By Akani Nkuna

President Cyril Ramaphosa said on Monday that the Presidential Employment Stimulus programme had created earning opportunities for more than two million people since it was launched in October 2020.

Giving his political report at the opening session of the ANC’s 5th National General Council at the Birchwood Hotel in Boksburg, Ramaphosa told delegates to keep education and skills reform at the centre of efforts to tackle poverty and unemployment.

The midterm policy meeting is scheduled to run from 8 to 10 December.

Ramaphosa said the Basic Education Employment Initiative had created more than one million opportunities for young people as school assistants.

“We have often said that education must be at the centre of our fight against poverty. We have seen a steady progress in improving our educational outcomes. Last year, our learners achieved an 87% matric pass rate, the highest recorded in our democratic history,” he told delegates.

The national pass rate for the 2024 National Senior Certificate was 87.3%, up from 82.9% in 2023, the highest on record, Ramaphosa said.  

He also praised the National Student Financial Aid Scheme (NSFAS) for widening access to post-school education, saying it funded over 800,000 university and TVET students.

“However, we need to do much more if we are to have a skills revolution,” Ramaphosa said.

“The skills system needs to shift towards producing skills linked to demand in the economy. We need to consider a radical overhaul of the SETA system and introduce a dual academic and on-the-job training system,” he said.

INSIDE EDUCATION 

By Lebone Rodah Mosima

KwaZulu-Natal education MEC Sipho Hlomuka has been ordered by the Special Tribunal to initiate disciplinary proceedings against 16 officials implicated in the irregular awarding and extension of a R2.5 million contract for chemical toilets at schools, the Special Investigating Unit (SIU) said on Monday.

The tribunal also set aside the unlawful contract and ordered the service provider, Hawulethu (Pty) Ltd, to repay all profits derived from it.

“The Special Investigating Unit (SIU) welcomes this significant order by the Special Tribunal, which goes beyond declaring the contract invalid to actively enforcing consequence management at all levels of state administration,” SIU spokesperson Kaizer Kganyago said.

“We commend the Tribunal for placing this responsibility squarely with the most senior official in the education department, reinforcing accountability where it matters most.”

The order names officials across supply chain, finance and operations who served on quotation evaluation and adjudication committees or approved requisitions, extensions and payments.

The MEC was ordered to institute disciplinary action against: Ms Ngobi (Acting Director: Demand and Acquisition), a member of the Quotation Evaluation Committee (QEC); Mr Ngcobo (Deputy Director: Finance), who nominated Hawulethu (Pty) Ltd and was chairperson of the QEC; Ms Madiba (Acting Director: Finance), a member of the QEC; Ms Naidoo (Accounting Clerk), a member of the QEC who was allocated and signed as the budget controller; Mr Mavundla (Admin Clerk), a member of the Quotation Adjudication Committee (QAC); Ms Hadebe (Chief Education Specialist), chairperson of the QAC; Mr Maharaj (Educational Specialist), a member of the QAC; and Ms Nkwanyana (Educational Specialist), a member of the QAC.

The order also covers Ms Gumede (Chief Director: Operations Management), who authorised the extension of the contract with Hawulethu (Pty) Ltd; Mr Nkosi (Educational Specialist), who approved the extension; Ms Dlamini (Deputy Director General IDS), who approved the extension; Mr Mthembu (Deputy Director General), who approved the extension of the project; Ms Mthethwa (Educational Specialist), who approved the requisition and authority to purchase; Mr Reddy (Chief Admin Clerk), who approved commitments and final payment orders to Hawulethu (Pty) Ltd; Ms Mabaso (Provincial Admin Clerk), who approved the final payment order to Hawulethu (Pty) Ltd; and Ms Brijlal (Admin Clerk), who signed and checked the final payment order, the SIU said.

The judgment follows an SIU investigation into the procurement of 72 chemical toilets for schools in June 2020. The SIU said the contract, valued at R2,538,000.00, was awarded without competitive bidding, in violation of Section 217 of the Constitution, the Public Finance Management Act and Treasury regulations.

The investigation found that Hawulethu was contacted and delivered goods before being formally appointed as a service provider and that it overcharged by more than 100%.

The SIU also said Hawulethu submitted claims for services not rendered and failed to declare conflicts of interest involving its director. It found the contract was improperly extended without proper procurement procedures, and that multiple payments were split to avoid procurement thresholds.

Kganyago said the tribunal’s consequential relief included forfeiture of all profits derived from the contract, an audited statement of account within 30 days, repayment of all profits plus interest to the education department, and payment of legal costs.

President Cyril Ramaphosa authorised the SIU under Proclamation R23 of 2020 to investigate alleged corruption and maladministration linked to PPE procurement and the conduct of state employees, the unit said.

The SIU can institute civil action in the High Court or Special Tribunal and refers evidence of criminal conduct to the National Prosecuting Authority.

INSIDE EDUCATION

By Charmaine Ndlela

Basic Education Minister Siviwe Gwarube on Monday thanked education district directors for steering schools through a demanding 2025 academic year, as South Africa’s education system juggles the finalisation of matric exam marking and preparations for 2026.

Seventy-five education districts attended a meeting in Pretoria aimed at reviewing progress in the sector, addressing existing challenges and strengthening collaboration, the department said.

Gwarube urged leaders to continue supporting schools in safeguarding learners and confronting urgent social pressures, including gender-based violence and rising child pregnancies.

“With commitment, collaborative and strong leadership, I am confident in the sector’s ability to drive quality education for every learner, regardless of backgrounds,” Gwarube said.

She said district leaders were central to translating national policy into tangible improvements at school level, including ensuring exam readiness, improving school functionality, and strengthening teaching and learning across districts.

As planning accelerates for the 2026 academic year, she outlined four priorities for districts: action-driven monitoring, timely delivery of learning materials, responsive decision-making, and strengthening foundational learning — including the integration of Early Childhood Development.

The department said the gathering was the last district directors’ meeting for the 2025 academic year.

INSIDE EDUCATION

By Levy Masiteng 

In a stunning upset, Zambia emerged victorious in both the boys’ and girls’ finals at the CAF African Schools Football Championship Qualifier South Africa 2025, held in Stellenbosch. 

Over the weekend, Zambia defeated their South African counterparts, ending South Africa’s three-year dominance in the competition.

Zambia’s boys’ team won the championship title, taking home a prize of USD 100,000, while the girls’ team also claimed the top spot, winning the same amount. 

South Africa, the host nation, received USD 75,000 for finishing as runners-up in both competitions.

In the boys’ final, Zambia came from behind to defeat South Africa 2-1, with Maxen Msimuko scoring the winning goal. 

In the girls’ final, Zambia secured a 1-0 win over South Africa, thanks to a goal from Matildah Hambulo. 

South Africa’s teams had a tough outing, despite showing promising performances throughout the tournament. 

“The boys’ team took an early lead in the final but conceded two goals, while the girls’ team was unable to capitalise on their chances,” CAF said in a statement. 

CAF said its sponsor, TotalEnergies, provided four sets of home kits to the winners of each competition, along with a Sunshine 24″ TV, and a solar lighting, charging and entertainment system.

“South Africa received the same donations as the host nation of the competition.”

The CAF African Schools Football Championship is a prestigious competition that aims to promote football development among young players in Africa. 

The tournament is sponsored by CAF President Patrice Motsepe, who has invested USD 10 million in the competition.

“This prize money is to be used for infrastructure development at schools, and many teams have invested in educational and sporting aids for their learners,” said CAF.

Zambia will represent the COSAFA region at the continental finals next year, where they will compete against other top teams from across Africa.

INSIDE EDUCATION

By Levy Masiteng 

South Africa and Mozambique have signed an Agreement on Cooperation in the Field of Higher Education and Training, establishing a formal framework for deepened cooperation between the two countries. 

The agreement was signed during the 4th South Africa Mozambique Binational Commission (BNC) meeting, held in Maputo.

The Department of Higher Education and Training ( DHET) said the agreement aims to strengthen institutions and support a knowledge-driven economy, ultimately improving the socio-economic wellbeing of citizens in both countries. 

“Central to the cooperation is a shared focus on strengthening Technical and Vocational Education and Training (TVET),” it said.

“Facilitation of the exchange of policy documents, curricula, and partnership models in the Technical and Vocational Education and Training sector, particularly for colleges, students, and lecturers,” would be key areas of cooperation, the department said 

DHET minister Buti Manamela said:  “TVET colleges are critical for equipping youth with practical skills, necessary for economic growth and development.”

“South Africa and Mozambique continue to engage through the Southern African Development Community Protocol on Education and Training which provides a framework for regional cooperation in addressing regional needs with respect to education and training,” he said.

The agreement will focus on supporting the objectives of South Africa’s National Development Plan. 

Manamela said that twinning institutions of higher education is vital for fostering academic collaboration. 

“This agreement marks a substantial step forward in solidifying an educational partnership that promises to yield lasting benefits for skills development of citizens of both countries.” 

In October, the DHET signed an agreement with Ireland to strengthen cooperation in education and innovation. 

That agreement focused on STEM teaching and research, lecturer development and exchange programmes, and a joint academic initiative “on Ireland’s role during the anti-apartheid movement”.

“This partnership goes beyond symbolism. It embodies the spirit of solidarity that Ireland extended during the anti-apartheid struggle, now renewed through shared investment in science, technology, and education,” said Manamela at the time.  

The agreement with Mozambique is set to be implemented through a concrete action plan, with progress to be reported at the next BNC meeting.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has received the Vaal University of Technology’s (VUT) report on an alleged “degree-selling syndicate” at the institution, and will announce a way forward once he has reviewed it. 

This was confirmed by his spokesperson, Matshepo Seedat, who told Inside Education: “I can confirm that the minister has received the report from the VUT. The minister will study it and communicate his decision in due course.”

The submission of the report follows Manamela’s directive last week ordering VUT to explain why it allegedly failed for more than a year to act on whistleblower claims that fraudulent qualifications were being sold, mainly for Congolese students, dating back to 2018. 

The whistleblower alleged senior officials ignored repeated alerts and that implicated individuals continued to access the campus while recruiting prospective students for 2026.

In his letter to the VUT Council Chairperson, Manamela demanded an explanation for the reported 12-month delay, evidence that consequence management is underway, and immediate safeguards to protect the 2026 registration process from manipulation.

He also warned that the matter could be escalated to the Hawks if VUT’s internal processes fall short.

VUT confirmed that the allegations formed part of a wider probe into irregularities at the institution, and said consequence management measures were already in motion.

INSIDE EDUCATION

By Thapelo Molefe

The Western Cape has reported the highest number of teacher misconduct cases in the country, as the South African Council for Educators (SACE) warns of persistent trends of assaults and sexual offences committed by educators in schools.

According to SACE’s 2024/25 Annual Report, a total of 606 new complaints of unprofessional conduct were lodged against teachers during the year under review, with assault and corporal punishment of learners again ranking as the most common offences.

Of these cases, the Western Cape accounted for 211, the highest of all nine provinces. Gauteng followed with 136 cases, while KwaZulu-Natal (71) and Limpopo (47) also featured prominently. The Northern Cape recorded the fewest, with just nine cases.

SACE said the Western Cape also reported the highest number of finalised disciplinary cases as required under Section 26 of the SACE Act, which mandates provincial departments to submit their completed disciplinary inquiries for processing. However, the council noted that other provinces continue to lag, despite repeated engagements.

“Although attempts were made through stakeholder engagements to encourage other provincial education departments to submit their finalised disciplinary cases, not all provinces are complying,” the council said.

Of the 606 cases recorded, 283 involved assault, including 257 cases of corporal punishment against learners, which remains outlawed in South Africa. A further 127 cases related to sexual misconduct, which includes sexual assault, harassment, and inappropriate relationships with learners.

Quarterly data shows that assaults consistently remained the top form of misconduct in every quarter of the year. Sexual misconduct trended as the second-most common across all reporting periods.

SACE said the recurring pattern points to an urgent need for intensified professional development on discipline and behaviour management.

“These patterns underscore the urgent need for professional development in positive discipline, particularly among educators who continue to apply corporal punishment,” the report stated.

The report also highlights a gendered dimension to violations, with male teachers making up the majority of offenders across categories. SACE said this aligns with societal trends of gender-based violence and emphasised the need to prioritise cases involving violations against women and children.

During the financial year, SACE processed and concluded 612 cases, including matters rolled over from previous years. A total of 134 disciplinary hearings were conducted, resulting in 109 teachers being sanctioned.

The sanctions included 36 educators being struck off the teachers’ roll permanently for serious offences such as sexual misconduct, rape, impregnating learners, fraud and severe assault.

Another three educators were removed for a specified period of between five and 15 years, after which they may apply to return to the profession. 

In addition, 70 educators received suspended removals coupled with fines, largely for cases involving corporal punishment and other minor offences. Those in this category were also directed to attend professional development programmes focused on positive discipline.

This marks a notable increase compared to the previous financial year, when 91 teachers were sanctioned.

The report shows that the Western Cape Department of Education submitted 174 cases, the highest number of employer-reported matters. Parents accounted for the second-largest source of complaints at 109, followed by educators or colleagues at 84.

The council said many complaints received do not fall within its direct disciplinary mandate and should be resolved at school or district level. This has prompted SACE to strengthen its initial screening process to ensure it is not burdened with matters that could have been handled by principals or school governing bodies.

SACE said it will intensify its ethical enforcement efforts while also strengthening proactive support for teachers.

The council emphasised that its disciplinary processes remain guided by the constitutional principle that accused educators are presumed innocent until proven guilty.

It also noted challenges such as postponed hearings, uncooperative witnesses, and difficulties securing testimony from traumatised learners.

Despite these obstacles, SACE said the latest statistics demonstrate its commitment to safeguarding learners.

“These outcomes reflect SACE’s commitment to ethical enforcement and its role in protecting the dignity and safety of learners and the broader school community,” the council said.

The council said it will continue to push for full compliance from all provincial education departments, especially those under-reporting completed disciplinary cases.

INSIDE EDUCATION

By Charmaine Ndlela

South Africa’s education quality councils have told learners and parents to verify institutions and qualifications before registering for post-school studies in 2026, saying that fraudulent and unaccredited providers intensify their marketing around the matric results period.

The warning was issued at a joint media briefing in Pretoria by the Quality Council for Trades and Occupations (QCTO), Council on Higher Education (CHE), Umalusi, and the South African Qualifications Authority (SAQA).

The organisations said the country’s education system remains credible but that the rise of bogus providers threatens learners’ futures and families’ finances.

Umalusi chief executive Dr Mafu Rakometsi said no school, public or private, may operate or issue qualifications without proper registration and accreditation. He said illegal operators often promise “quick” matric certificates or shortcuts into the National Senior Certificate system.

“Parents and learners must understand that only institutions registered with the provincial education departments and accredited by Umalusi may offer qualifications such as the NSC and NCV [National Certificate Vocational],” Rakometsi said.

He said that fraudulent matric rewrite centres and back-room tuition centres, sometimes with misleading names, tend to emerge during the results period.

“There are no shortcuts in achieving a credible qualification. Any organisation that claims to issue a matric certificate without proper registration is deceiving the public,” he said.

QCTO CEO Vijayen Naidoo said the occupational training space is also increasingly targeted by scammers falsely claiming to offer occupational certificates or the historic “Red Seal” trade test.

“As opportunities grow in the occupational training space, so does the number of unaccredited and bogus institutions claiming to offer QCTO certificates. Let us be clear: a QCTO qualification is only valid if it is offered by a QCTO-accredited skills development provider and assessed through a QCTO-accredited trade test or assessment centre,” he said.

Naidoo said more than 900 occupational qualifications and part qualifications are registered on the National Qualifications Framework, with growing demand in areas such as renewable energy, solar photovoltaic installation and hybrid vehicle technologies.

He cautioned that fraudulent providers, including online operators, lure learners with promises of guaranteed certificates and fast-track trade tests.

“If something sounds too good to be true, it is a scam,” he said.

Naidoo said the QCTO has also uncovered “unscrupulous activities” among some accredited providers and trade test centres, with action being taken alongside SAQA, the Department of Higher Education and Training and law enforcement.

The QCTO is managing a national transition away from pre-2009 “legacy qualifications”.

It said all already-achieved legacy qualifications remain valid, but that the last enrolment for such programmes is now June 2026, with completion teach-out periods running to between June 2027 and June 2029.

CHE CEO Dr Whitfield Green said higher education capacity constraints leave many school-leavers vulnerable to illegal operators. He said the post-school system can absorb only about half of the more than 815,000 candidates who wrote matric this year.

“No institution purporting to be a higher education institution can offer qualifications unless those qualifications are accredited by the Council on Higher Education and registered on the National Qualifications Framework,” Green said.

“There is no grey area. If it is not accredited by the CHE and not registered on the NQF, it is an illegitimate qualification,” Green said.

CHE communications manager Ntokozo Bhengu asked the media to help amplify the message.

“It saddens us when you find a student from a rural area whose parents had to sell livestock to pay for tuition, only to discover upon graduation that the qualification is not registered. The student has been duped and scammed, and the parents have lost money. By then, the kraal is empty. There is not a single cow left because they were trying to invest in the future of their child.

“We plead with the media to help us elevate the message and spread it across the country so that it reaches all students and parents to avoid this unnecessary pain and suffering,” Bhengu said.

Accredited qualifications and providers can be checked on the:
•    QCTO website: www.qcto.org.za
•    SAQA qualification search
•    DHET registers

INSIDE EDUCATION

By Charmaine Ndlela 

In an era where many learners struggle to stay engaged in the classroom, one foundation phase teacher is proving that creativity can, and does, change that.

Nqobile Mhlongo, a Grade 3 teacher at Nantes Primary School in Eersterust, Pretoria, has made it her mission to turn learning into an adventure.

Originally from Mandeni, in KwaZulu-Natal, Nqobile started her teaching journey in 2022 and, from the very beginning, knew she wanted her classroom to feel unique.

“I have been using various methods to accommodate learners in my class,” she told Inside Education. “However, the method that best works for me is making learning fun.”

Her passion, drive, and energy have seen her teaching methods go viral on TikTok.

For Nqobile, fun is not a distraction – it’s a doorway to understanding. She weaves songs, sounds, movement, colourful materials, and playful interaction into her lessons.

“I incorporate fun in my teaching, and my learners respond in a fun way. This method has been working for me and the learners I’ve taught. It promotes socialising, boosts creativity, and helps learners develop confidence.”

She shared a moment that reaffirmed her belief in “joyful teaching”.

“There was a time where [my students] were writing an exam and one of the questions was: ‘What is a verb? List two examples.’ They all got it right because we created a song about verbs.”

To Nqobile, this is what learning should feel like: engaging, memorable, and full of joy.

“Making learning fun is an interesting way to get your learners focused, enjoy school, and love one another. That is what I’ve observed from the children I’ve taught, we became family.”

When topics are challenging, Nqobile doesn’t rush. She breaks them down with patience and creativity.

“If the topic is tough, I start by introducing it, and asking about them their knowledge of the topic. Then, from there, I bring in the real teaching material or pictures that will ensure they have a better understanding of the topic.”

Her lessons are interactive, and she keeps learners motivated by recognising their efforts.

“To make lessons more enjoyable, I ask them questions based on what we’ve learned and then reward them with sweets or fruits.”

In a diverse class with various home languages, she embraces inclusivity by connecting with learners in the languages they understand best.

“Sometimes I ask them in their home language as we have mixed languages in my class.”

Nqobile believes every child deserves the opportunity to succeed, even if they learn in their own way or at their own pace.

“Dealing with special learners can be challenging, but I always have extra classes for them. I use a variety of methods to make sure they are on the same path as others. I introduce the lesson for the following day to them, so when we do it with the whole class, they already have an idea about what it’s about and can participate.”

Her creative strategies have had a noticeable effect, particularly in mathematics — often considered a difficult subject for young learners.

“My learners enjoy and pass mathematics more than other subjects because there are lots of exciting activities, and they are related to real-life experiences.”

Even classroom rules become memorable, because they’re sung.

Nobile said these joyful routines help children who might otherwise struggle with concentration, confidence, or language barriers. The rhythm helps them remember; the movement helps them focus. Learning becomes an experience that engages mind and body.

Nobile’s methods are proof that education doesn’t have to be rigid or intimidating. With creativity, compassion, and a little bit of fun, a classroom becomes something every child looks forward to.

INSIDE EDUCATION

By Lebone Rodah Mosima  

Higher Education and Training Deputy Minister Nomusa Dube-Ncube, on Friday officially opened four major infrastructure projects, worth over R600 million, at the University of Venda (UNIVEN), Thohoyandou in Limpopo and praised the institution for improving access by modernising infrastructure.   

The projects include the refurbishment of the Heath Sciences building, refurbishment and upgrade of the main administration block as well as a road and bridge upgrade connecting the campus to the Thohoyandou Central Business District.  

During her address, Dube Ncube described UNIVEN as a “beacon of hope” in rural higher education. “The future looks even brighter with your continued efforts at providing quality education in a future ready campus”, Dube-Ncube said.  

Dube-Ncube said that the Department of Higher Education and Training (DHET) will continue to prioritise the expansion of quality infrastructure across the Post-School Education and Training (PSET) system to improve access, especially for students from rural and disadvantaged backgrounds. 

“I hope that this is one of many key- action plans that UNIVEN addresses in the journey of improving the quality of teaching and learning through quality infrastructure and facilities”, she said.  

In her keynote address she outlined the state’s investments through department’s earmarked grants, together with the Infrastructure and Efficiency Grant (IEG) and the Sibusiso Bengu Development Programme (SB-DP). 

She said a total of R33.088 billion has been allocated to 24 universities across six IEG cycles, which are a typically rolling three-year period each.  

Of this amount, R13.097 billion or 40% went to the eight Historically Disadvantaged Institutions (HDIs), which are Walter Sisulu University (WSU) received R2.413 billion (7.30%) and Mangosuthu University of Technology received R1.237 billion (3.74%). R1.367 billion (4.13%) was allocated to UNIVEN across these cycles, with additional support through the SB-DP since 2015/16. 

“This programme represents the single largest capacity-development intervention by Government that is wholly dedicated to the future development and empowerment of our historically disadvantaged universities”, she said.  

The projects are funded through combination of IEG, SB-DP and UNIVEN’s own resources. An amount of R22 million went to the Faculty of Health Sciences Building, to integrate a new teaching and research hub, that brings together four health disciplines, equipped with modern labs, research facilities and student learning spaces. 

R174 million was directed to the Punda Maria Road and Bridge Project, which comprises a dual carriageway and a 32-metre cable-stayed bridge, connecting Thohoyandou town centre to the campus, improving safety and accessibility. 

R168 million was allocated to the Main Administration Building and was used to fully refurbish and modernise the administrative centre, with upgraded electrical, mechanical, and electronic systems.

Lastly, R71 million went to the Advanced Nursing Science Simulation Building and used for facilities including advanced simulation labs, digital classrooms, and high-fidelity training equipment that replicate real clinical environments. 

Deputy Minister said that these 4 projects align with the DHET Macro-Infrastructure Framework.  

She said that these projects form part of the “National Development Goals of 2030, and most importantly for the residents of Venda and surrounds, the Thulamela Municipality and broader Vhembe District Municipality, these projects fall into the UNIVEN 2040 Vision for academic excellence and rural development”. 

The DHET said they are looking to the improved infrastructure to expand research and academic output, particularly in health sciences. The upgrades are also expected to Improve student mobility and campus accessibility and strengthen administrative efficiency and governance. 

Dube-Ncube said the department invested in these amenities for “inclusive growth and innovation in higher education,” to support quality education through partnerships between government, universities and communities. 

The Dube-Ncube urged that there needs to be improved maintenance across the higher education sector.  

“The maintenance of higher educational facilities is crucial”, she said. 

She said that deferred maintenance of facilities has escalated costs beyond what universities and government can manage, which leads to premature deterioration of buildings. 

Dube Ncube noted that a lack of maintenance and limited government resources hinder the expansion of the PSET system.  “It is important that we all be prudent and efficient in the use and management of our existing infrastructure”, she said  

She again stressed that, “universities must lead the way in ensuring that facilities are environmentally sustainable, energy efficient, accessible, and durable”. 

INSIDE EDUCATION