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Former Rustenburg TVET SRC member arrested for alleged fraud

By Thapelo Molefe

A former Student Representative Council (SRC) member at Rustenburg TVET College, Tholakele Mdluli (24), has been released on R1 000 bail after being arrested by the Hawks for allegedly misappropriating student funds.

Hawks spokesperson Colonel Katlego Mogale confirmed on Friday that Mdluli’s case has been postponed to 12 February 2026, where additional charges may be added.

Mdluli was arrested on Wednesday in Rustenburg by members of the Hawks’ Serious Economic Offences Section, based in Pretoria.

According to the Directorate for Priority Crime Investigation, Mdluli allegedly accessed and manipulated students’ Tenet accounts without authorisation in 2023 while assisting first-year NSFAS applicants.

“It is alleged that the suspect withdrew funds at retail stores and subsequently explained to students how to access their allowances after misappropriating the money,” the Hawks said.

A total of R14 000 was allegedly withdrawn from seven students’ accounts.

A case was opened and handed to the Hawks, leading to her arrest. Mdluli briefly appeared in the Rustenburg Magistrates’ Court on Thursday and was granted bail.

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No more National Skills Fund ‘paralysis’ says Manamela at Enterprise Resource Planning launch

By Akani Nkuna

The Department of Higher Education and Training (DHET) and the National Skills Fund (NSF) launched a new Enterprise Resource Planning (ERP) system on Thursday night, promising to end years of manual bottlenecks and enable real-time monitoring of billions of rands in skills-development spending.

The rollout, which DHET Minister Buti Manamela punted as the centrepiece of the NSF turnaround strategy, was launched at the Velmore Hotel and Spa Conference Centre in Johannesburg.

“For too long, the NSF was paralysed by manual systems. The ERP system is now a cornerstone of our turnaround strategy, enabling real-time performance monitoring. Whatever project, we will be able to monitor it in real time, and also automation of disbursements,” Manamela said during his keynote address.

“It further enables improved compliance and audit trails. This, importantly, is about ensuring that every rand that is spent is traceable, purposeful, but also that we are able to account for it. This system is also able to help with efficiency and protecting NSF staff who are on the ground.”

The first phase of the ERP system, representing 25% of the total project, went live on October 31. Three further phases are scheduled until full implementation is reached.

Manamela said deeper legislative and institutional reforms would still be required alongside the technology upgrade.

He used the event to push for expanded digital and artificial intelligence training centres and closer collaboration with TVET and community colleges.

“NSF has to champion the process of putting digital infrastructure in place to make sure that we go online with our learning. We are shifting towards a catalytic model, not just distributing money but shaping inclusive growth when it comes to transformation and skills development,” Manamela said.

He said the NSF remained on track to produce 30,000 artisans a year under a 2022 programme backed by R2.39 billion in funding that is currently upskilling more than 10,000 trainees.

“This is not just about outputs, it is also about rebuilding the pipeline of skilled technicians for sectors such as energy, construction, automotive, and manufacturing,” he added.

Manamela said that the NSF had disbursed R4.5 billion in the latest reporting period, with R4.3 billion directed to education and training initiatives that reached 56,277 learners — including 35,000 from rural areas, more than 38,000 women, and over 52,800 African beneficiaries.

He also issued a warning on financial discipline.

“Now we have consequence management in place, irregular expenditure from prior years is being cleared, skills development providers are being held to account. We are reforming the core systems that enable transparency from this ERP digitalisation to performance-based funding,” Manamela said.

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GDE opens late applications for Grades 1 and 8

By Levy Masiteng

The Gauteng Department of Education (GDE) has announced that late applications for Grade 1 and Grade 8 will open on 17 December 2025.

This follows MEC Matome Chiloane’s update on the latest progress regarding Grade 1 and Grade 8 learner placements for the 2026 academic year through the Gauteng Online Admissions system.

The announcement, made on Thursday at King Edward VII School in Johannesburg, provided an update on placement progress, indicating that as of 3 December, 88.7% of learners had been placed.

“317 988 out of 358 574 Grade 1 & Grade 8 unique applicants have been placed,” Chiloane said.

According to the department, 160 262 learners have been placed in Grade 1, while 157 726 have been placed in Grade 8.

However, 40 586 learners remain unplaced, with some experiencing delays due to late submission of required documents, falsified proof of home addresses, and requests to reverse acceptance of placement offers.

“The placement process is slowed by parents/guardians who do not accept offers as final and hold onto spaces,” said Chiloane.

“We urge parents to accept placement offers to ensure that all learners are placed in schools.”

The department has identified schools that have reached full capacity and is working to secure alternative placements for unplaced learners.

“About seven primary schools with capacity ranging from 160 – 300, received between 1000 to 1387 applications to process and about 140 Secondary Schools received between 1000 and 3 288 applications to process. These schools have reached capacity,” Chiloane said.

“Over five years, we approved the construction of 3 799 additional self-built classrooms, providing approximately 250 000 spaces and currently, schools are in the process of building 1 745 self-built classrooms to accommodate at least 61 075 learners.”

The GDE also announced that the provincial matric results ceremony will take place on 13 January 2026 at the BCX Multi-Function Room in Centurion, in partnership with the Telkom Foundation.

“To Gauteng’s extraordinary Matric Class of 2025, you have demonstrated remarkable resilience, discipline, and courage throughout your NSC journey,” said Chiloane.

“You now stand at the end of a 12-year path that began with your very first steps into a classroom. The same commitment you have shown over the past 12 years should guide you as you build the lives you envision.”

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EFF blasts Eastern Cape R500m school infrastructure cut

By Thapelo Molefe

The Economic Freedom Fighters (EFF) in the Eastern Cape have called on the National Treasury to reverse its decision to withhold R500 million in school infrastructure grants from the provincial Department of Education, saying that the move unfairly punishes learners instead of targeting those responsible for alleged misconduct.

Treasury withheld the allocation after the department reportedly breached procurement and legislative requirements, including the irregular reallocation of nearly R300 million to an unauthorised Information and Communications Technology (ICT) project. 

The EFF said the decision, while rooted in compliance concerns, has dire consequences for pupils who already attend rundown and unsafe schools.

In a statement released this week, the party said the punitive measures should be directed at the officials who authorised the irregular spending, rather than at the entire education system.

“As the EFF, we believe that the current approach does not affect those who have created the problem. Instead, it punishes the ordinary people, particularly learners, who did not reallocate funds without authorisation,” the party said.

It called on Treasury to “review and set aside” the blanket withholding of funds.

It said Treasury should instead issue directives for strong consequence management. This includes dismissals of officials where evidence of wrongdoing is clear, criminal charges where warranted, and precautionary suspensions pending full investigations where evidence is insufficient for immediate action.

The party also demanded transparency from Eastern Cape Education MEC Fundile Gadi, saying he must explain how the department lost half a billion rand meant for repairing and improving school infrastructure. 

“He must tell us what corrective action has been taken to reverse this decision by the National Treasury, which has the potential to cripple the infrastructure in our schools even further,” the party said.

The EFF said the incident was part of a wider pattern of “corruption, non-compliance, and maladministration” within the ANC-led government under President Cyril Ramaphosa, and Eastern Cape Premier Oscar Mabuyane.

The Eastern Cape Department of Education did not respond to questions from Inside Education.

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Manamela orders VUT to account for alleged degree-selling syndicate

By Thapelo Molefe

Higher Education Minister Buti Manamela has given the Vaal University of Technology (VUT) until Friday to account for an alleged year-long delay in acting against a suspected “degree-selling syndicate” at the institution.

Manamela issued the directive in a formal letter to the VUT Council Chairperson on Wednesday, demanding a preliminary report by Friday.

This follows allegations that senior management failed to act on credible whistleblower evidence for more than 12 months.

“It is unacceptable for allegations of this magnitude, which threaten the integrity of our National Qualifications Framework, to be met with administrative delays,” Manamela said. 

“If management knew about this a year ago, as alleged, simply ‘investigating’ is no longer enough. We need to know why the perpetrators were supposedly left in the system to potentially corrupt the 2026 intake.”

The ministry confirmed it is “seriously concerned” by claims that an employee had been arranging fraudulent qualifications, primarily for Congolese students, for a fee, dating back as far as 2018. 

The whistleblower, who identified themselves as a VUT graduate of Congolese descent, repeatedly alerted the university to irregular registrations, fraudulent B.Tech admissions and graduates who “did not study at VUT for undergrad”.

In emails to senior officials, the whistleblower warned that implicated individuals continued to access campus and that more students had allegedly been recruited for the 2026 academic year.

“It has been a year now since I reported a case of fraud and illegal activities at your institution, and nothing has been done,” the whistleblower wrote.

Manamela has now demanded that the council provide an explanation for the alleged 12-month delay in responding to the whistleblower, proof that consequence management is underway, and immediate safeguards to ring-fence the 2026 registration process to prevent further manipulation.

If the university’s internal processes fall short, the minister warned that the matter may be referred to the Hawks, as the sale of degrees constitutes a criminal offence.

VUT confirmed the allegations form part of a wider investigation into irregularities at the institution, and said consequence management measures are already “in motion”.

The university is also under separate scrutiny by the Special Investigating Unit (SIU) over allegations of fraud, corruption and maladministration.

“VUT takes all allegations of fraud, corruption and academic irregularities extremely seriously,” university spokesperson Sibusiso Nkosi said.

“Strengthened internal controls, improved verification procedures, and revised governance frameworks have been implemented to prevent a recurrence.”

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Education committee backs BELA Act rollout, but warns language gaps exclude parents

By Levy Masiteng 

The Portfolio Committee on Basic Education has welcomed progress in implementing the Basic Education Laws Amendment (BELA) Act, but warned that limiting draft regulations to English and Afrikaans risks excluding communities from shaping key changes to school admissions and language policy.

The committee received a briefing from the Department of Basic Education (DBE) on Tuesday, about the status of BELA regulations, provincial readiness for the 2026 school year, reforms to language and admissions policies, and updates on Grade R and early learning.

Members voiced concern that the regulations had been translated only into Afrikaans and English, a step they said undermined “meaningful participation” by parents and communities.

The department told MPs it had followed guidelines from the Office of the Chief State Law Adviser, which require that regulations align with the language and content of the principal Act. Because the South African Schools Act was originally published in English and Afrikaans, the department said it was constrained to using those two languages.

The committee rejected that justification. According to chairperson Joy Maimela, the guidelines are not binding law and cannot override constitutional obligations.

She said that South Africa has 12 official languages and that the Constitution requires the state to take “practical and positive measures” to elevate indigenous languages.

“Translation choices should support, not undermine, that obligation,” she said.

Rights group Equal Education has formally called on the department to translate the draft regulations into other official South African languages, saying that many communities and schools only became aware of the documents after civil society intervened.

Maimela told the meeting that while the department had extended the deadline for public comment, it had not expanded translations to additional languages. “If a parent or practitioner cannot read the text, they are effectively excluded from the process, no matter how long the deadline is,” she said.

She said she would write formally to the department and to the Office of the Chief State Law Adviser to record that civil society’s language concerns were not substantively addressed, and to press for a more inclusive approach.

Basic Education Minister Siviwe Gwarube acknowledged that the criticism about language and exclusion were valid, and that the executive must do better when publishing documents for public comment.

The committee also welcomed data presented on the early impact of BELA’s language and admissions provisions, particularly in former Model C schools.

Of the 19,686 schools reported, including about 1,795 former Model C schools, 274 Afrikaans-medium schools have added English in response to demographic and parental demand and 946 former Model C schools now offer at least one African language.

MPs were also told that 1,080 schools have submitted revised admissions policies and 1,047 have finalised updated language policies.

Maimela said the figures were an “important step forward” in dismantling historic barriers embedded in language and admissions rules.

But the committee also said that the number of former Model C schools that have incorporated African languages remains low, and requested a school-level spreadsheet.

The committee said the data would guide targeted oversight visits and direct engagement with schools where change is lagging, so that “the public can feel the real impact of the BELA Act in expanded access and greater linguistic inclusion”.

“The law is not an abstract exercise. It must translate into open, inclusive schools that do not use language or admissions policies as a barrier to children’s right to basic education,” said Maimela.

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Pens down parties: Educators call for government to raise alcohol purchasing age
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Pens down parties: Educators call for government to raise alcohol purchasing age

By Lebone Rodah Mosima and Charmaine Ndlela

In a nation where the end of high school exams should signal triumph and hope, a troubling ritual of unsupervised “pens down” parties is instead unleashing chaos, claiming lives and shattering families. 

As the class of 2025 wraps up its National Senior Certificate exams, educators and parents are sounding alarms over preventable tragedies tied to underage drinking and violence, demanding stricter laws and parental supervision to curb the cycle of violence and death.

At Gem-Meg Academy School in Johannesburg, educators have called on the government to raise the legal alcohol purchasing age from 18 to 21, and to make ID checks mandatory for every alcohol sale. 

Anything less leaves underage teenagers exposed to the potentially deadly pens down party culture, the teachers told Inside Education. 

Their call comes as the class of 2025 finishes final examinations and the notorious celebrations ramp up across the country.

In previous years, some pen-down parties have ended in tragedy, the most devastating example being the 2022 Enyobeni Tavern disaster in East London for mid-year celebrations, where 21 teenagers, aged between 14 and 17, died. 

The incident raised questions about the safety of the celebrations, the accountability of adults who enable them, and the overall culture surrounding underage drinking in the country. 

Tavern owners Siyakhangela and Vuyokazi Ndevu were convicted for selling alcohol to minors on the night of the tragedy, but how exactly the deaths occurred is still the subject of investigation. 

Educators told Inside Education that businesses and community members who enable underage drinking must be held accountable. One educator, speaking on condition of anonymity, said adults should be guiding students, not “leading these children astray”.

The Enyobeni tragedy is only one of many devastating events linked to pens down celebrations. 

In July 2025, two pupils died and seven were injured when an alleged gang “gate crashed” a pens down party near East London.

In 2024, Ntombi Mandulo lost her son Sifiso during a pens down party. “Matric pens down ate my son,” she said.

Following the death of Sifiso, the community of Buhle Park launched a “manhunt” for one of his killers, who was subsequently assaulted and later died from his injuries.

In December 2023, three Northern KZN matric pupils died in a car crash after attending a pens down party.

In 2023, five learners from Dinwiddie High School in Germiston, Ekurhuleni, died in a pens down–related accident. 

Parents and educators agree that such tragedies are preventable — but only if strict controls are put in place. 

Some educators – speaking to Inside Education on condition of anonymity, unless stated otherwise in this article — said that the “secrecy” and “rebellious nature” around pens down parties make them attractive to teenagers. 

Schools should host their own, supervised year-end events to ensure learner safety, they said.

“So, if organising something that celebrates the children, it should be child friendly — no alcohol allowed — and at certain times, say maybe 6 o’clock, we are wrap-up, it’s done,” said one teacher. 

The teacher said community involvement in celebrations – coupled with awareness programmes — is crucial to preventing harm. But, the teacher added, “corruption” and a lack of parental control remain obstacles. 

“I don’t think the pens down celebrations will end anytime soon, because there is someone within the community gaining something from these events hosted by these learners. I don’t know how we can navigate the whole thing.”

Another educator said: “We can’t even be in control of that because even parents themselves, they can’t even control these kids. We are talking about teenagers here, everything is new to them.” 

Principal of the academy, Busani Ndlovu, said the root cause of risky celebration culture begins at home. He said teachers are often unfairly blamed for incidents that occur outside school premises. 

The school has introduced a men-to-men mentorship programme aimed at “grooming boys into responsible young men who can uphold positive values,” he said.  

This was one way in which the school could encourage pupils to “follow the customs of their forefathers,” said Ndlovu. 

A teacher from Stembridge Dishon School told Inside Education that schools should organise official pens down alternatives.

“I think we need to plan the pens down for them and not allow the students to go out and plan it on their own, because planning it on their own comes with a lot of hazards. 

“As parents, we need to enhance strict measures on our children,” he said, adding that that included curfews. 

“As much as [the pupils] are done with high school, they are not done with their lives,” he said.

The education experts raised concerns about substance abuse, referring to South Africa as a “free country” where people do as they please under insufficiently strict rules. They said parents and schools must actively guide matriculants about the risks of pens down parties, and remind them that rules matter.

Parents expressed overwhelming fear about unsupervised Pens Down parties: One mother told Inside Education: “No parties till you leave my house… most of these pens down parties are unsupervised… a girl was once rape by three boys in my community [at a pens down party],” she claimed. 

Said another parent: “My son is in grade 12, class of 2025. I hate Pens down.” 

Other parents spoke about fatalities from previous years, including car crashes and violent incidents.

Former matriculants also shared their experiences, with one writing: “I remember going straight home [after my exams] and went to bed. I needed to rest after sleepless nights.”

Minister of Basic Education (DBE) Siviwe Gwarube, has urged matriculants across South Africa to not attend pens down parties. 

Gwarube said the unsupervised celebrations do sometimes spiral into dangerous situations that lead to “alcohol abuse, violence, vandalism, sexual assault, property damage, and even a risk to lives”. 

“The safety of learners remains a shared responsibility,” she said. 

She called on parents and guardians to maintain open dialogue with their children, and ensure they knew the whereabouts of their children. 

She urged teachers, principals and School Safety Committees to lead by example, to monitor rumoured gatherings and also alert the police, when necessary. 

“Let us together ensure that the end of exams is not the beginning of regret,” she said. 

“Let it be a time of hope, of responsible celebrations marked by the dignity you have earned, whilst you await the announcement of the national results on 12 January and the Provincial announcement on 13 January 2026.”

KwaZulu-Natal MEC for Education, Sipho Hlomuka, has issued a stern warning to all matriculants to act responsibly when celebrating the end of their examinations. 

“While we commend our learners for completing this critical chapter of their academic journey, we cannot condone activities that place them and others at risk. 

“Pens down parties often end in tragedy, with fatal crashes and incidents that bring lifelong sadness instead of joy. We urge our young people to celebrate responsibly and to prioritise their safety and the wellbeing of their communities,” said Hlomuka.

KwaZulu-Natal Police Commissioner Nhlanhla Mkhwanazi has told matriculants to prioritise their futures and exercise caution around pens down parties, warning that celebrations too often end in violence and loss of life. 

He said police would keep a close watch on gatherings linked to the festivities.  

“Police will be in full force and we will make sure we do not negotiate with law breakers.”

The Gauteng Education Department (GED) has also warned against pens down parties

“We are discouraging the pens down parties which might end in eventualities (casualties). We have been saying to candidates, you can celebrate, but responsibly. No alcohol, no parties that would end up with casualties. So far we are quite happy,” said GED spokesperson, Steve Mabona. 

In late November, the Eastern Cape Department of Education hosted an ‘anti-pens down’ event in Nelson Mandela Bay, focusing on substance abuse, gender-based violence and gangsterism. Mayor Babalwa Lobise urged learners to stay safe during the festive season, while Tat’u Majola of the Khula Foundation said parents must take responsibility for their children.

In 2024, the Eastern Cape Liquor Board urged learners to shun underage drinking and pens down parties after reports and posters circulated with invitations to attend a pool party, where a bottle of gin or whisky was required for entry. 

In Mpumalanga, several schools have taken a stand against the parties. 

Lekete Secondary School in Arthurseat village, Acornhoek, has joined several institutions across the province to publicly oppose pens down celebrations. The schools have opposed the parties because of fatal accidents, sexually transmitted infections, teenage pregnancies, and sexual assaults that have occurred in the past. 

Educators in the province say teenagers are exposed to danger because some unsavoury characters, and criminals, attend the parties in search of victims. They gave examples of gang rape after drinks were spiked.  

One teacher said that the matriculants spent an entire year studying, often attending extra classes on weekends, only to have their lives destroyed at pens down parties.

Lekete Secondary and other schools have also condemned another tradition – the tearing up of uniforms after final grade 12 exams. 

Instead, they urge pupils to donate the uniforms to those in need or return them to the school on their last day. Parents, the schools say, must speak openly with their children and firmly discourage attendance at the parties and the destruction of uniforms.

Learner representative president at Skhila Secondary School, Minisi Thandiwe, encouraged her peers to reject pens down parties and to donate their uniforms. “Donations can go a long way.”

Thandiwe’s call was made after Mpumalanga Education MEC Lindi Masina called on provinces to unite and “firmly reject” the celebrations. 

“As the 2025 National Senior Certificate Examinations draw to an end, the Department of Education wishes to state that it strongly condemns ‘pens down parties’. These are not official school activities; they are unsafe and have no place in our efforts to protect and nurture the future of our young children,” she said. 

Despite the repeated warnings, posters for 2025 pens down parties are already circulating on social media. 

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Gwarube warns SA cannot delay early years investment while launching R496m fund

By Lebone Rodah Mosima 

Basic education minister Siviwe Gwarube on Monday warned that failing to invest sufficiently in early childhood development would saddle the country with years of costly remedial work and squandered human potential, as she launched a new outcomes-based fund for early learning.

“If we miss this window, we pay for it many times over, through laborious remediation, through interventions and ultimately through lost potential,” Gwarube said at the Midrand launch.

“And while remediation has its place, nothing is more powerful, more cost-effective, or more transformative than getting it right from the start.”

The three-year fund, backed by domestic and international donors and administered in partnership with the global Education Outcomes Fund, is valued at about R496 million.

Gwarube said the initiative would help shift South Africa’s basic education system towards the earliest years of a child’s life, when interventions are most likely to change long-term outcomes.

“Science, evidence and experience tell us clearly that by the time a child turns five, the wiring that determines how they will engage with the world is largely in place,” she said.

“Between the ages of three and five, the brain is at its most malleable.

“This is when children learn to regulate their emotions, to listen, to make sense of new information, to persist through difficulty, the very skills that determine whether they will thrive in the classroom and in life.”

Early childhood care and education were a central pillar of President Cyril Ramaphosa’s seventh administration, she said.

“That is why Early Childhood Care and Education is not an add-on,” she said. “It is not a ‘nice to have.’ For the seventh administration, the foundations of learning are the backbone of a foundationally strong basic education system. It is a nation-building imperative.”

Citing the government’s 2024 Thrive by Five Index, she said the country faced deep inequalities before children even reached primary school.

“In September, we released the 2024 Thrive by Five Index, giving us a clear, data-driven picture of where our youngest citizens stand,” she said.

“Only 42% of four-year-olds in early learning programmes are developmentally on track. For children from wealthier households, the probability doubles. And for children in our poorest communities, access to quality early learning places them five months ahead of their peers even before Grade 1.

 “These gaps do not close on their own. They widen. And by age 10, they shape life trajectories,” she said.

Gwarube said the government’s vision was universal access to quality early learning by 2030, “with the most vulnerable children at the centre of our efforts,” and pledged to create 1.1 million additional “safe, quality early learning spaces” over the next five years.

“Our commitment is simple and non-negotiable: by 2030, every child – not just those who can afford it or those in certain communities – must have access to safe, nurturing and high-quality early learning,” she said. “This is not aspirational. It is a national obligation.”

The new fund, designed with National Treasury and provincial governments, will use an outcomes-based financing model in which payments are linked to independently verified improvements in children’s development, rather than to inputs such as training sessions or infrastructure alone.

Working with selected non-profit providers, the programme aims to give more than 115,000 additional children access to quality early learning and provide structured support to 2,000 early learning centres to improve teaching, learning environments and developmental outcomes.

“Today we launch not just a fund, but a new way of doing things in South Africa – a way that is collaborative, accountable, outcomes-driven, and unapologetically focused on the child,” Gwarube said.

She said civil society and donors – including organisations such as the LEGO Foundation, Yellowwoods, FirstRand Foundation, the Standard Bank Tutuwa Community Foundation and the Oppenheimer Memorial Trust – had “kept this sector alive when the policy environment was still catching up” and that the fund would now “honour that history and build directly on it”.

“We know that continuing on the same path will not deliver universal access,” she said. “We know the obstacles such as infrastructure, workforce development, sustainable funding. But we also know that no investment yields higher returns than the one we make in a child’s earliest years.”

Over the next three years, data from the programme will feed into wider reforms, including professionalising the early childhood workforce, redesigning funding models and expanding quality spaces across provinces, the minister said.

Chief programmes officer at the Education Outcomes Fund, Milena Castellnou, said the fund “brings together an extraordinary coalition of partners, public, private, philanthropic, and community-based actors working toward a single vision”.  

The fund moved away from a focus on predetermined activities, which may or may not achieve impact, “toward a laser focus on outcomes, [which] represents a radical transformation,” she said.

“For the government of South Africa, it means ensuring that every rand invested in early childhood development translates into measurable improvements in children’s lives”. 

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Graeme College first team to qualify for Switch Schools SA20 finals

By Johnathan Paoli

Graeme College’s 1st XI carved their names into the national cricketing record books this weekend, becoming the first team in South Africa to officially qualify for the inaugural Switch Schools SA20 Finals, set for March 2026.

The Makhanda side clinched the honour after a composed, disciplined, and unbeaten run through the Focus Schools tournament in East London, where they defeated Queen’s College by 40 runs in a tense final on Sunday.

The achievement marks a major step forward for the school, which reached the semi-finals of the national tournament.

This time, with a balanced attack and calm batting under pressure, Graeme ensured they went one stage further, sealing their qualification after yet another close contest against long-time rivals Queen’s College, whom Graeme edged by three wickets in a rain-affected 15-over final.

Queen’s, having elected to bat, were restricted to 76 runs for 7 wickets, thanks largely to a superb two-over burst from Jordan Damons, who took four wickets, conceded 11 runs and ripped through the middle order.

In response, Graeme paced their chase smartly, with contributions from Enrique Strydom (19 runs), Andrew Muir (15 runs) and Caleb Jattiem (14 runs) guiding the team to safety with overs to spare.

The three-wicket victory secured yet another big-match win over Queen’s, their second of the tournament, and reaffirmed their composure in pressure situations.

The semi-final earlier in the day against Prestige College presented a different kind of challenge.

After being sent in to bat, Graeme cruised to 78 runs for the loss of 1 wicket in just 8.3 overs, powered by a commanding 43 runs not out from Corbin Tidbury and a polished 29 runs not out from Strydom.

But torrential rain cut the match short, forcing a nervy bowl-out to decide the finalist.

In the decisive moment, it was Tidbury, already in form with the bat, who held his nerve and hit the only successful bowl-out strike, giving Graeme a 1–0 win and safe passage to the final.

The team’s unbeaten run also featured standout individual performances, none more memorable than Luphelo Mdyesha’s incredible 5/7 in four overs against Hudson Park in the opening game.

His spell set the tone for the entire tournament, ensuring Graeme began the weekend with confidence and authority.

Another consistent performer was Kitts McConnachie, whose all-round brilliance in the longer-format final of the Focus Schools leg (played the same weekend) earned high praise.

His composed 30 runs from 19 balls and 2 wickets while bowling showcased the squad’s impressive depth and balance, attributes that proved decisive throughout the competition.

The victory in East London capped off a weekend of resilience, discipline, and belief.

Graeme College now turns their focus to the national finals in March next year.

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Private providers gain path to university status as higher-education reform accelerates

By Thapelo Molefe

South Africa has entered a new phase in its higher-education reform effort, with the Department of Higher Education and Training’s (DHET) new recognition policy allowing private institutions that meet strict criteria to be formally designated as universities or university colleges.

The shift comes as the national higher-education conversation reaches a crescendo, marked by ongoing instability within the National Student Financial Aid Scheme (NSFAS), controversies around Sector Education and Training Authority appointments, and campus unrest linked to funding delays.

It also follows South Africa’s leadership role in this year’s Group of Twenty (G20) Education Working Group, where the global agenda focused on future-ready skills, strengthened financing, and public–private collaboration.

The change is anchored in DHET’s Policy for the Recognition of South African Higher Education Institutional Types, recently gazetted, and is further unpacked in a sector position paper titled Unlocking Capacity, Advancing Equity, drafted by private providers in response to the policy. The paper says that the policy update is one of the most significant in decades, opening the way for greater system-wide capacity, collaboration, and innovation.

Unlocking Capacity, Advancing Equity contends that the new institutional recognition framework brings regulatory language closer to “the lived reality” of a system in which private institutions already teach, research, and deliver programmes at university level.

It notes that enrolment in private higher-education institutions has almost tripled since 2010, rising from about 90,000 students to roughly 286,000 by 2023, and now accounting for just over 20% of all higher-education students in South Africa. This growth has taken place alongside relatively stagnant enrolments at public universities.

The policy update arrives as the country faces mounting pressure to accommodate a growing youth population. More than 330,000 matriculants qualify for higher education annually, but only about 200,000 seats exist in public universities, leaving tens of thousands locked out every year.

“The existing public infrastructure simply cannot meet the growing need,” the position paper argues.

Under DHET’s new recognition framework, eligible private institutions that offer accredited programmes, support research, and demonstrate community impact may apply for classification as universities or university colleges, subject to quality assurance by the Council on Higher Education and other statutory bodies.

The position paper describes the move as a “bold and necessary shift” that modernises oversight and acknowledges the contribution private providers already make to national development.

Crucially, the document notes that South Africa’s current regulatory model – led by the Council on Higher Education, the Higher Education Quality Committee, the South African Qualifications Authority, and DHET – was built to protect students during a period when “fly-by-night” institutions were common.

But today, it argues, the system’s slow, linear approval processes can delay new programmes by years, even in fields where skills shortages are acute.

“In some cases, the process from curriculum design to final accreditation may take years… even where the provider has a long history of compliance,” the paper states, calling for risk-based and future-fit regulatory pathways that distinguish between trusted institutions and new entrants.

The position paper accompanying the release warns that delays in modernising the education system could have long-term consequences for both inclusion and economic growth.

Africa is the world’s youngest continent, with around three-quarters of its population under 35.

Across the continent, more than 400 million young people are between 15 and 35. By 2040, the number completing secondary or tertiary education is expected to more than double.

Yet 11 million young Africans enter the labour market each year, with over 40% lacking the skills required for work. More than a quarter of 15- to 24-year-olds are not in education, employment, or training.

At the start of the 2025 academic year, more than 337,000 eligible matriculants competed for just 202,000 public university seats. With median household incomes at about R95,770 a year and average annual tuition at around R55,900, the majority of households cannot afford higher education without assistance.

NSFAS, which received over 608,000 applications for 2025, could only provisionally fund 442,079 students.

These pressures, the paper says, make the expansion of higher-education capacity through both public and private providers not optional but essential.

The document details how private higher-education institutions have “quietly become essential partners” in expanding access, noting that they are “fully regulated, quality-assured, and held to the same programme and qualification standards as public universities”.

Many offer programmes in applied sciences, law, digital technologies, biotechnology, business, and the creative industries, while also embedding work-integrated learning and industry-aligned curricula.

Eduvos, a major contributor to the document and one of the country’s largest private higher-education providers, says that it now serves tens of thousands of students annually across multiple campuses. The institution argues that the sector is ready to play a larger role, with strong graduate employment outcomes, distributed campuses, and flexible delivery models that serve both school-leavers and adult learners.

The paper stresses that private institutions are not seeking “preferential treatment” but want to be “recognised, integrated, and included” in national planning.

“Private institutions cannot replace public universities, nor do they seek to,” the document states.

“Instead, they can complement them by expanding capacity, diversifying pathways, and accelerating responsiveness to industry and labour market shifts.”

The position paper proposes a system-wide compact to formalise collaboration between government, public universities, private institutions, business, and civil society.

It identifies the need for a shared national vision, modernised regulatory pathways, inclusive financing models that expand beyond NSFAS, stronger industry engagement in curriculum development, deeper institutional collaboration on research and postgraduate development, and an updated public understanding of private education as part of the national system.

The authors argue that without such a compact, the country risks continuing with fragmented systems that cannot respond to demand or prepare students for emerging labour-market needs.

They describe DHET’s new recognition policy as a “symbol and signal” that all credible providers have a role to play in shaping the future of higher education. But they warn that the policy must be followed by infrastructure investment, regulatory reform, and financing innovation to make a measurable national impact.

“The private sector is ready to contribute its capacity, innovation, industry relationships, and infrastructure,” the paper concludes.

“Government has taken the first courageous step. The sector stands ready to assist, and to partner in this journey of reform and impact.”

INSIDE EDUCATION