By Shaimaa Olwan

AI integration in schools worldwide has become a transformative force, reshaping how teachers teach and students learn. Schools are finding innovative ways to incorporate artificial intelligence into everyday classroom activities. These real-world case studies of successful AI integration demonstrate how technology is transforming education across diverse cultural and economic contexts.

“Schools that thoughtfully implement AI tools see improvements not just in academic outcomes, but in student engagement and teacher effectiveness,” explains Michelle Connolly, an educational consultant with over 16 years of classroom experience. The success stories span from English as a Foreign Language classrooms using AI chatbots to enhance language acquisition to science programmes employing virtual reality for immersive learning experiences.

While schools face challenges like connectivity issues and the need for proper teacher training, the global movement towards AI integration in education continues to gain momentum.

Schools in countries like Finland, Singapore, South Korea, and India are pioneering approaches that bridge technological innovation with sound pedagogical practices, creating blueprints for others to follow.

The Evolution of AI in Education

Artificial intelligence has transformed from theoretical to practical tools in classrooms worldwide. Educational AI technologies have progressed rapidly, creating new opportunities for personalised learning while presenting unique implementation challenges.

From Theory to Practice

The journey of AI in education began with simple computer-assisted instruction systems in the 1960s. These early programmes laid the groundwork for today’s sophisticated AI technologies in education systems.

Over the decades, AI evolved from basic programmed learning to intelligent tutoring systems. The 2010s marked a turning point when machine learning algorithms became sophisticated enough to analyse student performance patterns and adapt learning materials accordingly.

“I’ve witnessed how AI has shifted from a futuristic concept to an essential classroom tool that helps teachers identify learning gaps more efficiently,” notes Michelle Connolly, founder and educational consultant.

Today’s AI educational tools can:

Generate personalised learning paths

Provide instant feedback on student work

Automate administrative tasks

Create adaptive assessments

Milestones in Educational AI

The first major milestone came with intelligent tutoring systems like Carnegie Mellon’s Cognitive Tutors in the 1990s. These systems could track student progress and adjust difficulty levels based on performance.

The launch of adaptive learning platforms like Knewton in 2008 represented another leap forward, demonstrating how successful integration of computers into classroom teaching could personalise education at scale.

Between 2015 and 2020, natural language processing advancements enabled AI to assess written work and provide meaningful feedback. Schools began implementing chatbots to answer student questions outside class hours.

Most recently, AI-powered technologies have been integrated into developing countries’ educational policies, helping bridge educational divides. These systems support teachers rather than replace them, addressing teacher shortages while maintaining human guidance.

Building a Foundation: Developing AI Literacy

AI literacy forms the essential groundwork for successful technology integration in education. Proper development involves thoughtful curriculum design, comprehensive teacher training, and focusing on critical thinking and problem-solving skills that prepare students for an AI-driven future.

Curriculum Design and Teacher Training

Creating effective AI literacy programmes requires careful planning and resource allocation. Schools worldwide are developing curricula that introduce AI concepts progressively from primary years onward.

“I’ve seen how crucial it is to build teacher confidence before expecting them to introduce AI in classrooms,” explains Michelle Connolly, educational consultant and founder of LearningMole.

Successful teacher training programmes typically include:

Hands-on workshops where teachers experience AI tools firsthand

Collaborative planning sessions to develop cross-curricular AI activities

Ongoing professional development rather than one-off training sessions

The most effective schools pair teachers with technology specialists to co-develop lessons. This partnership ensures AI concepts are taught accurately while remaining pedagogically sound.

Essential AI Skills for the Future

The AI literacy skills students need extend beyond basic technical knowledge to include critical thinking and ethical reasoning. You’ll find the most successful programmes focus on developing a blend of technical and human-centred capabilities.

Key skills include:

Data literacy – Understanding how data powers AI systems

Algorithmic thinking – Recognising patterns and problem-solving

Ethical reasoning – Evaluating AI impacts on society and individuals

Critical analysis – Questioning AI outputs and understanding limitations

Project-based learning provides an excellent framework for developing these skills. When you engage students in creating simple AI models or evaluating existing ones, they gain a deeper understanding through practical application.

Role-playing exercises also help students grasp AI ethics concepts by considering multiple perspectives. This approach builds empathy alongside technical knowledge—a powerful combination for responsible AI citizenship.

Case Studies of AI Integration

Various educational institutions worldwide have embraced artificial intelligence to enhance learning outcomes and transform teaching methods. These case studies highlight practical implementations and their measurable benefits for students and educators.

Asia: Pioneering AI Schools

In Singapore, Nanyang Primary School has successfully integrated AI into their mathematics curriculum. Their adaptive learning platform analyses students’ performance and customises exercises based on individual learning patterns.

Japan’s Fujitsu Learning Systems partnered with 50 schools to implement AI-driven language acquisition tools. The system uses speech recognition to help students perfect pronunciation and provides real-time feedback, improving speaking confidence by 40% within six months.

“The success in Asian schools comes from balancing technology with human teaching,” explains Michelle Connolly, an educational consultant with 16 years of classroom experience.

South Korea’s KAIST School has introduced AI teaching assistants that help with marking and provide personalised feedback, allowing teachers to focus on complex teaching aspects.

Europe: Innovative Educational Reforms

Finland’s Helsinki Education Department has pioneered cross-cultural AI integration across 30 primary schools. Their AI-enhanced reading programme recognises when pupils struggle with specific concepts and provides additional resources.

CountryAI ImplementationKey OutcomeFinlandReading support system27% improvement in comprehensionEstoniaPredictive analytics18% reduction in dropout ratesSpainVirtual science labs35% higher engagement scores

The Romanian education system’s AI integration demonstrates how smaller countries can implement educational technology effectively. Their case studies show 31% improved scores in coding and computational thinking.

Estonia’s TalTech School uses AI to predict potential dropouts through behavioural pattern analysis, enabling early intervention and support for struggling students.

Americas: Blazing a Trail in Adaptive Learning

In Canada, Toronto District School Board has implemented an AI-powered maths platform that adapts to each student’s pace. Teachers receive weekly insights about class progress, helping them identify knowledge gaps.

Arizona State University’s pilot programme in 15 secondary schools uses AI systems for adaptive learning that have reduced achievement gaps by offering:

Personalised learning pathways based on individual progress

Early detection of learning difficulties

Automated assessment for immediate feedback

Custom content suggestions aligned with curriculum goals

“The most successful AI implementations happen when technology enhances rather than replaces the teacher-student relationship,” notes Michelle Connolly, founder of Learning Mole.

Peru’s educational ministry has documented how AI technologies in developing countries can bridge resource gaps, allowing schools in remote areas to access quality educational materials through low-bandwidth AI applications.

AI Tools and Applications in the Classroom

Schools worldwide are revolutionising learning with AI tools that enhance personalisation and engagement. Modern classrooms now integrate technologies that adapt to individual student needs while providing interactive experiences that boost participation.

Adaptive Learning Platforms

Adaptive learning platforms use AI to customise educational content based on each student’s abilities and progress. These systems analyse student performance and adjust difficulty levels automatically, ensuring learners receive appropriate challenges.

Popular platforms like DreamBox for maths and Lexia for reading track student responses and create personalised learning paths. The effectiveness comes from real-time feedback that helps pupils master concepts before moving forward.

“As an educator with over 16 years of classroom experience, I’ve seen adaptive learning platforms transform struggling students into confident learners by meeting them exactly where they are,” explains Michelle Connolly, an educational consultant and founder.

Many schools report improved test scores after implementing these systems, particularly in subjects requiring sequential skill building. Teachers benefit too, gaining insights from detailed analytics that highlight areas needing additional support.

Enhancing Engagement with Generative AI Tools

Generative AI tools are changing how students create and interact with learning material. Applications like ChatGPT and DALL-E help pupils generate stories, artwork, and presentations, fostering creativity while building technical skills.

These tools are particularly valuable for differentiation. A Year 8 history class might use AI-powered applications to create personalised historical narratives or virtual museum exhibits, allowing different entry points based on interest and ability.

Teachers are using AI tools to create engaging lesson materials, saving time while producing high-quality resources. For example, language teachers use AI to generate culturally relevant dialogue scenarios that students can practise with.

Project-based learning benefits tremendously from these applications, as students can focus on higher-order thinking rather than mechanical tasks. When implemented thoughtfully, these tools support, rather than replace, human creativity and critical thinking.

Ethical Implications of AI in Education

As AI systems become more prevalent in classrooms worldwide, schools must navigate complex ethical considerations to ensure these tools benefit all learners. The responsible implementation of AI in education requires careful attention to privacy concerns, equitable access, and proper governance structures.

Data Privacy and Security

When implementing AI in education, protecting student data is paramount. Schools collect vast amounts of information through learning platforms, which raises significant ethical consequences regarding how this data is stored, used and shared.

“As an educator with over 16 years of classroom experience, I’ve seen the anxiety that data collection can cause among parents and students. Schools must prioritise transparency about what information is being gathered and how it’s protected,” explains Michelle Connolly, educational consultant and founder.

You should consider these key privacy measures:

Clear consent procedures for data collection

Robust security protocols to prevent breaches

Limitations on data retention periods

Restricted access controls for sensitive information

Children’s data deserves special protection. Many countries have enacted specific regulations governing educational data, requiring schools to implement stronger safeguards for AI systems that track learning behaviours.

Fair Access and Transparency

The benefits of AI in education should be available to all students, regardless of socioeconomic background. Equitable access to AI tools remains a significant challenge as schools with fewer resources may struggle to implement these technologies.

Transparency in how AI makes decisions is equally important. When an AI system determines a student’s learning path or assesses their work, both teachers and students should understand how these judgements are made.

Michelle Connolly notes, “Having worked with thousands of students across different learning environments, I’ve observed that children respond best when they understand why certain recommendations are made for their learning. AI systems must be explainable at a level appropriate for their users.”

Consider these aspects of fairness:

Fairness DimensionKey ConsiderationsGeographic equityRural vs urban access to technologyEconomic equityCost barriers to AI implementationAlgorithmic biasEnsuring AI doesn’t reinforce existing prejudicesTransparencyClear explanations of how AI makes decisions

AI Governance in Schools

Proper governance frameworks are essential for ethical AI implementation in education. Schools need clear policies that outline responsible AI use, including accountability measures when systems fail or produce harmful outcomes.

Effective AI governance involves multiple stakeholders. Teachers, administrators, students and parents should all have input into how these technologies are deployed in educational settings.

“Drawing from my extensive background in educational technology, I believe schools need comprehensive AI policies that balance innovation with ethical safeguards,” says Michelle Connolly. “These policies should be living documents that evolve as technology and our understanding of its impacts develop.”

Schools should establish ethics committees dedicated to reviewing AI applications before implementation. These committees can assess potential risks and ensure alignment with educational values and goals.

Regular audits of AI systems help identify bias or other issues that may emerge over time. This ongoing oversight ensures that educational AI remains beneficial and doesn’t inadvertently disadvantage certain student groups.

Impact of AI on Educational Outcomes

AI technologies are reshaping the educational landscape with measurable improvements to student achievement. These tools create more tailored learning experiences while giving teachers powerful resources to enhance their instruction and assessment practices.

Personalised Learning and Student Performance

AI-powered educational systems are transforming how students engage with content by delivering truly personalised learning experiences. These systems use machine learning to improve learning outcomes through continuous assessment of student progress and adaptation to individual needs.

When you integrate AI into your classroom, you’ll notice students progress at their optimal pace. Struggling learners receive additional support while advanced students encounter appropriately challenging material, preventing both frustration and boredom.

“Having worked with thousands of students across different learning environments, I’ve seen how AI-driven personalisation can dramatically improve engagement and achievement,” says Michelle Connolly, founder and educational consultant with 16 years of classroom experience.

Research shows schools using AI-powered adaptive platforms have seen up to 30% improvement in test scores, particularly in mathematics and science subjects where concepts build upon each other sequentially.

Teacher Support through AI-Driven Tools

AI tools are revolutionising how you manage administrative tasks, freeing valuable time for meaningful student interactions. Automated marking systems can assess objective assessments instantly, while more sophisticated systems provide feedback on essays and complex assignments.

These AI-driven tools enhance educational quality by offering data-driven insights about student performance. You’ll receive detailed analytics highlighting both class-wide trends and individual student needs, allowing for more targeted interventions.

Key Benefits for Teachers:

Reduced marking time (up to 70% for some assessment types)

Early identification of struggling students

Data-driven lesson planning

Automated differentiation suggestions

The most successful implementations occur when AI tools complement rather than replace teacher expertise. Your professional judgement remains essential for interpreting AI recommendations and maintaining the human connection that drives educational success.

Challenges and Concerns

As schools adopt AI technologies, several key issues arise concerning ethics, information quality, and the changing nature of human relationships in education settings. These challenges require careful consideration to ensure AI enhances rather than hinders the educational experience.

Navigating Misinformation and Plagiarism Risks

The integration of AI in education brings significant concerns about data quality and accuracy. When students use AI tools for research and writing, they may encounter misleading information that appears credible but lacks factual basis.

AI writing tools make plagiarism easier and harder to detect. Students might submit AI-generated work without proper understanding of the content, undermining genuine learning.

“As an educator with over 16 years of classroom experience, I’ve observed that teaching critical evaluation skills is essential when introducing AI tools in the classroom,” notes Michelle Connolly, educational consultant and founder. “Students need guidance to question AI outputs rather than accepting them as fact.”

To address these concerns, you can:

Implement clear policies about AI usage

Teach students to verify information from multiple sources

Use plagiarism detection tools designed to identify AI-generated content

Create assignments that require personal reflection and unique experiences

The Debate on AI and Human Interaction

A central ethical concern in AI education is whether technology might reduce meaningful human connections in learning environments. Face-to-face interactions help develop crucial social skills that screen-based learning cannot fully replace.

Teachers worry about becoming technicians rather than mentors. The human elements of encouragement, inspiration and emotional support remain essential for effective learning but are difficult to replicate with AI.

Cultural differences also affect AI integration in classrooms. Research shows that different societies have varying comfort levels with technology in education, requiring adaptable approaches.

Finding balance is crucial. You can use AI to handle routine tasks whilst preserving time for meaningful discussions and personalised feedback. The goal should be using technology to enhance rather than replace human educational relationships.

Global Perspectives on AI in Education

Around the world, educational systems are finding innovative ways to use artificial intelligence to enhance teaching and learning. Countries are developing their own approaches while also following shared guidelines that help make AI integration effective and ethical.

OECD’s Guidelines and Standards

The Organisation for Economic Co-operation and Development (OECD) has become a key player in shaping how AI is used in education globally. Their framework provides important guidelines that help schools implement AI tools responsibly. These guidelines focus on transparency, security, and putting human values at the centre of AI development.

“As an educator with over 16 years of classroom experience, I’ve seen how following established guidelines like those from the OECD helps schools avoid common pitfalls when adopting new technologies,” says Michelle Connolly, educational consultant and founder.

The OECD encourages countries to:

Ensure AI systems respect privacy and data protection

Make AI technologies accessible to all students regardless of background

Focus on using AI to complement rather than replace teachers

Regularly assess the impact of AI tools on learning outcomes

Schools following these guidelines have reported better outcomes when integrating AI into different curricula.

Cross-Cultural Educational Innovations

Different cultures are adapting AI to fit their specific educational needs and values. This creates a rich landscape of AI-driven education worldwide with diverse approaches.

In Asian countries, AI often focuses on personalised learning paths and exam preparation. European schools tend to emphasise critical thinking and creativity through AI projects. Meanwhile, African educational institutions are exploring how AI can help overcome resource limitations and reach remote areas.

These cultural differences lead to fascinating innovations. For example:

RegionKey AI ApproachNotable BenefitAsiaAdaptive learning systemsPersonalised progressionEuropeCollaborative AI projectsEnhanced critical thinkingNorth AmericaTeacher support toolsReduced administrative burdenAfricaMobile learning platformsIncreased educational access

Global collaboration between educational institutions is creating communities where successful AI practices can be shared and adapted across borders, enriching educational experiences for students everywhere.

Preparing for the Future

Education systems worldwide are adapting to integrate AI technology, focusing on developing skills that will remain relevant in an increasingly automated workforce. Schools are reimagining their curricula to balance technical knowledge with uniquely human capabilities that AI cannot easily replicate.

The Role of AI in Future Employment

The job market is evolving rapidly as AI transforms industries across the globe. Many routine tasks are being automated, creating both challenges and opportunities for today’s students. Schools must prepare young people for a workplace where AI-driven technologies will be commonplace.

“As an educator with over 16 years of classroom experience, I’ve seen how vital it is to help students understand not just how to use AI, but how to work alongside it,” says Michelle Connolly, founder and educational consultant at Learning Mole.

Successful schools are teaching students to:

Identify which tasks AI excels at versus human strengths

Develop complementary skills to AI capabilities

Understand the ethical implications of AI in the workplace

Case studies from countries like Singapore and Finland show schools introducing AI literacy alongside traditional subjects. These programmes often include real-world simulations where students solve problems that require both AI tools and human judgement.

Investing in the Next Generation’s Skills

Educational institutions are integrating ethical discussions and practical AI experiences into their curricula. This investment focuses on developing skills that will remain valuable despite technological advancement.

Key skills being prioritised include:

Human-Centred SkillsTechnical SkillsCritical thinkingData literacyCreativityAI fundamentalsEmotional intelligenceCoding basicsCollaborationDigital ethics

Several international schools have implemented comprehensive AI education that touches all subjects. In Japan, for example, secondary schools teach AI concepts through cross-curricular projects that combine science, ethics, and humanities.

The most successful programmes don’t treat AI as a separate subject but as an integral part of preparing students for future careers. This holistic approach acknowledges that tomorrow’s workers will need both technical understanding and uniquely human capabilities.

Enhancing Education Beyond the Classroom

AI technologies are transforming learning experiences outside traditional classroom settings, creating opportunities for immersive education and cross-disciplinary applications that prepare students for future careers.

Extended Reality and Virtual Classrooms

Extended Reality (XR) combined with AI is revolutionising how students learn beyond physical classrooms. Virtual classrooms now allow pupils to experience historical events, explore anatomical structures, or visit faraway locations without leaving their homes.

“Having worked with thousands of students across different learning environments, I’ve seen how virtual reality transforms abstract concepts into tangible experiences, particularly for visual learners,” explains Michelle Connolly, educational consultant with 16 years of classroom experience.

Several schools in Finland and Singapore have successfully implemented AI-powered virtual learning environments that adapt to individual learning paces. These systems provide real-time feedback even when teachers aren’t physically present.

Students with mobility challenges particularly benefit from these technologies, as they can participate in field trips and laboratory experiments virtually. The educational experience becomes more equitable and accessible for all.

Interdisciplinary Impact of AI

AI’s integration in education extends beyond individual subjects, creating connections between traditionally separate disciplines. Students now engage with technology that mirrors real-world applications in industry, healthcare and transport.

For example, secondary schools in South Korea have implemented programmes where students use AI tools to analyse environmental data while simultaneously developing maths, science and geography skills. This interdisciplinary approach better prepares them for future careers.

The integration of AI-powered technologies also helps students understand complex systems through simulation. Healthcare scenarios allow students to practise diagnostic skills, while transport models demonstrate physics principles in real-world contexts.

Many schools have established partnerships with local industries to provide real-world challenges for students to solve using AI tools. These collaborations bridge the gap between theoretical knowledge and practical application, making learning immediately relevant.

Learning Mole

By Leah Davina Junck and Rachel Adams

Artificial intelligence or AI uses computers to perform tasks that would normally have needed human intelligence. Today AI is being put to use in many aspects of everyday life, like virtual banking assistants, health chatbots, self-driving cars, even the recommendations you see on social media.

A new survey of over 3,000 South Africans from all walks of life asked how people feel about AI. It reveals that most South Africans can’t relate to AI in meaningful ways – despite the global hype about its pros and cons. We asked two of its authors to tell us more.

What did you find?

The research set out to capture how South Africans understand, experience and imagine AI. It aimed to provide representative insights into levels of awareness, perceptions of impact, and degrees of trust in the institutions developing and deploying AI. The aim is to help create an empirical basis for more responsive and inclusive AI governance in the country.

We found that for most South Africans (73%) the term “AI” barely registers. AI increasingly plays a role in public life – often behind the scenes in areas like healthcare, credit scoring and social media moderation. But 37% of the survey respondents had never heard of AI, while 36% indicated they’d heard of it but knew very little about it and the role it might already be playing in their lives.

The survey also gives us a sense of why awareness remains so low. Most information comes through social media. Only 4% learn about AI through formal education, and a meagre 2% through their workplaces or professional training.

What also stands out is uncertainty. While nearly 47% of people felt AI’s social impact was largely positive, 40% had no clear leaning either way. So while AI is becoming more influential, it does not seem to be visible or real enough in everyday life for many to form solid opinions.

Economic threat is a central concern: people have worries about being replaced or devalued by machines, or targeted by scams.

But trust in both government and big tech is measured and pragmatic. It’s hoped that big tech will help provide connectivity and jobs. The government is seen as most trustworthy when it comes to using AI in areas like health and education.

Yet, these are the very areas where unease surfaced. Respondents called for lines to be drawn with unsupervised, AI-driven care tasks. They felt that learning based on human experience should be preserved. Social media, while a key source of AI-related information, is also a site of worry, especially around data privacy and children’s exposure to harmful content. People felt there should be guardrails and human oversight.

Looking ahead at the next 10 years, respondents said they hoped AI would help create a better future, especially in health and job creation.

How was the survey conducted?

Since 2003 the Human Sciences Research Council has been capturing how South Africans experience social change through the annual National Social Attitudes Survey. This time, the think tank Global Center on AI Governance contributed an AI-specific component to the survey through its project The African Observatory on Responsible AI, funded by the AI4D programme of the International Development Research Centre of Canada and the Foreign and Commonwealth Development Office, UK.

Trained fieldworkers surveyed a diverse cross-section of South Africans, covering all nine provinces, both rural and urban areas. They interviewed people over the age of 16 across a range of socio-economic backgrounds and in their preferred official language. Over 3,000 people were interviewed.

The survey included both structured and open-ended questions, asking how people learnt about these technologies, how they felt about their impact, and the degree of trust they placed in different institutions using them.

The findings offer rare evidence into the social views shaping the ways AI may be taken up or contested, and how public opinion might start to inform decisions about how technology is shaped and used.

What can we learn from these findings?

The survey shows how difficult it is to get to grips with a technology like AI in a country where there is a stark digital divide. Access to information is uneven, trust in institutions is limited, and there isn’t a shared language to understand or question AI use. For many, AI remains largely opaque and abstract.

This matters because a lack of basic knowledge prevents meaningful public debate about AI.

Uncertainty and lack of information open the door for hype, misinformation, even exploitation. There’s a danger that fears about AI replacing human skills and jobs will overshadow more optimistic views of its possible benefits.

Still, there’s a cautious hope that AI can improve livelihoods and access to information. Concerns about technology are less about it taking over and more about how to use it or even just access it.

This is a crucial moment because public opinion about AI is still developing. Policy-makers and tech leaders across sectors have an opportunity to define AI’s use and value from a people-centred perspective.

What needs to be done about this?

To bridge the knowledge gaps and address uneven access to information, AI literacy needs to be established on a common understanding. For example in India, the Indian Institute of Technology has launched a free online training course on all aspects of AI for teachers, so that they can pass knowledge on to their students.

AI literacy efforts should be built on shared language and rooted in daily concerns and aspirations, allowing people to relate AI to their personal experiences.

Companies must invest and build AI in collaboration with local communities. Civil society organisations and researchers have a vital role to play in raising awareness, tracking harms and ringing alarm bells when accountability in AI use is sidestepped.

Public projects can help educate and inform South Africans about AI. For example, the University of the Western Cape partnered with a theatre company and a high school to create The Final Spring, a play about a robot. Storytelling can help translate complex ideas about technology into accessible, culturally resonant forms of AI literacy.

As South Africa moves towards a national AI strategy following the publication of a National AI Policy Framework, the focus must be on broadening access to reliable information on AI, not just through schools, but also for older generations and others who feel left out of the discourse.

The Conversation

By Charmaine Ndlela

The National Student Financial Aid Scheme (NSFAS) has announced new funding measures to tackle a major shortfall for the 2025/2026 academic year.

The financial aid scheme and the Department of Higher Education and Training (DHET) have “reprioritised” R13.3 billion from their existing budget to 34,000 students with blocked registrations, as well as R15,000 to second-semester registrations.

According to spokesperson Ishmael Mnisi: “These funds came out of the recoveries we received from loans paid by former students and the money that was paid to institutions for either accommodation or tuition, which was not utilised fully. Institutions had to bring it back to NSFAS, and therefore, we had to ask permission to utilise it for 2025.”

In August 2025, NSFAS announced that it faced a funding shortfall of R10.6 billion for universities and R1.6 billion for technical vocational education and training (TVET) colleges. This left students who provided registration data after the March 31 deadline in limbo and prevented some students from registering for the second semester.

According to NSFAS, the deficit was the result of an increasing number of students qualifying for higher education funding; the ongoing cost-of-living crisis, which expanded the eligibility criteria; and declining state resources.

Students who were affected by the funding deficit included university students who applied during the TVET cycle, students whose registration confirmations were received after the registration portal had been closed, students who had successful appeals that were unfunded, and second-semester registrations.

“Student accommodation providers who were impacted…will also be in a position to now receive payments for services rendered,” NSFAS said in a press statement.

Housing providers have reported severe financial strain due to NSFAS failing to pay them on time, resulting in students being evicted from their residences or forced to live in unsafe conditions.

According to the Democratic Alliance, responding to the announcement, “In Kimberley alone, more than 500 students from Sol Plaatje University and Northern Cape Urban TVET College are now facing eviction.

Landlords, some unpaid for over a year, say they have lost all trust in the fund and are demanding transparency. Because of these failures, students cannot pay rent or tuition fees and are left in an impossible situation. They are facing evictions, falling behind on studies, and growing increasingly frustrated with NSFAS’s administrative chaos — from a botched system switch to delays in allowances and accommodation payments.”

A 2023 study conducted by Higher Health found that 63% of university students who depend on NSFAS funding reported high levels of financial stress, which negatively impacted their academic performance and mental health.

INSIDE EDUCATION

By Johnathan Paoli

Department of Higher Education and Training (DHET) Minister Buti Manamela has defended his decision to place three major Sector Education and Training Authorities (SETAs) under administration, describing it as “unprecedented but unavoidable” and essential to restoring public trust in South Africa’s skills development system.

Addressing Parliament’s Portfolio Committee on Higher Education this week, Manamela said of the interventions: “This is not routine housekeeping. It is about rescuing the credibility of our skills development system, protecting billions in public funds, and safeguarding the futures of thousands of young people who depend on SETAs for work, dignity, and livelihoods.”

The briefing, which also covered the National Student Financial Aid Scheme’s (NSFAS) readiness for the conclusion of the 2025 academic year, drew a packed committee room and set the stage for far-reaching reform across the post-school education and training (PSET) sector.

Manamela, who took office in July this year, said he inherited a sector in turmoil.

Governance failures had accumulated for years, and three SETAs – Services, Construction, and Local Government- had reached breaking point.

The Services SETA, one of the largest, was engulfed by procurement irregularities flagged in a 2022 forensic report. Boards recycled service providers, ignored recommendations, and failed to implement consequence management. By mid-2025, the acting CEO resigned, resulting in paralysis.

The Construction SETA, previously under administration between 2020 and 2022, relapsed by 2024. Whistleblowers alleged intimidation while R80 million in wasteful expenditure was recorded.

Auditor-General (AG) reports repeated the same findings year after year.

The Local Government SETA faced the most serious collapse, with National Treasury flagging an irregular CEO appointment, unlawful dissolution of oversight committees, and possible criminal procurement practices.

Municipal projects stalled, learners went unpaid, and reserves were frozen.

Across all three, Manamela said, boards were either unwilling or unable to act, CEOs were conflicted, and learners were left stranded.

In August, after consultations with the National Skills Authority (NSA), Manamela formally sought advice and gazetted the decision to place the three SETAs under administration.

Anticipating criticism, Manamela stressed that his actions were grounded in Section 15 of the Skills Development Act, which allows intervention where there is mismanagement or non-performance.

In both Services and Local Government SETAs, he said, the dual role of CEOs acting as accounting authorities created untenable conflicts of interest.

To stabilise governance, the minister appointed three administrators whom he claims were vetted, qualified, and chosen for competence rather than political loyalty.

Their mandates include restoring compliance, enforcing consequence management, ensuring learner support, and submitting 90-day turnaround plans by November.

Manamela confirmed that legal challenges had been filed in Labour and High Courts, but insisted that the substance of mismanagement was uncontested.

“Our actions were lawful, necessary, and proportionate to the risks. Administration is not the end of the matter; it is only the beginning of broader reform,” he told MPs.

DHET Director-General Nkosinathi Sishi provided technical evidence, pointing to CFO resignations, whistleblower complaints, audit reports, and Treasury investigations that revealed conflicts of interest, questionable payments, and repeated governance breaches.

The NSA, he said, endorsed urgent intervention.

Both Manamela and Sishi acknowledged that the problems extended beyond the three SETAs and reflected weaknesses in the SETA model itself.

Planned reforms include closer cooperation with the Auditor-General, possible rationalisation of SETAs into a more coherent PSET system, and stronger alignment with national economic priorities.

The Organisation Undoing Tax Abuse (OUTA) – which has for years independently investigated the entities — said in August that administration was not a solution on its own. “Unless credible boards and ethical CEOs are appointed within two months, the move will fail like so many before it.”

OUTA CEO Wayne Duvenage, at the time, questioned why the Insurance SETA, with its serious governance failures, was left untouched. Duvenage also said there were concerns about the administrators appointed. At least two had been fingered in allegations of maladministration and corruption. “This looks like cadre deployment, not a clean-up,” Duvenage said at the time.

Although dominated by the SETA crisis, the meeting also reviewed NSFAS progress.

CEO Waseem Carrim assured MPs that stabilisation measures had eased the 2025 funding impasse. A R13 billion reprioritisation secured with Treasury had covered students whose applications or registrations were blocked earlier this year.

Applications for the 2026 cycle opened on 16 September and close on 15 November, with Carrim pledging faster, more transparent processes.

Around 70% of applicants come via SASSA, and NSFAS aims to finalise all eligibility decisions by 15 December, informing students simultaneously to prevent confusion.

The agency has strengthened its backend systems with cloud technology, expanded application platforms, including WhatsApp, Telegram, and USSD; and introduced innovations such as digital signatures, biometrics, and optical character recognition to streamline funding decisions.

Outreach campaigns are under way in partnership with schools, libraries, and Thusong centres to ensure rural students are not left behind.

On accommodation, Carrim reported that R3.8 billion had been disbursed to over 4,000 private providers supporting 121,000 students.

Payment delays, especially in the Northern Cape, are being resolved, and a new accommodation protocol has been published for consultation ahead of the 2026 academic year.

Parliamentary committee members welcomed the interventions but warned that close oversight would remain vital.

INSIDE EDUCATION

By Thapelo Molefe

KwaZulu-Natal (KZN) Premier Thamsanqa Ntuli on Thursday unveiled a province-wide School Safety Programme aimed at addressing rising incidents of violence, crime, and drug abuse in schools.

Speaking at the Archie Gumede Conference Centre in Durban, Ntuli said the initiative was a bold commitment to inspire new hope by creating safer, stronger, and more prosperous communities, starting with schools.

Since January 2024, KZN has recorded more than 2,300 cases of sexual harassment, violence, theft, gang activity, drug abuse and faction fighting in schools.

“These are not just statistics. They are broken lives, interrupted education, and communities in distress. We cannot and will not stand by,” Ntuli told delegates.

The School Safety Programme will recruit and train student ambassadors to champion accountability and create safer school environments, while also establishing confidential reporting channels for learners to raise concerns about bullying, gender-based violence, and substance abuse.

In addition, security infrastructure will be strengthened through the installation of CCTV cameras in 20 schools across eThekwini, King Cetshwayo, and Amajuba districts. 

The initiative will further promote arts, culture, and sports as preventative tools, using platforms such as poetry, debates, and other activities to encourage positive social messaging and awareness.

The programme will be implemented through a Memorandum of Understanding between the Departments of Community Safety and Liaison, Education, Sport, Arts and Culture, and the South African Police Service.

The launch was attended by representatives from law enforcement, senior government officials, educators, and community leaders, reflecting a broad commitment to making schools safer.

Ntuli emphasised that the responsibility for safe schools extended beyond the government.

“School safety is a collective responsibility. Communities must guard against vandalism and crime. Parents must remain present and guide their children. Learners, your voices matter, your leadership matters,” he said.

He warned that the province’s future depended on ensuring that schools remained “true havens of growth.”

“The safety of our children is non-negotiable. It is the foundation on which our province and our nation will stand or fall. No child in KwaZulu-Natal should ever fear walking into a classroom, and no parent should fear sending their child to school,” Ntuli said.

INSIDE EDUCATION

By Levy Masiteng

The Department of Higher Education and Training (DHET) and Takealot have partnered to bridge the gap between education and employment by offering industry-relevant skills training and e-commerce business opportunities to young people, through the Takealot Township Economy Initiative.

The signing ceremony of the memorandum of understanding between the DHET and Takealot took place at Takealot in Kempton Park on Wednesday.

During the ceremony, both organisations said the partnership aims to equip students with the skills and knowledge needed to thrive in the digital economy.

Deputy Minister of Higher Education and Training, Mimmy Gondwe, said that the initiative has four main initiatives. The first was the adoption of three TVET colleges near its distribution centres in Kempton Park, Durban, and Cape Town, to provide students with work-integrated learning opportunities and industry experts to support curriculum development.

The second initiative included an expansion of Takealot’s bursary programme. Gondwe said her department will match the funding, thereby enabling more students to access education, particularly in high-demand skills areas such as ICT, logistics, and e-commerce retail.

Gondwe said that Takealot will also use its logistics and delivery network to ensure timely delivery of textbooks to students across various campuses, nationwide.

The fourth initiative involves the township economy, whereby the partners will support township entrepreneurs and small to medium-sized enterprises to participate in the digital economy, providing training, funding, and access to Takealot’s platform.

Takealot CEO Frederik Zietsman said the company employed 7,500 people, supported 33,000 livelihoods, and hosted 50,000 sellers on its platform.

“[W]e empower multiple more people to earn a livelihood and to have careers within our ecosystem,” Zietsman said.

Gondwe said that staff and students will benefit from mentorship, career guidance, and volunteerism from Takealot employees, and that more importantly, Takealot will extend free access to online learning resources, offering a global college catalogue of skills training directly to students.

Gondwe also emphasised the importance of public-private partnerships in addressing the country’s high unemployment rate.

“Today’s MoU builds on our Takealot Township Economy Initiative agreements in Mpumalanga and Gauteng and now takes them national, with clear roles, measurable outcomes, and shared accountability,” she said.

Zietsman highlighted the company’s commitment to using e-commerce to improve lives.

“Our purpose statement is truly our conviction. We live day in, day out, with the conviction of using e-commerce to change lives in South Africa for the better.”

The Takealot Township Economy Initiative aims to create 20 000 new opportunities by 2028.

Zietsman said Takealot had already supported over 130 TVET learners through work-integrated learning programmes and has a “Yes for Youth” programme that supports over 120 learners and graduates.

INSIDE EDUCATION

By Thebe Mabanga

Trailblazing academic and sector policy expert Jeanette Mosia is a focused, deeply spiritual mother of two who uses her success not only to uplift her family but also to show young people that their background does not define their future.

Her latest accomplishment is to finish top of her class in the Postgraduate Diploma in Business Administration (PDBA) at the University of Pretoria’s Gordon Institute of Business Science (GIBS), in a programme funded by the Construction Education and Training Authority (CETA).

Her life mantra, displayed as her WhatsApp status is: “Distraction leads to deception, deception leads to dislocation, dislocation leads to disruption.”

It is taken from renowned evangelist Bishop Dale Bronner’s sermon and means that if you are distraction from your purpose, it can lead you to be deceived by life’s temptation and once dislocated from your path, it can ruin your life, career, and family life.

“For me it highlights the importance of having a stubborn and resolute focus regardless of what life throws at you.” says Mosia.

“ What looks like a small distraction can lead you into a negative chain, you can easily entangle yourself in a web that you do not know how to get out of.”

It is this single-minded determination that allows her to juggle her work as a programme manager at the Trade and Industrial Policy Strategies (TIPS) in Pretoria, running her ministry with her husband, Bonngwe Mosia, whom he credits for support and running their household with two small children and juggling studies which following the PDBA, now involves taking on an MBA in October.

The fourth of five children and the first to graduate in her family, Mosia was born in Makhubung village outside Mahikeng in the North West.  

After completing her high school in Mmabatho, she studied at the University of Cape Town (UCT), where she obtained a BSc in Construction Studies in 2008, followed by an Honours the year after and an MSc in Project Management in 2012.

For the CETA funded programme, she was alerted by a friend and former colleague and promptly applied for a four-month International Executive Development Programme.

It was literally while undergoing orientation in April 2024 that she learnt that she will be doing a yearlong programme that requires her to attend class one week every month.

Mosia, 39, believes this was divine intervention as she may never have agreed to such a commitment willingly given her work and ministry.

She has now seen it through with flying colours.

She notes that her favourite part of the program was doing immersion in Dubai, Shenzhen in China and Hong Kong as these gave her firsthand experience of how other countries do business and transform cities as well as the value of strong leadership and commitment to development.

CETA funds such programmes to help build leadership not just for the South African built environment but for the broader corporate sector.

“My goal when I joined the programme was  to facilitate my transition from technical roles to more strategic and executive roles and I am ready for it.” says Mosia.

Mosia says between a full-time job, studying, raising small kids, and co-leading a church ministry with her husband, she does not get to have much time left to herself.

The two activities that “ignite her soul” are ballroom dancing, which she has not done in years, and completing a road race, which she cannot do consistently but compensates for it with daily walks.  

She has time to occasionally read for pleasure and counts John Maxwell as among her favourite authors for his bible centered philosophy on leadership.  

CETA, with its aim to provide skills development services to the construction sector and implement the objectives of the National Skills Development Strategy, plays a crucial role in ensuring that the construction sector is equipped with the critical and scarce skills necessary for economic sustainability and global competitiveness.

The CETA officially entered into a Memorandum of Understanding (MoU) with the University of Pretoria’s Gordon Institute of Business Science (GIBS) in 2024 to foster collaboration and strengthen the South African construction and built-environment sector.

In terms of the MOU, Gibs will design and deliver specialised learning programmes tailored to the needs of professionals within the construction sector.

These programmes span from entrepreneurial development to executive leadership development programme, and engage in thought-leadership, research, and skills planning.

CETA chief executive Malusi Shezi says the construction Seta aims to train 120 women to occupy key positions within the construction industry.

“We have made it clear that 60% of the beneficiaries of the international executive development programme is women. This was to ensure that women occupy key positions within the construction sector, which was traditionally dominated by men, says Shezi.

“We did not want a situation where companies would say we are not hiring women because we cannot find them. We have now made it possible for them to put women in key executive positions. We made sure we increase the pool so that there is no reason for companies not to transform. Women deserve to be given opportunities.”

Professor Morris Mthombeni, dean of GIBS, says collaborative partnerships with institutions such as CETA hold immense value “as they enable us to collectively develop innovative solutions for the skills challenges facing our nation.”

INSIDE EDUCATON

By Thapelo Molefe

Parliament has urged parents of foreign national learners to exercise vigilance amid warnings that Operation Dudula activists could attempt to block children from accessing schools on Wednesday.

The Chairperson of the Select Committee on Education, Sciences and the Creative Industries, Makhi Feni, said the committee was deeply concerned by social media posts suggesting the group intended to disrupt schooling.

“We condemn this conduct from Operation Dudula activists, and we call on them not to distract school operations. Learning time is of essence and especially this close to preliminary and final examinations,” Feni said.

He called on the Department of Basic Education to implement measures to safeguard schools and ensure that any individuals who threaten learners are held accountable.

Operation Dudula, known for previous illegal demonstrations at healthcare facilities, has not publicly confirmed the planned action but has faced criticism for targeting foreign nationals in various sectors.

The group’s organisational leader Zandile Dabula, recently announced that Operation Dudula will launch a larger campaign at the end of December, continuing into January 2026, aimed at preventing foreign children particularly those without legal documentation from enrolling in public schools in South Africa. 

Dabula said members of the movement would be stationed at schools to enforce the policy.

Civil society organisations have condemned the plans. Equal Education (EE) and the Equal Education Law Centre (EELC) argue the proposed campaign violates the Constitution and a landmark High Court ruling affirming the rights of all children in the country to basic education, regardless of documentation status.

The issue of foreign nationals in South Africa, especially undocumented migrants, has been contentious for years, sparking protests, policy debates and tension over access to limited resources such as housing, healthcare and education.

Feni warned that any attempts to block access to schools could traumatise young learners and escalate into broader criminal activity. 

“These violent actions have the potential to be such a traumatic experience for young children and must be stopped. The uncoordinated activism by Operation Dudula is a concern, and could likely be hijacked by criminal elements,” he said.

He further appealed to principals to remain vigilant and to prioritise the safety and welfare of learners under their care.

INSIDE EDUCATION