Staff Reporter

Marking of the 2025 National Senior Certificate (NSC) exams has been completed after a three-week process conducted at 183 centres nationwide, the Department of Basic Education said on Saturday.

The department said provincial reports showed the process ran “with commendable efficiency, procedural compliance, and unwavering adherence to established quality-assurance protocols”.

The exams started on 21 October and ended on 27 November, with 903,561 candidates registered to write this year’s papers.

Full-scale marking started on 1 December.

The department singled out staff at Pholela Special School in KwaZulu-Natal, saying: “Despite the severe hailstorm that inflicted significant damage to their vehicles, these markers persevered and completed their duties with remarkable resolve.”

The storm damage occurred at the Bulwer-based marking centre earlier this month.

The department also pointed to steps taken during marking to protect exam integrity, saying it “commends the vigilance of the marker cohort that identified an examination breach during the marking process”.

The breach, in which about 26 pupils were given prior access to exam papers, allegedly by DBE employees, was announced last week by education minister Siviwe Gwarube.

DBE Director-General Mathanzima Mweli said the NSC depended on the integrity and ethical discipline of markers.

“Through your vigilance, accuracy, and professionalism, you have once again demonstrated the strength of our education system. We know the sacrifices you make, sacrifices no financial reward can truly match. We honour your dedication and thank you for being exemplary custodians of this critical national process.”

Gwarube is expected to announce the 2025 NSC results on 12 January, after which they will be released to candidates.

INSIDE EDUCATION

By Peter Kriel

Traditional academic disciplines have long served as the foundation of undergraduate qualifications, offering students the depth of knowledge required in specific fields such as business, engineering, or the arts.

However, the growing complexities of global challenges, technological advancements, and the evolving nature of work have amplified the urgent need for an interdisciplinary approach to undergraduate education.

While a discipline-specific focus remains essential for expertise and professional competence, integrating an interdisciplinary approach enhances critical thinking, fosters innovation, and ensures that graduates are equipped to evolve along with their roles in future.

The real world does not operate in silos. Challenges such as climate change, healthcare, and economic inequality are multifaceted, requiring insights from multiple disciplines to develop comprehensive solutions. By embracing an interdisciplinary approach, students gain a holistic perspective and are better prepared to tackle such complex problems.

Innovation often happens at the intersection of different fields

When students are exposed to ideas from various disciplines, they develop the ability to think outside the box and connect seemingly unrelated concepts. In a world inundated with information and diverse perspectives, the ability to analyse problems through various lenses is invaluable. It helps students move beyond a one-dimensional understanding of issues, making them more adaptable and capable of making informed decisions.

An interdisciplinary education prepares students for careers that may not yet exist by fostering the versatility needed to adapt to shifting roles. Employers value graduates who can work in diverse teams, think critically across disciplines, and solve complex problems, making interdisciplinary education a key advantage in career development.

While the benefits of an interdisciplinary approach are clear, it nevertheless remains essential to maintain a discipline-specific focus in undergraduate education. Specialisation allows students to develop a deep understanding of their chosen field, providing the expertise necessary for professional success. A successful higher education curriculum, however, should aim to strike a balance between these two approaches.

There are a number of practical ways to integrate interdisciplinarity without losing the focus on discipline-specific expertise. In some instances, this will require a curriculum design review and in others simply thinking differently. Strategies include:

Embedding interdisciplinary projects within discipline-specific courses

A business management course can integrate a project on sustainability, requiring students to apply principles from economics, environmental science, and ethics. This allows students to explore interdisciplinary ideas while grounding their work in the context of their major.

Encouraging elective courses from other disciplines

While this will require a curriculum design rethink, institutions can encourage students to take elective courses from outside their major, broadening their academic experience.

Offer interdisciplinary optional courses

Good universities will provide optional courses that cut across disciplines, allowing students to add an interdisciplinary dimension to their degree. These programmes allow students to diversify their expertise without sacrificing depth in their core discipline.

Foster collaborative learning environments

Creating opportunities for students from different disciplines to work together on group projects encourages the sharing of ideas across disciplines.

The value of an interdisciplinary approach in undergraduate higher education cannot be overstated. For students and educators alike, the challenge is to embrace the richness of interdisciplinary learning while preserving the integrity of discipline-based education.

With careful curriculum design, innovative teaching strategies, and a collaborative learning environment, universities striving for real-world excellence can cultivate well-rounded, forward-thinking graduates ready to tackle any emerging challenge.

Peter Kriel is Operations Executive at The IIE and ADvTECH’s Academic Centre of Excellence (ACE).

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has issued a notice of intent to cancel the registration of three private higher education institutions, Damelin, City Varsity and ICESA City Campus, citing persistent non-compliance with the Higher Education Act and its regulations.

The department said the decision follows a “prolonged pattern of non-compliance” and was taken to protect students and safeguard the integrity of South Africa’s higher education sector.

According to the ministry, the institutions failed to meet basic statutory and regulatory requirements, including the submission of mandatory annual reports and proof of financial and operational sustainability.

“All three institutions failed to submit their 2024 Annual Reports, despite an extension granted until 30 June 2024 and a final remedial deadline set for 6 June 2025,” the department said in a statement on Saturday.

The minister also cited the institutions’ failure to provide audited annual financial statements, proof of financial surety or guarantees, SARS tax compliance certificates and occupational health and safety compliance documentation.

In addition, the department said it had received “reliable confirmation” that City Varsity and ICESA City Campus have ceased operating and are therefore no longer providing higher education as contemplated in the Act.

The notice of intent to cancel the registrations will be published in the Government Gazette in line with Section 63(a) of the Higher Education Act. The affected institutions will be afforded an opportunity to make representations before a final decision is taken.

The department said it would put measures in place to support affected students through appropriate academic and administrative arrangements.

“The department remains unequivocally committed to protecting students from being enrolled in institutions that cannot demonstrate financial and operational sustainability,” the ministry said, adding that providers must operate within the law and quality assurance framework.

“Institutions that fail to meet their legal and educational obligations cannot be allowed to compromise the futures of the people they serve.”

The ministry encouraged students and the public to engage the department for further guidance as the process unfolds.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has said the transformation of South Africa’s Technical and Vocational Education and Training (TVET) sector cannot be achieved without the voices, ideas and leadership of students.

Reforms must be shaped with students, not imposed on them, he said, while delivering a keynote address at the SATVETSA Student-Driven Academic Conference.

Manamela said the gathering marked a shift toward recognising students as central contributors to academic policy and curriculum reform. 

He said the involvement of students was critical as the TVET sector adapts to rapid changes in the global labour market driven by automation, artificial intelligence, renewable energy, biotechnology and advanced manufacturing.

“We are meeting at a moment where entire categories of work are emerging while others are disappearing,” he said. 

“South Africa must respond boldly, and the first place where that response must take root is the TVET college.”

Manamela told delegates that the TVET system was at a “defining crossroads” as it moves away from outdated, fragmented and legacy programmes toward modern occupational qualifications aligned to industry needs. He said these qualifications would integrate theoretical learning, practical skills, structured workplace exposure and competency-based assessment.

“This is a fundamental shift, and it is irreversible,” he said.

The minister also acknowledged long-standing weaknesses in the system, including the misalignment of NATED and NCV programmes with labour-market requirements.

He cited data showing that most NCV students from 2020 to 2022 were aged 20–24 and already held matric certificates, resulting in repeated qualifications at the same level and limited pathways into employment. 

“Students deserve a system that is coherent in structure and meaningful in outcome,” he said.

He said the department was implementing its most significant curriculum reforms since 1994, including expanding digital skills training across the system.

New and existing programmes now incorporate coding, robotics, cybersecurity, artificial intelligence and renewable energy, supported by partnerships with technology firms such as CISCO and Huawei, and strengthened by SETA-funded 4IR centres, AI laboratories and smart manufacturing hubs.

Responding to concerns about lecturer readiness for the new qualifications, Manamela said government had rolled out one of the largest lecturer development programmes in the sector, with thousands of lecturers already trained in new technologies and occupational standards. 

“These investments exist to ensure that no TVET student is disadvantaged in the global economy,” he said.

Manamela also highlighted ongoing efforts to strengthen entrepreneurship training in TVET colleges, with 17 Centres for Entrepreneurship and Rapid Incubation now supporting students with mentorship, prototyping and business development.

He added that transformation must also improve the overall student experience, including safer campuses, psychosocial support, digital access, academic advising and structured work placements.

“Success is not measured only by throughput rates,” he said. “It is measured by whether students feel supported, capable and hopeful.”

Manamela closed his address by urging students to take up their role as central partners in shaping the future of the sector. 

“You have the power to influence policy, shape curriculum and lead innovation,” he said. “This is your time.”

INSIDE EDUCATION

By Johnathan Paoli

The Pretoria High Court has dismissed the Information Regulator’s urgent bid to halt the release of the 2025 matric results, striking the application from the roll with costs in a judgment delivered on Friday.

The EFF had backed the Information Regulator in the challenge, arguing that publishing examination results risks compromising learners’ privacy.

The ruling affirms that the Department of Basic Education may continue its long-standing practice of releasing National Senior Certificate (NSC) results for publication in newspapers — beginning with the Class of 2024 on 13 January 2025.

The judgment effectively removes the final legal barrier that threatened to halt the traditional public release of results, a practice that has existed for decades and has become a key feature of South Africa’s education landscape.

The Information Regulator initially brought an urgent application in January 2025 to interdict the publishing of results, arguing that the department was in breach of the Protection of Personal Information Act (POPIA).

The court dismissed that application on grounds of lack of urgency.

The Regulator then returned to court later in the year seeking a full review of the department’s methods.

This week’s decision to strike the Information Regulator’s latest urgent application from the roll means the department is free, once again, to disseminate the results to media houses.

The court also found no legal basis to halt the long-standing release system, especially as results are published without learners’ names, containing only examination numbers.

“The regulator’s stance does not reflect events in the real world. It would be a very unusual learner who, having prepared for examinations, having spent weeks sitting for various papers, and having spent weeks awaiting results, would care to recall who sat next to the learner during examinations, work out from the sequence of examination numbers, and then have thoughts about how that other learner performed in the examinations,” Judge Mark Morgan ruled.

“It is unnecessary to consider the various other issues raised in the application. That is because I hold that the manner of publication of the results does not constitute the processing of personally identifiable information. The question of infringement of the right to privacy does not arise. The other issues raised in the application are incidental to whether the students’ right to privacy was infringed. It is therefore unnecessary to address those other issues, given our holding.”

The department had earlier filed its own application to set aside the Information Regulator’s enforcement notice served in November 2024.

That enforcement notice sought to ban all future publication of matric results in newspapers, contending that even examination numbers constitute personal information requiring consent.

The department’s court papers raised several central arguments.

The enforcement notice was unlawful, because Section 95(1) of POPIA allows such notices only for past or present violations.

The Information Regulator attempted a proactive, forward-looking ban, which the department said was null and void.

The Information Regulator was already bound by an earlier court order that had permitted the publication of results in the current format—exam numbers paired with marks only.

The published data does not identify any learner and therefore does not fall within the scope of Section 11 of POPIA.

Without names, ID numbers, school information or demographic details, the department argued, the information cannot reasonably be linked to any individual.

Even if POPIA applied, the publication met the processing limitations outlined in Section 11(1)(b–f), including justification through legitimate interests and administrative necessity.

The dispute triggered widespread public debate about transparency, access, and the rights of learners.

For many families, especially in rural and low-income communities, newspaper publication remains the most accessible way to confirm results without internet access.

Civil society organisations also entered the fray.

In 2024, AfriForum issued a letter of demand to the Basic Education Minister Siviwe Gwarube, questioning the legality of the enforcement notice and pushing for clarity on whether the department would challenge it.

Its lawyers argued that the Information Regulator had “erred in issuing the enforcement notice” and signalled readiness to pursue urgent review proceedings.

The department has argued that removing newspapers from the results ecosystem would create unnecessary barriers and exclude thousands of learners.

The Information Regulator may still pursue a full review of the department publication practice, but for now, the department has a clear path forward.

Results for the Class of 2025 will be published on 13 January 2026, with media houses expected to resume their traditional role in disseminating the matric outcomes nationwide.

INSIDE EDUCATION

By Levy Masiteng 

Mobile operator Cell C has donated two new digital labs at Gamagara High School in the Northern Cape and Kagisho Combined School in the Free State.

According to the company, this is part of its drive to expand access to digital learning in under-resourced communities, in partnership with the Department of Basic Education.

The labs are equipped with laptops using Cell C connectivity, a high-performance server, a projector, and the C3 Micro Cloud solution, designed to make digital learning practical, engaging, and accessible in communities where technological resources remain scarce.

Cell C funds, equips, and connects the digital labs as part of its CSI and digital inclusion drive. The DBE, as strategic partner, chooses the schools, aligns the labs with the curriculum, organizes teacher training, and takes custodianship of the facilities within the public school system.

At Kagisho Combined School, the new ultra-modern lab can accommodate 25 learners at a time and includes 25 laptops for learners along with three laptops for educators, a server, network connectivity and other essential tools. Educators will also receive software training to ensure the full utilisation of the facility.

“Our goal is to ensure we contribute meaningfully to the national imperative to have every learner get the opportunity to gain the digital skills and confidence needed to participate fully in an increasingly connected world,” said Lethiwe Hlatshwayo, Managing Executive for Corporate Affairs at Cell C.

The Free State Department of Education welcomed the investment, saying it reinforces the province’s commitment to academic excellence.

“Education is our focus and priority and as the province that always produces good results, we are grateful to Cell C for lending a helping hand with this lab. We are building futures,” said Michael Tshabalala, Mangaung Metropolitan Education District official.

This latest handover forms part of Cell C’s partnership with the DBE, which seeks to roll out Cell C Digital Labs to schools in nine provinces.

In mid-June, Cell C and the department delivered a fully equipped digital lab to Sozama Secondary School in Middelburg, Mpumalanga. At the time, Cell C CEO Jorge Mendes said: “These digital labs don’t just provide evidence of our fight against digital exclusion but also represent the hopes and dreams of the students at Sozama Secondary School.”

Tshabalala expressed gratitude about the new labs. “Every development that comes into this province is for the benefit of our learners. We also want to thank educators for their contribution in developing our learners for the future. We are building futures,” he said.

INSIDE EDUCATION

By Charmaine Ndlela 

The Department of Basic Education has launched an investigation into a breach that gave about 26 pupils prior access to 2025 National Senior Certificate (NSC) exam papers.

DBE minister Siviwe Gwarube said on Thursday that the department’s security systems swiftly detected the breach.

According to Gwarube, learners who were interviewed admitted to having accessed the English Home Language Paper 2 question paper and its marking guideline before the exam.

 Investigators concluded the documents could only have originated from the DBE’s national office, where exam papers are set.

“Our investigation shows that the breach occurred within the DBE offices. Of the 162 papers set for 2025, seven were accessed before the examination period,” Gwarube said at a media briefing.

The leaked papers include English Home Language Papers 1, 2 and 3; Mathematics Papers 1, 2 and 3; and Physical Sciences Papers 1 and 2. The papers were allegedly shared via a USB storage device.

Gwarube said that one DBE employee with a child in Grade 12 had been identified as a central suspect.

“Evidence suggests that she obtained the leaked papers from another employee working in the examinations unit.

“Our systems are robust. It is because of the multiple layers of protection that we were able to trace the breach and identify the suspects involved,” Gwarube  said.

Both employees have been suspended. The department has also opened a criminal case with the South African Police Service.

 “There are criminal elements here, being in possession of stolen state material is a crime, and we have taken the necessary steps,” she said.

The DBE’s preliminary findings showed that the breach affected 26 learners across seven schools in Pretoria.

“There is no evidence of a widespread or systemic leak. Our investigation shows this incident was isolated to a small number of learners in a specific geographical area,” Gwarube said.

She added that the department would engage directly with the affected schools.

To ensure independence and transparency, the DBE Director-General has established a National Investigative Task Team (NITT), said Gwarube. 

The team includes an independent chairperson, Umalusi, Universities South Africa, SACE, teacher unions, DBE officials, and a private forensic investigator.

“The task team’s mandate is comprehensive. They will confirm the exact source of the breach, verify that the spread is contained, identify all learners who accessed the papers, and recommend steps to protect the credibility of the 2025 NSC,” Gwarube said.

Investigative tools such as forensic analysis, investigative marking, script verification, interviews, and statistical performance comparisons will be deployed.

Gwarube said the breach will not disrupt the release of the 2025 NSC results.

“No results have been finalised, no certification processes have begun, and we expect to receive a final report by 31 December. We remain on track to release the results on 12 January 2026,” she confirmed.

“You cannot cheat the NSC and get away with it. We will detect it, we will investigate it, and there will be consequences,” Gwarube said.

She also praised the integrity of the vast majority of students who wrote the exams.

“We cannot allow the actions of a few to taint the nearly 900,000 learners who put their heart and soul into preparing for their exams. This investigation is being conducted to protect the value of the NSC certificate and the achievements of honest learners,” she said.

“Your matric certificate is a symbol of your effort, your resilience, and your integrity. When you cheat, you undermine your own future. You never cheat to succeed.”

She said marking is scheduled to conclude on Saturday 13 December.

Umalusi said it had received the preliminary report from the department, and was “satisfied with the steps taken by the DBE thus far, including reporting the case to the SAPS”.

“Similarly, Umalusi is pleased by the ongoing investigative work aimed at determining the magnitude of the irregularities. The DBE is expected to present its findings on the matter for the consideration of the Executive Committee of Umalusi Council during the approval of results meetings to be held on 6-8 January 2026.”

INSIDE EDUCATION

By Levy Masiteng 

In a major boost to education in Hammanskraal, the Gauteng Department of Education (GDE) has unveiled Ratanang Primary School in Kanana, a state-of-the-art institution that promises to revolutionise learning for township children.

According to the department, the modern school is equipped with 28 classrooms, catering to approximately 1,100 learners from Grade R to Grade 7. It also features cutting-edge facilities, including computer labs, sports amenities, and a multifunctional hall.

In a statement, the department said the school provides “safe, dignified, and future-focused learning, ensuring that every child has the opportunity to thrive in an environment equipped for the demands of a rapidly digitising world.”

“Ratanang is a game-changer, with a dedicated Early Childhood Development (ECD) Centre that provides a safe and nurturing environment for early learners.”

The ECD centre includes five Grade R classrooms, child-friendly toilets, and outdoor play areas, all aligned with Early Childhood Care and Education (ECCE) standards.

The department said Ratanang was built to embody the province’s long-term vision for township education—modern, inclusive, future-focused, and anchored in strong infrastructure.

The community has welcomed the school, with parents and residents expressing both gratitude and concerns regarding safety and security.

“This is commendable work. Happy that the kids will be in the new infrastructure. Parents and community should protect and fund this education centre, it’s theirs,” said Mtúzhã KaFuze under the department’s Facebook post.

Thomas Selomo echoed this view, saying, “Let’s all take care of our new school Ratanang, here in Kanana. This is our community’s future. Let’s protect it and keep it in good condition for future generations to come.”

However, some community members have raised concerns about security, with Serutle Joseph Ntlatleng questioning the effectiveness of safety measures. Others highlighted classroom overcrowding.

“The rate of 40 kids in a class is still high Premier Panyaza, at least 25 kids in a class to afford them attention from the educators,” Mtúzhã KaFuze added.

The department has assured the community that the school is equipped with robust security systems, including backup power and water supply, to ensure a safe and secure learning environment.

“Gauteng is proud to bring this modern primary school to Hammanskraal. We call on learners, parents, and the community to protect and value this institution for generations to come,” the department said.

INSIDE EDUCATION

By Thapelo Molefe

As schools close across the country, the Mpumalanga Department of Education has reiterated that no school is permitted to withhold learner report cards under any circumstances, urging parents to report any institution that fails to comply.

The department said the reminder follows Section 29(12) of the National Protocol on Assessment (Grades R–12), which explicitly prohibits both public and independent schools from withholding a learner’s report card for any reason.

The department said a report card is the official tool through which schools provide parents with a full picture of a learner’s academic progress, strengths, and areas that require improvement. Schools have been instructed to issue these documents promptly at the end of the school term.

“Should any school fail to release a report card, parents are encouraged to report the matter immediately to the nearest circuit office,” said the department on Wednesday.

It also warned schools to use proper administrative channels to address parental obligations, without punishing learners or restricting access to their academic records.

Education MEC Lindi Masina urged schools to ensure all issued reports are correct and free of errors. 

“Parents have the right to receive a full and accurate account of their children’s performance throughout the year. We therefore urge all schools to refrain from withholding learner report cards for any reason,” Masina said.

The department congratulated learners for reaching the end of the academic year and encouraged those who did not pass to remain hopeful, reminding them that support is available. 

Parents were urged to provide emotional support and maintain a calm environment as children receive their results.

Schools will reopen on 14 January 2026.

INSIDE EDUCATION