By Charmaine Ndlela 

A rapid shift from a small, familiar school environment to expansive university classrooms filled with thousands of students is one of the first adjustments students face when moving from high school to tertiary education.

When examining the differences between both stages, it becomes clear that adapting to your new academic and social environment is essential in successfully transitioning to University life. 

Large buildings, diverse groups of students, and thousands of individuals wandering across campus in search of lecture rooms can be overwhelming—let’s not even start discussing the anxiety that comes with it. 

Many first-year students experience culture shock and begin questioning whether they have chosen the right career path. Some are further influenced by peers who may discourage certain degrees by claiming they offer limited financial prospects. As a first-year student, you are already facing numerous challenges, making such doubts even more stressful. 

One of the biggest adjustments students face is the shift in academic expectations. In high school, teachers typically offer close guidance, frequent reminders about assignments, and regular check-ins. 

In contrast, University requires a far greater level of self-direction. Lectures expect students to manage their own deadlines, complete readings independently, and engage with academic material on a deeper level. 

Another concern is the first-year dropout rate with roughly 30% of students completing a 3-year degree in six years.

According to Future SA, beginning of 2025 academic year, between 50% and 60% of South African first-year university students drop out before completing their qualification.

Margi Boosey, Principal at the IIE’s Varsity College said that transition from high school to university is a major hurdle: ” Academically, emotionally and socially, many students simply aren’t prepared or getting support the support they need to navigate the shift.”

Boosey stated that rather than concentrating only on academics, the answer is in overall student development.

The Council of Higher Education (CHE) statistics revealed that  students in three-year degrees starting in 2016, 38% had not graduated by 2021, and most of them dropped out in their first year.

According to Department of Higher Education and Training (DHET), attrition rates in 2016 for first-year students in South Africa have been fluctuating between 33% and 25% in recent years.

Many students report that they felt unprepared for university and ultimately chose to take a gap year to rest or regroup. 

Beyond academics, several non-academic factors contribute to students questioning their choices after enrolling.

Personal challenges such as friendship issues, family problems, roommate conflicts, and financial strains play a significant role in shaping first-year experience. 

For many students, attending university is their first experience living away from home.

Tasks that were once managed by parents—like cooking, cleaning, and budgeting—now become daily responsibilities.

This newfound independence can feel both free and challenging. Learning to balance freedom with responsibility becomes an important part of the transition. 

Small routines can make a significant difference. Preparing simple meals, doing weekly laundry, or tracking expenses contributes to stability and helps students better manage both academic and social demands. 

Students also note that technology is used more extensively in university compared to high school. Additionally, they often struggle to keep up with the pace of the curriculum. Many observe that there is less collaborative work in university, whereas basic schooling often encourages group activities and peer support. As a result, university students may feel confused or isolated in their academic journey. 

Financial aid through the National Students Financial Aid Scheme (NSFAS) is a critical intervention, with studies showing that NSFAS-funded students often have lower dropout rates than non-funded registered students.

For example, many institutions provide orientation programs, academic advisors and counselling services to help students to adjust.

Recognising these challenges, universities and external bodies offer various support mechanisms to address challenges faced by first-year students in ensuring they adapt and avoid falling behind

The University of the Free State offers a First-Year Seminar (FYS), a mandatory module designed to equip students with the knowledge, skills, and confidence needed to adjust to university life and prepare for academic and career success. Blended learning support services assist staff and students integrating technology meaningfully into education.

Peer advisors are also available to assist first-year students in connecting with career support services, with academic advice offered to approximately 13,000 students each year. 

Similarly, Wits University introduced the Gateway to Success (GTS), a two-week program designed for first-year students that takes place before the academic year begins. This mandatory blended program assists students in adapting to the university environment, connecting with peers, accessing support services, and building a strong foundation for academic success. 

As part of the Gateway to Success program, first-year students are also required to participate in a two-week course focused on digital skills.

This course aims to enhance students’ confidence in using various digital tools and to explore a wide range of content and opportunities available online. Participants will learn about digital wellbeing, cybersecurity, Microsoft Office, and information literacy. 

The University of Johannesburg (UJ) reported steadily increasing retention of first year students in 2013, the result of a series of initiatives to reduce the institution’s drop-out rate.

In 2012, the university recorded an improved first year success rate of 80%, up from 75.6% in 2011.

UJ introduced a part-academic, part-psychosocial programme with an accent on students mentoring fellow students, called the First Year Experience (FYE) programme, which was introduced in 2010. 

FYE offers academic skills reinforcement through an Academic Development Centre and psycho-social assistance through the university’s Centre for Psychological Services and Career Development (PsyCaD).

 In addition, the university’s Management Executive Committee approved substantial strategic funding to further develop the tutor programme.

UJ also introduced academic advisors in university residences and approved off-campus accommodation facilities. Under the Academic Excellence Programme, 250 student advisors are serving 2 000 first years of 25 residences.

Personal experiences from students across institutions highlight the realities of this transition:

Puleng Motholo, from the University of the Free State, shared that his journey was particularly difficult.

Coming from a challenging background and moving to a new province with very little made adjusting even harder.

He explained: “University life was overwhelming at first. Coming from a poor background with little, it made it difficult to adjust. NSFAS delays added stress, but I learned to be independent. support programs helped, though often overstretched.” 

Noxolo Thobekile Ndlela, a first-year postgraduate student at the University of the Witwatersrand, described her experience as a rollercoaster.

Although this was not her first time entering university, adapting to a new environment still came with challenges.

She said: “Transitioning from a strong Matric pass to university life is a big shift while a good high-school result opens the door, success at tertiary level depends on learning new study habits, managing time, and dealing with practical challenges such as limited digital skills, delayed NSFAS payments and the feeling of being alone in a large, competitive campus.” 

She emphasised the importance of families, noting their role in providing tutoring, financial assistance, and emotional support. 

“Many students still struggle due to a lack of sufficient support. While university programs such as orientation, mentoring, and counseling can be helpful, they are often under-resourced. Therefore, the most effective approach is to seek help early, actively utilise campus resources, and build a small network of peers and mentors to bridge this gap between the structured cycle of school and the independent reality of higher education,” said Ndlela. 

Regaugetswe Makgoba from Boston College in Johannesburg stated that the high expectations many students have entering university often clash with harsh realities.

She explained: “The transition from high school to varsity is a big drastic change. The reality of independence and being alone in the world isn’t something someone can ever prepare themselves for, especially at such a young age. The main factor of not being able to afford to have education due to the lack of financial stability from home has become such a disadvantage and most of these student bursaries aren’t enough to cover all students. Already looking end, the future doesn’t look bright like it used to due to the harsh realities.” 

She added that cultural and social isolation can be deeply challenging. 

“This can be mentally frustrating and lead to making life decisions that might have possible implications such as having a ‘sugar daddy’ that will give you the lifestyle that you want. Most students get overwhelmed by the reality of what life brings to them,” she said. 

Lungi Litshani, also from Boston College, highlighted that experiences differ widely based on personal backgrounds.

She said: “The reality is that people from misfortunate backgrounds will have so many disadvantages to their social and cultural lives. This also trains you as an individual to surpass your personal needs and goals for future success. The reality in varsity and high school is completely different. At varsity, you are there to grow yourself and choose your own path whereas in high school, you do what you are told and what is expected of you.” 

Pamela Ngaleka, from Wits University, spoke about the non-academic challenges she faced. 

“My first year was horrible for 7 months, whereby I had issues with my NSFAS. I had to move from office to campus residence to an on-campus residence because my NSFAS status was still on appeal submitted. After 6 months I got my money and that is when everything started to become better and I saw the light. After all those horrible 6 months I was finally happy, I met friends who were supportive and assisted one another in terms of exams and fun,” said Ngaleka. 

Ashley Ndlela, from Rhodes University in the Eastern Cape, shared that her first-year experience was both overwhelming and exciting. 

“There were a lot of cultural shocks that I encountered that left me questioning the life that I have lived in Johannesburg. University is way different from High School, and that threw me off a bit because the work ethics required were way beyond what I had anticipated,” said Ndlela. 

Despite the pressure, Ndlela eventually adapted well to her new environment and enjoyed her experiences in the lecture hall.

With layers of support put in place to endure the adaptation from transitioning from high school to higher institute, first-year dropout remains an international concern.

INSIDE EDUCATION

By Thebe Mabanga 

Finance Minister Enoch Godongwana has revealed that government has held behind-the-scenes discussions about shutting down the National Student Financial Aid Scheme (NSFAS), but said “vested interests” are likely to prevent the move from going ahead.

Godongwana disclosed this at a Rand Merchant Bank “Think Budget” event on Thursday, a day after presenting the Medium-Term Budget Policy Statement (MTBPS) in Parliament.

He said the closure of NSFAS was “debated for an hour” at the National Treasury’s Targeted and Responsible Savings but concluded that “vested interests” would prevent the closure.  

Godongwana says his frustration with NSFAS, which has an annual budget of R50 billion, is that they “take money from the Department of Higher Education and give it to universities” who do what they need for their operations.  

This sounds like an oversimplification of how the student financier operates.
The NSFAS was established in 1996 as a South African government student financial aid scheme which provides support to undergraduate students.

While NSFAS receives funds from the Department of Higher Education Training, they pay institutions, and students directly as well as service providers, most notably for accommodation.  

Godongwana then noted that NSFAS “then outsources some of its functions,” a move which he suggests justifies the closure.

In a suggestion that the issue was discussed with President Cyril Ramaphosa, he pointed out that the CEO earns in the region of R4 million per annum, more than the President himself.  

Under outgoing chair Dr Karen Stander and acting CEO Waseem Carrim, NSFAS has been reviewing its operating model, deciding which functions will be handed to institutions and negotiating with service providers for student payment and accommodation and extricating the organisation form onerous, costly contracts and looking to decentralise to campuses.  

But Godongwana says he decided against the move because “there would be protests on campuses” if he announced the closure of NSFAS.  

NSFAS has an annual budget of R50 billion and has a historical debt of R 45 billion.  

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela says South Africa’s just energy transition will only succeed if it is driven by a strong skills base that empowers young people to take charge of the country’s shift towards cleaner energy.

Delivering the keynote address at the 2nd Pan-African Green Hydrogen Skills Conference held in Pretoria on Thursday, Manamela said South Africa’s energy future will depend not only on technology but on the capacity of its people to design, operate and own the systems that power the new economy.

The two-day conference, hosted by the Chemical Industries Education and Training Authority (CHIETA), brought together representatives from government, labour, academia and industry to strengthen collaboration around the development of a green hydrogen skills ecosystem.

“A transition without skills is not a transition, it is a handover from us to others,” Manamela said. 

“We could build infrastructure and attract investment, but still fail if our young people are not ready for the future.”

He said the Department of Higher Education and Training (DHET) is working closely with Sector Education and Training Authorities (SETAs) to modernise qualifications and align them with emerging technologies such as hydrogen production, renewable energy, electric vehicles and smart grids.

“We cannot power the future with the skills and architecture of the past,” he said. 

“What we are doing here, building the hydrogen skills ecosystem and aligning SETAs with industry is exactly the kind of coordinated, skills-led transition our country needs.”

Manamela said the department had established two key structures, the Just Energy Transition (JET) Skills Desk and the JET Skills Advisory Forum, under the Human Resource Development Council chaired by the Deputy President.

These structures aim to create a single, coordinated national skills framework to support the energy transition by bringing together government, business, labour, academia and civil society.

The JET Skills Work Plan, currently under national consultation, identifies green hydrogen, renewable energy, and new energy vehicles as key priority areas for targeted training and investment.

Manamela said this would help South Africa avoid fragmented efforts and ensure the country builds a national pipeline of skilled workers capable of driving the green economy.

He described green hydrogen as a “nation-building project” with the potential to reindustrialise South Africa, create dignified jobs and position the country as a continental leader in clean manufacturing.

“We have the political commitment to pursue hydrogen not as a niche experiment but as part of a broader strategy of green industrialisation,” he said. 

“But resources do not build industry, people do, and so do institutions and skills.”

The minister said the country’s natural advantages, such as world-class solar and wind resources, platinum-group metals critical to hydrogen production, and an established science base, give South Africa a unique opportunity to anchor hydrogen production for local use and export.

Manamela emphasised that the transition must benefit workers across all levels of the value chain, not just engineers and scientists.

“If taxis are going to be using green hydrogen, taxi drivers have to benefit from that,” he said, adding that the department is encouraging SETAs and industry to promote training that supports artisans, technicians and operators as well.

He said CHIETA’s leadership, along with other SETAs such as TETA and the Mining Qualifications Authority, had already led to the establishment of a Green Hydrogen Centre of Specialisation in partnership with the CSIR.

Future plans include developing a hydrogen sector skills plan, creating skills development zones, and embedding training programmes in regions such as the Northern Cape and Mpumalanga, where the transition will be most visible.

Speaking after the event, Manamela said South Africa’s institutions were ready to deliver the new qualifications developed with the Quality Council for Trades and Occupations (QCTO).

He said universities, TVET colleges and community colleges will work together to train students across the entire green hydrogen value chain, supported by new bursary and career development initiatives.

“It’s not about one institutional type. It’s about how all these institutions collaborate to create skills across the green chain,” he said.

“With new qualifications, funding programmes and centres of specialisation, we want to excite young people to take up studies in these areas.”

Closing his address, Manamela urged delegates to ensure that South Africa’s energy transition becomes a platform for empowerment rather than exclusion.

“We must ensure that the energy transition is not a handover to others, but a generational opportunity for our people. If we build the jobs, we will also build a country worthy of the young people who depend on us,” he said.

INSIDE EDUCATION

By Palesa Nguqu

KwaZulu-Natal is grappling with a grim truth – hundreds of young girls are falling victim to sexual abuse and becoming mothers at an alarmingly young age.

Recent statistics paint a stark picture of a crisis that demands urgent intervention.

A recent report by Statistics South Africa (Stats SA), covering the period from 1 January 2024 to 28 February 2025, reveals a distressing trend in KZN.

During this period, a significant number of young girls — some as young as 10 — have given birth, a clear indication that many are likely victims of statutory rape.

Thousands more, aged 15 to 19, also became pregnant. These figures are deeply troubling, especially considering that the data represent only registered births, meaning the real numbers are likely much higher.

Fanele Mhlongo, the Inkatha Freedom Party (IFP) National Media and Communications Officer, called for the urgent need for action.

“The IFP believes that teenage and child pregnancies are a national crisis, and more must be done to protect our children,” said Mhlongo.

Riona Gokool, the DA’s KZN Spokesperson on Community Safety, has also called for urgent and coordinated action to address the rising cases of child abuse and underage pregnancies.

She emphasised the need for the immediate creation of a dedicated interdepartmental task team, with a clear mandate to identify, report, and prosecute cases involving minors.

Gokool outlined her expectations for the task team — to be established within 30 to 90 days — with district units operational within three months and full provincial deployment within six months.

She stressed that this approach aligns with the DA’s national efforts to promote multi-stakeholder action and provincial oversight.

“The DA demands the immediate creation of a dedicated interdepartmental task team,” Gokool said.

“Our expectations include a mandate to identify and flag every underage pregnancy reported at clinics and schools, ensure mandatory reporting obligations are met, monitor investigation progress from report to docket to NPA, and convene weekly case review meetings for high-risk matters.”

She further highlighted the need to move from reactive audits to real-time, proactive monitoring — including digital docket tracking, court-watching, mandatory reporting protocols, and escalation procedures.

Quarterly public reports in the legislature, she added, would ensure transparency and accountability, tracking data on statutory rape reports, investigations, prosecutions, and convictions.

She further said that the DA is actively advocating for these measures at both provincial and national levels, pressing for the immediate formation of the task team with clear terms of reference, dedicated resources, and a timeline for full implementation.

Concrete interventions such as digital dashboards, expanded court-watching, mandatory reporting checks, specialist detective training, and an NPA fast-track pathway form part of their strategic plan to better protect children, she said.

The report also highlights systemic issues such as delays in birth registration, which hinder access to healthcare and education.

Many births are registered late — sometimes years after birth — due to administrative delays or lack of awareness.

Under the Births and Deaths Registration Act, all births must be registered within 30 days, yet compliance remains a persistent challenge.

Mhlongo, on the other hand, underscored the need for a coordinated, multi-sectoral response, emphasising that addressing child abuse and underage pregnancy requires collective effort from government, law enforcement, civil society, and communities.

The DA expressed deep concern over the rising statistics, framing them as a systemic failure and a crisis of neglect.

DA MPL Shontel de Boer stated: “Our young girls cannot suffer in silence. Every child deserves to grow up free from abuse, exploitation, and fear. We must do more to safeguard their rights and ensure justice is served.”

These alarming figures serve as a wake-up call for urgent reform.

Protecting children requires early intervention, strong law enforcement, sustained education campaigns, and active community involvement.

Prioritising birth registration is also essential to ensure every child’s rights are protected from day one.

Mhlongo called for strengthening the Children’s Act 38 of 2005 to clarify enforcement procedures, employing trained social workers, and providing resources to NGOs working with vulnerable children.

INSIDE EDUCTION

By Hanifa Shah

The Russell Group was right to insist, in the wake of the UK government’s recent Post-16 Education and White Paper, that humanities graduates have an important role to play in fulfilling the industrial strategy.

In an article in Times Higher Education, the group’s policy manager, Charlotte Hallahan, reported analysis revealing that 85 per cent of non-STEM graduates from high-tariff, research-intensive universities enter one of the government’s eight priority sectors for growth within five years of completing their first degrees.

As she noted, even high tech start-ups “not only need the scientists or engineers who make the technical breakthroughs, but a whole range of legal, creative, strategic and critical thinking skills – which SHAPE education provides.”

But as human-machine synergies accelerate discovery, product development and social change, wouldn’t it be better to have graduates whose expertise spanned both STEM and SHAPE disciplines?

AI and other digital systems are set to move from being mere tools to joining us as co-creators, analysts and even decision partners.

This raises the stakes when it comes to ethical and security implications.

The speed at which biosynthetic development takes place has created concerns about biosafety, for instance.

The more of ourselves we put into technological systems, the more exposed we become – cybercrime, for instance, costs the UK economy in excess of £30 billion a year.

Having the technological knowledge is valuable but needs to be coupled with critical thinking and wider social and ethical framing.

Multinational corporations such as Google have already begun to respond to these developments, launching in July a US-wide initiative to train workers and small businesses in AI. However, universities have the opportunity to prioritise wider talent creation, which will still serve business, innovation and the economy.

Such a workforce will also be more future-proof and responsive because the accelerated pace of technological change is also likely to increase the rate at which skills, especially individual specialisms, become outdated. Modern graduates need multiple strings to their bows.

STEAM is the purposeful integration of science, technology, engineering, the arts and humanities and mathematics (I hold the view that the A stands for both arts and humanities). This is no mere fad but a very real and necessary evolution in how we understand and shape knowledge and, as a consequence, the creative and cultural industries.

By embedding interdisciplinary opportunities into degree pathways, students can move fluidly between analytical and imaginative modes of thinking, a skill set increasingly demanded by employers across sectors. Equipping them with wide-ranging knowledge and multiple skills – while also demonstrating the relationship between different disciplines – can spark new understanding and solutions to problems by helping them ask critical questions, consider ethical implications and bring meaning and context to innovation.

For example, in their degree, and then in the job market, an engineering student requires critical thinking more than ever. And an arts student now needs high levels of digital competence. The boundaries between disciplines have become increasingly porous.

My new role as the UK’s first pro vice-chancellor for STEAM is therefore not about symbolic advocacy. It is about systemically embedding and reimagining the way STEAM is woven into traditional education.

At Birmingham City University, students from all disciplines are already being exposed to both STEM and the arts and humanities. But we will go further.

We are reviewing and revising the entire curriculum across the university so that every undergraduate degree includes a first-year module with a learning outcome that revolves around defining the basic principles of STEAM.

Moreover, every student will complete at least one assignment that requires them to solve challenges in a directly interdisciplinary way.

And rather than offering optional modules outside their discipline, as is common across the sector, the second year will see students enrolled on a cross-departmental collaborative module that embeds STEAM principles in their subject area. What’s more, no matter their degree, all students will be able to apply for a new venture capital fund supporting innovation and enterprise that bridges fields.

The aim of these steps is to equip students with technical expertise, creative confidence and the ability to see and think critically. 

Industry is no longer asking for graduates who can simply code or calculate: employees need to collaborate across disciplines, communicate complex ideas and adapt to volatile and shifting contexts.

These are competencies deeply rooted in the arts and humanities. So, too, is imagination, which is essential for entrepreneurship that is both commercially viable and socially conscious.

The transformative potential of STEAM is perhaps most evident in the realm of AI. Far from being just a technical tool for STEM, AI is also a cultural phenomenon.

As we introduce students to the possibilities it affords, we must ground their learning in ethical reasoning, human-centred design and societal impact by drawing on the arts and humanities – not least cultural studies and philosophy.

By making these connections visible and actionable through real-world projects, innovation labs and interdisciplinary teaching, we can create a more sustainable workforce that can transform society for the better.

Hanifa Shah is pro vice-chancellor for research, enterprise, engagement and STEAM at Birmingham City University.

Times Higher Education

By Levy Masiteng

The Portfolio Committee on Basic Education has expressed deep concern over the alarming number of statutory rape cases in South African schools, revealing that only 42,650 of the country’s 405,000 educators have been vetted.

This shocking figure emerged during a parliamentary enquiry on Wednesday aimed at addressing the prevalence of sexual offences in schools and identifying measures to prevent such incidents.

The committee called for the urgent acceleration and expansion of the vetting process to include all school staff, not only teachers.

The enquiry heard submissions from the Department of Basic Education, provincial departments, teachers’ unions, legal advocacy groups, and learner representative organisations.

Committee chairperson Joy Maimela said the proceedings exposed several disturbing cases, including that of a school principal in the Eastern Cape who was accused of sexual misconduct, resigned before the case was finalised, and was rehired at another school a year later.

“The South African Council for Educators (SACE) had no records of the case because authorities never reported it. This meant the accused kept his SACE certificate and was rehired as an educator,” Maimela said.

She criticised the Eastern Cape Department of Education for its failure to explain the re-employment, adding:

“The Eastern Cape cannot evade this matter. We want answers on why the case was not reported to SACE and how the perpetrator was rehired.”

The incident, Maimela said, raised serious questions about the effectiveness of vetting mechanisms and the ability of education authorities to protect learners.

“The problem is multifaceted,” she added. “It cuts across social, economic, and cultural lines — reflecting deep-rooted structural inequalities and moral failures in our society.”

Basic Education Minister Siviwe Gwarube acknowledged systemic weaknesses.

“This is a complex issue. One of the biggest challenges is ensuring reports lead to convictions. The key to ridding our schools of sexual offenders is having them in jail,” said Gwarube.

Learner representatives told the committee that many teachers lack the training and knowledge to handle statutory rape cases or to report such incidents properly.

“Teachers do not have the skills to deal with statutory rape in schools, and some do not even know how to report these offences,” one representative said.

The committee also heard that underreporting by principals and families remains widespread, driven by cultural silence and fear of victimisation.

“We have noted with concern that, while policies mandate reporting, compliance remains inconsistent across provinces and districts,” Maimela said.

The committee recommended legislative amendments to make it compulsory for parents to report statutory rape, alongside comprehensive education on the age of consent and reporting obligations.

Maimela concluded that the committee will probe legislative gaps and scrutinise departmental awareness campaigns, adding:

“This confusion leads to under-reporting, delays, and the continued victimisation of children. The challenge is not the absence of law, but the failure of implementation — and the gap between policy and practice remains wide.”

INSIDE EDUCATION

By Ndumiso Daluxolo Ngidi and Melusi Andile Dlamini

Violence among learners in South African schools is a pressing concern. The minister of basic education told parliament in 2025 that hundreds of bullying cases had been reported in the first few weeks of the year. Since then, a series of alarming incidents have further drawn public attention.

While these occurrences mirror the high rates of violence in the country, they are also symptoms of systemic challenges within South African schools.

In 2015 the government introduced the National School Safety Framework to set minimum standards of safety and help schools understand and meet their responsibilities. It noted “the relationship between violence and other ecological factors relating to safe and caring schools by locating the school within its broader community”.

The framework suggests an awareness of structural determinants of violence in schools. But the sustained rise in incidents of interpersonal violence among learners points to the need for renewed attention, especially among schoolboys.

We are researchers whose interests include the anthropology of masculinities and health, and inclusive education and children’s geographies.

In a recent study we encountered a practice in schools called ukufikisana: a kind of initiation through which senior boys assert their dominance over junior boys, often through violence and intimidation.

Derived from the isiZulu phrase ukufikisana emandleni (“testing each other’s power”), the practice shares similarities with “hazing” or bullying. But it also reveals the social and cultural dimensions of violence within schools. For instance, schoolboys described ukufikisana as how one becomes “fully a boy”, suggesting that the experience and exertion of violence are inevitable.

Our findings demonstrate how ukufikisana reinforces hierarchical gender relations and normalises violence as a means of navigating power and identity among boys. This is deeply entrenched in the school environment.

We suggest that solutions lie in the interplay of poverty, violence and gender norms.

What boys said about bullying

The study drew on a larger photovoice study exploring learners’ perspectives on violence in and around their school. It focused on 14 teenage boys (aged 14-17) attending a poorly resourced, co-educational school in Inanda, KwaZulu-Natal province. Inanda is an urban area characterised by poverty, unemployment and high levels of violence and crime. Its circumstances are a legacy of the policies applied to black South Africans under apartheid.

The study engaged boys as experts in their own lives, allowing them to share their experiences through images and films. We followed ethical protocols to get consent from schools, parents and learners. A social worker was available to provide support.

We prompted the participants to visually depict what violence looked like in their school environment.

Working in pairs, the boys captured images of simulated acts and experiences of violence using cellphones, discussed them and added captions. Then they presented this material in focus group discussions, which were recorded audiovisually and transcribed. We looked for themes in what was discussed.

The boys produced images showing the various ways that violence emerged at school. In one instance, two participants recreated a stabbing incident in which senior boys threatened to stab a junior boy.

Senior boys spoke of ukufikisana as an initiation practice that reinforced their position as “leaders”. One described the “younger and powerless boys” as “puppets”; another said “it’s to show them who is boss in this school”. Another spoke of it as a “baptism of fire”, saying: they must always be prepared for it because it is coming for them … We show them that we are in charge of the school and they must respect that.

Younger boys told us: They don’t listen when we try to stop them; they just threaten to beat us.

I was scared of them. So I just kept quiet and let them do whatever they wanted.

It hurt in more ways than one. One boy said:

Ukufikisana is not just what they do; it is also what they say to you … After that experience, I just kept to myself, and I am now more reserved at school.

What ukufikisana does

From our analysis of what the boys said, it appears that ukufikisana serves a dual function. For senior boys, it works as a rite of passage that solidifies their position as “fully boys”, and warrants their demonstration of physical strength, authority and control. For junior boys, the experience enforces submission and vulnerability, framing them as incomplete or “lesser boys”.

This dynamic normalises violence among boys in school settings. It also perpetuates rigid and harmful ways of being boys at school. At school, boys must always be ready to fight and to show their power through violence.

From this perspective, it’s possible to understand why violence may be prevalent and persisting in some South African schools.

For most boys, ukufikisana primes boys to think that bullying and the reinforcement of power through violence are key attributes for their lives. The participants described how this practice shaped their daily interactions, fostering a culture where dominance and submission were ingrained in their understanding of what it meant to be a man.

These findings align with broader concerns raised in recent anti-bullying research, globally and locally, which highlights the need for school approaches to address bullying.

What needs to change

We suggest that to effectively combat bullying, schools should move beyond punitive measures and zero-tolerance policies. Instead, they should adopt participatory and community-driven strategies that not only consider the interplay of poverty, violence and gender norms, but also allow learners to contribute to possible solutions to violence.

One way this might be done is through actively involving learners as equal stakeholders in school violence interventions.

Ndumiso Daluxolo Ngidi, Senior Lecturer, University of KwaZulu-Natal.

Melusi Andile Dlamini, Lecturer in Anthropology, Rhodes University.

THE CONVERSATION

By Thapelo Molefe

Higher Education Minister Buti Manamela has appointed Dr Mugwena Maluleke as the Acting Chairperson of the National Student Financial Aid Scheme (NSFAS) Board, effective from Monday this week.

The appointment follows the resignation of Karen Stander, who stepped down after citing racism, bullying, intimidation, and safety concerns.

In a statement on Tuesday, the Department of Higher Education and Training said the appointment ensures continuity and stability as the minister proceeds with a self-review court application to regularise the board’s appointment process.

The self-review, lodged in the High Court, was initiated after legal advice indicated procedural shortcomings in how the current NSFAS board was appointed earlier this year.

The minister said the review was a proactive measure to “uphold good governance and transparency in public appointments,” and not a response to any legal challenge.

“The functioning of NSFAS is not affected by the review process. Students can be assured that services are continuing. Applications for 2026 NSFAS funding remain open until 15 November 2025. I encourage all eligible students to apply now,” Manamela said.

The department emphasised that the board remains fully functional and that its operations, including student funding disbursements and application processing, will continue without disruption.

Maluleke currently serves as Vice President of Education International and General Secretary of the South African Democratic Teachers Union (SADTU). He is also a former council member of the Vaal University of Technology (VUT) and the Human Resource Development Council.

His extensive leadership experience, both domestically and internationally, is expected to help guide NSFAS through a critical transitional phase.

The ministry said Maluleke’s leadership “will help uphold governance standards, reinforce public trust, and strengthen oversight within the institution”.

Maluleke’s appointment comes at a challenging time for NSFAS. The entity has faced months of governance instability, student protests, and public criticism over delayed payments and administrative inefficiencies.

Stander’s resignation last week added to the turmoil, coming just months after she was appointed by former minister Nobuhle Nkabane.

In her resignation letter, Stander described NSFAS as being gripped by a “toxic working environment” marked by bullying, intimidation, and racial hostility. She said these conditions had made it impossible for her to discharge her duties “effectively and in good conscience”.

Stander also warned of systemic weaknesses within NSFAS, including flawed ICT systems, poor integration between operational functions, and leadership instability that has “plagued the organisation for nearly a decade”.

Parliament’s Portfolio Committee on Higher Education, chaired by Tebogo Letsie, expressed concern over the circumstances of her resignation, describing it as “deeply unfortunate” given the board’s recent reconstitution.

Letsie said the committee would engage both the department and remaining board members to ensure stability and accountability going forward.

Manamela, who met with Stander last week, said the ministry was taking her concerns seriously and reaffirmed his commitment to transparency and accountability within NSFAS.

“These matters warrant serious attention,” he said at the time.

“NSFAS plays a vital role in expanding access to higher education, and we must ensure that it operates in a manner that is ethical, transparent, and accountable.”

The minister has said that he will not oppose any legal action arising from the self-review process and will abide by the court’s decision.

Manamela congratulated Maluleke on his appointment and wished him success in steering the board through its transitional phase.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education Minister Buti Manamela has officially approved the Ministerial Statement on Student Enrolment Planning for Public Universities for the 2026–2030 academic period, setting out targets for student intake, graduation, and system growth over the next five years.

The plan, which also covers the associated funding cycle through to 2032/33, follows months of consultation between the Department of Higher Education and Training (DHET) and all 26 public universities.

It represents the culmination of a comprehensive national planning process that included bilateral meetings, a national workshop in November 2024, and the submission of institutionally approved enrolment and graduation plans.

According to the approved targets, total university enrolments are projected to rise from 1.07 million in 2023 to 1.18 million by 2030, reflecting an average annual growth rate of 1.5. 

The intake of first-time entering undergraduates is expected to grow by 1.8% per year, alongside steady improvements in graduation rates and postgraduate output.

While welcoming these projections as a milestone for stability and predictability, Manamela warned that the current trajectory may still fall short of meeting the broader National Development Plan (NDP) targets, particularly in key fields such as science, engineering, teacher education, and scarce skills.

“This enrolment plan provides much-needed stability and predictability for our system. But we must also be honest: at the current rate, we are unlikely to meet the full scope of our NDP targets by 2030. This is not a moment to sit back, it is a call to act,” Manamela said in a statement on Monday.

The minister emphasised that the approved enrolment targets are not a final destination but rather a foundation for transformation within the post-school education and training (PSET) system.

“We are committed to a more articulated, integrated and responsive PSET system,” he said.

“This means growing our TVET and Community College enrolments, improving quality and relevance, and expanding digital, work-integrated and occupational training pathways.”

Manamela said that several initiatives are already underway to support this reconfiguration. These include the development of a Skills for Growth Compact with industry and government, a revision of universities’ Programme Qualification Mix (PQM) to better align with national priorities, and strengthened articulation pathways between TVET colleges, community colleges, and universities.

The department is also focused on expanding distance and blended learning opportunities to widen access, and is working with the Department of Basic Education to strengthen mathematics and science performance in schools, boosting the pipeline for STEM (Science, Technology, Engineering and Mathematics) disciplines in higher education.

The approved ministerial statement will now be communicated to all public universities, each of which will receive institution-specific targets and guidelines. Universities are expected to confirm their commitments through their councils and integrate the new targets into their annual performance plans.

The DHET will monitor implementation annually and remain open to adjustments based on budget changes, policy developments, and system performance, it said.

INSIDE EDUCATION

By Levy Masiteng 

A former finance clerk was handed a three-year jail sentence, suspended for five years, for stealing R846 000 from Laerskool Akasia in Pretoria, the Gauteng Department of Education (GDE) said on Monday.

The conviction was handed down on 9 June 2025, finding Lorraine Scheepers guilty of fraud and theft.

Last week, Scheepers was sentenced to three years’ imprisonment, with five years’ suspension, and ordered to repay R210 000 to the school by the Pretoria North Magistrate Court.

According to the GDE, Scheepers stole approximately R846 000 in school funds between 2019 and 2021 and manipulated bank statements to conceal the theft.

The department’s Anti-Corruption Unit launched an investigation following an anonymous tip-off, uncovering the fraudulent activities.

“The GDE commends its Anti-Corruption Unit for its diligent work in ensuring accountability and reiterates its zero-tolerance stance on corruption and financial misconduct within schools,” said Gauteng Education MEC Matome Chiloane.

The department urged all school communities to report any suspected irregularities through official GDE channels.

INSIDE EDUCATION