Free State in a joint venture with the Chemical Industries Education and Training Authority (CHIETA).

“The Smart Skills Centre is not a charity; it is an investment to our collective future. It is proof that when the PSET (Post-School Education and Training) system is aligned, SETAs are stabilised and when communities are brought to the fold we can deliver not just hope but concrete opportunities,” Manamela said on Thursday.

Speaking to community members during the launch, Manamela highlighted that the centre aimed to bridge the digital gap by providing township and rural communities with free access to high-speed internet, cutting-edge digital resources and future oriented training facilities for both the old and the young.

He said the centre would offer a range of digital programmes including augmented reality, virtual reality, coding, robotics and entrepreneurship to enable people from the community to be assets and positively contribute towards the economy of the country.

“This is not only about digital skills with its accreditation as a trade test centre… this centre will also help us rebuild the status of artisanship, provide clear routes into employment and strengthen the backbone of our economy,” he added.

Manamela further encouraged the youth of Phuthaditjhaba to make great use of the facility to improve their digital skills while repositioning themselves with adequate skills to participate in the digital economy.

“To our youth, we want you to use this centre boldly. Learn, experiment and turn your skills into enterprise. We should see this place as a place to reskill and to claim your share in the digital economy,” said Manamela.

The minister challenged department’s partners, CHIETA, to intensify skills development efforts to accommodate the growing demand within the technological sector.

He contended that the more upskilling there was, the more jobs would be created.

The minister said that he hoped industry players would flock the centre to provide the necessary expertise to the students, while also ensuring that the training was aligned with the designated standards which the industry demanded.

“CHIETA and SETA are a vital part of this vision, they sit at the intersection of education, training and industry, making sure that skills supply match economic demand. SETAs must not only collect levies and accredit programmes, but they must serve as drivers of innovation of jobs creation and also of industry partnerships,” Manamela said.

He also reaffirmed the department’s commitment to good governance between its subsectors and partners to enable the delivery of great services to young people and avoid misuse of funds.

“Stabilising the governance of SETAs is one of our priorities. We cannot afford wastage as management or duplication where millions of young people are desperate for opportunities. We must restore public confidence in SETAs so that their resources are invested where they matter most,” he added.

INSIDE EDUCATION

By Thebe Mabanga

The National Student Financial Aid Scheme faces a R10,6 billion funding deficit and trust deficit from key stakeholders, while attempting to extricate itself from costly agreements for its head office and review deals with landlords and payment service providers.

At a news briefing led by the board chair Karen Stander and acting CEO Waseem Carrim, it was announced that NSFAS had identified six priorities to turn the scheme around. They include organisation design and realignment, loan management strategy, a sustainable funding framework, transitional framework for student accommodation, ICT assessment and digital transformation strategy and a revised business operating model.

Carrim announced that NSFAS currently has funding of R39 billion for the university sector and had disbursed R29 billion, or 73%, but has R10,6 billion shortfall. For the TVET sector, NSFAS has R9 billion and has paid out R6 billion, or 70%.

The R10,6 billion is a result of oversubscription to university allocation, which is caused by what Carrim calls a “perfect storm” in higher education.

Firstly, the number of bachelor’s passes has increased, which while welcomed, meant a higher demand for university places.

The second element is that many families are still reeling from a cost-of-living crisis that pushed them into the eligible income bracket.

Lastly, Carrim said that government resources were declining in real terms.

He said they had sources they would tap into at least to plug the current year’s gap, but they needed Treasury and Department of Higher Education to use them. He did not provide details or examples and did not respond to a follow-up request for comment.  

“It is important to stress: this is a shortfall, not a bail-out. The new board and acting CEO are committed to correcting this course,” said Stander.

Student accommodation has been a particular headache for NSFAS, with the body currently reviewing contracts with intermediaries that have already been paid significant amounts, but at the same time there is still a shortfall to pay landlords. This has left students facing the prospect of eviction.

To resolve the accommodation crisis, Carrim said NSFAS did not want to “pass students around”, instead the country must have a student accommodation framework that would guide standards and costs between rural and urban areas.

A key change to NSFAS now is to decentralise its operations so that it is closer to institutions, and so that it can relocate its head office from Cape Town to Tshwane, which is considered the country’s student hub with 400,000 students

“NSFAS is widely recognised as one of the most impactful social support initiatives of the democratic government. Through NSFAS, government has empowered hundreds of thousands of students from impoverished and working-class communities to pursue higher education and realise their families’ aspirations,” said Stander.

With funding for 783,000 students across universities and TVET colleges, Carrim described NSFAS as “the largest bursary scheme in the world”.

Stander said the board’s immediate task was to “stabilise and enhance” NSFAS’ operation by filling all executive posts and approving control recruitment for critical posts below executive level.

On NSFAS sustainability, Stander noted: “Our mission is not only to fund students today, but to ensure that the children of tomorrow also have access to the same opportunities.” 

She said this could be achieved by supporting a higher proportion of students to succeed, graduate and eventually contribute as taxpayers.

Stander said NSFAS would aggressively raise funds from the government and the private sector as well as improve its loans collection.

The ability to raise funds through partnerships was granted in 2018 when NSFAS changed its funding model to full bursary scheme in the wake of the Fees Must Fall protests, but Stander said this has not been fully utilised.

Collecting on its historical R45 billion loan book has been a challenge for the scheme.

Graduates who were employed and earned above R30,000 must repay their loans “not just as debt to NSFAS but debt to society”, according to Carrim, who conceded that debt collection must be tightened and enforced.

The NSFAS leadership also announced that the funding criteria was being refined so that it could cater for a wider category of students, while staying within its budget and not omitting deserving students

Stander announced that the scheme’s annual performance plan and five-year strategic plan were submitted to Parliament on time, correcting a long-standing anomaly and addressing issues raised by the Auditor-General.

“This marks a decisive step towards institutional stability and accountability.”  

The chairperson, an economics and business strategy academic by background, stated that the new board inherited “an organisation facing significant challenges, including a collapse in financial and supply chain governance, compounded by the absence of a sustainable funding model focused on impact”.

“The organisational design has not evolved in tandem with changes in funding structures, leading to breakdowns in human resources management and the absence of a cohesive organisational culture,” she said.

The board has strengthened governance by approving and implementing 12 new policies over the past quarter.

NSFAS said it has received 87,000 for the current academic year and 38,000 have been successful. However, about 7000 of these, which relate to institution payments, cannot be paid due to insufficient funds.

INSIDE EDUCATION

By Johnathan Paoli

South Africa’s education landscape entered a new chapter as Basic Education Minister Siviwe Gwarube officially announced the appointment of the 15 members of the National Education and Training Council (NETC), a long-dormant statutory body now revitalised to advise on critical reforms in the schooling system.

Speaking at a media briefing in Pretoria, Gwarube said the establishment represented a decisive shift from incremental adjustments to bold reforms rooted in research and expertise.

“You are entrusted with a responsibility to fearlessly provide advice grounded in evidence and aimed at the best interests of learners. Yours is not the task of government, but the task of knowledge, expertise and wisdom.

“The council’s work begins today, and with it, the opportunity to ensure that in every classroom, in every province, every child has not just a seat in school, but a genuine chance at success,” she told the newly appointed members.

The minister used the platform not only to introduce the council’s members but also to outline the broader reform agenda her department has pursued over the past year.

In terms of strengthening foundational learning, literacy and numeracy have been placed at the centre of national education priorities, with a goal that all learners read for meaning and calculate with confidence by age 10.

In relation to teacher development, the Funza Lushaka bursary is being reviewed to focus on Foundation Phase teaching, while professional development programmes are being streamlined for greater impact.

Efforts are underway to systematically embed Grade R into the schooling system, ensuring universal access with improved quality.

A new memorandum of understanding with the South African Police Service expands partnerships to combat violence, crime, and extortion in schools.

Central to this vision is what the minister calls “evidence-led policymaking”.

She emphasised that good ideas could not come from the government alone, but must be informed by research, data, practitioners’ experience and civil society input.

The NETC brings together a group of 15 individuals, appointed not as representatives of constituencies but as independent experts.

Chairing the council is former Western Cape education HOD Penelope Vinjevold, whose decades of senior leadership in curriculum, governance, assessment and policy design have left a lasting imprint on South Africa’s schooling system.

Other appointees bring a rich mix of classroom experience, academic research, governance expertise and policy insight.

Former Limpopo education HOD Khathutshelo Dederen has over 30 years of experience in curriculum development, ICT in education, and district support.

Xolani Khohliso is a curriculum specialist and lecturer with expertise in blended learning, teacher training, and language methodologies.

Zanele Mabaso is a social policy and advocacy expert with international experience at the World Health Organisation, specialising in youth development, gender, and rural school improvement.

Madimetja Mamashela is a science education lecturer and mentor focused on Physical Sciences, curriculum development, and blended learning approaches.

Judith McKenzie is an Emeritus Professor of Disability Studies at the University of Cape Town. She pioneered inclusive education and policy for learners with disabilities.

Paulus Mentz, who is the Rector of Aros and former North West University academic, brings over two decades of experience in teacher education, governance and curriculum delivery.

Lebogang Montjane is the director of the Independent Schools Association of Southern Africa and has strong expertise in law, governance and educational pluralism in the independent schooling sector.

Mmatsetsweu Motaung is a veteran in Early Childhood Development (ECD), having led major initiatives at TREE and within the government.

Nicolette Roberts is a mathematics education researcher specialising in early numeracy, bilingual learning and systemic improvement strategies.

Getrude Rammala is a classroom practitioner with nearly three decades of experience and a background in union advocacy, focused on foundation phase training and assessment.

Marie-Louise Samuels is a senior national ECD and curriculum specialist with more than 30 years in multilingual education and inclusive learning.

Selvia Singh is the former chief national examiner and Geography and education lecturer, specialising in school and district improvement strategies.

Glodean Thani is a Wits education policy lecturer and research psychologist with expertise in policy development, gender diversity, and monitoring and evaluation.

Gabrielle Wills is a leading researcher at Stellenbosch University, whose work on education economics, early grade reading benchmarks and systemic resilience has influenced national policy.

The minister emphasised that the council was not a decision-making body, but an independent advisory forum.

She also confirmed that the council may co-opt up to four additional members and establish committees to draw in wider expertise as needed.

Gwarube acknowledged the 119 nominations received during the public call, thanking all individuals and organisations that participated.

She urged those not appointed to remain available to support the council’s work through sub-committees and ad hoc contributions.

The council held its inaugural closed-door meeting immediately after the briefing at the department’s head office in Pretoria.

INSIDE EDUCATION

By Thapelo Molefe

Claims of mismanagement in KwaZulu-Natal’s scholar transport programme have been rejected by the provincial transport department, with it hitting out at the provincial Treasury for one-sided communication.

It said in a statement on Wednesday that it had been inundated with media queries following a release from the Treasury and the circulation of video clips about the programme.

“We reject the silo mentality that is now characterising the overall management of the scholar transport programme. The leaking of official correspondence is not only a security breach, but also the worst form of unethical conduct,” the department said.

It added that the narrative created around the matter appeared to be part of a smear campaign against transport MEC Siboniso Duma, despite his involvement in initiating corrective measures.

The department outlined that the provincial executive council had mandated Duma, education MEC Sipho Hlomuka and finance MEC Francois Rodgers to meet and develop a programme of action in response to severe budget cuts affecting scholar transport.

The three met on 5 June at the provincial legislature in a gathering facilitated by Duma. The meeting considered the economic challenges facing the province and the impact of funding reductions on the transport of learners.

According to the department, it was agreed that the cuts could result in significant disruptions to education, with many learners potentially unable to attend school if transport services were reduced.

The meeting also addressed the pending expiry of scholar transport contracts.

In his presentation, Duma highlighted the importance of maintaining strict oversight over supply chain management processes during the awarding of new contracts. 

The department said this proved that concerns about procurement had first been raised by Duma himself, contrary to claims made by Treasury.

The three MECs further agreed to adopt a uniform approach that would inform discussions before the PEC and embark on a community outreach programme with stakeholders, including school governing bodies, unions, student representatives and civil society. This plan was later endorsed by the PEC.

“The issue of scholar transport featured very strongly in the provincial communication strategy. On 22 July, MEC Duma informed the Portfolio Committee on Transport that the three MECs were mandated to engage communities on the challenges and proposed interventions,” the department said.

It accused the Provincial Treasury of issuing a selective media statement that failed to reflect the collaborative approach agreed upon by the three MECs.

It also condemned the leaking of correspondence between executive authorities, describing it as both unethical and damaging to good governance.

“Those who are involved must be condemned unreservedly. No amount of explanation and spinning will make this conduct acceptable,” the statement read.

The department stressed that, from the beginning, Duma had relied on supply chain checks and balances developed under previous administrations, with Treasury acting as custodian of those processes.

“Anything else is intended to mislead and to hog media headlines,” it added.

Rodgers has moved to reassure the public that current scholar transport services will continue uninterrupted, despite his decision to halt the awarding of a new tender.

Speaking at a DA event last week, he said he had received reports of alleged irregularities in the awarding of tenders for both the provincial school feeding scheme and scholar transport.

Finance department spokesperson Steven Benghu confirmed that Rodgers had instructed the transport department to restart the scholar transport tender process.

“KZN Treasury will monitor the process to ensure adherence to supply chain management prescripts. It is important to state that this process refers to a new tender and will not have a bearing on a tender that is currently operational,” Benghu said.

Rodgers insisted that irregularities were largely the result of officials who had grown accustomed to ignoring financial regulations.

“I believe the biggest part of the problem lies with officials who have been so brainwashed and so accustomed to doing what it is that they like. They’re no longer compliant with legislation when it comes to the expenditure of money. That’s something we need to deal with and we need to deal with it quickly,” Rodgers said.

The scholar transport programme in KZN has faced challenges for years ranging from budget pressures to service delivery failures.

The Auditor-General previously flagged irregularities in procurement processes, while parents and communities have raised concerns about delays, overcrowding and the safety of vehicles.

The current round of cuts, discussed in June, has raised fears of widespread disruption if contracts lapse or services are scaled down. 

However, the transport said it was committed to ensuring learners were not left stranded and interventions were communicated transparently to the public.

INSIDE EDUCATION

By Johnathan Paoli

African nations must place Technical and Vocational Education and Training (TVET) at the centre of development to unlocking the continent’s youth potential and drive sustainable and inclusive growth, according to Higher Education and Training Minister Buti Manamela.

Speaking at the official opening of the African Technical Universities and Polytechnics Association (ATUPA) 2025 International Conference in Durban on Tuesday, Manamela said the gathering was not just an academic forum but “a continental call to action”.

“We stand at a defining moment in Africa’s journey. The choices we make today about education, skills and youth empowerment will determine whether Africa emerges as a global powerhouse or remains on the margins of technological and economic progress.

“Let us commit to a TVET system that is innovative, inclusive, sustainable and globally competitive. And let us do so together, for the prosperity of our nations and the dignity of our people,” he said.

Manamela reminded delegates that the African Union’s Agenda 2063 placed people, especially the youth, at the centre of development.

“TVET, in its practical orientation, holds the transformative power to bridge the gap between knowledge and employability, between aspiration and opportunity,” he said.

The minister noted that ATUPA, through its growing network of universities, polytechnics and TVET colleges, has become a vital partner in this transformation.

By aligning training institutions with industry, ATUPA was helping to rethink education as a driver of innovation and employability, rather than as an isolated system.

The minister reaffirmed South Africa’s commitment to strengthening its own TVET system as part of the National Development Plan (NDP) 2030.

Over the past decade, the government has expanded the TVET sector, modernised curricula and prioritised lecturer training, occupational qualifications and workplace-based learning.

He said the South Africa Skills Training Enhancement Programme, which ran in partnership with Global Affairs Canada and Colleges and Institutes Canada, was boosting capacity in 15 colleges across Limpopo and the Eastern Cape.

Manamela said these initiatives were building inclusive, gender-responsive and innovative programmes directly linked to the labour market.

“Our learners must not only be competitive in South Africa, but must be prepared to thrive across Africa and beyond,” Manamela stressed.

Africa’s population boom was both an opportunity and a risk, Manamela warned.

Without decisive action, high youth unemployment could deepen inequality and instability.

Through the Presidential Youth Employment Initiative and broader TVET reforms, the government was equipping young people with digital literacy, green skills and entrepreneurial capabilities.

The minister underlined that automation, artificial intelligence, robotics and digital platforms were already reshaping African economies.

He reiterated that TVET systems must adapt quickly to avoid deepening inequality.

South Africa has begun embedding digital skills into all qualifications, promoting e-learning platforms and creating centres of specialisation in renewable energy, advanced manufacturing and ICT.

Environmental sustainability featured prominently in the minister’s address.

He announced that South Africa was integrating green skills development into its TVET system through specialised training in solar, wind and hydrogen energy, as well as sustainable agriculture and manufacturing.

Manamela acknowledged the persistent structural barriers facing women, rural youth and people with disabilities in accessing TVET.

To address these, South Africa was expanding bursaries, introducing targeted disability programmes and establishing community-based training centres in rural areas.

He added that deliberate partnerships with industry were opening opportunities for women in engineering, ICT and renewable energy—fields, historically dominated by men.

The minister also linked TVET reform to continental economic integration. With the African Continental Free Trade Area underway, he said Africa needed harmonised qualifications and certification systems to enable the free movement of skilled workers.

INSIDE EDUCATION