By Thapelo Molefe

Basic Education Minister Siviwe Gwarube has gazetted the first two sets of draft regulations under the Basic Education Laws Amendment (Bela) Act for public comment, which are aimed at reforming the country’s schooling system.

These are the first draft regulations to be published since the law came into effect last year.

The publication follows months of deliberation and mounting pressure from Parliament’s Portfolio Committee on Basic Education, which had called on Gwarube to finalise and publish the 10 regulations required to operationalise the law.

Among the key provisions in the newly released regulations is a clause on school capacity, which states that from Grade 1 to Grade 12, there must be one teacher to a maximum of 40 learners. 

In a statement on Thursday, Gwarube said the regulations were designed to ensure that the amendments introduced by the Act were implemented in a manner that upheld learners’ rights, enhanced school functionality and maintained a careful balance of powers between school governing bodies (SGBs) and government.

“The release of these regulations is an important opportunity for education stakeholders and the broader South African public to actively shape the future of basic education in our country,” Gwarube said. 

“These regulations are instruments that will affect how schools are governed and managed, how children are admitted and how our values as a society are reflected in our education system.”

The Act is aimed at improving governance, enhancing equity and elevating the quality of education for South Africa’s 13.5 million learners. 

“I call on all South Africans… to participate meaningfully in this public comment process. Your voice matters. Let it be heard in shaping the policies and regulations that govern the education of your children,” the minister urged.

To facilitate engagement, the department announced plans to launch a national public awareness campaign aimed at helping communities understand the content of the proposed regulations and make informed submissions.

The department has also adopted a modular approach to publishing the regulations to avoid delays associated with bulk releases.

Gwarube said further regulations would be released for public comment once they were legally vetted and approved.

Public submissions on the current draft regulations will be accepted for 30 days, closing on 5 September. Comments can be submitted through the department’s website.

INSIDE EDUCATION

By Johnathan Paoli

Five learners have been arrested in connection with a fire that gutted two prefabricated classrooms at Thuto-Lefa Secondary School in Munsieville, Krugersdorp on Wednesday.

Gauteng education department MEC Matome Chiloane strongly condemned the destruction of school property, calling the act criminal and deplorable.

“Burning a classroom is not a form of protest, it is a criminal act that robs learners of their right to quality education. We will not tolerate such destructive behaviour, and those responsible must face the full consequences of the law,” Chiloane said.

The blaze is suspected to have been started deliberately, allegedly in response to recent changes in the school timetable aimed at improving academic outcomes ahead of preliminary exams.

The fire occurred shortly after midday. Emergency services managed to contain the blaze before it could spread further.

No injuries have been reported.

While the exact cause of the fire remains under investigation, early indications point to learner dissatisfaction over the school’s recent timetable restructuring.

The changes, implemented by school management, were introduced to ensure that all prescribed curriculum content was covered before the upcoming Grade 12 preliminary examinations and to provide learners with additional revision opportunities.

The timetable adjustment, however, was reportedly met with resistance from some learners.

The South African Police Service has launched a formal investigation into the incident, and four Grade 10 learners and one Grade 9 learner have been arrested.

Authorities are now working to determine the exact roles the learners played and whether others may have been involved.

Chiloane reiterated that the department’s goal was to strengthen academic performance across the province, not to inconvenience learners.

The department has assured parents, learners and the broader school community that efforts were underway to ensure that the loss of the two classrooms would not cause prolonged disruption to teaching and learning.

Officials have been deployed to assess the extent of the damage and develop an urgent response plan.

The department plans to bolster security measures at the school to prevent any further incidents.

Chiloane urged learners, parents and communities to approach grievances constructively and to respect school infrastructure, which belonged to all citizens and played a crucial role in enabling future opportunities for the youth.

INSIDE EDUCATION

By Thapelo Molefe

Huawei South Africa has officially opened applications for the 2025 edition of its Women in Tech Digital Skills Training Programme, set to take place from 27 to 29 August in Johannesburg.

Now in its fourth year, the fully funded programme is targeted at women entrepreneurs and professionals who are actively building businesses and seeking growth in an increasingly digital economy. 

This year’s theme “TechHERpreneur: Where Innovation Meets Ambition”, underscores the importance of using technology to scale, adapt and lead.

Huawei SA spokesperson Vanashree Govender, said the programme was designed to give women a practical edge and confidence to grow.

“Our 2025 theme, TechHERpreneur, is about meeting women where they are – building, adapting and leading in a rapidly changing world,” Govender said.

“Whether it’s understanding how to use everyday tools more effectively or exploring the power of emerging technologies, this programme gives women the tools and perspective to make smarter decisions in a changing world.”

The three-day training kicks off with two days at Huawei’s Johannesburg campus, featuring hands-on sessions focused on emerging technologies such as artificial intelligence, 5G and digital tools tailored for business application. These sessions will be led by Huawei leaders and Information and Communication Technology specialists.

The final day will be held at Henley Business School Africa and will focus on personal leadership, business resilience and strategic adaptability. Participants will receive a certificate of attendance from Henley, which is part of the University of Reading.

A new highlight for this year is a business growth masterclass and technology demonstration led by Stuff, a South African consumer tech publication. 

Their session will showcase real-world tech solutions from smartphones and cloud storage to productivity platforms designed to enhance small business performance.

Pro-Dean of Teaching and Learning at Henley Business School Africa, Linda Buckley, praised the collaboration with Huawei.

“This is about digital fluency, personal mastery, and the confidence to grow beyond survival,” Buckley said. 

“At Henley, our mission is to build the people who build the businesses that build Africa, and partnerships with committed corporate citizens like Huawei are a critical part of this.”

Applications are open to women entrepreneurs with an existing business and a strong vision for growth. 

There are no sector or age restrictions. Selection will be based on innovation potential, business growth mindset and entrepreneurial drive. Only 40 women will be selected for the 2025 cohort.

INSIDE EDUCATION

By Johnathan Paoli

Gauteng has recorded over 600,000 successful online applications for Grade 1 and Grade 8 learners for the 2026 academic year so far.

Gauteng Education MEC Matome Chiloane said on Tuesday that the department’s online admissions system had recorded 600,936 applications, comprising 254,251 for Grade 1 and 346,685 for Grade 8.

“The phenomenal number of applications we’ve received is a concrete demonstration of the trust parents place in Gauteng’s education system. We are grateful to all parents for their co-operation, and we continue to urge all parents to apply online,” Chiloane said in a statement.

The system opened less than two weeks ago and will remain open until 29 August.

Parents and guardians must complete the 5-step application process on the department’s website to ensure their applications are considered.

Incomplete applications will not be processed.

After registering, applicants must upload certified documents online or submit them physically to all selected schools within seven days of applying.

Documents uploaded online need only be submitted once, as all selected schools will have access to them via the system.

The system supports real-time document verification, prompting schools to update the status of submitted documents and alerting parents via SMS once verification is complete.

Schools also receive automated alerts when new documents are uploaded.

To improve placement chances, parents are encouraged to apply to a minimum of three and a maximum of five schools and to provide a valid cellphone number, as all communication, including placement offers, will be sent via SMS.

Placement offers will begin rolling out from 16 October.

To ensure access for parents without digital tools, the department has made support available through 81 decentralised walk-In centres and all Gauteng public schools, where trained officials assist with online applications. The department reaffirmed its commitment to a transparent and efficient admissions process that ensures every child has access to quality

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has praised the recent infrastructure upgrades at Vimbukhalo Primary as a testament to what is possible when communities, local leadership and government departments work in unison.

Addressing stakeholders during a visit to Begville, Hlomuka expressed his satisfaction with the progress made in delivering what he described as “a state-of-the-art, learner-focused facility”, noting that the new infrastructure signified a shift towards equitable development.

“This school is a demonstration of the government’s commitment to prioritising education even in our most remote areas. Despite earlier challenges, we are close to handing over a facility that meets all the basic standards of quality learning,” he said.

Hlomuka was conducting an oversight visit to the school as part of the department’s ongoing Operation Siyahlola monitoring and accountability programme.

Located in a remote part of the province, the school had previously relied on temporary park homes as classrooms, with its few permanent structures declared unsafe and unsuitable for learning and teaching.

The visit marked a significant moment for the school and the surrounding community, who gathered in large numbers to witness the transformation of their educational facility.

Vimbukhalo now boasts 11 classrooms, including two Grade R facilities.

Additional amenities include a dedicated counselling suite, a sick room, a storage room, a communications room, a fully equipped school nutrition kitchen, an administrative block, and a guardhouse.

The school’s sanitation facilities have also seen a significant upgrade, with 16 learner toilets, five for educators, four for Grade R pupils, and one for learners with disabilities, in addition to a designated waste disposal area.

The entire project was completed at an estimated cost of R73,689.61, a budget the MEC praised as both “efficiently allocated and responsibly managed”.

While the infrastructure is nearly ready for occupation, Hlomuka noted the final outstanding step was the procurement and delivery of school furniture, which he confirmed was being expedited.

“We are working to ensure that learners move into these facilities as soon as possible. The space is ready; now we must make it usable,” he said.

He urged the local community to take ownership of the school and protect it from vandalism or neglect.

“This is your investment. We call on the parents, the learners, the School Governing Body and community leaders to safeguard it for future generations,” he added.

INSIDE EDUCATION

By Habib Noorbhai

If you were to walk through the corridors of some of the world’s leading cricket schools, you might hear the crack of leather on willow long before the bell for the end of the day rings.

Across the cricketing world, elite schools have served as key feeder systems to national teams for decades. They provide young players with superior training facilities, high-level coaching and competitive playing opportunities.

This tradition has served as cricket’s most dependable talent pipeline. But is it a strength or a symptom of exclusion?

My recent study examined the school backgrounds of 1,080 elite men’s cricketers across eight countries over a 30-year period. It uncovered telling patterns.

Top elite cricket countries such as South Africa, England and Australia continue to draw heavily from private education systems. In these nations, cricket success seems almost tied to one’s school uniform.

I argue that if cricket boards are to see equity and competitiveness being promoted, governments need to step up more and broaden the talent search by investing in grassroots cricket infrastructure in under-resourced areas.

For cricket to be a sport that anyone with talent can succeed in, there will need to be more school leagues and entry-level tournaments as well as targeted investment in community-based hubs and non-elite school zones.

Findings

South Africa is a case in point. My previous study in 2020 outlined that more than half of its national players at One-Day International (ODI) World Cups came from boys-only schools (mostly private).

These schools are often well-resourced, with turf wickets, expert coaches and an embedded culture of competition. Unsurprisingly, the same schools tend to produce a high number of national team batters, as they offer longer game formats and better playing surfaces. Cricket’s colonial origins have influenced the structure and culture of school cricket being tied to a form of privilege.

In Australia and England, the story is not very different. Despite their efforts to diversify player sourcing, private schools still dominate. Even in cricketing nations that celebrate working-class grit, such as Australia, private school players continue to shape elite squads.

The statistics say as much; for example: about 44% of Australian Ashes test series players since 2010 attended private schools, and for England, the figure is 45%. That’s not grassroots, it could be regarded as gated turf.

Yet not all countries follow this route. The West Indies, Pakistan and Sri Lanka reflect very different models. Club cricket, informal play and community academies provide their players with opportunities to rise. These countries have lower reliance on private schools. Some of their finest players emerged from modest public schooling or neighbourhood cricketing networks.

India provides an interesting hybrid. Although elite schools such as St. Xavier’s and Modern School contribute players, most national stars emerge from public institutions or small-town academies. The explosion of the Indian Premier League since 2008 has also democratised access, pulling in talent from previously overlooked and underdeveloped cities.

In these regions, scouting is based on potential, not privilege.

So why does this matter?

At first glance, elite schools producing elite cricketers might appear logical. These institutions have the resources to nurture talent. But scratch beneath the surface and troubling questions appear.

Are national teams truly reflecting their countries? Or are they simply echo chambers of social advantage?

In South Africa, almost every Black African cricketer to represent the country has come through a private school (often on scholarship). That suggests that talent without access remains potentially invisible. It also places unfair pressure on the few who make it through, as if they carry the hopes of entire communities.

I found that in England, some county systems have started integrating players from state schools, but progress is slow. In New Zealand, where cricket is less centralised around private institutions, regional hubs and public schools have had more success in spreading opportunities. However, even there, Māori and Pasifika players remain underrepresented in elite squads.

Four steps that can be taken

1. One solution lies in recognising that schools don’t have a monopoly on talent. Cricket boards must increase investment in grassroots infrastructure, particularly in under-resourced areas. Setting up community hubs, supporting school-club partnerships and more regional competitions could discover hidden talent.

2. Another step is to improve the visibility and reach of scouting networks. Too often, selection favours players from known institutions. By diversifying trial formats and leveraging technology (such as video submissions or performance-tracking apps), selectors can widen their net. It’s already happening in India, where IPL scouts visit the most unlikely of places.

3. Coaching is another stumbling block. In many countries, high-level coaches are clustered in elite schools. National boards should consider optimising salaries as well as rotating certified coaches into public schools and regional academies. They should also ensure coaches are developed to be equipped to work with diverse learners and conditions.

4. Technology offers other exciting possibilities too. Virtual simulations, motion tracking and AI-assisted video reviews are now common in high-performance centres. Making simplified versions available to lower-income schools could level the playing field. Imagine a township bowler in South Africa learning to analyse their technique using only a smartphone and a free app?

Fairness in sport

The conversation about schools and cricket is not just about numbers or stats. It is about fairness. Sport should be the great leveller, not another mechanism of exclusion. If cricket is to thrive, it needs to look beyond scoreboards and trophies. It must ask who gets to play and who never gets seen?

A batter from a village school in India, a wicket-keeper from a government school in Sri Lanka or a fast bowler in a South African township; each deserves the chance to be part of the national story. Cricket boards, policymakers and educators must work together to make that possible.

The game will only grow when it welcomes players from all walks of life. That requires more than scholarships. It requires a reset of how we think about talent. Because the next cricket superstar may not wear a crest on their blazer. They may wear resilience on their sleeve.

Habib Noorbhai is a Professor (Health & Sports Science) at the University of Johannesburg.

The Conversation

By Johnathan Paoli

South Africa’s education sector has scored a major international victory with the appointment of Umalusi CEO Mafu Rakometsi as the new president of the International Association for Educational Assessment (IAEA).

Umalusi, which is the Council for Quality Assurance in General and Further Education and Training, confirmed the news with pride.

“We congratulate our CEO, Dr Mafu S. Rakometsi, on his appointment as the president of the International Association for Educational Assessment,” the council said on social media platform X.

The announcement, which has been welcomed by the country’s largest teacher union, Sadtu, marks a significant milestone for the country’s standing in global education quality assurance.

The IAEA is a globally respected body that brings together assessment professionals from over 50 countries across all continents.

Its membership includes national examination boards, university departments, government education agencies and research institutions that focus on education evaluation in primary and secondary schooling, post-school education and the workplace.

The association also provides a platform for advancing scholarly and policy debates on student achievement and quality learning.

With a career in the public service spanning more than four decades, Rakometsi has held multiple leadership positions and remains one of South Africa’s most respected education administrators.

Born and raised in Matjhabeng in the Free State, Rakometsi has been instrumental in strengthening education quality assurance mechanisms across the country.

Under his leadership, Umalusi has developed a reputation for upholding rigorous and credible standards in the certification of school and college qualifications.

He has championed various reforms that modernised assessment processes, improved public confidence in national examinations and promoted data-driven insights into learner performance.

Rakometsi is widely recognised for his strategic thinking, administrative excellence and commitment to education transformation.

Sadtu issued a congratulatory statement, hailing Rakometsi’s election to the prestigious global position.

“Dr Rakometsi’s appointment is a significant honour and recognition of his outstanding leadership, experience and commitment to educational quality assurance,” Sadtu spokesperson Nomusa Cembi said.

The union further noted that his presidency affirmed the depth of South African educational expertise and enhanced the international credibility of institutions like Umalusi.

“It places South Africa firmly on the world stage in terms of matters of assessment and quality education,” Cembi added.

Sadtu pledged its ongoing support for Rakometsi’s efforts to advance fair and equitable educational assessments both nationally and internationally.

His elevation to the presidency of IAEA is expected to amplify the voice of developing countries in the global education discourse, especially in how assessment tools and methodologies are designed to reflect diverse contexts and developmental challenges.

Rakometsi is also expected to advocate for more inclusive approaches that accommodate the realities of Global South education systems, particularly in Africa.

With educational equity and standards increasingly under the spotlight globally, his role will be key in advancing policies that ensure meaningful, fair and culturally relevant assessment systems.

INSIDE EDUCATION

By Johnathan Paoli

Despite the many challenges around implementing Information and Communication Technology to counter obstacles for persons living with disabilities, South African developers are proving that innovation can equal inclusion.

This week, a suite of assistive technologies aimed at transforming the lives of people with disabilities was launched at the Central University of Technology (CUT) in Bloemfontein.

“The technologies we introduce today are more than just tools; they are symbols of inclusion, innovation and purposeful change. They represent a future where no one is left behind in the Fourth Industrial Revolution. A future where ‘all means all’, including youth, women and persons with disabilities,” said Science, Technology and Innovation Deputy Minister Nomalungelo Gina.

The programme, which is a collaborative initiative of the DSTI, the Technology Innovation Agency (TIA) and CUT, showcased four transformative tools developed under the Technology Acquisition and Deployment Fund and the Grassroots Innovation Programme.

The deputy minister praised the launch, themed “Innovation for Inclusion: Empowering Abilities Through Technology”, as a bold statement that the time had come to dismantle systemic exclusion in workplaces, classrooms and public life.

The assistive technologies are all locally developed and aligned with the lived experiences of South Africans with disabilities.

They were incubated through TIA-supported programmes and refined at CUT’s Product Development Technology Station (PDTS).

Most of the developers are youth with disabilities, which affirms the importance of representation and inclusive design in innovation.

The Ka-Dah Device is a wearable hands-free system designed for the visually impaired.

It pairs a Bluetooth earpiece with a tactile interface, allowing users to operate smartphones without touching the screen, thereby enabling mobile access with independence and ease.

A real-time Video Remote Interpreting service called Virecom links deaf individuals to South African Sign Language (SASL) interpreters at public service points, such as police stations, to ensure fair access to justice and communication.

A mobile application, WeSignIt, converts written content into SASL through QR code scanning, enhancing comprehension and decision-making within the deaf community.

An innovative audio-description storytelling app called ShazaCin, which was created by a visually impaired South African entrepreneur, allows blind users to experience tourist destinations, cinemas and cultural landmarks through rich auditory narration.

CUT Vice-Chancellor Pamela Dube told the launch that assistive innovation was crucial.

“These technologies are not just projects; they are proof of what’s possible when innovation is driven by empathy and grounded in community,” she said.

Dube highlighted the university’s ongoing investment in inclusive technologies through its Centre for Rapid Prototyping and Manufacturing, which, alongside PDTS, has played a pivotal role in supporting student-led research, experiential learning and prototype development.

Dube spotlighted the Ka-Dah Device as an example of CUT’s innovation ecosystem translating academic research into impactful, real-world tools.

“It exemplifies how innovation can change lives. This is not the end of our journey, but the beginning of a more inclusive future,” she said.

Delivering remarks on behalf of Free State premier MaQueen Letsoha-Mathae, education MEC Manthlake Maboya reinforced the provincial government’s dedication to inclusivity.

“We cannot build a democratic and just society unless people with disabilities are at the centre of development,” she said.

Maboya confirmed that funding has been secured to expand disability services across the province, with a particular focus on eliminating barriers in rural schools and public institutions.

The DSTI shared its broader vision to scale these technologies nationally.

Plans include establishing a national disability innovation hub, expanding funding for youth-led tech startups, and partnering with NGOs, municipalities and national departments to integrate assistive technologies into service delivery.

Multiple departments, including Social Development, Women, Youth and Persons with Disabilities, and Small Business Development, are working together to ensure the rollout is multi-sectoral and sustainable.

The event also resonated globally, with representatives from G20 nations participating online and acknowledging South Africa’s leadership as the host of the G20 Disability Inclusive Working Group.

As the country accelerates its development of inclusive technology, the deputy minister stressed that a truly modern society must be one where all abilities were recognised, empowered and included.

INSIDE EDUCATION

By Thapelo Molefe

A young graduate from Tshwane North TVET College has turned a personal business challenge into a technical breakthrough by developing a battery-powered nail dryer.

This was after she joined a skills development programme offered by Greycode and funded by the Media, Information and Communication Technologies Sector Education and Training Authority (MICT Seta).

Keletso Rampedi, who completed her N6 in Management Assistance in 2023, was unable to find in-service training and set up a small nail business. However, when load-shedding affected her income, she was forced to consider other ways of staying in business. earning a living.

Rampedi came across a Greycode-run Internet of Things (IoT) programme. But the 15 available funded spots were already filled. She volunteered to join without a stipend.

“She wasn’t initially selected because only 15 were funded, but she insisted on joining the programme without a stipend. She just wanted the skill,” said MICT Seta CEO Matome Madibana.

Her story highlights the impact of practical, skills-based training in addressing South Africa’s massive youth unemployment and digital skills gap.

Greycode, which specialises in crafting IoT solutions, partnered with MICT in 2023 to introduce hands-on technical training at Tshwane North TVET College.

“Traditionally, students will only learn theory, but now they actually thrive because… you actually get to build a tangible series circuit and parallel circuit,” Greycode CEO Mutshidzi Mapila told Inside Education.

That focus on access and inclusivity also led to the creation of the company’s training division.

“That realisation led to the birth of Greycode Skillshare, our education and training arm. It was created to democratise tech skills, especially in underserved areas where formal tech education is limited,” Mapila said.

“We wanted to build a platform where anyone from high school learners to young professionals could gain hands-on experience in electronics, programming and innovation, breaking the myth that tech is only for the highly intellectual, and creating a space where people feel empowered to innovate.”

The programme centres on Greycode’s custom-built IoT development board, an all-in-one tool that combines Wi-Fi, GPS, LTE and Bluetooth.

“It’s a versatile tool that can be used across various industry sectors, from industrial automation to DIY projects. Most importantly, it’s an excellent tool for the classroom — giving students the opportunity to learn through practical, hands-on experience,” Mapila said.

Students are trained in electronics, programming, networking and 3D printing. They are required to design, code, develop a prototype and present functional devices as part of their final assessment.

The programme is also intended to build entrepreneurship and self-reliance among graduates and help reduce the growing mismatch between education and employment.

Video by Kgalalelo Setlhare Mogapi.

Madibana said short, focused, hands-on programmes were critical to closing South Africa’s education-employment gap.

Looking ahead, Greycode plans to expand the programme to support tech-based entrepreneurship.

“We’d like to focus more on everybody who’s business-minded and has a tech idea… and then they want to build that prototype and further commercialise it,” Mapila said.

“We aim to grow Greycode Skillshare into a platform where anyone, regardless of background, can go from beginner to builder to business owner. Ultimately, I want Greycode to demonstrate that we don’t have to wait for imported solutions, we can create our own right here.”

INSIDE EDUCATION

By Levy Masiteng 

Science, Technology and Innovation Minister Blade Nzimande is on a mission to change the face and landscape of the country’s public science system so that it truly reflects the demographics of South Africa.

This week, the country is celebrating National Science Week, which aims to close the gap between society and science.

Over the past 25 years, the programme has grown significantly, and from next year it will become the National Science Month.

Nzimande, who kicked off celebrations at the Tshwane University of Technology in Pretoria, spoke about his department’s plans for science.

“We intend to upscale our science centres project. In the past, we donated mobile lab units in the form vans which were customised to serve as labs. This intervention has proven to be quite impactful and with the experience we have gathered, we intend to scale up this programme,” he said.

The department was currently considering the establishment of two forms of science centres. One was a national flagship science centre, which would comply with the highest global standards, and the other was limited-scale science centres that were service delivery focused and strategically located within localities for easy access to the public. 

“Our decision to upscale our science engagement interventions is informed by a number of considerations. One is my dream of seeing each of our provinces having a high-quality science centre before the end of my term,” Nzimande said.

Other interventions, including aligning science engagement interventions with national priorities, are focused on increasing the number of learners with higher pass rates in maths and science.

The aim is to help more young Black children, especially in rural areas, gain the confidence and skills for science careers.

“From an epistemic perspective, our interventions are also aimed at making sure that we produce young academics, scientists and researchers, who don’t merely see themselves as consumers of the knowledge that others produce (especially the Global North), but see themselves as producers of knowledge,” he said.

The week-long programme is coordinated by the SA Agency for Science and Technology Advancement. It forms part of the government’s efforts to contribute to the development of a society that engages critically on science, technology and innovation.

The countrywide events include science and career exhibitions at schools, lectures, science discussions and online science events.

There will also be exhibitions at taxi ranks to demonstrate how inclusive science can drive social cohesion, economic growth and sustainable development.

“The department’s goal is to make science accessible to everyone, regardless of background, class, or geographic location,” Nzimande said.

INSIDE EDUCATION