By Johnathan Paoli

The University of Fort Hare’s Alice campus in the Eastern Cape descended into chaos on Wednesday night as violent protests erupted this week, leaving two students injured and several campus buildings in flames.

Tensions initially boiled over on Tuesday after the university announced plans to appoint an interim Student Representative Council (SRC) while amending the institution’s student governance constitution.

Students rejected the move, demanding that the amendments be overseen by a democratically elected SRC. The unrest escalated as demonstrators clashed with security and police.

“There is chaos that has erupted on campus. Students were fighting with Falcon Security, allegedly assisted by police officers. They shot students using real bullets here in Alice Campus. One student was shot on the left knee, and another just above the heart near the shoulder,” student leader Uzusiphe Vuzane told journalists.

Both injured students were taken to hospital.

Fellow students insist they were shot with live ammunition, a claim that has heightened tensions between protesters, security personnel, and law enforcement. Police have not yet confirmed whether live rounds were fired.

The clashes were followed by acts of arson.

Protesters allegedly set fire to the university’s administration and Student Affairs buildings in retaliation, sending plumes of smoke across the historic campus.

By late afternoon, firefighters had been deployed to contain the blaze, but the full extent of the damage is not yet known.

At the heart of the protest is dissatisfaction with university leadership and governance.

Students are not only resisting the interim SRC plan but are also calling for the removal of Vice-Chancellor Professor Sakhela Buhlungu.

They accuse him of undermining student democracy by pushing ahead with governance amendments without an elected student body in place.

“An interim SRC is not student-centered. Those people are not democratically elected, they are installed by management. They will definitely be controlled by the management, and they will not be bothered about serving students,” said student leader Asonele Magwaxaza.

The university has defended its decision, saying the move was necessary to ensure continuity while amendments to the SRC constitution are finalised.

Spokesperson Jean Pierre Roodt stressed that free elections would be held once the process was complete.

“In relation to the SRC, it was the university council that established an interim SRC while the SRC constitution is being finalised, and free elections will follow,” Roodt said.

He dismissed allegations that the institution’s security was inadequate, adding that statistically, crime is trending down, with each night and day shift having 64 guards patrolling.

Meanwhile, academic activities at the Alice Campus have been severely disrupted.

On-campus classes have been suspended, although some online classes continue. With key administrative buildings damaged and tensions still simmering, the disruptions are expected to persist.

Police presence at the university remained heavy on Wednesday evening, as officers sought to restore calm amid sporadic clashes with protesting students.

INSIDE EDUCATION

Higher Education and Training Minister Buti Manamela has appointed a Stabilisation and Governance Support Team (SGST) to address ongoing leadership and governance challenges at the College of Cape Town for TVET.

The SGST will be chaired by Advocate J.B. Skosana (SC) and supported by Professor Busani Ngcaweni, a governance and policy specialist, and Joyce Nkopane, a labour relations expert.

The team will also be assisted by a DHET-appointed secretariat and technical advisor.

Manamela said the team will begin its work within a week, submit an interim report within 21 days, and deliver a final report within 45 days.

“Pending its report, all new disciplinary processes involving the Principal, Council Chair and Deputy Principals will remain suspended to prevent further escalation,” said Manamela.

The college has been plagued by persistent tensions among senior managers, resulting in weak governance, low staff morale, and disruptions to academic programmes.

According to the college Principal, divisions within management intensified following his appointment, after two Deputy Principals who had unsuccessfully applied for the position allegedly fuelled a prolonged power struggle that continues to destabilise the institution.

Despite the turbulence, the college has maintained unqualified audit opinions, improved graduation and certification rates, and built strong partnerships in ICT, business process outsourcing (BPO), and digital skills development.

However, persistent factionalism has reportedly undermined the independence of key stakeholders, including unions and the SRC.

Members of Parliament have also raised questions about charges involving staff recruitment, the selection of interns, and the Principal’s allegations of “overreach” by the DHET Director-General.

In 2023, a complaint was lodged with the Public Service Commission concerning the appointment of service providers at the college.

Manamela reiterated his concern over ongoing governance conflicts despite the institution’s commendable academic performance.

“This intervention is not about taking sides, but about restoring order and protecting the right of students to learn in a stable and functional environment. We must focus our collective energies on education, not on internal conflicts,” Manamela emphasised.

Manamela is expected to table the SGST’s final outcomes before the Parliamentary Portfolio Committee on Higher Education, as required under Section 46 of the CET Act.

INSIDE EDUCATION

By Johnathan Paoli

The South African Democratic Teachers’ Union (SADTU) has hailed the achievement of Eastern Cape teacher Ntombozuko Mkizwana, who brought continental honour to South Africa by winning two prestigious African Union (AU) Teaching Awards in Addis Ababa, Ethiopia.

Mkizwana, a deputy principal at the Nelson Mandela School of Science and Technology in Mthatha, received both the African Union Continental Teaching Award and the African Union Continental Award for Excellence in Rural Teaching at the Pan African Conference on Teacher Education earlier this month.

“SADTU proudly celebrates our member and 2024 National Teaching Awards Best Teacher winner, Comrade Ntombozuko Mkizwana. Her recognition demonstrates the excellence of South African teachers, particularly those working in rural contexts under challenging conditions,” the union stated.

The union framed her victory as a collective achievement for South African educators, emphasising that it reflects the dedication, professionalism, and resilience of teachers working in environments where resources are limited but commitment remains high.

For SADTU, Mkizwana’s recognition underscores the role of teachers not only in classrooms but also as community builders and champions of equality in education.

Her journey to continental recognition began with the National Teaching Awards, where she emerged as South Africa’s Best Teacher in 2024.

That honour earned her the nomination to represent the country at the AU platform, where her story of innovation and impact in rural teaching resonated with judges from across the continent.

The AU event, held in Addis Ababa under the theme “Advancing Strategies for Teacher Training, Recognition, and Professional Development”, was a landmark gathering for educators across Africa.

Beyond the awards, it also marked the launch of the Continental Teacher Community of Practice Platform, a network designed to link teachers, share best practices, and strengthen professional development across borders.

SADTU’s leadership has argued that Mkizwana’s achievements should encourage the government and society at large to value teachers more meaningfully.

The union noted that while teachers often face criticism, their victories on national and international stages show the depth of talent and commitment in the profession.

They also stressed that the recognition of a rural-based educator is particularly important in a country where the gap between urban and rural schooling continues to present challenges.

Director of the Matim Institute of Excellence in Mthatha, Lubabalo Mpongwana, echoed SADTU’s sentiments, saying Mkizwana’s success is proof that excellence in teaching can flourish anywhere.

“She has represented the province and the country, and we are happy to have taken that global stage,” he said.

He added that her achievement should inspire other educators in the Eastern Cape to pursue higher levels of professional development and dedication.

Mkizwana, 49, has been teaching for more than two decades and has developed a reputation for combining academic rigour with compassion and community involvement.

Colleagues describe her as a mentor to younger teachers and a motivator for learners, particularly in science and mathematics, while for SADTU, her story demonstrates what can be achieved when teachers are supported and encouraged to reach their full potential.

The union used her victory as an opportunity to highlight the importance of ongoing teacher training, professional appreciation, and recognition; calling for broader investment in rural education, arguing that teachers like Mkizwana succeed despite, rather than because of, the conditions they work under.

For SADTU, the awards are more than just a personal achievement for one teacher; they are a validation of the union’s long-standing call for recognition of South Africa’s educators as central to the country’s development.

The union said it is proof that South African teachers have the ability not only to compete but also to lead on the global stage.

INSIDE EDUCATION

By Lebone Rodah Mosima

Minister of Basic Education, Siviwe Gwarube, on Monday expressed deep concern over delays in stipend payments to Education Assistants employed through the Basic Education Employment Initiative (BEEI).

To urgently address the issue, Gwarube, together with Deputy Minister of Employment and Labour, Jomo Sibiya, has convened a high-level meeting with key stakeholders responsible for administering and disbursing payments under the programme, including the Department of Basic Education (DBE), the Department of Employment and Labour (DEL), and the Industrial Development Corporation (IDC).

The DEL, which represents the Unemployment Insurance Fund (UIF), funds the initiative, while the IDC serves as the programme’s implementing agent.

The meeting aims to identify and resolve the root causes of payment delays, prioritise the processing of outstanding stipends, and strengthen systems to prevent future disruptions.

Gwarube acknowledged the strain these delays have placed on Education Assistants and their families, noting that many rely on these stipends for daily living.

She said the delays had also undermined confidence in a programme that provides vital work opportunities and supports schools nationwide.

“Education Assistants are not only vital to our school communities, they are young people whose livelihoods depend on this initiative. I extend my sincere apologies to every participant affected by these delays. We are working tirelessly with our partners to ensure all payments are finalised without further setbacks,” said Gwarube.

Gwarube reaffirmed her Department’s commitment to ensuring the smooth functioning of the BEEI, safeguarding the integrity of the programme, and upholding the dignity of its participants.

She said an update would be provided to the public once immediate corrective measures have been finalised and implemented.

In a statement released on Sunday, Minister of Employment and Labour, Nomakhosazana Meth, outlined the official payment process under the Service Level Agreement (SLA) signed between the DBE and the Industrial Development Corporation (IDC).

“The Department of Employment and Labour (DEL) stands firm in its unwavering support of the initiative, recognising its vital role in tackling youth unemployment, providing meaningful work opportunities, and supporting schools nationwide,” the statement read.

She added that, as custodians of public funds, DEL operates within the framework of the law, the Multiparty Funding Agreement (MFA), and the Public Finance Management Act (PFMA).

The MFA, signed between the DBE, UIF, and IDC, governs the BEEI and sets strict compliance conditions before any funds are released. Clauses 6.6.3 and 7.1 require verified monthly attendance registers to ensure transparency and accountability, protecting both beneficiaries and government funding integrity.

Under the SLA, the DBE must upload attendance registers by the 15th of each month for DEL to process payments. DEL contributes a total of R4,013,000,000 toward the Presidential Youth Employment Initiative supporting the Education Assistants programme.

To date, a successful transfer of R1,956,500,000 was made on 27 June 2025 to enable programme rollout across all nine provinces.

“For the month of September, the DBE did not submit complete supporting documents, including attendance registers, on time. The UIF requires these registers for verification in line with the MFA to process invoices for payment to 158,000 beneficiaries from 20,000 schools,” the statement said.

A meeting between DBE, DEL, and UIF was held on 29 September 2025, during which DBE committed to submit the required documents.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Buti Manamela has welcomed the appointment of new Accounting Authorities (AAs) across all 21 Sector Education and Training Authorities (SETAs), as a critical milestone expected to restore stability, improve governance, and sharpen the focus of SETAs on national skills priorities.

Manamela said the establishment of the new boards was essential to ensure continuity in the execution of SETA mandates.

“The new governance cycle for SETAs provides an opportunity to strengthen accountability, improve performance, and align skills development more closely with the national priorities of job creation, industrialisation, the just energy transition and inclusive economic growth,” he said.

The new AAs have wasted no time in setting to work, with their immediate task being to recommend and appoint interim chief executive officers (CEOs) following the expiry of CEO contracts at the end of September.

Recruitment for permanent CEOs has already commenced, with appointments to be made in line with the provisions of the Skills Development Act and the SETA Standard Constitution.

Manamela confirmed that the department is also fast-tracking the appointment of chairpersons for each newly constituted Accounting Authority, with announcements expected in the coming weeks.

This will complete the governance structures and allow SETAs to fully focus on programme delivery.

The minister emphasised that avoiding leadership vacuums was crucial.

He explained that these appointments will ensure that SETAs remain fully functional and capable of responding to the skills needs of their sectors while broader governance matters are being finalised.

According to Manamela, the newly constituted Accounting Authorities reflect South Africa’s diversity, with gender parity, strong youth representation and significant participation from historically disadvantaged groups.

Members have been drawn from organised labour, business, community development organisations, professional bodies, government, and higher education institutions.

This variety of expertise, the minister argued, will ensure that SETA boards are not only inclusive but also grounded in the technical knowledge required to advance South Africa’s skills revolution.

He stressed the broad composition of the new Accounting Authorities, which gives SETAs the depth of experience and perspective needed to respond effectively to economic and social challenges; saying it would ensure that workers, employers, educators, and communities all have a voice in shaping the skills pipeline.

The announcement comes at a time when South Africa is grappling with high youth unemployment, slow industrial transformation, and the urgent need to develop skills for a just transition to renewable energy.

SETAs, established to drive training and skills development in 21 economic sectors, play a pivotal role in addressing these gaps.

Manamela said the new governance cycle was designed to better align SETA interventions with these pressing national challenges, committing to ensuring that they do not operate in silos but as part of an integrated skills ecosystem that supports growth and inclusion.

He added that the department would provide full support to the new Accounting Authorities to help them meet their responsibilities.

“I wish the newly appointed Accounting Authorities success in carrying out their responsibilities, and I assure them of the department’s full support in delivering on the skills development mandate,” the minister said.

This includes oversight to ensure that the substantial funds managed by SETAs are used efficiently and transparently.

The appointments mark a reset following controversy earlier in the year when former minister Nobuhle Nkabane’s attempt to appoint politically connected SETA board chairpersons sparked public outrage and parliamentary backlash.

That process was eventually withdrawn after allegations of procedural irregularities, leading to President Cyril Ramaphosa removing Nkabane from her post.

SETAs administer billions of rands annually to fund learnerships, apprenticeships, internships, and other training programmes, with their effectiveness being vital to closing the skills gap that continues to hold back economic growth.

Manamela insisted the appointments signal a turning point, insisting that through cooperation, the department can strengthen its skills pipeline and respond more effectively to the needs of the economy and society.

He expressed optimism that the new governance structures would provide the necessary leadership to meet the challenges, saying that the coming months will be crucial as interim CEOs are put in place, permanent appointments are made, and chairpersons formally assume their roles.

INSIDE EDUCATION

By Anitia Lubbe

Across universities worldwide, a quiet revolution is underway. Generative artificial intelligence (AI) tools such as ChatGPT, Copilot, DeepSeek and Gemini are being used to produce essays, summarise readings, and even conduct complex assignments.

Generative artificial intelligence is a kind of AI that can handle a variety of creative tasks in diverse domains, such as arts, music and education.

For many university teachers, this raises alarm bells about plagiarism and integrity. While some institutions have rushed to restrict or support AI use, others are still unsure how to respond.

But focusing only on policing misses a bigger issue: whether students are really learning. As an education researcher, I’m interested in the topic of how students learn.

My colleagues and I recently explored the role AI could play in learning – if universities tried a new way of assessing students.

We found that many traditional forms of assessment in universities remain focused on memorisation and rote learning. These are exactly the tasks that AI performs best.

We argue that it’s time to reconsider what students should be learning. This should include the ability to evaluate and analyse AI-created text. That’s a skill which is essential for critical thinking.

If that ability is what universities teach and look for in a student, AI will be an opportunity and not a threat.

We’ve suggested some ways that universities can use AI to teach and assess what students really need to know.

Reviewing studies of AI

Universities are under pressure to prepare graduates who are more than just knowledgeable. They need to be self-directed, lifelong learners who are independent, critical thinkers and can solve complex problems. Employers and societies demand graduates who can evaluate information and make sound judgements in a rapidly changing world.

Yet assessment (testing what students know and can do) tends to focus on more basic thinking skills.

Our research took the form of a conceptual literature review, analysing peer-reviewed studies published since the release of the AI tool ChatGPT in late 2022. We examined how generative AI is already being used in higher education, its impact on assessment, and how these practices align (or fail to align) with Bloom’s taxonomy.

Bloom’s taxonomy is a framework widely used in education. It organises cognitive (thinking) skills into levels, from basic (remembering and understanding), to advanced (creating and evaluating).

Several key patterns emerged from our analysis:

Firstly, AI excels at lower-level tasks. Studies show that AI is strong in remembering and understanding. It can generate multiple-choice questions, definitions, or surface explanations quickly and often with high accuracy.

Secondly, AI struggles with higher-order thinking. At the levels of evaluating and creating, its effectiveness drops. For instance, while AI can draft a business plan or a healthcare policy outline, it often lacks contextual nuance, critical judgement and originality.

Thirdly, the role of university teachers is changing. Instead of spending hours designing and grading lower-level assessments, they can now focus on scaffolding tasks that AI cannot master alone, thus promoting analysis, creativity and self-directed learning skills. Self-directed learning is defined as “a process where individuals take initiative to diagnose their learning needs, set learning goals, find resources, choose and implement strategies, and evaluate their outcomes, with or without assistance from others.”

Lastly, the opportunities AI presents seem to outweigh the threats. While concerns about cheating remain real, many studies highlight AI’s potential to become a learning partner. Used well, it can help generate practice questions, provide feedback, and stimulate dialogue (if students are guided to critically engage with its outputs).

All these challenges prompt universities to move beyond “knowledge checks” and invest in assessments that not only measure deeper learning, but promote it as well.

How to promote critical thinking

So how can universities move forward? Our study points to several clear actions:

Redesign assessments for higher-order thinking skills: Instead of relying on tasks that AI can complete, university teachers should design authentic, context-rich assessments. For example, using case studies, portfolios, debates, and projects grounded in local realities.

Use AI as a partner, not a threat: Students can be asked to critique AI-generated responses, identify gaps, or adapt them for real-world use. This transforms AI into a tool for practising the ability to analyse and evaluate.

Build assessment literacy among university teachers: University teachers need support and training to create AI-integrated assessments.

Promote AI fluency and ethical use: Students must learn not just how to use AI, but how to question it.

They must understand its limitations, biases and potential pitfalls. Students should be made aware that transparency in disclosing AI use can support academic integrity.

Encourage the development of self-directed learning skills: AI should not replace the student’s effort but rather support their learning journey. Hence, designing assessment tasks that foster goal setting, reflection and peer dialogue is crucial for developing lifelong learning habits.

By fostering critical thinking and embracing AI as a tool, universities can turn disruption into opportunity. The goal is not to produce graduates who compete with machines, but to cultivate independent thinkers who can do what machines cannot: reflect, judge, and create meaning. Assessment in the age of AI could become a powerful force for cultivating the kind of graduates our world needs.

Anitia Lubbe, Associate Professor, North-West University.

THE CONVERSATION

By Johnathan Paoli

The National Co-Ed Water Polo Tournament reached an exhilarating conclusion at the Pearson High School in Gqeberha this weekend, with Reddam House Bedfordview crowned champions in the girls’ division and Woodridge College storming to glory in the boys’ category.

Tournament director Jason Saunders, described the event as bringing together 36 schools from across the country, producing matches that swung between tense shootouts and emphatic wins, and leaving spectators in no doubt about the depth of talent developing at this level.

“What we saw over these four days was the highest standard of school water polo in years, proof that the sport is thriving at co-ed schools across the country,” Saunders said.

In the girls’ final, Reddam Bedfordview completed a flawless campaign with a hard-fought 10–7 victory over Kingswood College.

The match was a showcase of attacking intent from both sides, with Reddam’s national youth star, Anastasia Hambakis, playing a central role.

She scored four goals, combining her sharp movement and strong shooting to repeatedly unlock the Kingswood defence.

Support came from Aimme Hattingh and Caitlin Scrimgeour, who each found the net three times, giving Reddam a consistent edge throughout the contest.

Kingswood, however, fought to the final whistle, responding with goals from Megan Fletcher and Casey Williamson, who struck twice each, while Caitlin Steymann, Megan Sheard and Kate Wilson all added one apiece.

For Reddam, the victory was the culmination of four days of dominance built on attacking flair and defensive organisation.

Hambakis, reflecting on the win, praised her team for going into the final expecting nothing less than a battle.

The home crowd at Pearson High also had reasons to celebrate.

Their girls’ team claimed third place with a spirited 5–3 win over St Peter’s College, while their boys’ side, who had been unbeaten in the group stage, pushed all the way to the final before stumbling at the last hurdle.

Hudson Park, another Eastern Cape side, wrapped up their campaign by beating Beaulieu College 7–4 to secure fifth position, ending their tournament on a positive note.

The boys’ championship match, however, belonged to Woodridge.

Facing a Pearson team that had dominated their way to the final, Woodridge produced a breathtaking performance, dismantling the hosts by 11 goals to two.

Christian Chandler was at the heart of the victory, scoring four times with clinical finishing, while teammates Carter Rosser and Oliver Martin netted two apiece.

Further strikes from Gian Moolman, Sam Barnes and Daniel Henning sealed an emphatic scoreline.

For Pearson, whose goals came through Rolan Swanevelder, the final was a sobering experience after they had looked the tournament’s form team, boasting an unbeaten run and a positive goal difference far superior to any other side.

On the day that mattered most, though, Woodridge’s pressing, pace and shot selection proved far too much to handle.

Chandler, who captained the Woodridge side, could not hide his delight after the win.

“It was one of those days where everything clicked. We respected Pearson, but we came in with belief and wanted to show the country what Woodridge water polo is about,” he said.

The result not only gave Woodridge a championship to celebrate but also established their reputation as one of the most formidable boys’ teams in South African schools’ water polo.

Elsewhere in the boys’ competition, Glenwood House captured the bronze medal after overcoming St Peter’s College in an action-packed 12–7 contest.

Steyn City edged Reddam Bedfordview by a single goal in their playoff to claim fifth, while Stirling High enjoyed a tense one-goal win over their East London rivals Hudson Park to secure seventh.

These tight finishes spoke to the overall balance of the competition, where no team was ever guaranteed an easy path.

Taken as a whole, the tournament showcased both the competitiveness and the bright future of co-ed water polo in South Africa.

The individual brilliance of players such as Hambakis and Chandler, already standing out at youth international level, was complemented by the collective spirit of their squads and the tactical nous of their coaches.

Pearson High, despite missing out on a title, could take pride in reaching both finals, an achievement that further cemented the school’s reputation as a hotbed for water polo talent.

As the tournament closed, the sense was less about victors and vanquished and more about the progress of the sport itself.

Director Saunders summed it up by noting that events like this were vital for building a sustainable future for water polo in South Africa.

He said the triumphs of Reddam Bedfordview and Woodridge may have been the headlines, but the real winners were the players and the sport itself, which left Gqeberha hopeful by the promise of even greater things to come.

INSIDE EDUCATION