By Angeline Marokoane

Professor Ephrem Redda’s recent presentation at the United Nations Institute for Training and Research (UNITAR) is offering fresh insight into how digital transformation is changing the face of higher education in South Africa and what this shift means for achieving Sustainable Development Goal 4 (SDG 4), which calls for inclusive, equitable, and quality education for all.

Prof Redda, representing the North-West University’s WorkWell Research Unit travelled to Brussels, Belgium, where he presented at the 3rd UNITAR International Research Conference from 3 to 4 December 2025.

His paper, “Advancing SDG 4 through Digital Transformation: Building Resilient and Equitable Higher Education in South Africa,” brought important questions to the table about how universities can better support students in an increasingly digital world.

For Prof Redda, the conference was more than just an academic gathering; it was a space filled with diverse voices, new perspectives, and meaningful conversations, he says.

“What really struck me was how global the room felt,” he shared. “I connected with colleagues from countries like Turkey, the USA, the UK, Uganda, and Zambia, among others. These interactions were inspiring and opened the door to potential collaborations across continents.”

In his presentation, Prof Redda explored how the COVID-19 pandemic pushed South African universities into fast-tracking digital transformation. His study found that while digital innovation had started before the pandemic, many institutions faced barriers such as limited infrastructure, financial challenges, and uneven digital readiness among staff and students.

But once the pandemic hit, universities had no choice but to adapt. Academics quickly upskilled, curricula were redesigned for online and hybrid teaching, and technology became central to how learning happened.

This moment of crisis also revealed the potential to create a more accessible and equitable higher education system, if the digital shift is approached thoughtfully and with fairness in mind.

Prof Redda’s research shows that digital transformation is not just a technological move; it is a chance to rethink how universities can support more students, strengthen teaching, and ensure no one is left behind.

His findings contribute to a bigger global conversation on how do we create higher education systems that are both future-ready and fair? As many countries face similar questions about access, inequality, and digital readiness, Prof Redda’s work offers valuable lessons from the South African context.

Prof Redda’s participation in this international conference reflects the growing global presence of NWU’s research community and highlights the important work being done to improve educational access and quality.

Courtesy: NWU NEWS

By Charmaine Ndlela

Making the right career choice plays a major role in your long-term professional success, but it all begins with making the right subject choices as early as Grade 9.

Many Grade 12 learners end up taking a gap year because they are unsure of what career path to follow. What causes this? Often, there is inadequate career guidance from an early stage.

This is why learners should start seeking career guidance as soon as they enter high school.

Career guidance forms part of the Life Orientation curriculum, as stipulated by the National Curriculum and Assessment Policy Statement. It helps learners reflect on their strengths, weaknesses, interests, ambitions, and abilities to understand which fields of study and careers they may be best suited for.

According to the Department of Basic Education, provincial education departments are responsible for hosting career events specifically targeted at Grade 12 learners.

Inside Education asked career advisers how learners can navigate the transitional phase from high school to tertiary education.

We also spoke to students about their experiences with career guidance.

Many experts agreed that initiating career guidance in Grade 9 is crucial for aligning subject choices with future aspirations.

The subjects you choose ultimately determine the opportunities available to you when you complete matric.

According to a review by the National Committee for Citizens in Education, students experience numerous academic benefits when schools and families work together.

In other words, career guidance should start at home.

When parents guide their children from an early age, learners begin high school with clarity about their goals, making it easier to work towards strong Admission Point Scores (APS).

Parents should discuss career options with their children and help them research subjects, qualifications and requirements.

Vessels Career analyst and life coach, Monisola Oloruntoba, told Inside Education that the role of the school is to invite a career coach to help give talks to learners from Grades 9 to 12.

“A lot of career coaches like me give free school workshops in their environment. This helps learners to ask the questions in their hearts. The group session will help with varied questions, and they all learn together,” she said.

“The schools say they have career counsellors, but unfortunately, a lot of them are not conversant with modern career coaching and careers, as they are not skilled themselves,” she said.

Oloruntoba encouraged schools and parents to invest in psychometric testing. 

“For those who can afford it, the school can have the career coach help with psychometric tests in the later part of the grade 11 year – they can add this to the tuition for the year, and coaches can give bulk prices. Or parents can get this session for their children from grade 9 before subject choice, and by grade 11 for career choice.”

The National Career Advice Portal under the Department of Higher Education and Training guides learners through questionnaires and resources.

According to the portal, learners need to be aware of their interests, abilities and values before selecting subjects in grade 9.

Shirley Brooks, a career guidance counsellor based in Cape Town, advised students to think carefully about their general interests and the requirements of potential courses.

“Some students excel in a long academic path, while others thrive on shorter and focused programmes. It’s crucial to find a study path that aligns with your unique strengths and goals,” she said.

Many universities offer bridging programmes for learners who fall short in subjects like maths and science, as well as extended degrees and higher certificates that provide alternative access routes.

A higher certificate programme can be an excellent option for those who need more time to decide on a long-term commitment to university, or who want to improve their matric results to reapply for specific courses.

With a higher certificate, you will be well-positioned to either continue with your studies or enter the job market and gain experience in your chosen field.

The Academy for Environmental Leadership, for example, offers an accredited higher certificate in conservation ecology. Beyond a traditional gap year, this programme enables students to enter fields like conservation and ecology with both knowledge and
practical experience.

The University of the Free State offers the GoStudy Career Guidance questionnaire.

This is a self-assessment tool to help learners and students make the right career and subject choices.

At the University of Johannesburg, the PsyCaD Career Services Unit helps students plan their futures and prepare for the world of work, from their first year right through to graduation.

The unit offers career guidance, assessments, mentoring and counselling through a variety of programmes and tools — including a Career Resource Centre and online platforms — to help learners and prospective students explore different study and career options.

The South African Qualifications Authority, in partnership with the Department of Basic Education, offers a National Qualifications Framework career guidance service that includes a website, career advice helpline, printed and digital guidance materials, and a weekly programme produced with SABC Education and aired on regional radio stations in nine languages.

For Grade 12 learners interested in studying at the Central University of Technology, career guidance focuses on helping them understand their personal interests, skills and values.

The university offers career-oriented programmes with pathways for both Grade 12 and FET/TVET students.

Sector Education and Training Authorities provide career guidance for learners in Grades 9 to 12 who are choosing subjects and considering career options.

Its guidance helps learners understand themselves, their interests, strengths and weaknesses so they can make suitable career choices.

In 2020, the South African Career Development Association developed an educational framework that includes counselling techniques, self-evaluation tools and information on careers and vocational preparation.

Grade 12 learners across South Africa told Inside Education how career guidance — or the lack of it — has shaped their decisions about life after school.

Lwethu Maseko is preparing to enter the University of Johannesburg next year and has already started thinking about how to build her career while studying. She shared some of the guidance that shaped her post-matric plans.

“The career advice I received is that as soon as I get to university, I should just make sure I do internships and start applying for bursaries to increase my network. I plan to take it. I was told that you first start with the harder stream, then you switch to the easier
one if you can’t do it,” she said.

Patrick Shange credited his family with helping him to understand the value of focus and discipline, and to apply it.

“I’ll be going to the University of Johannesburg. I got career guidance at primary school. My father was very strict when it came to our education; he wanted us to know what we wanted so that we could push our grades until matric,” said Shange.

He said his father would constantly remind him to follow his dreams and pursue his passion. 

“I always wanted to study accounting, and that is what I’m hoping to do at varsity. I worked hard on my final exams to make sure I push my APS score,” he said.

Eighteen-year-old Hlamalani Sono from Hoërskool Ben Vorster in Tzaneen is passionate about geography and aviation. Family members working in similar fields inspired her interest.

“I want to study a geography-related field or pursue pilot training at a flight academy. Choose a career that you know won’t feel like a burden, but one where when you wake up in the morning, you will be happy with.”

Seventeen-year-old Bonolo Sibotho from Tlokweng Senior Secondary School explored multiple fields before choosing a career “driven by purpose”.

“I was advised to look at culinary arts, accounting and healthcare, but I simply chose to go with healthcare because it’s in high demand and I get to play a huge role in making a difference in people’s lives,” he said.

Tylor Dilamika, who completed the commerce stream, said she is excited to enter a field that matches her interests and personality.

“I did commerce in high school, and based on that, what I would love to study next year is either a degree in tourism management, a BAdmin in public management, or being a flight attendant. There are many more. I received career guidance from many of my loved ones, so much so that it’s difficult to count. The one piece of advice that stood out was being told, ‘Choose a career that excites you, stay curious and keep upgrading your skills’,” Dilamika said.

Siyanda Mziyako, from Emjindini Senior Secondary School, who has just completed matric, said: “Today I sign out as a Grade 12 learner. I leave with a full heart, grateful for every lesson, every challenge, and all career advice that has given me a direction. This
chapter ends, but my story continues.”

The pressure of finishing high school may not have fully set in, but when it does, learners are encouraged to prioritise their mental health and choose careers that align with their dreams – not peer pressure.

Early and accurate career guidance reduces rushed decisions and can help combat unemployment.

INSIDE EDUCATION

Brown University’s president on Monday placed its campus police chief on leave as the Rhode Island university reviews its security policies after a gunman killed two students and injured nine others earlier this month.

Questions surrounding Brown’s security policies have only intensified since the Dec. 13 shooting that rocked the Providence community and led to a lengthy search for the killer.

Much of the focus has centered on whether the Ivy League school had security cameras installed in the building where the attack took place in and the overall ease of accessing campus buildings.

University President Christina Paxson said Rodney Chatman will be replaced by Hugh T. Clements, former police chief of the Providence Police Department.

Chatman had previously faced a vote of no confidence by the union representing school police officers in October. Local media outlets reported at the time that the union said the vote reflected “serious concerns over the failed leadership, contract violations, and policies that jeopardize public safety.”

The scrutiny over the school’s security has led to an investigation by the U.S. Department of Education, which said earlier Monday that officials are asking Brown for information to help determine if school officials violated federal campus safety and security requirements. This has included seeking security reports, audits, dispatch and call logs, and when emergency notifications have been utilized.

Meanwhile, hundreds gathered at the Cathedral Church of the Advent in downtown Birmingham, Alabama, on Monday to remember Ella Cook, a Brown sophomore who was killed in the attack.

On Dec. 13, gunman Claudio Neves Valente, 48, entered a study session in a Brown academic building and opened fire on students, killing Cook and 18-year-old freshman MukhammadAziz Umurzokov and wounding nine others.

Two days later, authorities say Neves Valente, who had been a graduate student at Brown studying physics during the 2000-01 school year, also fatally shot Massachusetts Institute of Technology professor Nuno F.G. Loureiro at Loureiro’s Boston-area home.

Neves Valente, who had attended school with Loureiro in Portugal in the 1990s, was found dead days later in a New Hampshire storage facility. Authorities say he killed himself. An autopsy determined that Neves Valente died Dec. 16, the same day Loureiro died in a hospital.

In Alabama, Cook’s family on Monday invited attendees to wear “Easter colors,” underscoring Cook’s Christian faith, at an Episcopal funeral service that also nodded to the Christmas season.

The Rev. Paul F.M. Zahl, who formerly led the church, read from several letters written by members of the Brown community to Cook’s parents, Anna Bishop Cook and Richard Cook, who raised Ella and her two younger siblings in the affluent Birmingham suburb of Mountain Brook.

“Ella was smart, confident, curious, kind, principled, brave. She had a big impact on campus in only three semesters,” wrote Brown professor of political economy David Skarbek. “I used to tell Ella, ‘We need an Alabama to Brown pipeline.’ In fact, her nickname on campus was Ellabama.”

Zahl told the congregation that the funeral was “a kind of bigger stage, a kind of more amplified mic” for Cook to spread her Christian faith. Zahl said he dreamed last week that he was skiing behind Cook and her family.

“Ella turned around and shouted confidently, self-assuredly, ‘Come on, will you?’” he said, saying he believed God had shown himself through the dream.

“I pray now that everyone who has loved Ella so much in this life would be given a vivid, individual feeling of Ella’s love, still present with us,” Zahl said. “Because Ella’s love is eternal and entirely altruistic.”

Cook was an accomplished pianist who was studying French, math and economics at Brown, where she also served as vice president of the college Republicans. Her political activity brought a wave of reaction from national and Alabama Republicans.

Alabama Gov. Kay Ivey ordered flags to be flown at half-staff statewide in Cook’s memory.

AP

By Lara Dunwell

The University of Cape Town (UCT) has recorded strong performance in two major international rankings released in November  2025.

The ShanghaiRanking’s Global Ranking of Academic Subjects (GRAS) 2025 reported consistent results for UCT across several subjects, while the Quacquarelli Symonds (QS) Sustainability Rankings 2026 confirmed the university’s positive activity in environmental, social and governance-related indicators.

Top in South Africa in 10 subjects

Published on 19 November, the latest GRAS results place two UCT subjects in the global top 50 and four in the global top 100. All four subjects ranked first in South Africa:

Geography – ranked 47th (previously 43rd in 2024)

Public Health – ranked 49th (improved from the 51–75 band)

Oceanography – ranked 51–75 (up from the 76–100 band)

Mining & Mineral Engineering – ranked 76–100 (entering the top 100 for the first time)

Three of these subjects improved their positions compared to 2024. In addition, five other UCT subjects were ranked in the 101–150 band: Pharmacy & Pharmaceutical Sciences, Environmental Science & Engineering, Clinical Medicine, Atmospheric Science, and Ecology.

UCT had more subjects listed in the 2025 GRAS than any other university in Africa and ranked first in South Africa in 10 subjects, including Economics and Human Biological Sciences (both in the 151–200 band). Ecology was the only listed subject not ranked first nationally.

This year, GRAS evaluated nearly 2 000 universities across 57 subjects. The GRAS methodology is metrics-based, using indicators such as publication output, citation impact, international collaboration, papers in high-impact journals and major academic awards. GRAS rankings do not include reputation surveys.

Strong performance in QS Sustainability Rankings 2026

For these rankings, released on 18 November, UCT tied at 59th place globally with Queen’s University at Kingston, Canada. With 1 994 institutions included this year, UCT emerged in the top 3% worldwide.

UCT’s category positions were:

55th in Environmental Impact

111th in Social Impact

38th in Governance.

In the previous edition, UCT tied at 45th place out of 1 751 universities, again in the top 3%. The QS Sustainability framework evaluates universities across environmental (45%), social (45%) and governance (10%) indicators.

Commenting on the two rankings outcomes, Professor Jeff Murugan, acting deputy vice-chancellor for Research and Internationalisation, said: “They reflect the commitment of our researchers, students and professional staff to advancing knowledge that prioritises academic excellence and social responsiveness.”

He added that universities are expected to incorporate sustainability into their core missions of education, research and outreach: “It is encouraging to see UCT’s subject-level research strengths recognised alongside our growing contributions to sustainability. We remain focused on deepening this work through strong partnerships and a clear commitment to societal impact,” Professor Murugan said.

Courtesy: UCT News

By Levy Masiteng 

The Eastern Cape Department of Education has allocated R247 million of the R529 million Education Infrastructure Grant (EIG) fourth tranche payment, which is expected to ensure the continuation of construction work on school infrastructure projects in 2026.

In a statemen released on Tuesday, the department confirmed that the funds have already been paid to implementing agents to prevent work stoppages on critical infrastructure projects, particularly as schools prepare to reopen in January 2026. 

The department further said the other remaining payments owed to other service providers will be processed once the adjusted budget becomes available early next year.

“We would like to extend our sincerest apologies to the affected Service Providers for the payment delay experienced and will endeavour to process the remaining payments as soon as the Department is able to in January 2026,” the department said in a statement.

The latest payment follows earlier challenges linked to budgetary constraints and the phased release of national infrastructure grant funding, which had raised concerns about possible disruptions to school construction projects.

The ECDOE said the release of the R247 million demonstrates its commitment to safeguarding infrastructure delivery and ensuring learners are not negatively affected by administrative or financial delays.

INSIDE EDUCATION

Change is the only constant. And while it may seem that nothing much has really changed about the traditional classroom model, it is important to recognise that it is not the only viable path. 

This is according to Louise Schoonwinkel, Managing Director of Optimi Schooling, of which Impaq is a registered trademark, who explains that home and online schooling has emerged as compelling alternatives to the traditional system. 

“When it comes to educating our children, a one-size-fits-all approach is becoming obsolete. There is a growing need for a more dynamic, learner-centric model that is fit-for-purpose and accessible,” she says. 

One of the most significant advantages of home and online schooling is the ability to tailor the educational journey to the individual learner.

The conventional school system operates on a set pace, with students moving through a curriculum in lockstep.

This can be problematic, as some learners grasp concepts quickly and may become disengaged, while others require more time to master subjects and risk falling behind. 

Learner-centric learning 

Home and online schooling dismantles these rigid boundaries, allowing children to learn at their own pace.

As Schoonwinkel points out, “Education today is about putting the needs of the learner first, which starts with the acknowledgement that the days of a one-size-fits-all approach are both outdated and simply no longer necessary.”

This approach allows a student to spend extra time on a challenging topic until they truly understand it, or to accelerate through a subject they find easy.

It fosters a deeper understanding of the material and cultivates a genuine love for learning, moving beyond the pressure to simply pass exams.

Personalised learning is the central premise of both home- and online schooling. It encourages learners to take responsibility for their own education, fostering self-discipline and independent thinking. 

“I completed my high school career through Impaq, and it was one of the best decisions I could have made for my future,” says Tiwhan Botha – now 19 – who matriculated in 2024.

“The homeschooling structure taught me how to work independently, manage my time effectively, and take responsibility for my own progress. I now apply these skills daily in my role as office manager at a company specialising in Body Corporate and HOA management.”

“The self-discipline and independence I developed at Impaq help me handle large volumes of administration, client service, and management tasks with confidence and accuracy.”

“Impaq’s flexibility gave me the opportunity to focus on academic content, but also to develop life skills that prepared me for the realities of the professional world.”

“Since I became used to managing my own schedule, I am now able to balance both my work and my studies. I am currently completing my LLB degree through UNISA, and every day I see how Impaq’s system taught me to work consistently, with perseverance and a clear sense of purpose.”

Rather than being passive recipients of information, students become active participants in their learning process.

Parents or caregivers assume a supporting role, guiding their child’s educational journey rather than acting as a traditional teacher.

This self-directed approach helps to build confidence and prepares learners for a future that will demand self-management and continuous learning. 

What’s more, an agile structure allows for a broader range of subject choices.

Learners are not limited by the resources available in a single school; instead, they have the freedom to explore other subjects such as coding, creative arts, or entrepreneurship.

Adding options like these makes learning more meaningful and directly aligns education with a child’s interests and future aspirations.

Tech and tools 

The accessibility and power of technology are central to the success of this educational shift.

“The rise of online schooling platforms has made quality education available to learners regardless of their geographical location,” Schoonwinkel says.

It leverages digital tools and resources to create a rich and interactive learning environment. 

Beyond just accessibility, technology enriches the learning experience itself.

Digital platforms can offer interactive lessons, educational videos and real-time assessments that provide immediate feedback.

This level of engagement can make complex topics more understandable and engaging for learners.

Myth busters 

Contrary to common myths, home and online schooling are far from haphazard.

Schoonwinkel confirms that these learners follow structured, reputable curricula like CAPS, which ensures they receive the same National Senior Certificate (NSC) as traditionally schooled learners.

This fact is crucial, as it reassures parents that their child’s education is not compromised. 

Further, one of the most persistent myths surrounding homeschooling is the idea that it leads to social isolation. However, this concern is largely unfounded.

As Schoonwinkel advises, “The reality is that home and online schooled learners often have more flexibility to engage in activities outside of a school setting. Socialising does happen – it just looks different.”

Joining homeschooling groups, sports clubs, or online communities can help learners build strong social connections.

For families with children involved in demanding activities, home and online schooling provides the necessary flexibility to balance education with personal passions, creating a well-rounded individual.

Ultimately, the decision to pursue home or online schooling is a personal one, but it is a choice that is increasingly being recognised as a legitimate and beneficial alternative. 

It represents a paradigm shift from a one-size-fits-all approach to an educational model that is dynamic and truly puts the needs of the learner first.

By leveraging technology and embracing alternative education methodologies, home and online schooling provide a powerful pathway for South African learners to achieve a quality, future-ready education that is tailored to their unique pace and passions.

PRESENTED BY IMPAQ

Some 130 schoolchildren and staff abducted from a Nigerian Catholic school last month by gunmen have been released, police said Sunday.

Gunmen seized at least 303 schoolchildren and 12 teachers in Nigeria’s north-central Niger state when they attacked St. Mary’s Catholic School in the Papiri community on Nov. 21.

Fifty escaped in the hours that followed and 100 schoolchildren were freed earlier this month.

Niger State police spokesperson Wasiu Abiodun said in a statement that “the remaining batch of the abducted students” has now been released.

“A total number of 130 victims including the staff have been released,” Abiodun said.

When asked about the 35 unaccounted for schoolchildren and missing teachers, Abiodun told The Associated Press: “Further details will be communicated.”

Presidential spokesperson Bayo Onanuga said in a post on X that the “remaining 130 schoolchildren abducted” have been released.

He said the released schoolchildren would arrive in Minna, the Niger state capital, on Monday and rejoin their parents for Christmas.

“The freedom of the schoolchildren followed a military intelligence driven operation,” Onanuga said.

Sunday Dare, another spokesperson for Nigeria’s President Bola Tinubu also said 130 schoolchildren were released and that none are left in captivity, in a post on X.

No group has claimed responsibility for the Nov. 21 abduction, but locals blamed armed gangs that target schools and travelers in kidnappings for ransoms across Nigeria’s conflict-battered north.

The Niger state attack was among a spate of recent mass abductions in Nigeria, and happened four days after 25 schoolchildren were seized in similar circumstances in neighboring Kebbi state’s Maga town. A church in southern Kwara state was also attacked around the same time and the 38 worshippers abducted in that attack last month were freed.

Bola Tinubu had been under pressure at home and from U.S. President Donald Trump, who has alleged that Christians are being targeted in Nigeria’s security crisis.

Nigerian authorities usually do not say much about rescue efforts and arrests in such cases are rare. Analysts believe that’s because ransoms are usually paid. Officials do not admit payment of ransoms.

AP

By Siviwe Gwarube
 
November marked a profound shift in global education diplomacy. From the historic G20 Leaders’ Summit held for the first time on African soil to the reaffirmation of cooperation at a general meeting of the Heads of State of India, Brazil and South Africa (IBSA) on its sidelines, the world has signalled a growing commitment to strengthening the early foundations of learning.

For South Africa, this shift aligns strongly with our own strategic direction. Early in my term of office, I announced a reorientation of our basic education system towards improving learning foundations from birth through the early primary grades — focusing on early childhood care and education (ECCE) and early-grade literacy and numeracy. 

This approach is grounded in clear global and local evidence: without decisive investment in the early years and the early grades, no education system can deliver equitable outcomes or close inequality gaps.

The signals emerging from the G20 and IBSA meetings affirm that South Africa’s strategic focus is timely, necessary and aligned with global best practice.
 
G20: A global mandate that reinforces South Africa’s reform direction
 
The G20 Leaders’ Declaration recognises ECCE as “a vital investment for a country’s social and economic future” and calls for strengthened teaching quality, improved pedagogical support and inclusive access to technology and safe learning
environments.

It also underscores the need to support teachers to strengthen early competencies, including literacy and numeracy — precisely the priorities at the heart of South Africa’s reforms.

In reorienting our basic education system, we are prioritising improved access to quality ECCE, strengthening early-grade literacy and numeracy, expanding structured pedagogical materials and practices, and supporting vulnerable learners early so that
gaps do not become entrenched.

The G20’s commitments show that these are not only national priorities — they are global ones. When the world’s major economies affirm the importance of early learning for economic growth, equality and long-term stability, it reinforces the evidence-based
path South Africa is taking.
 

IBSA: Global South leadership on early learning
 
In parallel, on the sidelines of the G20 Summit, the Leaders of India, Brazil and South Africa endorsed the progress made by the IBSA Ministers of Education toward establishing the IBSA Network on Quality Foundational Learning.

Their commitment strengthens our shared resolve to ensure that every child develops strong early foundations — from early cognitive and socio-emotional development to early literacy and numeracy.

President Ramaphosa welcomed the deepening of IBSA collaboration on this agenda, which aligns closely with the G20’s renewed emphasis on expanding quality early learning.

As South Africa prepares to assume the IBSA Presidency in 2026, we welcome the call for urgency and ambition in advancing this work.

South Africa stands ready to drive the next phase of cooperation, deepening the exchange of evidence-based policies and practical solutions across the Global South and beyond, and supporting early learning systems that work for all children.

The IBSA Network will serve as a platform for countries committed to improving children’s learning from the earliest years through the early grades. While its modalities will be determined collectively by India, Brazil and South Africa, we believe there is value in gradually creating space for wider international engagement with countries, organisations and partners that share this vision.
 
A growing global consensus on strengthening early learning
 
Across both the G20 Declaration and the IBSA meeting, one message is clear: a global consensus is forming around the strategic importance of strengthening ECCE and early-grade learning.

Evidence has long shown that strong early learning drives later success, that early gaps quickly become entrenched inequalities, and that investments in the early years deliver the highest returns. This is why South Africa’s basic education strategy is being reoriented to strengthen early foundations — and why global alignment around these priorities strengthens our resolve.
 
South Africa’s commitment
 
The convergence of global momentum and national reform creates a powerful opportunity. Our domestic priorities sit squarely within the direction reaffirmed by G20 Leaders and endorsed by IBSA Heads of State.

As Minister of Basic Education, I reaffirm my commitment — and that of my Department — to ensuring that South Africa continues to lead in championing the early foundations of learning as the cornerstone of human development and economic growth.

The world is recognising what evidence has long shown: the foundations laid in the early years determine the future. South Africa is acting on this truth – and we intend to lead from the front.
 
Siviwe Gwarube is the Minister of Basic Education.

INSIDE EDUCATION

By Eben Proos

Astro-tourism is a niche form of tourism where visitors explore the night sky through stargazing events, guided tours, educational presentations and digital astronomy experiences. Unlike mass tourism, astro-tourism focuses on learning rather than just sightseeing.

Astro-tourism could also offer a lifeline to places that don’t have major natural resource attractions that draw tourists.

One place that could benefit from astro-tourism is Bloemfontein, situated in the heart of South Africa’s Free State province. It’s never been considered one of South Africa’s popular tourist destinations. That’s because the city lacks a major attraction like the Kruger National Park or Cape Town’s Table Mountain.

But Bloemfontein has unpolluted skies, a planetarium and an observatory. It is also accessible by air and road. It has hotels and guesthouses for tourists to stay in.

I’m a niche tourism researcher who set out to discover if Bloemfontein could turn those assets into an astro-tourism niche. I surveyed 160 people who were already visiting the planetarium and observatory and asked them what they thought of the facilities and services.

My research found that young people aged between 18 and 35, from the Free State and neighbouring Gauteng province just a three-hour drive away, were the most likely to become astro tourists in Bloemfontein.

It also suggested that expanding astro-tourism could boost local jobs. This would happen if entrepreneurs set up small coffee shops, information centres and local craft sales.

Establishing astro-tourism in Bloemfontein could also highlight Indigenous knowledge of astronomy and the cultural heritage of the area.

With strong marketing, and involving local communities and cultures, my research shows that astro-tourism could generate economic benefits, create jobs, and put Bloemfontein on the map for both domestic and international visitors.

What makes Bloemfontein an astro-tourism destination

The city already has the Naval Hill Planetarium, the Boyden Observatory and Sterland, an observatory on Onze Rust farm.

The Naval Hill Planetarium is located in the city on Naval Hill (a game reserve). It offers immersive digital experiences to visitors. The Boyden Observatory is an astronomical research station located 26km outside the city. It hosts frequent public events. Sterland (“star land”) offers two telescopes to gaze at the stars.

The other advantage of astro-tourism is that it is available all year round. Planetariums are open in all types of weather.

The people I interviewed said a few factors made Bloemfontein a good astro-tourism destination. The friendliness of the local people and astro-tourism staff counted in the city’s favour. Cleanliness, ease of driving to the area and a lower crime rate were other factors.

These are all key attributes that can either ensure success or failure of any tourism attraction. My research concluded that Bloemfontein has top astro-tourism facilities which can boost the city’s fortunes if utilised correctly. Because travellers are looking for memorable, authentic, and engaging experiences especially to lesser known destinations or tourism “gems”, this could also attract astro-tourists to Bloemfontein.

In South Africa, Sutherland has already benefited from astro-tourism. The coldest place in South Africa, Sutherland used to be a tiny sheep farming town with a population of fewer than 3,000 people. But after one of the world’s largest telescopes was installed there, as the darkest site in the world from which to stargaze, it became an astro-tourist destination. However, it’s further off the beaten track than Bloemfontein.

What needs to happen next

It is of critical importance to change people’s negative perceptions of Bloemfontein. Currently it is viewed as a city where there is nothing exciting to do on holiday.

Indigenous astronomical knowledge must be preserved and brought to the front of astro-tourism. Events and displays should be held to focus on this topic. Experts on Indigenous astronomy could also be approached to deliver addresses at the astro-tourism facilities.

The astro-tourist facilites also need to collaborate so that valuable knowledge is exchanged and the astro-tourism product is improved for all involved.

Local communities, amateur astronomy clubs, universities and museums must be drawn in as ambassadors for astro-tourism in Bloemfontein. These key role players can get involved by attending astro-tourism events. They could also take the lead in marketing astro-tourism on social media.

Apart from this, the city needs a strong, dedicated marketing initiative to highlight the impressive astro-tourism products that are currently available.

Bloemfontein has two universities – this means that astro-tourism could be marketed as an inexpensive outing for students. Holiday programmes and school outings for school pupils could also embed astro-tourism in the culture of the city.

All astro-tourism facilities need to be maintained in great condition. This will affect whether people recommend Bloemfontein as an astro-tourism destination.

New and improved technology is needed to improve the overall astro-tourism experience.

Combining astro-tourism with other niche tourism experiences – like festivals, hiking, or wildlife tours – could attract more people to the area.

If astro-tourism is developed, Bloemfontein could potentially become the must-visit astro-tourism destination in South Africa. The economic impacts range from local job creation to infrastructure improvement. Astro-tourists who travel to Bloemfontein will also need accommodation, food and refreshments. If this money was spent in Bloemfontein, it could boost the city’s fortunes.

Eben Proos, Senior Lecturer in Tourism and Event Management, Central University of Technology

THE CONVERSATION

By Johnathan Paoli

Gauteng Education MEC Matome Chiloane has announced that only 5 464 Grade 1 and Grade 8 learners remain unplaced in the province as part of the 2026 online admissions process, marking significant progress in preparations for the new academic year.

In a media statement issued on Monday, Chiloane said the reduced number of unplaced learners reflected sustained efforts by the Gauteng Department of Education to ensure that every eligible child secures a school place for 2026.

“We are pleased at the progress made in learner placements in Gauteng. We once again urge parents and guardians to exercise patience and cooperation as the Department continues to work tirelessly to ensure that every Grade 1 and Grade 8 learner is placed for the 2026 academic year, in line with regulated admissions criteria and available capacity,” he said.

The department confirmed that, as of the same date, the unplaced learners comprised 1 478 Grade 1 applicants and 3 986 Grade 8 applicants.

According to the MEC, the department continues to release placement and transfer offers on a daily basis through the 2026 Online Admissions system.

These placements are being prioritised in high-pressure areas where demand for school places traditionally exceeds available capacity.

The department has implemented focused interventions in these communities to ensure that the remaining learners are placed as efficiently, fairly and transparently as possible.

Chiloane also confirmed that late applications for Grade 1 and Grade 8 admissions remain open.

The online system has recorded a total of 7 118 late applications for the 2026 academic year, all of which are currently being processed in line with available school capacity across the province.

The MEC urged parents and guardians who did not apply during the main application window, or whose applications were left incomplete, to make use of the late application period while it remains open.

He emphasised that the online admissions system continues to accept late applications specifically for Grade 1 and Grade 8 learners.

Parents and guardians are required to register or log in to the online admissions portal to submit a late application.

During this phase of the admissions process, only schools with available space are displayed on the system.

Applicants are permitted to select only one school, and once the selection is made, the learner will be finally placed for the 2026 academic year.

The department has cautioned that placements made during the late application period are final.

Once a learner is placed, the offer may not be declined, and no objections or appeals will be allowed thereafter.

This, the department said, is necessary to bring certainty to the admissions process and allow schools to plan effectively for the start of the academic year.

In addition to placements and late applications, the department provided an update on the appeals process.

A total of 6 855 placement appeals have been lodged as part of the online admissions cycle.

Of these, 73% have already been adjudicated, placing the appeals process at an advanced stage.

The department confirmed that appeal outcomes are being communicated to parents and guardians as finalisation continues.

Parents were reminded that all appeal decisions are final and that no further recourse is available once an outcome has been issued.

Chiloane welcomed the progress made to date and appealed for continued cooperation from parents and guardians.

The department reiterated its commitment to completing the admissions process before the start of the 2026 school year, ensuring stability for schools, educators and learners across the province.

INSIDE EDUCATION