By Johnathan Paoli

Across the country, provincial education leaders are moving decisively to tackle long-standing challenges in early childhood education, with a sharp focus on improving access, quality and outcomes for young learners.

MECs and representatives from all nine provinces gathered in Cape Town for the G20 National Education Indaba on Monday to share lessons from their provincial indabas and map a way forward in strengthening early childhood education, literacy and numeracy.

“I’m going to just contextualise where we are with this programme. So, what we have to do is we have to reflect on all of the provincial izindaba that many of you attended and where you gave our leadership a mandate for action. We have to reflect on the outcomes, but also be pushed on action,” said National Planning Commission commissioner Mary Metcalfe.

In Gauteng, education HOD Albert Chanee described the challenge of balancing mother-tongue education with English-dominated instruction in multilingual communities such as Soweto.

He raised the fact that many learners entered schools where multiple languages co-existed, yet English often became the default, creating a mismatch between home language and language of instruction.

In response, the province is training every Grade R practitioner in early reading and maths and is introducing oral fluency assessments in Grade 3.

Chanee stressed that coherent teaching strategies, supported by donors, were beginning to show promising results.

Free State MEC Julia Maboya highlighted her province’s shift from a supply-driven to a demand-driven approach, prioritising community voices and stakeholder collaboration.

To address literacy and numeracy challenges in township schools, the province has identified 150 primary schools to be transformed into “schools that work”, with plans to expand to 350 more.

She said that functional schools were the foundation for long-term improvements, underscoring the importance of evidence-based strategies and whole-school evaluation.

Mpumalanga education MEC Lindi Masina emphasised the need to translate policy into measurable outcomes.

Key goals include increasing rural Grade R enrolment, improving school readiness and ensuring more learners in Grades 1–3 read with comprehension in their home languages by 2027.

The province is also distributing 60,000 tablets to Grade 12 learners as part of an expanding e-learning initiative, with teacher professional development central to sustaining improvements.

In the Eastern Cape, deputy director-general Ray Tywakadi stressed the significance of the “first 1000 days” in a child’s development and the importance of supporting community-driven ECD centres.

The province is adopting a Kenyan-inspired model, registering centres in partnership with local governments, improving compliance and professionalising practitioners through training, while integrating ECD into intergovernmental structures.

North West MEC Viola Motsumi identified inadequate infrastructure as a key barrier.

The province is collaborating with municipalities, the public works department and farmers to expand facilities, scaling up the successful “40 pockets of excellence” model to 200 centres within five years.

Limpopo MEC Mavhungu Lerule-Ramakhanya prioritised teacher development and support for learners with special educational needs, linking schools with universities and TVET colleges to improve practitioner skills and post-school opportunities.

In the Western Cape, MEC David Maynier argued that technology could reduce inequality if applied strategically.

Pilot projects in no-fee schools showed how digital platforms could lower costs, reduce reliance on textbooks and enable real-time learner assessment. This included using widely accessible tools such as WhatsApp and zero-rated data.

Northern Cape MEC Abraham Vosloo praised the province’s indaba’s unprecedented stakeholder engagement, noting that strategic plans must remain adaptable to evolving insights.

KwaZulu-Natal echoed these themes, focusing on partnerships to bridge the gap between policy ambitions and classroom realities.

Deputy director-general for curriculum management and delivery, Mbongiseni Mazibuko, highlighted the province’s stark challenges in implementing early childhood care and education (ECCE) goals. Two critical barriers were the limited professional capacity of ECCE practitioners and the inadequate infrastructure of many centres, particularly in rural and township communities.

With government resources stretched thin, the province has turned to partnerships with organisations such as the National Education Collaboration Trust to provide capacity-building workshops and assist with upgrading infrastructure.

Across provinces, the discussion revealed common themes such as the urgent need for infrastructure, professional teacher development, stakeholder collaboration and strategies to overcome inequality.

Victories were evident, ranging from Free State’s refocus on primary schools, to Mpumalanga’s measurable targets, to the Western Cape’s digital innovations.

Yet challenges persist, especially in rural access, multilingual instruction and support for learners with special needs.

Metcalfe concluded that while progress was being made, success would depend on each province’s ability to sustain momentum, embed lessons into planning and deliver results in classrooms.

INSIDE EDUCATION

By Thapelo Molefe

Artificial Intelligence (AI) can revolutionise higher education by improving teaching, learning, assessments and student inclusion, but only if harnessed responsibly, according to education experts and academics.

The Eduvos conference on transforming education through AI in Midrand, Gauteng, brought together local and international academics to debate how universities could adapt to rapid technological change.

Discussions centred on innovation, ethics and impact. 

One of the concerns was the impact of AI on teachers’ jobs.

“AI will never take anybody’s job. But people who know how to use AI will take the jobs of people who don’t,” said Professor Pius Owolawi, who is the HOD of computer systems engineering and assistant Dean for Industry Liaison, Special Projects and Work Integrated Learning at the Tshwane University of Technology 

He warned that curricula were lagging behind the pace of AI-driven change, creating a mismatch between graduate skills and industry needs.

Delegates highlighted several ways AI could strengthen teaching and learning. These included automating time-consuming tasks like grading, generating personalised feedback and enabling lecturers to tailor lesson plans for different learning styles. 

Tools such as Gradescope can already assess handwritten scripts and provide detailed analysis, while platforms like NotebookLM and Notion allow students to turn class notes into podcasts or mind maps, reinforcing knowledge in multiple formats.

Eduvos lecturer and a full-time data science researcher, Francis Macombe, shared findings from his study on how AI could predict student performance in South Africa’s private higher education sector.

His research focused on identifying which students were at risk of failing and finding ways to support them early.

Macombe explained that private higher education in South Africa was largely funded by parents, with only limited bursaries and grants available. This created a need for institutions to actively support students so they could succeed academically, which in turn helped institutions maintain stability and throughput rates.

To address this, Macombe tested several AI algorithms, including random forests, support vector machines, extreme gradient boosting, linear regression, naive Bayes classifiers and artificial neural networks. 

He found that neural networks were the most effective in predicting whether a student would pass or fail. The study used data from 3000 students, including assignment marks, test and exam scores, and even information about their parents’ education background.

The predictive model produced a score for each student. A score above 0.5 indicated that the student was likely to pass, while a score below 0.5 signalled a student at risk.

This allows institutions to flag students who need extra support, such as booster classes, additional tutoring or bursaries.

Macombe also highlighted specific factors that had a positive impact on the success of students.

For example, completing assignments and participating in group projects were strongly linked to passing. Financial support in the form of bursaries was also shown to significantly improve academic performance.

“These findings mean that private institutions can proactively support students, ensuring they submit assignments, participate in group work and receive financial support when needed,” Macombe said. 

“Predictive AI tools give us the opportunity to identify at-risk students early and intervene before failure occurs, ultimately improving both student outcomes and institutional success.”

A student-focused panel discussion broadened the conversation to how learners themselves were experiencing AI in the classroom. 

Owolawi said many students already used AI positively for instant feedback, personalised tutoring and bridging language gaps in technical subjects. 

But he warned of “over-reliance and passive learning” as well as growing inequalities in access to advanced AI models, with African students often disadvantaged.

A researcher at ICT Africa, Leslie Dwolatzky, argued that ethical concerns were not new.

“The students who would have cheated 10 years ago will still be the ones to use AI tools to cheat today. What has changed is the ease and likelihood of not getting caught.” 

He stressed that universities must show students the real benefits to reduce unethical use.

Responding to a question on responsible use, Macombe said students needed better preparation to navigate AI critically. 

“They must know that some content AI generates might not be accurate. They need to verify, research further and cite properly to use it responsibly,” he said.

One concern was the impact on motivated learners using AI tools to boost creativity and problem-solving.

Over-reliance could risk stifling original thinking.

The Academic Head of IT at Eduvos and one of the organisers, Amos Anele, said the event was designed to foster collaboration and bring together seasoned academics, researchers, industry practitioners and policymakers to explore how AI could drive innovation and be adopted ethically. 

He stressed that AI was not replacing educators but “supporting what we do to ensure students from diverse backgrounds are included, while also personalising learning and optimising institutional operations”.

Anele said Eduvos allowed students and academics to use AI tools, but with strict emphasis on responsible use. 

“We don’t want them to fully rely on it. Their complex problem-solving, decision-making and research skills are at risk if they do. That’s why we introduced modules on AI ethics and privacy to prepare them for the 4IR era,” he said.

He noted that while AI could ease content generation and streamline large projects, students must still apply critical thinking and defend their work.

“If you have a beautiful assignment and cannot explain it in an oral presentation, then something is wrong. No matter the guidelines, there will always be cases of over-reliance, and in such cases, consequences follow – often a zero for that work,” Anele said.

On governance, Stella Bvuma who is the HOD and director of the School of Consumer Intelligence and Information Systems at the University of Johannesburg, stressed that institutions needed clear frameworks to ensure AI was deployed ethically and transparently. 

She warned against relying solely on automated tools for disciplinary decisions, arguing that punishment without human oversight risked unfair treatment. 

“AI must never replace the role of educators in understanding and addressing student behaviour. Support, guidance and empathy are essential in the classroom,” she said.

Bvuma urged universities to adopt policies covering data privacy, equity, accountability and risk management, while ensuring scalability so that AI systems remained sustainable in a rapidly changing tech landscape. 

She also called on students to engage actively with AI policies.

“Policies are not just for the older generation. Students must interrogate them, critique them and contribute because they shape your future directly.”

Taking the discussion further, Eduvos content writer and senior research associate at UJ, Ngoma Matanga, highlighted AI’s potential in guiding career choices.

He proposed a system where students could write narratives of their aspirations on a university website, and AI would analyse the curriculum to recommend tailored study paths.

Using natural language processing and advanced word embedding techniques, these tools could help learners align personal interests with institutional offerings. 

“It would be nice for a student to tell their story and the system points them to the most suitable course,” he said, adding that higher education institutions could adopt this approach to personalise education from the start of a student’s journey.

However, ethical concerns and access barriers remain.

Delegates emphasised fairness and transparency in the use of AI, particularly in admission processes where reliance on historical data could perpetuate bias. 

They also stressed the need for equitable access to AI tools, noting that many South African students still struggled with digital literacy and infrastructure gaps.

Panellists also warned against assuming that all students have laptops or smartphones.

“Policies must be inclusive, accommodating those who learn visually, those who prefer audio, or those who may only be able to access material offline,” said one participant.

Community engagement was identified as another critical strategy. Several speakers urged universities to help bridge the digital divide by extending training and awareness campaigns to rural schools. 

“It doesn’t have to be a major project with grants. Something as small as opening up your laptop in your community and showing others how AI works can make a difference,” said another panellist.

Despite the challenges and concerns, the adoption of AI was crucial to prepare students for the 21st century world of work, said Owolawi.

INSIDE EDUCATION

By Johnathan Paoli

A “strategic reorientation” of South Africa’s schooling system that places quality foundational learning and teacher development at its core is critical, according to Basic Education Minister Siviwe Gwarube.

Speaking at the G20 Basic Education National Indaba in Cape Town on Monday, Gwarube said the sector had a responsibility to tackle entrenched inequalities and prepare learners for a rapidly changing world.

“Early childhood care and education is not an optional extra. It is the foundation on which everything else rests. We are building an education system for all the Lindiwes and Siphos of our country. Regardless of where they come from, they must both get access to quality education,” Gwarube declared.

The two-day indaba held under the theme “Taking the G20 to the People – Advancing Quality Foundational Learning through ECCE and Education Professional Development”, brought together ministers, MECs, education unions, learners, civil society and international partners.

It consolidated months of provincial dialogues and will shape South Africa’s contribution to the G20 Education Working Group meeting in October.

Gwarube used her keynote address to highlight the human cost of unequal access to early childhood education. She again told the contrasting stories of two ten-year-olds: one thriving thanks to early exposure to structured learning, the other struggling because he only encountered books in Grade 1.

“These stories are a reminder that if we want to transform the future, we must start at the very beginning with the foundations of learning,” she said.

The minister also addressed the fiscal pressures facing provincial education departments, announcing financial recovery plans to address “ghost teachers” and “ghost learners” draining resources.

She said the newly established National Education and Training Council would advise on resourcing models, reducing teacher admin and strengthening support for schools offering foundation phase learning.

“This is not an end point. It is a convergence, a moment to listen, reflect and move forward with clarity and determination,” Gwarube told delegates.

Western Cape education MEC David Maynier welcomed delegates with a balance of pride and caution.

While noting that the province leads in maths and science and is building schools faster than others, he admitted there was severe pressure regarding school admissions and fiscal constraints.

“Education is an economic imperative. If we don’t get education right, we will not get South Africa right. That’s why we must look outward, learning from countries like Brazil, Japan, and Finland, and scaling what works,” Maynier said.

Basic Education Deputy Minister Reginah Mhaule outlined South Africa’s three G20 education priorities: foundational learning with a focus on early childhood care, professional development of teachers and mutual recognition of qualifications.

She stressed that South Africa’s leadership on the global stage must be grounded in its communities.

National Education Collaboration Trust CEO Godwin Khosa pushed for holistic support, including learner wellness, teacher development and technology integration.

“The resounding message from across nine provinces is clear: to optimise learning, we must focus on comprehensive support and innovation,” he said.

Chief Director at Foundations for Learning, Kulula Manona, emphasised the need for a strong early childhood care and education (ECCE) ecosystem that involved families.

“Parents are the first teachers of children,” he said, stressing South Africa’s four-pronged strategy of expanding access, improving quality, ensuring resourcing and professionalising the workforce.

SmartStart CEO Grace Mathlape cautioned that while the sector had made progress, “blind spots” in infrastructure, nutrition and support for early learning operators still undermined access.

“Even when we talk about new access, we don’t have a system in place right now,” she warned.

SmartStart currently runs 15,000 programmes reaching 170,000 children weekly.

From an infrastructure standpoint, Development Bank of Southern Africa Group Executive Chuene Ramphele pledged continued support, calling education “a strategic enabler and catalyst”.

He urged stronger collaboration within the government and with the private sector, warning that investor confidence depended on institutional efficiency.

Ramphele pressed for climate-linked financing tools to build resilience in schools.

In a notable departure from traditional summits, learners were invited to contribute directly.

Gwarube stressed that this was not symbolic, saying that too often young people were spoken to, but not listened to.

As South Africa steers the G20 Education Working Group, the minister reminded delegates that reforms must be rooted in both community realities and global lessons.

Video by Kgalalelo Setlhare Mogapi.

INSIDE EDUCATION

By Johnathan Paoli

University and national women sport veterans have urged young athletes to embrace opportunities, complete their studies and believe in their dreams to inspire the future generation to lead.

The University of Johannesburg (UJ) recently marked Women’s Month and its 20th anniversary with a dialogue celebrating women’s resilience, leadership and empowerment in sport.

Opening the conversation, UJ Sport Senior Director Nomsa Mahlangu called for collective accountability and mentorship.

“Today we celebrate each other; we drink from each other’s cup,” she said, underscoring the importance of women supporting one another as they climb leadership ladders.

Mahlangu said established professionals must serve as guides and sources of hope for the next generation of leaders, ensuring that the gains made in women’s participation in sport were not lost, but multiplied.

The event, titled: “Breaking Barriers: A 20-Year Journey of Women in Sports,” was hosted in collaboration with the Soweto Library and Information Centre and brought together influential female voices who have carved a path in South African and international sport.

The panel discussion included UJ alumna and South African Sports Confederation and Olympic Committee (SASCOC) first vice president Lwandile Simelane, former Banyana Banyana captain and football analyst Amanda Dlamini, and former SPAR Proteas netball captain Bongiwe Msomi.

They were joined by UJ coaches, managers and student athletes, creating a space where experiences and strategies for empowering women in sport were candidly shared.

Dlamini, who grew up playing street football in rural KwaZulu-Natal before captaining the national women’s team, reflected on how sport and education worked together to build her confidence.

“Football has helped me grow as a leader, and school added a confidence boost for me to be able to express and articulate myself better,” she said.

Her story highlighted both triumph and challenge.

While she credited football for instilling leadership qualities, she also pointed to the societal obstacles that limited young girls’ opportunities in sport.

These included a lack of resources, entrenched gender stereotypes and unequal support compared to male counterparts. She urged student athletes to remain resilient and to use education as a tool to strengthen their influence both on and off the field.

For Simelane, her journey from humble beginnings to the executive boardrooms of South African sport, illustrates the value of perseverance and service.

“I started by washing team kits, organising events and carrying boxes. Those experiences shape people to serve better,” she said.

Simelane emphasised the importance of volunteering and committing to tasks that may seem menial, but ultimately built discipline and resilience.

She appealed to aspiring leaders to embrace the learning process and let hard work pave the way to higher office.

Adding to the discussion, Msomi highlighted the vital role mentorship played in shaping successful athletes and administrators.

“Just like men, women require guidance to develop in sport and any other industry,” she said, noting that talent alone could not sustain a career.

She urged student athletes to prioritise their studies.

“Academic wisdom combined with talent gives you credibility and opportunity. Please give young women the opportunities to learn and be in the positions that you occupy when you retire.”

Msomi credited her former coach, Norma Plummer, for mentoring her not only on the netball court but also in life, demonstrating the profound influence that dedicated mentors had on young women athletes.

The panellists stressed that while progress has been made, women continued to face structural barriers, from underfunding to underrepresentation in leadership.

Yet, through mentorship, education, resilience and solidarity, these challenges could be overcome.

As UJ celebrates two decades of existence, the discussion serves as a reminder that women’s voices in sport were vital for equality and shaping the future of leadership in South Africa.

INSIDE EDUCATION

By Samantha Kriger

In South Africa, children’s admission to a particular public school is decided by province. Each provincial education department manages its own digital admissions system. The Western Cape province introduced an online admissions portal in 2018 which became fully operational in 2024. The aim was to make school placement more transparent. This is important because historically, under apartheid, South African education was racially segregated and unequally funded. White schools received the best resources.

Education researcher Samantha Kriger took a closer look at what actually happens in admissions to schools in the Western Cape that used to be exclusively white (known as Model C schools). She set out her findings in a book coauthored with education academic Jonathan Jansen. Though Who Gets In and Why was published in 2020, she says the circumstances remain the same in most of these schools. Here she answers some questions about what she found.

How is the admissions portal supposed to work?

Parents apply online to a minimum of three and maximum of ten schools, via the Western Cape education department admissions portal. The schools receive the applications via the portal and assess them based on provincial guidelines. That implies schools can discriminate between applications.

Schools submit a list of accepted, declined and waiting-list learners to the province via the portal.

Why and how did you research school admissions?

We wanted to know why formerly white schools still looked much as they had under apartheid (with high enrolment of white pupils).

The initial research included school data from the Centralised Education Management Information System, the official data management system used by the Western Cape Education Department. This digital database records and tracks all key information about learners, teachers and schools in the province. The data revealed that many former “Model C” schools continued to preserve their historically exclusive enrolment criteria.

Under apartheid Model C schools were whites-only public schools. In 1990 they were semi-privatised, giving their governing bodies greater control over finances, admissions and staffing.

We used a qualitative case study approach, focusing on 30 historically white primary schools in the wealthier southern suburbs of Cape Town. All the schools allowed us to visit and shared information about their admissions processes.

As researchers we visited sites and interviewed principals, admissions officers, staff and stakeholders (such as estate agents and provincial education officials). We also analysed school documents and enrolment data. The study used pseudonyms to protect participant anonymity.

We then analysed admissions practices in relation to broader political, policy and socio-economic contexts.

Some of the schools were wealthy institutions, as measured by the school location and facilities, tuition fees and the range of extramural activities that they offered. Others were not wealthy.

What did you find?

The majority of the schools maintained their white enrolment. This was not simply the result of lingering residential segregation, but was often tied to school-level practices and socio-economic gatekeeping.

These schools frequently employ subtle, yet effective, admissions strategies that indirectly exclude lower-income, predominantly Black families. For example they choose applicants from specific feeder areas with high property prices, emphasise English or Afrikaans proficiency tests, or charge high school fees. Strong alumni networks and parent bodies, historically dominated by white families, also play a role in sustaining existing demographics by influencing school governance and admissions decisions.

South Africa’s public education policy promotes equal access. Yet we found that, in practice, these schools filter who gets in.

In South Africa, prior to 1994, the racially segregated education system privileged white learners while systematically underfunding schools for Black African, Coloured and Indian communities. More than 30 years later, deep inequalities persist because race and class remain closely linked.

High-fee former white schools often exclude, in practice, many Black, Indian and Coloured families who cannot afford the costs or meet other socio-economic entry barriers.

Admissions criteria such as language preference, application deadlines, early registration practices and school proximity can function as indirect mechanisms of exclusion.

For example, many parents are unaware that certain schools “lock in” preferred candidates years before formal Grade R or Grade 1 enrolment. This often occurs through unofficial feeder systems, where pre-primary schools enrol children as young as two years old, typically at a substantial financial cost. By the time applications open to the general public, most places have already been informally allocated.

This dynamic is evident in high school admissions too. Preference is frequently given to learners from designated primary schools. Candidates without prior affiliation may stand a chance only if they bring added value, such as athletic excellence, or musical or artistic abilities that align with the school’s interests.

These practices can unintentionally disadvantage families from lower socio-economic backgrounds who engage the system later or lack access to early-stage enrolment opportunities.

Language requirements are often framed as necessary for ensuring that learners can cope with the school’s curriculum. But they may indirectly exclude applicants from homes that mostly use African languages. For many black African families, especially those from lower-income or rural backgrounds, limited exposure to English or Afrikaans before school entry can disadvantage their children in admissions assessments or interviews.

The emphasis on early “lock in” and complex documentation also benefits families who are digitally literate, well-resourced and socially networked.

Another troubling finding was the role of parental profiling in admissions. Some schools assess the social standing of families, including their income, occupation, and perceived “fit” with the school’s culture.

Why does it matter that school admissions work this way?

The implications are serious. While the constitution and education policy mandate non-discrimination and the right to basic education, the reality is that access to elite public schools remains stratified. This is not only by geography or academic ability but by social capital. The effect is to reinforce existing race and class divides.

If transformation in education is to be more than cosmetic, policies must be matched with oversight, transparency, and a commitment to dismantling the quiet mechanisms of exclusion.

Samantha Kriger is a Lecturer at the Cape Peninsula University of Technology.

The Conversation

By Johnathan Paoli

Almost R280,000 has been raised for students from Goldfields Technical and Vocational Education and Training (TVET) College at a fundraising dinner in Welkom in the Free State.

Higher Education and Training Deputy Minister Mimmy Gondwe, who spoke at the event, said the donations were more than just financial support. They were a tangible vote of confidence in the potential of the students and a signal of the community’s belief in the transformative power of education.

The money would help boost the advancement of technical and vocational education, the deputy minister said.

She stressed the importance of collaboration between TVET colleges and businesses, noting that partnerships of this nature ensured that graduates were equipped with skills that were both relevant and in demand.

“I’m pleased to have played a role in helping the TVET college secure funds and support. Every effort we make, regardless of size, has the potential to drive meaningful change. I want to thank all the businesses and individual donors, however, our biggest thank you goes to Standard Bank for contributing a lion’s share of R200,000,” she said.

Gondwe said the initiative reflected growing recognition of the crucial role TVET colleges played in South Africa’s national skills agenda.

With industry support, these institutions were better positioned to produce work-ready graduates who could contribute meaningfully to the economy.

The gala dinner attracted around 20 businesses and organisations from mining, retail, finance and other industries, as well as individual entrepreneurs and academics.

Together, they pledged a total of R278 250, demonstrating both community solidarity and confidence in the college’s mission.

Other notable donations included R20,000 each from Absa and Nomnga Properties, R15,000 from Tailormade Trading and R5000 each from the Khatatso Nkeane Foundation and Coltech.

In addition, a combined R13,250 was contributed by individuals, reflecting strong personal investment in the future of the region’s youth.

Gondwe also led by example, personally contributing R2000 towards the fundraising drive.

She said that TVET colleges could not work in isolation. They needed to collaborate with industry to ensure that students left institutions with the skills needed to meet the demands of the modern economy.

Her comments echo the government’s broader emphasis on aligning education with labour market needs, a priority outlined in the department’s National Skills Development Strategy.

The college’s principal, Francis Mahlangu, expressed his gratitude to the minister and the donors.

“We value the leadership provided by deputy minister Gondwe; her presence at the gala dinner strengthened our resolve to continue transforming the TVET landscape in accordance with the national skills agenda,” he said.

Mahlangu said funds raised would go directly into developing infrastructure and expanding skills programmes, ensuring students benefited from improved resources and opportunities.

With government funding often constrained, partnerships with business and community stakeholders are important to help sustain innovation, improve infrastructure and create practical learning opportunities for students.

The deputy minister praised the college, stressing that by securing buy-in from both large corporations and smaller enterprises, it had demonstrated how localised efforts could yield tangible results that contributed to the national agenda.

Gondwe called for a continuation in nurturing such partnerships to help find innovative ways of resourcing colleges.

INSIDE EDUCATION

By Thapelo Molefe

The role of artificial intelligence (AI) in South Africa’s higher education sector remains a contested space, but institutions are beginning to acknowledge its transformative potential.

Speaking at Eduvos’s conference on transforming education through AI, IT programme convener Stewart Coetzee said there was still no clear policy direction on whether to restrict or embrace AI tools in classrooms.

“The hot topic is assessment. How do we test now that active learning took place? On the one hand, do we completely stop students from using AI, or do we let them use AI? To be honest, I still don’t know where I stand on that,” Coetzee said.

Despite the uncertainty, Coetzee said that AI should not be seen as a replacement for lecturers or students but as an enabler to support learning. 

He noted that AI tools like custom ChatGPT, transcription bots and assessment platforms had already demonstrated their ability to improve teaching outcomes.

“AI is completely changing the way we do things. Students often misuse it to do the work for them, but if used with integrity, it can transform the way we teach and assess,” he said.

Among the technologies discussed was Otto.ai, a bot that can join meetings, transcribe discussions and generate summaries with speaker identification. Other tools, such as NotebookLM and Notion, can turn class notes into podcasts and mind maps, offering students multiple ways of engaging with material.

AI is also being tested in assessments.

Coetzee pointed to platforms like PlusPoint AI, which can convert PowerPoint slides into live quizzes, and Gradescope, which uses AI to mark handwritten tests and provide detailed, personalised feedback.

“Imagine saving hours of marking by allowing AI to handle it while lecturers focus on quality control,” he explained.

“AI can even generate rubrics and highlight specific mistakes, giving students paragraph-level feedback per question, something most lecturers simply don’t have time to do.”

He argued that rather than fearing AI, educators should embrace it as a collaborative tool. 

“I don’t make five different lesson plans for one lecture based on individual learning styles, but AI can. It doesn’t replace me, but it helps,” Coetzee said.

Still, he acknowledged the challenges of ensuring integrity in student use of AI and the limitations of detection tools, which were increasingly unable to differentiate between human and machine-generated work.

In closing, Coetzee urged institutions to rethink rigid teaching and evaluation models in the age of AI. 

“We cannot expect AI to fit into the way we have always been teaching, assessing and evaluating students. It has disrupted education, and the question now is whether we adapt or resist?”

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Buti Manamela has moved to clarify the process surrounding his controversial appointment of administrators to three troubled Sector Education and Training Authorities (SETAs), following growing concerns from Parliament and sector stakeholders.

The minister’s clarification, issued in a formal media statement on Friday night, sought to address these concerns directly.

“Our priority is to stabilise governance in these SETAs, protect public funds and strengthen confidence in the skills development system. By involving the Public Service Commission (PSC) in this process, we are adding an extra layer of integrity to ensure that the focus remains on delivering skills for South Africa’s youth and workers,” Manamela said.

Earlier this week, Manamela placed the Services SETA, the Construction Education and Training Authority (CETA) and the Local Government SETA under administration.

Acting in terms of Section 15(1) of the Skills Development Act, the minister dissolved appointed administrators to take over leadership functions, citing the need to restore governance and accountability in the bodies responsible for managing billions in public funds earmarked for skills training.

Since then, questions have mounted over whether the appointments were appropriate and whether the process followed the necessary standards of transparency and accountability.

Manamela emphasised that due process had been followed before confirming any of the appointments.

He detailed three critical steps in the vetting process: identifying candidates with the required qualifications and experience; conducting due diligence, including reviewing public allegations and controversies linked to candidates; and giving candidates the opportunity to respond to these issues directly.

The minister said that only after the department was satisfied that the appointees could carry out the mandate of stabilising the SETAs, were the appointments confirmed. This demonstrated that the process was not arbitrary and that scrutiny of the administrators’ past records had been factored into decision-making.

Acknowledging ongoing public scepticism, Manamela announced an additional safeguard. The PSC will now conduct independent fit-and-proper assessments and conflict of interest vetting of all three appointees.

The PSC is a constitutional body mandated to promote fair, professional and accountable public administration.

According to the minister, all three administrators have agreed to subject themselves to the PSC’s scrutiny and to accept the outcomes of the process.

Beyond the vetting process, Manamela also outlined immediate performance expectations for the new administrators.

Each of the three SETAs under administration has been directed to publish a 90-day stabilisation plan.

These plans must include clear, measurable indicators and will serve as roadmaps for restoring governance stability, addressing financial risks and ensuring accountability.

Importantly, these stabilisation plans will not be confined to internal reporting.

The minister has instructed that they be made available to Parliament, stakeholders and the public for monitoring.

This, he said, would allow for full transparency around progress and create an additional layer of oversight over how the SETAs were managed during the administration period.

Manamela framed these measures as part of a broader effort to restore confidence in the country’s skills development system.

The Democratic Alliance has welcomed Manamela’s decision to hand over his controversial appointments to the PSC for investigation, but insisted that Parliament must still urgently hold him accountable.

DA spokesperson Karabo Khakhau described Manamela’s referral of the issue to the PSC as “a huge admission of scandal”, adding that the DA would submit terms of reference to the PSC to ensure its investigation was not narrowly confined.

“Manamela has handed over his own appointees to the Public Service Commission as the public scrutiny has heightened and pressure on him is mounting. Manamela is making a huge admission of scandal, by bringing in the Public Service Commission,” Khakhau said.

The party is calling for the probe to include possible party-political links, cadre deployment practices and findings from past forensic reports into SETA mismanagement.

Over the years, the SETAs have been plagued by repeated scandals involving procurement irregularities, maladministration and wasteful expenditure.

The minister expressed his trust that these steps would address public concerns, reinforce oversight and ensure that SETAs were able to deliver effectively on their critical mandate.

INSIDE EDUCATION

By Levy Masiteng

A total of 738,445 Grade 1 and Grade 8 applications were recorded by the Gauteng education department’s online admissions system as of Thursday, MEC Matome Chiloane said.

A total of 315,865 applications were for Grade 1 and 422,580 for Grade 8.

School placement is set to start on 16 October 2025. 

Chiloane told reporters on Friday that during this period, the department would start sending placement offers to parents and guardians with complete applications via SMS.

“Parents with complete applications are advised to patiently await placement offers,” he said. 

He said the department had identified high-pressure areas where schools received an overwhelming number of applicants, exceeding their capacity. 

Approximately 277 primary schools and 221 secondary schools have registered more applications than available capacity. 

The primary schools with highest applications include Laerskool Akasia in the Tshwane with 1304 applications and 250 capacity, and Palmridge Primary School in Ekurhuleni with 1172 applications and space for 200 learners.

Secondary schools include Hoërskool Langehoven in Tshwane with 3122 applications and 310 capacity, and Alberton High School in Ekurhuleni with 2590 applications and 200 capacity.

“In such cases, applicants will be transferred to the next closest school with available space,” Chiloane said. 

To address infrastructure needs, the department has implemented various strategies, including providing self-built classrooms and mobile classrooms, and establishing new satellite schools.

A total of 786 mobile classrooms has been delivered to 223 schools across 15 districts.

The department said it was constructing 18 new schools, with 10 being entirely new and 8 serving as replacement schools.

“The construction of 12 of 18 new schools have commenced and estimated time of completion is in 2026,” it said.

Meanwhile, parents have been reminded to submit certified copies of documents to schools or upload them online by noon on 9 September 2025. 

Chiloane said that so far, 97,719 incomplete applications have been recorded.

“[A total] of 20,265 registered parent details only, 30,547 registered parent and learner details only, and 46,907 registered parent and learner details with incomplete applications,” he said.

Chiloane urged parents to apply online without delay. The application period closes on 29 August 2025 at midnight.

Video By: Kgalalelo Setlhare Mogapi

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called on government, business and civil society to join forces in protecting and strengthening the National School Nutrition Programme (NSNP), describing it as one of the country’s most precious assets and a vital lifeline for millions of learners.

Speaking at the 3rd annual Oceana CEO-CSI engagement at Oceana Maritime Academy at the Hout Bay Harbour, Gwarube urged stakeholders to treat school nutrition as a “national compact” that demanded accountability, transparency and sustainable partnerships.

“As we gather under the banner of corporate social investment, I want to call on all of us to treat the NSNP as a national compact. A compact that says no child should go hungry. No child should be poisoned by negligence or greed. No child should be left behind because we failed to protect the most basic right, the right to food,” Gwarube said.

The event, held under the theme “Feeding Futures: Food Security for Children in South Africa”, brought together government, corporate leaders and civil society organisations including the Peninsula School Feeding Association (PSFA).

Oceana, which is one of the country’s largest fishing companies, hosted the engagement as part of its corporate social investment (CSI) programme.

Gwarube highlighted the link between early childhood development, nutrition and long-term educational outcomes.

Drawing on the story of two children, Sipho and Lindiwe, she illustrated how unequal access to resources in the early years led to divergent life trajectories.

The minister emphasised that the differences between them were opportunity instead of intelligence or potential, noting that while Sipho had access to quality early learning, Lindiwe entered Grade 1 already three years behind her peers.

“This story reminds us that if we fail to secure strong foundations in early childhood and nutrition, our ambitions for excellence at higher levels of learning will never materialise,” Gwarube said.

Launched in 1994, the NSNP has grown into one of Africa’s largest feeding schemes, providing daily meals to about 9.7 million learners across South Africa.

Gwarube stressed that the programme was more than just a meal.

“For millions of children, it is the difference between being able to concentrate and dropping out. We have evidence that absenteeism has decreased in schools because learners know they will receive a meal. Nutrition is the difference between dignity and despair, between opportunity and exclusion,” she said.

However, the minister also acknowledged the programme’s vulnerabilities.

Cases of expired or contaminated food deliveries, tender manipulation and profiteering by suppliers have undermined trust and placed children at risk.

The minister argued that safeguarding the NSNP required partnerships that went beyond financial contributions.

She commended Oceana for training thousands of food handlers in schools, ensuring that food safety and hygiene standards were upheld.

Gwarube said that accountability must be upheld at every level—from government officials and suppliers to schools and communities.

Parents, NGOs and business partners should also serve as watchdogs to ensure quality and transparency.

The minister challenged corporate South Africa to think beyond short-term CSI projects and invest in long-term, system-wide partnerships that built resilience in the school nutrition value chain.

“How do we ensure that local communities benefit, that small-scale farmers, fishermen, and food producers are part of the solution? How do we innovate in food distribution, storage, and monitoring so that we prevent waste and extend reach?” she asked.

She also linked nutrition to broader societal challenges, including climate resilience, sustainable food systems and job creation for young people.

The engagement showcased the role of organisations such as the PSFA, which has decades of experience in feeding children in disadvantaged communities.

Oceana, meanwhile, has positioned itself as both a food producer and a partner in ensuring that food safety knowledge reaches schools.

Oceana CEO Neville Brink reaffirmed the company’s commitment to CSI initiatives that go beyond philanthropy, focusing instead on practical interventions that strengthen communities.

“We believe that food security is central to education and that no child should face the burden of learning on an empty stomach,” Brink said.

Gwarube framed the NSNP as a test of South Africa’s collective will to prioritise children’s wellbeing over corruption and self-interest.

“It tests whether we can protect our children from the worst instincts of corruption. It tests whether the government and business can act together for the public good. If we pass this test, the dividends will be extraordinary: better learning outcomes, better health, greater dignity, and greater trust,” she said.

The minister stressed that feeding children was not only a moral responsibility, but also an investment in South Africa’s future.

She described the challenge now being in sustaining momentum, expanding partnerships and ensuring that no child was left behind due to hunger or negligence.

INSIDE EDUCATION