By Levy Masiteng 

Four suspects aged between 18 and 19-years-old have been arrested in connection with the arson and vandalism at Mpolweni Secondary School in the uMgungundlovu District of KwaZulu-Natal. 

The suspects were caught late on Wednesday by law enforcement agencies following an investigation into the arson attack, which left parts of the school damaged.

The attack took place in the early hours of Wednesday, with matric final exams scheduled to be written that day. The school hall, however, was not damaged, and the exams continued.

Classrooms and offices were torched, and school property was stolen, including school stamps, kettles, and other valuable items. The police recovered all of the items.

The KZN Department of Education welcomed the arrests, with MEC Sipho Hlomuka commending the South African Police Service (SAPS) and the uMgungundlovu District Municipality for their joint efforts in bringing the suspects to book.

“We will not allow criminals to sabotage the education of our learners. The arrests send a strong message that anyone who destroys or steals from a school will face the full might of the law,” said Hlomuka.

He said the department had a zero-tolerance stance towards acts of criminality in which education infrastructure was targeted.

“This is a clear demonstration of what can be achieved when communities, law enforcement agencies and government structures work together to protect our schools. We are deeply grateful for the commitment shown by SAPS and the uMgungundlovu Municipality in prioritising this case,” added Hlomuka.

The department said the suspects are in police custody and being questioned as part of the investigation.

INSIDE EDUCATION

A new force in accessible education has arrived to help tackle South Africa’s persistent skills and post-school education access challenges. Solwazi Institute has officially launched to make accredited learning opportunities available to all South Africans anywhere, anytime.

Currently operating through a flexible online learning model with personalised, human-centred support, Solwazi combines digital convenience with a commitment to guided, practical learning.

Solwazi Institute offers a range of accredited occupational qualifications, skills programmes, and short courses that equip learners with the practical, job-ready abilities demanded by today’s economy.

All programmes are accredited by the Quality Council for Trades and Occupations (QCTO) and the South African Qualifications Authority (SAQA) ensuring every qualification is recognised, credible, and aligned with national occupational standards.

“We are preparing our learners to thrive in a digitally connected world, where opportunity isn’t defined by location or circumstance,” says Solwazi Institute chairman, Matuma Letsoalo.

“Every programme we offer, from occupational qualifications to short skills courses, is designed to unlock potential and create pathways to employment, entrepreneurship, and independence.”

Breaking down barriers to skills development

South Africa’s education system has long struggled with accessibility. For many young people, financial constraints, geographic distance, and high competition for limited university and college spaces have locked them out of the opportunity to gain practical skills.

Solwazi Institute eliminates many of these challenges by offering a flexible learning model. Learners save on accommodation, travel, and many material costs, while still accessing high-quality, structured education.

Our programmes are designed for flexibility so learners can study while working, caring for family, or building their future. Each course is assessed against workplace-readiness standards, ensuring that the skills gained translate directly into employability and entrepreneurship.

Accessible pathways for every learner

Solwazi Institute’s programmes are ideal for those who have completed Grade 12, including learners who may not have achieved satisfactory APS scores but still wish to acquire a recognised qualification.

By focusing on occupational and skills-based training, Solwazi Institute provides a bridge to employment, self-employment, and further study through nationally recognised credentials.

Not everyone has access to a university or TVET college, but everyone deserves a chance to learn. Solwazi Institute offers that chance and turns it into a pathway for real, sustainable careers.

Programmes now open for 2026 intake

Programmes include accredited qualifications in fields such as journalism, artificial intelligence, early childhood development, road transport management, and business administration with more to be announced in coming months.

Applications are now open for the January 2026 intake, offering learners flexible study options designed to build real-world, job-ready skills.

Early graduates from Solwazi’s pilot programmes have already gone on to establish successful careers in journalism, television broadcasting, and teaching abroad, demonstrating the institute’s commitment to equipping learners for tangible, real-world opportunities.

For more information or apply, visit www.solwaziinstitute.co.za.

INSIDE EDUCATION

Inside Education Reporter

Unknown attackers set parts of Mpolweni Secondary School in KwaZulu-Natal’s uMgungundlovu District alight and broke into several classrooms and offices, damaging property, the provincial education department said on Wednesday.

Mpolweni Secondary is a public, no-fee secondary school serving the rural area near New Hanover in uMshwathi Local Municipality, about 40 km north of Pietermaritzburg.

The school hall was not affected and matric pupils will continue with their National Senior Certificate examinations as scheduled, the department said.

KwaZulu-Natal Education MEC Sipho Hlomuka condemned the incident as a “criminal and cowardly attack on the future of children”.

“For anyone to burn and vandalise a school — especially during the NSC examinations — shows a shocking level of criminality and
disregard for our learners’ future. This is an act of sabotage that robs learners of the limited resources
available to them and drains the department’s already stretched budget. We will not allow thugs to hold our
education system hostage,” he said.

Hlomuka said law enforcement had been assigned to prioritise the case and that perpetrators would face criminal prosecution and possible civil claims for damages.

The department will step up security at schools and deepen cooperation with the South African Police Service and Community Policing Forums, he added.

He called on parents, traditional leaders and residents to help identify those responsible and “stop shielding criminals”.

“If you know who did this and you keep quiet, you are equally responsible for destroying the future of our children,” said Hlomuka.

INSIDE EDUCATION

By Charmaine Ndlela

The MEC for Education, Lindi Masina, and the Deputy Minister of the Department of Basic Education (DBE), Dr. Reginah Mhaule, visited the Isiqalo-Semfundo ECD Centre in the Govan Mbeki Local Municipality on Monday for a special event dedicated to supporting early childhood development.

Joined by the Govan Mbeki Local Municipality mayor Nhlakanipho Zuma, the officials handed over learning kits, school stationery, and other essential resources to five Early Childhood Development (ECD) centres in the municipality: Sinethemba, Sithembele, Isiqalo-Segundo, MaAunties, and Mahlubi.

The visit formed part of the Bana Pele drive, an initiative aimed at ensuring that all ECD programmes are regulated and comply with legal requirements.

The drive also focuses on quality assurance, ensuring that all centres meet established minimum norms and standards.

“The drive recognises the diverse contexts in which ECD programmes operate and seeks to support them in meeting these standards,” said Masina.

This initiative follows the launch of a new ECD registration drive by the Department of Education in April 2025.

Guided by the department’s 2030 Strategic Plan for Early Childhood Development Programs, the eCares system enables the government to deliver high-quality services to young children.

During her address, Mhaule highlighted the impact of the ECD Mass Registration Drive.

“Since the implementation of the ECD Mass Registration Drive, more than 7 million children are now able to access early foundational learning opportunities,” said Mhaule.

Educators at the event expressed appreciation for the continued investment in the foundation phase, calling it a confirmation of the government’s commitment to quality education from the very first step.

Masina commended the department’s efforts to empower every child.

“Together, we are building a generation of confident, capable, and inspired young learners,” said Masina.

She added that the Department of Basic Education aims to professionalise ECD centres and ensure that every child has access to a quality programme that provides three key elements: quality learning and development opportunities, a safe and nurturing environment, and good nutrition.

The revised 2025 National Budget includes R210 million in new funding for the ECD infrastructure grant in 2026/27 and 2027/28, marking the largest fiscal investment in early childhood development in South Africa’s history, supporting the Bana Pele Mass Registration Drive.

In 2025, the Thrive by Five Index showed that only 40% of children in early childhood programs meet developmental expectations, while 81% of Grade 4 students cannot read for meaning, underscoring the urgent need for improvement.

The Department of Basic Education continues to distribute learning resources to ensure that all learners progress together.

INSIDE EDUCATION

By Palesa Nguqu

Deputy Minister of Higher Education and Training Dr Mimmy Gondwe has called for a shift in South Africa’s skills strategy, saying the country must move beyond training for existing jobs toward creating new ones through an ‘opportunity-driven’ Technical and Vocational Education and Training (TVET) model.

Gondwe made the remarks during her participation in the Going Global Conference 2025 in London, where she promoted South Africa’s TVET and community colleges as engines for youth employment and innovation.

Invited by the British Council, Gondwe joined international education leaders and met with organisations such as King’s Trust International to strengthen partnerships that can help align the country’s training programmes with global standards and industry needs.

“Our goal is to build strong, sustainable partnerships that will enhance skills development for our youth and create real employment opportunities. International cooperation is key to achieving this vision,” said Gondwe.

Her visit included panel discussions on the future of skills development and the resilience of higher education systems in times of global uncertainty.

Gondwe said the government is intent on repositioning the TVET and community college sectors through international cooperation and innovation. “By leveraging global expertise and resources, South Africa seeks to position its TVET system as a cornerstone of economic growth and social development,” she said.

She said a fundamental rethink was needed of how the country approaches vocational training.

“The distinction between opportunity-driven, supply-driven, and demand-driven TVET models is becoming increasingly important in South Africa’s current skills development discourse, especially as the system transitions toward more agile and inclusive skills ecosystems.

“Historically, much of the TVET college system operated on a supply-driven model. Programs like NATED (N1–N6) and NC(V) were rolled out nationally with little regional differentiation, leading to misalignment with provincial and local economic opportunities.

“The introduction of Centres of Specialisation (CoS) moved towards a demand-driven system which is employer- and industry-led, focusing on current labour market needs. Demand-driven responds to specific skills demands from sectors or employers. However, while demand-driven systems improve relevance, they often prioritise existing industries, sometimes neglecting emerging or informal economic opportunities.

“An opportunity-driven TVET model goes beyond current employer demand to anticipate or create new economic opportunities especially in emerging sectors like the green economy, digital innovation, and community-based enterprises. It is entrepreneurial, forward-looking, and inclusive, seeking to equip learners to generate livelihoods, not just fill existing jobs,” she said.

Among the initiatives under way are the development of industry-relevant curricula, digital learning integration, and international exchange programmes for students and educators, efforts the department says are aimed at modernising training and improving graduate employability.

Gondwe said that long-term reforms should include a future-focused national planning framework.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education Minister Buti Manamela has formally acknowledged the resignation of Dr Karen Stander as chairperson of the National Student Financial Aid Scheme (NSFAS) Board, following allegations of racism, bullying, intimidation, and threats to her personal safety.

In a statement issued on Monday, Manamela said he was deeply concerned by the gravity of the issues raised and would meet with Stander later in the day to discuss the matter directly.

“These matters warrant serious attention, and I will engage thoroughly before determining the necessary course of action. NSFAS plays a vital role in expanding access to higher education, and we must ensure that it operates in a manner that is ethical, transparent and accountable,” Manamela said.

A previously scheduled meeting with the full NSFAS board is expected to proceed on Wednesday, where the minister will engage on issues of governance, accountability, and organisational culture.

The department reaffirmed its commitment to supporting NSFAS in delivering on its core mandate — providing financial assistance to deserving students while ensuring that public resources are managed with integrity.

Stander’s resignation letter, addressed to Manamela and leaked to News24, reportedly paints a disturbing picture of dysfunction within NSFAS’s highest structures.

She described the working environment as increasingly toxic, alleging bullying, intimidation, racism and hostility among board members.

“These conditions have made it impossible to continue discharging my duties effectively and in good conscience,” she said.

She claimed that the hostility had extended into her personal life.

“In recent months, this hostility has also extended beyond the professional realm, creating a real and present danger to the safety and well-being of my family.”

Appointed earlier this year by former minister Nobuhle Nkabane, Stander described her departure not as an act of defiance, but one of conscience.

“The concerns I raised during my tenure were never personal nor directed at any individual. They were strictly governance-related observations made in good faith,” she said.

Stander added that her communications with the department were aimed at strengthening oversight and accountability, not discrediting colleagues.

Her resignation comes amid ongoing turbulence at NSFAS, which has been plagued by governance crises, administrative instability and student protests over delayed payments.

Stander herself has previously been outspoken about systemic weaknesses within the organisation.

In September, she warned that NSFAS’s information and communications technology systems were severely flawed and posed significant cybersecurity risks, noting that the systems were misaligned with operational needs and lacked integration.

She also pointed to leadership instability spanning nearly a decade, describing it as a key factor behind organisational dysfunction and reputational damage.

In her letter, Stander allegedly expressed hope that her resignation might allow the board to stabilise under new leadership better suited to its internal dynamics.

She also commended the acting CEO and senior department officials for their professionalism under difficult circumstances, and expressed appreciation for their support.

Manamela’s office confirmed that further communication would follow after his meetings with both Stander and the NSFAS board later this week.

Inside Education reached out to Stander, who refused to comment on the matter at the time of publication.

INSIDE EDUCATION

By Johnathan Paoli

The Gauteng Department of Education has defended its decision to slash subsidies for Quintile 5 schools from R879 to R315 per learner for the 2026 academic year, insisting the move complies with national funding norms and was necessary due to budget cuts.

Department spokesperson Steve Mabona said the revised allocations were finalised on 30 September, the statutory deadline for confirming resource allocations, and that schools were notified in accordance with national guidelines.

“Since the 2021 medium-term expenditure framework, departments have faced budget cuts due to fiscal consolidation by the National Treasury. There’s no additional funding received, and there remains a shortfall in the 2026/27 budget even after implementing the new funding model,” Mabona said.

According to the department, the reduction aligns with the adequacy amount applied to Quintile 4 schools, as the department seeks to balance its books in the face of declining real-term allocations from Treasury.

Quintile 5 schools, typically fee-paying and located in better-off areas, have for several years received a discretionary provincial top-up to close the gap between their funding and that of Quintile 4 institutions. That top-up has now been withdrawn.

While Mabona said the decision was necessary to contain financial pressure and ensure compliance with national guidelines, the move has provoked a storm of criticism from opposition parties, teachers’ unions, and school governing bodies (SGBs), who warn it will trigger higher fees, job losses and larger class sizes.

The Solidarity Teachers’ Network has written to the department urging an immediate review of the cuts, warning that the 66% reduction will push the education system to breaking point.

Johan Botha, head of the network, said teachers and support staff would bear the brunt of the cuts.

“Overcrowded classrooms, rising workloads, and increasing emotional strain will make it nearly impossible for teachers to maintain effective instruction. This will erode teaching quality and ultimately harm our children’s education,” Botha said.

In a strongly worded letter, Solidarity accused the department of procedural failures and loss of professional trust, noting that some schools only received their funding letters after 14 October, well beyond the required deadline.

Solidarity has called on Gauteng Education MEC Matome Chiloane to restore funding to at least Quintile 4 levels pending consultation, release transparent data on how the cuts were determined, and ensure timely payments going forward.

The Federation of Governing Bodies of South African Schools (FEDSAS) estimates that at least 750 Gauteng schools will be affected by the cuts. Deputy CEO Jaco Deacon said the reduction represents a loss of about R500 per learner per year, or roughly R600,000 annually for a medium-sized school with 1 200 pupils.

“Schools have already finalised their 2026 budgets based on previous allocations. Many now face the impossible task of finding hundreds of thousands of rand to balance their books,” Deacon said.

Gauteng FEDSAS manager Deon Lerm added that the assumption that all Quintile 5 schools are wealthy is false.

“At some schools, up to 35% of fees cannot be recovered. Combined with this sudden loss of more than 60% of the subsidy, the enormity of the provincial department’s decision becomes clear,” Lerm said.

He warned that schools may have to cut School Governing Body (SGB)-funded teaching posts and scale back on staff development, directly impacting classroom quality.

Equal Education researcher Mahfouz Raffee said while Quintile 5 schools are usually located in better-resourced communities, many still serve learners from low-income households.

“This decision will disproportionately affect poorer pupils attending those schools, as their parents will now face higher fees or deteriorating school services,” Raffee said.

The department said schools may apply for fee increases or compensation in 2026.

“We acknowledge the concerns raised, but the department must align with national norms and manage within available resources,” Mabona said.

The department said it would continue to review spending priorities to manage the shortfall and prevent similar disruptions in the future.

INSIDE EDUCATION