By Charmaine Ndlela

Gauteng’s education MEC has condemned the alleged drugging and rape of eight primary school boys as an “unspeakable” act, urging parents to instil values of respect in their children.

Matome Chiloane expressed shock over the Sept. 1 incident at Khomani Primary School in Diepsloot, Soweto.

“Such an unspeakable act should never happen to any learner in Gauteng,” Chiloane said in a statement.

“We sympathise dearly with the affected learners and families, assuring them of our full support during this time.”

The attack, in which a grade 7 boy allegedly stole and drugged a cold drink before giving it to the victims, who were then raped at gunpoint by an adult, has highlighted vulnerabilities in school safety.

“This incident is a reminder of the importance of our collective duty to ensure the safety of our children in and outside of school,” Chiloane added.

“We once again call on parents to play an active role in the lives of their learners, to instil values of respect and integrity that will form the foundation of the education we provide them with.”

Department spokesperson Steve Mabona said the grade 7 pupil has been suspended, with a disciplinary hearing scheduled for September 17.

The adult perpetrator was arrested, and police investigations are ongoing.  

Psychosocial support has been provided to the victims and families, including assessments by the Teddy Bear Clinic for injuries and well-being.

The condemnation comes as South Africa’s schools grapple with rampant violence and bullying.

The South African Human Rights Commission has found that in primary schools, daily incidents of fighting, intimidation and vandalism are turning learning spaces into places of fear, contributing to emotional trauma and dropouts, particularly among girls.

South Africa also faces one of the world’s highest rape rates. According to police statistics for the final quarter of 2024/25, there were 13, 452 reported sexual offences, with rape cases increasing to 10,688.

The Democratic Alliance (DA) said in 2024 that over 106,000 child rape cases and 22 000 sexual assault cases involving children had been reported in the six years to 2023/2024.

The information was provided via a parliamentary question. “On average, this equals approximately 1,472 child rape cases per month,” the party said at the time.

Education officials have called for stronger community involvement and implementation of the National School Safety Framework to combat these issues.

While the department of basic education has said it is implementing the framework across schools, it also said this year it has experienced “serious” capacity constraints such as “staff shortages in district safety directorates, financial limitations, and external environmental challenges such as high crime rates and infrastructure vandalism in certain communities”. 

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube came under renewed scrutiny as Parliament’s Portfolio Committee on Basic Education probed persistent backlogs in school infrastructure and uneven learner outcomes across provinces, despite billions of rand being allocated annually to the sector.

Responding to findings from the Financial and Fiscal Commission (FFC), Gwarube acknowledged that infrastructure remains one of her department’s most pressing challenges.

While progress has been made in eliminating pit latrines, 206 schools continue to operate in unsafe or “inappropriate structures,” with the Eastern Cape, Western Cape, and Northern Cape worst affected.

“This remains a massive Achilles heel for the department. We are inching closer to the 100% mark on eradicating pit toilets, but progress is slower than desired,” Gwarube admitted.

The pressure came after the FFC highlighted entrenched disparities in school resources, inefficiencies in spending, and weak learner performance in underfunded communities.

Gwarube defended her department’s efforts, citing improvements in mathematics and science through the Mathematics, Science and Technology (MST) grant, but stressed it is only one intervention among broader reforms.

“It would be misleading to judge the entirety of our effort on the basis of one grant,” she said.

She also assured MPs that the department is reviewing its funding norms to better balance equity, fiscal realism, and sustainability.

FFC chairperson Nombeko Mbava presented stark findings, noting that South Africa’s basic education system—serving over 12.5 million learners—remains marked by unequal resource distribution.

Public schools, particularly in poorer quintiles, face overcrowding, weak infrastructure, and poor matric results. In 2024, only 44.4% of learners in quintile one schools achieved a bachelor pass, compared with 60.3% in quintile five schools.

“Equity in education is not just about allocating funds. It is about ensuring that every learner, regardless of where they are born, has access to the same quality of education, infrastructure, and opportunities,” Mbava warned.

The FFC report highlighted further gaps: more than 82% of schools lack laboratories and computer centres, 74% have no libraries, and 40% are without sports facilities. Even where libraries exist, many are poorly stocked.

Conditional grants showed mixed results.

The Education Infrastructure Grant (EIG) reported high expenditure, yet provinces such as the Eastern Cape and North West failed to meet half their maintenance targets.

The ASIDI programme, tasked with eliminating unsafe structures, continues to lag behind schedule.

While the evidence underscored systemic problems, MPs targeted Gwarube personally. EFF MP Mandla Shikwambana criticised her for leaving committee meetings early.

“We cannot continue with a minister who is either absent, leaves early, or doesn’t engage. It is abnormal, and we cannot normalise it,” he said, noting that departmental spending is often reported without baseline data, making it hard to track progress on toilets, classrooms, and laboratories.

ActionSA’s Lerato Ngobeni added that simply “throwing money at the problem” is insufficient and insisted accountability must rest with the minister.

“We cannot allow ministers to evade responsibility by leaving their deputies and DGs to answer tough questions,” she warned.

Committee chair Joy Maimela defended the committee’s oversight role but encouraged members to formally escalate attendance concerns.

“If the minister’s availability is a challenge, this should be raised with the Speaker,” she said.

INSIDE EDUCATION

By Charmaine Ndlela

The Gauteng Department of Health (GDoH) has called on parents and guardians to support its latest single-dose human papillomavirus (HPV) vaccination campaign, aimed at protecting young girls from cervical cancer.

The campaign runs from 8 September to 7 November 2025 and is being rolled out at schools across the province. Eligible learners include girls aged 9 to 15 in Grade 5, as well as Grade 6 and 7 pupils who missed their vaccinations in previous years.

Provincial health spokesperson Motalatale Modiba assured parents that the HPV vaccine is both safe and effective. 

“This life-saving initiative highlights the importance of immunising girls before the age of 15, as early protection significantly reduces the risk of developing cervical cancer later in life,” he said.

He added that the vaccine being administered is proven to protect against HPV types 16 and 18, which are responsible for more than 70% of cervical cancer cases.

“Consent forms are required for participation in the HPV vaccination campaign. Learners aged 12 and older may self-assent,” Modiba explained.

He added: “Vaccinations will be conducted at private primary schools, combined private schools, outstanding public primary schools, and special schools across Gauteng. Grade 5 boys and girls will also receive a booster dose of the Tetanus, Diphtheria, and Acellular Pertussis (Tdap) vaccine.”

The HPV campaign forms part of the Integrated School Health Programme (ISHP), which also provides health screenings for vision, hearing, oral health, nutrition, as well as deworming and other onsite services.

According to the Department of Health, “one shot of the HPV vaccine gives girls lifelong protection against cervical cancer-causing viruses”.

INSIDE EDUCATION

By Johnathan Paoli

The Democratic Alliance (DA) in Metsimaholo Local Municipality has escalated its long-standing concerns over deteriorating school infrastructure, calling on Free State Premier McQueen Letsoha-Mathae to urgently intervene as delays, safety risks and unfinished projects continue to plague local schools.

The latest appeal, issued by DA councillor Stone Makhema on Sunday, follows an oversight visit with DA National Council of Provinces (NCOP) Member of Parliament (MP) Igor Scheurkogel.

The delegation found that critical projects at HM Mthombeni High School in Amelia and Taaibos Primary School in Kragbron remain incomplete despite multiple promises and revised deadlines from the Free State Department of Education.

Construction of Mthombeni school began in 2019 with an initial completion date of 2022.

Yet, more than three years past that deadline, the school remains a construction site.

Twenty of its twenty-eight classrooms still lack electricity, meaning learners often sit in darkness on cloudy or rainy days.

Makhema painted a grim picture of the conditions.

One classroom, he noted, has been converted into a makeshift kitchen where food is prepared with gas stoves—without fire extinguishers or any safety measures in place.

Doors of poor quality require constant replacement, barricades obstruct movement, V-drains stand unfinished, and the school hall has been left half-built since last year.

“Only a handful of contract workers can be seen on site. This clearly shows a lack of urgency from the department,” Makhema said.

The DA argues that learners and educators have been forced to study and teach in unsafe, disruptive conditions that undermine education.

Despite the department’s claim that the project is over 90% complete, the DA says the reality on the ground shows otherwise.

Taaibos Primary School has faced a similar fate.

Refurbishments started in February 2024 with the promise of completion by January 2025.

That deadline was missed, followed by another in the second term of 2025. Oversight visits revealed rubble scattered around the school, half-finished facilities and construction workers often absent from the site.

Children are reportedly still being served meals outside in open spaces because the school kitchen remains unfinished.

The electricity connection is incomplete, and much of the schoolyard requires paving.

According to documents seen by Inside Education, the Department of Education has attributed the delays to “cashflow issues” faced by the main contractor, sequencing problems caused by construction during school hours, and disputes between contractors.

Although a revised completion date of July 2025 was issued, Makhema now says even the latest target dates of September and October appear “an impossible mission”.

“The Free State Department of Education has continuously shifted blame to the Department of Public Works. Meanwhile, our children suffer in hazardous learning environments,” Makhema stressed.

The DA has repeatedly requested joint oversight inspections with the department, but says its calls have been ignored.

Instead, completion dates are moved forward year after year without tangible progress.

“Contractor disputes, non-payment and endless extensions cannot continue to be the excuse. The safety and education of learners must come first,” Scheurkogel said.

The opposition is now demanding Premier Letsoha-Mathae’s direct intervention, arguing that the education department under MEC Mantlhake Julia Maboya has failed to deliver on its promises.

In April, DA MPL Dulandi Leech posed a series of questions in the Free State Legislature regarding the HM Mthombeni project.

The department confirmed that R87.6 million had been allocated, of which over R65 million had been spent by March 2025.

It also revealed that the original joint venture contractor had collapsed due to internal disputes, forcing the appointment of a new service provider, Elebone Multipurpose, with a revised completion date of May 2025.

Despite these assurances, the site remains incomplete months later, intensifying frustration among parents, learners and opposition parties alike.

MEC Maboya has recently launched initiatives such as the 150 Primary Schools that Work programme, promising to strengthen school functionality and performance across the province.

However, the DA argues that such flagship projects ring hollow when basic infrastructure remains unfinished in Metsimaholo.

“Investing in primary education is imperative,” Maboya said at the launch, where she handed over 30,000 digital devices and 367 library trolleys.

Yet, according to Makhema, “No number of tablets can make up for the fact that learners in Metsimaholo are studying in unsafe and incomplete classrooms.”

The DA insists that only the Premier’s office can break the deadlock.

“Premier Letsoha-Mathae must step in and hold the responsible departments accountable. Our learners cannot continue to pay the price for administrative failures,” Makhema urged.

The opposition has pledged to continue monitoring the situation and to push for urgent intervention until the schools are safe and fully functional.

Inside Education reached out to the Free State Department of Education for comment on the state of the schools, with no response being received by the time of publication.

INSIDE EDUCATION

By Levy Masiteng 

TVET college students walked away with more than R180,000 in cash prizes at the Allan Gray Makers Competition and South African National Artisan Awards (SANAA), a celebration of innovation and entrepreneurship held this week at the Birchwood Hotel and OR Tambo Conference Centre in Boksburg.

Hosted by Allan Gray Makers in partnership with the Department of Higher Education and Training (DHET), the event recognised and celebrated the contributions of artisans across diverse fields of craftsmanship in South Africa.

The winners included Oratile Sibanyoni from Tshwane North TVET College, who won the Business Idea category and walked away with R50,000.

Rashaad Sambaba from False Bay TVET College won the General Business category and was also crowned Overall Winner of the Year, earning R30,000 for the category and an additional R50,000 from the National Youth Development Agency (NYDA).

Siphokuhle Mcotshana from the College of Cape Town placed second, receiving R30,000 plus another R50,000 from the NYDA.

The Department of Higher Education and Training (DHET) noted that this year’s SANAA theme was “Changing Artisanal Identity and Status.”

“These awards highlight the skills, creativity, and cultural significance of artisans who excel in traditional crafts such as welding, motor mechanics, carpentry, and other high-demand trades,” the DHET said in a post.

The celebration was attended by Higher Education Minister Buti Manamela and Deputy Director-General for TVET Colleges, Sam Zungu.

Manamela stressed the central role of artisans in the economy.

“Artisans are the backbone of our nation. They are the electricians who power our homes and industries, the mechanics who keep our economy moving, the plumbers who protect public health, and the welders and millwrights who build the infrastructure of tomorrow. As we transition to a green economy, artisans are not a luxury but a necessity,” he said.

He added that SANAA should not just be an event, but a movement that celebrates excellence, nurtures talent, and affirms the dignity of work.

“Because when we invest in artisans, we invest in the soul of our nation.”

Zungu echoed this, praising artisans as vital to the economy and communities.

“We are here to proudly declare that artisans matter to our economy, our communities, and the future of South Africa,” he said.

False Bay TVET College expressed pride in their students’ achievements: “These victories are more than individual accomplishments — they are a testament to the quality of education, training, and mentorship at False Bay TVET College.”

The College of Cape Town also thanked supporters of Mcotshana, saying: “We truly appreciate your support, colleagues.”

The Allan Gray Makers Competition is funded by Allan Gray Philanthropies and supported by the DHET, Absa South Africa, Future Managers, and SAB.

Sambaba, the overall winner, took to Facebook to express his gratitude.

“This award is more than just a trophy; it’s a validation of my mission to create sustainable change through entrepreneurship, education, and youth development. My journey is just beginning, and this moment fuels my commitment to continue building a legacy that uplifts communities and empowers the next generation of leaders,” said Sambaba.

Manamela called for greater recognition of artisans.

“Let us recognise the value and dignity of artisanal work. Let us celebrate the men and women who build, create, and innovate. They are the pillars of our economy, and they deserve our respect and appreciation,” said Manamela.

INSIDE EDUCATION

By Mateboho Green

The morning session of the University of Pretoria’s 7th Women in Science Event ignited a lively debate, frequently punctuated by roaring laughter from the audience in the Future Africa auditorium on 8 August 2025.

During the Q&A segment following the panel discussion themed ‘Closing the Gender Gap in STEM’, an individual in the audience posed a question to Dr Phethiwe Matutu, CEO of Universities South Africa.

Question: When it comes to diversity in STEM disciplines, it is vital to see people who look like us—women we can look up to, especially black women if we, ourselves, are black. If we want more women to pursue science, we must encourage girls to be themselves in the field, rather than model themselves after the males who dominate it. So, how do we create spaces for women to be authentic and still succeed at the same rate? And how do we take intersectionality further?

Dr Matutu: That’s an important question, which one could explore at great length. I’ve heard young black women engineers say they started drinking beer and watching rugby—(laughter), just to have something in common to discuss with their peers. I thought the beer was a bit much [laughter] until I found myself drinking wine while teaching at Stellenbosch University [located in the heart of South Africa’s winelands] many years ago, for six years. Everyone frowned upon my not drinking wine. It wasn’t a negative influence but a genuine attempt by my colleagues to embrace me and assimilate me into their culture.

In another personal example, my daughter recently completed her degree in mechatronics and is now pursuing her master’s. She has started saying things like, ‘I’m sweating my balls off’—[laughter]—and I thought, ‘What balls is she talking about?’ That’s what happens when a woman is immersed in a male-dominated environment. It’s a reflection of how dominant male culture can influence the behaviour of a lone woman in their midst.

Speaking of women feeling the need to emulate men in male-dominated environments—I’m a mathematician by profession. I was the first woman from a South African university to earn a PhD in pure mathematics [wide applause].

Throughout university, I never had a female mathematics lecturer. I was taught exclusively by men until I obtained my PhD. So, I did not quite have mentors like me to emulate. Recently, at Rhodes University, a 23-year-old female Master’s student was being celebrated for earning a distinction at the master’s level in mathematics. Everyone assumed she was the first—until I pointed out that I had achieved the same 33 years ago. It’s just that no one knew.

In the STEM disciplines, it is easy to be perceived as a rarity—because women mathematicians are few and far between.

On a lighter note, however, I’ve never felt compelled to look like a man [applause], despite that I still proudly sport my natural hair — much against some of my close associates’ nudges to switch to weaves, supposedly to look more “feminine.”

Ms Thato Semono, Head Girl at Tuks Sports High School: “For me, being authentic is about girls understanding their roots—recognising the sacrifices others have made to help them reach their goals. We need more campaigns to ensure information is accessible to everyone. Girls from disadvantaged backgrounds, in particular, often lack exposure to existing opportunities. It’s equally important to instil in them a sense of contentment with who they are.”

Ms Susan Byakika, Coordinator of the Women in Hydrogen programme at the German Development Agency (GIZ) in South Africa, also directed a question to Dr Matutu.

Question: After engaging with several university researchers and lecturers, I’ve noticed a recurring challenge: many conduct research in isolation, with little to no industry exposure. Yet they’re expected to publish academic papers to progress in their careers. The absence of industry partners who could otherwise enhance the relevance of their research often hinders their advancement. What opportunities exist within USAf to bridge these gaps and address the challenges holding researchers back? If entities like the GIZ, where I work, support academia-industry platforms, how can we connect with them, particularly through USAf?”

Dr Matutu: Applied research is important. The Department of Science, Technology and Innovation previously ran a programme focused on linking universities to industry. This was later transferred to the Department of Trade and Industry to foster university–private sector collaboration. The facility is called the Technology and Human Resources for Industry Programme (THRIP). That might well be your solution.

Otherwise, individual universities do seek, develop and maintain bilateral partnerships with industry for research and many other purposes.

Dr Leno Seboka, Medical Physicist at the Steve Biko Academic Hospital and Lecturer at UP, channelled her question, on the PregiDose Mobile App, to Dr Essop: I agree that therapists often forget their dosimeters. I also acknowledge that radiography remains a male-dominated field, and many women feel hesitant to approach us for dosimeters. I’m curious: does your application cater to physicians as well? We once had an intern who became pregnant but withheld the information, fearing it would delay her graduation. If your app is accessible to medical physicists, it could be a valuable resource for women in our field.”

Dr Essop: I’m venturing into uncharted territory now. I’m in the process of commercialising my product and have applied to the Technology Innovation Agency (TIA), whose process is quite rigorous—they want a clear understanding of the target market. What’s fascinating is that radiation exposure isn’t confined to X-ray departments; it’s present in theatres, orthopaedic theatres, and diagnostic procedures for kidney and gallstones—we’re everywhere.

The app is not just for radiographers; it’s relevant to orthopaedic surgeons, medical physicists, and anyone involved in therapeutic or diagnostic radiography. So yes, it has broader applicability. If we secure funding, we intend to expand access to the wider market that needs it.

At my last count, there were around 6,000 female radiographers in the field. Realistically speaking, only 6% are likely to be pregnant at any given time, so this underscores the need to broaden the app’s reach.

The audience’s other questions – based on the morning’s presentations, were directed at the UP Director of Internationalisation and Strategic Partnerships, Dr Rakeshnie Ramoutar-Priesch (middle, above), who had welcomed the guests to the event; the keynote speaker for the day, the Deputy Minister of Science, Technology and Innovation, Ms Nomalungelo Gina (right); and the Vice Principal: Research, Innovation and Postgraduate Education, Professor Sunil Maharaj (left), who stood in for the University’s Vice-Chancellor and Principal, Professor Francis Petersen.

We share edited versions of some of those questions below.

A Medical Biological Scientist and an aspiring doctoral candidate, Ms Mmapulane Setumo, inquired about alternative funding instruments suitable for women above the age of 35, beyond which they no longer qualify for funding by the National Research Foundation.

Question: What funding opportunities are there for women in employment to pursue doctoral studies, to augment what one is likely to get from their department, which is usually inadequate, and in addition to what one might have saved for PhD study purposes?

Dr Rakeshnie Ramoutar-Prieschl: At UP, funds are available for part-time assistants through the University’s Department of Research and Innovation. Even within your department, you can inquire about other opportunities from your Dean.  Another prospect is the Department of Higher Education and Training, which funds universities’ doctoral programmes through the Universities’ Capacity Development Programme grants.

“We therefore want to collaborate with UP to encourage our researchers and innovators, and to reinforce the notion that there is life in science, and that science is cool.”

So, Ms Anele Msomi, from the GIZ, asked: Deputy Minister, is that invitation open to other institutions, like ourselves? We’re currently working on a technology programme that we want to filter down to the grassroots to ensure we help everybody.  How can we tap into this opportunity?

Deputy Minister: This opportunity is not limited to UP.  All universities and civil society organisations may submit proposals to our Grassroots Innovators through the Technology Innovation Agency (TIA), our seed funding instrument. Go to their website for details

Deputy Minister of Science, Technology and Innovation, Ms Nomalungelo Gina (left): Don’t rule out industry role players – I know a few PhD scholars who have accessed private companies’ research funds. Private companies fund doctoral research, incentivised by the tax rebates they get in return.

As part of her keynote address earlier, Deputy Minister Gina had congratulated the University of Pretoria for their Sci-Enza programme that teaches science to school learners of all ages in a fun way and, in the process, also instils teachers’ interest in the subject.

She had also mentioned Grassroot Innovators, a facility of her department, which works closely with higher education institutions, schools and communities to promote innovation.  “We protect your intellectual property; ensure that your innovation ideas come to fruition, through funding, and we also help you scale up your idea.

Reducing maths teaching to maths literacy is a major problem

Question by an audience member from UP’s Department of Health Sciences to Deputy Minister and Professor Maharaj: Most of us have identified the issue of STEM in high school, with many schools opting to offer mathematics literacy over pure maths. Even the quality of maths lit is not that great. Have you discussed this with DBE? We tend to celebrate a mediocre 100% pass rate.  As universities, we assume, when we receive school leavers with 7 As, that they are the best students we could attract.  Yet we see such learners struggling a lot. Basic education is seriously lacking. We seem to be going backwards – not as women, but as a country in STEM education.

Deputy Minister: We just started a tripartite alliance of three departments: DSTI, DHET and DBE. What you are raising is one of our joint focus areas, addressing STEM subjects in the context of teacher training and education. We are not yet there, but through the pipeline of teachers we’re trying to produce, we should begin to see better results, over time.  This also touches on the curriculum – what are universities teaching student teachers?

Professor Sunil Maharaj, Vice-Principal: Research, Innovation and Postgraduate Education at UP (right): This is a perennial problem. It is regrettable that 30 years into our democracy, we still see maths performance declining. If you look at Grade 12 results, the number of maths and science students has not increased – in fact, it has gone down. Whether they are male or female is immaterial – it is the culture of mediocrity that we must learn to curtail.  The day we change the 30% pass rate is the day we will begin to move forward. Because of that 30% pass requirement, schools are attaining a 100 % pass rate, which looks very nice in newspapers. The ‘high performers’ go on a stage at the end of every year, attracting corporate awards. But if South Africa is to build a strong economy and become globally competitive, we need scientists, and good mathematics is important in their development.  I look forward to the day the government decides ‘we don’t offer maths lit anymore’ — a difficult political decision it will be to make.

This is a national problem

“But we, as collective universities, cannot see this as a sole Basic Education problem,” Professor Maharaj continued.  “We must work together.  We inherited many of these issues and need to play our role. As part of our corporate social investment (CSI) programmes, universities must put more interventions in place to support students through the use of tutors and the many bridging programmes. That must be the solution until such time as the system changes.

“On a positive note, it’s interesting to see the extent to which the students who did not come in with impressive high school results go on to excel, downstream, when given appropriate support. Many had no access to good maths teachers, or got a good teacher for only three out of the 10 months of schooling in a year.  So, they come in with low marks, not because they are not bright, but because they were not given a firm maths foundation. We must continue to support such learners.”

Dr Matutu: Should we be concerned by the absence of diversity in our STEM fields? If 60% of graduates from our undergraduate degrees are women,  should we be concerned by the under-representation of men, and about what kind of society are we creating? If women are more represented in Human, Social and Life Sciences, should we not be promoting inclusion across disciplines such as Engineering, Physics and Mathematics for a more equitable society?

Professor Maharaj: I agree — 60% of our graduates are women, and yes, we are concerned about what happens to men. At UP, a fair number of women in engineering are in Mechanical or Chemical Engineering. We must also undertake a granular assessment of all our programmes to see what is happening. Male numbers at the postgraduate level are concerning, even though the numbers differ between programmes. It is incumbent upon us to put interventions in place to address these issues on a departmental or programmatic level.

Dr Ramoutar-Prieschl (left): Gender dominance in specific disciplines is an issue for the gender equal future we are trying to create. We cannot disenfranchise one gender in favour of the other.

Deputy Minister: You are pointing to social disorders in our society. We solve one problem and create another – and need to strike a good balance in our programmes. The focus on the girl child tends to lead to an unintended consequence of disadvantaging the male child. We need to address that challenge by examining practices at our institutions, in civil society and in our youth. Unless we address it, it will create a major problem for our country.

UNIVERSITY OF SOUTH AFRICA

By Levy Masiteng 

As International Literacy Day is commemorated on Monday, Ricardo Mackenzie the provincial Minister of Cultural Affairs and Sport, urged residents of the Western Cape to join their local libraries and cultivate a love for reading. 

According to the province’s Department of Cultural Affairs and Sport (DCAS), they have been working tirelessly to promote literacy through various programs and interventions.

In a statement DCAS said the province has 375 public library service points, 229 rural libraries which provides free internet through over 1,500 workstations and free Wi-Fi access at 180 libraries.

When it comes to materials, they said they have 160,307 hard copy books which were procured in the last financial year, 36,968 e-books, audiobooks, and online magazines that are available for access. 

For the blind and visually the department impaired  37 mini-libraries with 275,194 e-books and 80,990 audiobooks circulated in the past year. 

“Thousands more benefit annually from library storytimes, school class visits, book clubs, reading quizzes, writing competitions, and study support initiatives,” the government said. 

Mackenzie in a statement emphasised that public libraries are more than just buildings with books but they are springboards into learning, opportunity, and hope. 

“On International Literacy Day, we celebrate the everyday heroes—our librarians, volunteers, parents, and young people—who keep the flame of reading alive,” he said. 

Mackenzie continued to say the DCAS aims to build a culture of reading in the province, with library literacy programs directly supporting over 600 residents this year.

He invited every resident to visit their local library, borrow a book or download an e-book, join a reading circle, and sign up for the ALMAL Book Club. 

“Reading opens doors—at school, at work and in life,” Mackenzie proudly said. 

INSIDE EDUCATION

By Janine Greenleaf Walker

Interventions aimed at improving teacher education and development in South Africa  – particularly concerning the teaching of languages and mathematics – are beginning to pay dividends.

This message emerged from an entity involved in teacher education at Universities South Africa’s Education Deans’ Forum (EDF) meeting on 15 August.

The Primary Teacher Education (PrimTEd) project began as an initiative of the Department of Higher Education and Training (DHET). It is part of the Teaching and Learning Development Capacity Improvement Programme (TLDCIP) that covers areas of primary teacher education.

Since 2016, PrimTEd has assessed standards for measuring Initial Teacher Education (ITE) programmes for primary school teachers’ English and mathematics levels and abilities. It also tracked their development by testing both first-year and fourth-year students. It has now been expanded to measure student teachers’ knowledge in foundation phase literacy in IsiXhosa, Sepedi and English as a First Additional Language (EFAL).

The project also facilitates communities of practice (CoP) among lecturers from the 20 public and private universities involved in PrimTEd, to garner their support and inputs in the design and uptake of these assessments. Lecturers engage in research, standard setting, item writing, and collaborative dialogue based on research outputs produced by colleagues across all participating universities.

Professor Maureen Robinson who currently works for the educational consultancy, Kellelo, was previously a Dean of Education at Stellenbosch University for five years, and for 10 other years served the Cape Peninsula University of Technology (CPUT) in a similar capacity. She reported to the EDF on the progress that PrimTEd has made to date.

isiXhosa and Sepedi glossaries

She said PrimTed had developed isiXhosa and Sepedi glossaries to standardise the languages, and to enable quality assurance and testing. “Extensive piloting of the (updated) maths and English test and pre-piloting of isiXhosa and Sepedi has been done. If you are going to create a benchmark test across universities, you want to be very confident that the testing is valid and that the resulting information is useful. It’s been an intense and long process developing and checking these tests, which included Rasch analysis,” she said.

Professor Robinson dealt with the nuances between Home Language (HL) Knowledge and HL Practice: “It’s not just about what English, Sepedi, isiXhosa or maths content student teachers know; it’s also about what they know about the teaching of these subjects. This takes into consideration the pedagogy, the theory and practice of teaching that subject. That’s really what these tests are aimed at.”

She urged deans to encourage their maths and language staff to join the CoP meetings and administer PrimTEd testing at their universities.

Maths pilot testing

Her colleague, Dr Qetelo Moloi, a Quantitative Analysis Expert at Kelello, shared some of the findings of the PrimTEd maths pilot testing that has taken place.

He said that between 2016 and 2022 they used what they now refer to as PrimTEd 2.0, which has now been changed to PrimTEd 3.0.

“We have developed a standard that can be used across the institutions of higher learning, and this is not only about content. The process is now at the stage where we have piloted more than 500 items of maths with standards attached to them”

“We have tested more than 3000 first-year students and more than 1000 in year four. It is worth noting that there is good progress from first to fourth year – evidence that students improve their performance as they progress through their degree. We also have fewer students functioning at the basic level and more functioning at a higher level of competency– evidence that the interventions in place are bearing fruit.”

Key changes to ISPFTED

Mr Haroon Mahomed, Executive Manager: Teacher Education and Development (TED) Policy and Planning, updated the EDF members on the status of the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED), currently being revised. He also updated them on the National Policy Framework for Teacher Education and Development (NPTED).

According to Mahomed, TED policy in South Africa is guided by ISPFTED. It aims to improve the quality of teaching and learning in schools by enhancing teacher education and development opportunities. It focuses on improving access to quality education and development for both current and prospective teachers. 

The first TED summit took place in 2009, and ISPFTED was launched in 2011. The second TED summit, held at the end of 2021, developed resolutions in six key areas, namely,  teacher standards and professionalism, teacher recruitment and retention, teacher education, system deployment, career paths and accountability.

The 2011 ISPFTED framework, Mahomed said, laid the groundwork by outlining strategies for teacher development, recruitment and professionalisation. It has been undergoing revision since the 2021 TED Summit, and this 2025 framework builds upon this foundation, focusing on further improving teacher quality and ensuring a well-rounded education system for all learners. 

Key changes include:

Context and content updating – Including the impact of Covid, rapid technological advances between 2011 and 2025 and inclusive education including mother-tongue based bilingual education.

Governance and coordination – Proposal to strengthen governance through the establishment of a National Council for Teacher Education and Development (NCTED). 

Alignment – Process to align the ISPFTED with the NPFTED, previously not aligned, resulting in many challenges with mandates.

Adjustment of outputs and activities – Outputs increased from four to eight, and activities were adjusted, based on SMART (Specific, Measurable, Achievable, Relevant and Time-bound) principles for ease of planning and implementation; planning was streamlined, and goals were made more achievable.

Budget – Current budget information was updated with an increase to around R2 billion and how these funds can be used more effectively and efficiently. A  70% skills levy can be used for TED.

Collaboration: The roles of various role players including higher education institutions, Sector Education and Training Authorities, the South African Council for Educators, the Education Labour Relations Council and unions to be clarified.

Mahomed asked the EDF to provide feedback, adding that in-depth dedicated workshops could be arranged at universities in collaboration with the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA).

The updated ISPFTED policy document will be tabled at the Heads of Education Departments Committee (HEDCOM) meeting later this year and later taken to the Council of Education Ministers (CEM).

“In terms of current projection, we could complete this work by the end of this year with HEDCOM and CEM to advise on the further rollout of this process in 2026.”

Changes to Grade R qualifications

Ms Nombulelo Sesi Nxesi, CEO of ETDP SETA, said there had been a change to Grade R teaching: “A decision has been taken that all Grade R teachers must have a Bachelor of Education (BEd) in Foundation Phase Teaching. We are no longer going to be funding a Grade R diploma for employment purposes.”

For the unqualified or underqualified Grade R teachers, transitional measures are currently being developed in consultation with the Education Labour Relations Council (ELRC) and HEDCOM. This framework will ensure that teachers are appropriately qualified for the specific developmental and pedagogical needs of learners at this critical early stage of education. 

University of South Africa

By Johnathan Paoli

Kwa-Thema in Springs on the East Rand became the latest township to benefit from a state-of-the-art multi-purpose sports facility, thanks to a partnership between Nedbank and Kaizer Chiefs.

Explaining the choice, Kaizer Chiefs Marketing and Commercial Director Jessica Motaung highlighted the club’s commitment to empowering women’s football.

“We are very deliberate in our choice. The facility is not only helping the school or the community, but also providing a suitable training ground for women’s football. That is why we made sure the Home Sweepers train here,” Motaung said.

The facility was officially handed over to Phulong Secondary School, marking a milestone for the community and for women’s football in particular.

The handover forms part of the Nedbank Cup legacy project, which allows the competition winners to select a school that will benefit from a multipurpose sports court.

Chiefs, crowned 2025 Nedbank Cup champions, exercised this privilege by choosing Phulong Secondary, home to over 1,500 learners and a school deeply embedded in the Kwa-Thema community.

The facility will not only serve Phulong learners but also provide a home ground for Springs Home Sweepers Football Club, a women’s team with which Chiefs have established a strategic partnership.

The partnership between Chiefs and Home Sweepers has grown steadily in recent years, with the two sides working together to develop pathways for women players.

Home Sweepers owner and former Banyana Banyana coach, Joseph Mkhonza, expressed heartfelt gratitude for Chiefs’ investment in Kwa-Thema.

“We appreciate everything Chiefs has done for this community. Chiefs had six former players from this community. This community deserves better than what they’ve been getting,” Mkhonza said.

The unveiling was attended by Sport, Arts and Culture Deputy Minister Peace Mabe, who welcomed the initiative as a model for public-private partnerships.

“Partnerships should be fostered with the private sector and this is a step in the right direction. We appreciate Chiefs and Nedbank for this initiative. Let this court become a space for discipline, hard work, talent, and teamwork,” Mabe said.

Learners at Phulong Secondary were equally enthusiastic.

Grade 10 pupil Lindokuhle Gumbi said the project would inspire hope in the school.

“As a school we feel grateful because we don’t usually receive sponsors because of the area we are in. Hopefully, this will inspire dreams for many people,” Gumbi said.

In addition to the court, Chiefs donated sports attire and presented a framed, signed Amakhosi jersey to the school as a symbol of unity and opportunity.

On social media, Nedbank framed the handover as a continuation of the Nedbank Cup’s community impact.

Nedbank Chairperson Daniel Mminele said the initiative aligned with the bank’s belief in the importance of township communities.

“At Nedbank, we recognise that townships are the heartbeat of South Africa’s entrepreneurial spirit, culture, and economic resilience. Through projects like this, we hope to nurture that resilience by creating spaces where young people can thrive,” Mminele said.

Founded in 1969, Phulong Secondary has a proud history spanning 56 years.

The school currently has 1,514 learners enrolled and has produced many achievers, including a learner who won the Southern African Society for Co-operative Education Choral Eisteddfod in July.

The multipurpose sports court adds another feather to its cap, enhancing both its sporting and cultural offerings.

Principal and staff members said the facility would not only improve physical education but also provide a safe, structured environment for learners to pursue their sporting ambitions.

The Kwa-Thema court is the 10th facility built under the Nedbank Cup legacy initiative.

Since its inception, past winners of the Cup have been able to select schools of their choice to receive similar facilities, ensuring that communities across South Africa benefit from footballing success.

For Chiefs, the project reflects their broader philosophy of transforming victories on the field into victories for communities.

As the ribbon was cut and the first learners took to the new court, the occasion represented more than just a handover but a promise of opportunity, growth, and empowerment for Kwa-Thema’s youth.

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal (KZN) has officially become the last province in South Africa to commence its 2025 matric preliminary examinations, joining the rest of the country in preparing learners for the all-important National Senior Certificate (NSC) finals in October.

The KZN Education Department confirmed that its 2025 matric cohort began writing their trial examinations on Monday, with the assessments scheduled to conclude on 2 October.

Education MEC Sipho Hlomuka encouraged pupils to take the prelims seriously, stressing that they are an essential stepping stone to academic success.

“As a department, we motivate, inspire and encourage our Grade 12 learners to manage their time wisely and to use the preliminary exams as a rehearsal for the finals. We urge learners to revise past papers, maintain balance, and study in focused sessions,” Hlomuka said.

These exams, widely regarded as a “dress rehearsal” for the final NSC papers, will test the readiness of more than 200,000 Grade 12 learners in the province, the largest matric population in the country.

The MEC extended best wishes on behalf of the province, saying that the department stood firmly behind learners as they entered the final stretch of their schooling careers.

The start of the matric prelims has been staggered across the country.

Eastern Cape was the first province to begin on 25 August, followed by Gauteng, the Northern Cape, and North West before the end of the month.

Limpopo, Mpumalanga, and the Free State opened their exam sessions in early September, while the Western Cape commenced on 5 September.

KZN’s later start, on 8 September, places it at the tail end of the rollout.

According to the Department of Basic Education (DBE), the varying schedules allow provinces to align with logistical needs, curriculum completion, and local considerations.

Basic Education Minister Siviwe Gwarube previously said the different dates should not detract from the shared national commitment to support learners.

“To our matric class of 2025, as you begin your preliminary examinations, I want to commend you for the dedication and resilience that have brought you this far. Prelims are an important milestone; use them to sharpen your preparation for the final exams,” she said.

Gwarube emphasised balance, reminding learners to rest, exercise, and stay positive during what can be an anxious period.

Across the country, teachers, parents, and communities have been called upon to rally behind learners.

The DBE has provided tools such as its Mind the Gap study guides, Practical Assessment Task guidelines, and access to past exam papers online.

These resources, available across subjects like Accounting, Life Sciences, Agriculture, and Life Orientation, are designed to bolster learners’ confidence and help them master challenging content.

The Zero Dropout Campaign and education specialists have encouraged practical study strategies such as breaking subjects into manageable sections, practising active recall, and applying the Pomodoro method, 25 to 50 minutes of study followed by short breaks.

The 2025 prelims come against a backdrop of continued challenges, from school disruptions in the Western Cape to communities still recovering from flood damage in parts of the Eastern Cape and KwaZulu-Natal earlier this year.

The prelims pave the way for the NSC final examinations, which begin on 21 October with Computer Applications Technology in the morning and Eastern Languages in the afternoon.

The finals will run until 26 November, concluding with the Music Paper.

As the largest province to write last, KwaZulu-Natal will be closely watched as a barometer of national readiness.

With nearly a quarter of South Africa’s matric candidates based in KZN, their performance will weigh heavily on the national pass rate and the future skills pipeline.

INSIDE EDUCATION