By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called for “bold ambition” in South Africa’s schools, urging districts, teachers and communities to strengthen the foundations of learning while tackling persistent challenges of infrastructure, safety and literacy.

Speaking during the 11th edition of the National Education Excellence Awards on Friday, Gwarube placed the spotlight on early childhood development, foundations of learning and the resilience of districts that have sustained performance despite immense challenges.

“Congratulations to all the nominees and winners. You inspire us, and you remind us of what is possible when we are bold in our ambition, when we work collaboratively and when we strive for excellence,” the minister said.

The awards, held under the theme “Recognising Excellence in Education”, celebrated the dedication of district officials, principals, teachers and learners across all nine provinces.

Gwarube hailed the past year as a defining one for her department, noting that reforms such as the Bana Pele Early Childhood Development (ECD) registration drive and the compulsory introduction of Grade R from December were laying the groundwork for long-term change.

“I have personally witnessed the pride of practitioners who, for the first time, feel recognised as part of the system. This is not easy work, but together we have laid the foundation for a future where every child can access quality ECD,” she said.

The minister warned, however, that the system still faced significant challenges.

Uneven school infrastructure, lingering pit latrine toilets and violence in schools continue to undermine progress.

She urged district directors to accelerate the roll-out of the Safer Schools Protocol with the South African Police Service, ensuring that every school has a functional safety committee.

The minister also reaffirmed her belief that excellence must be woven into the “DNA of the education system”, driven by communities, parents, partners and the government.

Deputy Minister Reginah Mhaule emphasised respect for teachers, warning that bullying and societal neglect were undermining their contribution.

“Every teacher who wakes up and goes to class is a winner. Families, I call upon you – let’s teach our children respect. Education is a collective responsibility,” she said.

Chief director for planning and support, James Ndele, reflected on the 11-year journey of the awards, noting how they had expanded from purely academic metrics to recognise innovation, sport, inclusivity and school maintenance.

“The education sector is a rising tide, excellence is not static; every year the bar is raised,” he remarked.

Acting director of district coordination, monitoring and support, Khanyi Mantshongo, mentioned new categories focusing on participation in gateway subjects such as mathematics, physical science and accounting, which were aimed at aligning education with economic needs.

The highlight of the event was the recognition of top-performing schools and districts across multiple categories.

In the category of Top Performing Public Secondary Schools, excellence was recognised across quintiles, ensuring fair comparison between schools of different resource levels.

In Quintile 1, Macingwane Secondary School claimed first place for the second consecutive year, followed by Ntsizwa Senior Secondary and Nomafu High.

Quintile 2 was led by Ngopoleng Bakone Secondary, with Guduza Secondary and Ubulinga Secondary in second and third place respectively.

In Quintile 3, Menzi High School took top honours ahead of Velabahleke High and Emhlwaneni High.

Potchefstroom Gimnasium led Quintile 4, with Hoërskool Middelburg and Sibusisiwe Comprehensive Technical High as runners-up.

Finally, in Quintile 5, Bloemhof High secured first place, followed by Rhenish Girls’ High and Rustenburg Girls’ High.

Beyond academics, the Excellence in Full-Service Schools and Facilities category honoured institutions fostering inclusive, supportive and well-maintained environments.

Alpha Primary School was named the top-performing full-service school, with Toe Vlug and Discovery Full-Service Schools following.

For primary school facilities, Vredendaal Noord Primary topped the list, with Sekutupu Primary and Sipheni Primary recognised for their upkeep.

In secondary school facilities, Bridgeton Secondary led the way, followed by Osborne Secondary and Indala High.

At district level, awards celebrated leadership and improvement in NSC results.

Video by: Kgalalelo Setlhare Mogapi.

Johannesburg West Education District emerged as a consistent leader, topping categories for overall performance and highest pass rates, with Tshwane South and Metro Central close behind.

Ugu Education District took first place in quality indicators among large districts, while Pixley-ka-Seme was named the most improved.

For Bachelor passes, Tshwane South, Johannesburg West and Johannesburg North secured the top three positions.

Gwarube urged every district to embrace ambition, saying they must not only catch up with international standards, but to set them.

The minister called for a renewed sense of pride and responsibility among educators, district leaders and communities, reminding them that despite immense challenges, excellence remained both achievable and contagious.

INSIDE EDUCATION

By Vhothusa Edward Matahela and Azwihangwisi Helen Mavhandu-Mudzusi

Young people in rural Limpopo, the South African province bordering Botswana, Zimbabwe and Mozambique, face high risks of HIV, unplanned pregnancy, and other societal challenges.

One reason is that they aren’t always getting sexuality education that connects with their lived realities. Schools provide lessons on reproduction, HIV prevention and relationships. But too often, what’s taught in class doesn’t match what learners are experiencing outside, leading to unsafe sexual practices.

We are part of the University of South Africa community engagement project focusing on HIV prevention among learners in Limpopo province. To understand the gaps, we ran a three-day workshop with 19 teachers (16 of them women) from rural schools near Musina. This border town is on a busy trade route, where high mobility, transactional sex and the risk of trafficking shape the everyday lives of learners.

Our goal was to hear directly from teachers about how they navigate sexuality education and to explore ways to make it more effective.

Talking about sex at school

The 19 teachers came from eight public primary and secondary schools. They all taught the Life Orientation curriculum, a mandatory subject in South African schools, which covers life skills, sexuality education and HIV prevention for learners from grades 4 to 12 (ages 9 to 18). It covers topics such as health and well-being, including sexuality education. Teachers are expected to deliver these lessons in an age-appropriate, participatory way.

Teachers told us they often struggle with this part of the curriculum. Talking about sex in the classroom is not straightforward. Some learners giggle, others stay silent, and some challenge the teacher’s authority. Teachers admitted that their own discomfort, shaped by cultural and religious beliefs, sometimes made it even harder to engage openly.

What the teachers said

During the workshop, teachers spoke candidly about the barriers they face.

Cultural and religious taboos: Many communities expect adults, especially women, not to discuss sex openly. Teachers worried about being judged by parents or community leaders if they spoke too frankly with learners. They are held back by cultural taboos, personal discomfort, and local realities – like families depending on relationships between girls and older men.

Traditional beliefs and stigma surrounding HIV in Limpopo make it hard for teachers, parents, and learners to talk openly about prevention. Educators teaching Life Orientation are sometimes referred to as thitshere wa u funza zwavhudzimu – “the teacher who teaches forbidden topics”. This silence allows myths and misunderstandings to persist.

Limited training and resource constraints: Teachers said they had not received sufficient preparation for teaching sexuality education. Some relied only on textbooks, which they felt did not address the realities learners face, such as early sexual debut, peer pressure, or access to social media.

Teachers often feel alone. Some said they had not received enough training or materials to teach about HIV, sexual health, or sensitive issues. Sexuality is still seen as a private matter in this cultural context.

When we were brought up, it was taboo to talk about sexuality with kids. Some parents think we’re teaching forbidden things.

Some teachers have over 60 learners in a class, making it hard to give everyone attention. And, with learners speaking different languages, some important messages get lost.

Videos, posters and teaching aids are rare. Teachers have to rely mostly on talking, which does not always work for difficult topics such as sexuality.

Despite these challenges, teachers also shared how they try to adapt. Some use storytelling, role play, or small group discussions to make learners more comfortable. Others bring in health professionals to talk about sensitive topics. These approaches, despite the challenges, can make lessons more engaging while respecting local norms and working with limited resources.

What teachers can do differently

During our workshops, teachers discussed what they believed would be effective ways to deliver culturally relevant sexuality education in rural schools.

1.) Small group discussions: Teachers felt that learners are more comfortable sharing in small groups.

Learners open up more and learn from each other.

2.) Drama and role play: They suggested that acting out real-life situations, such as handling peer pressure or supporting a friend with HIV, could make lessons more real and memorable.

3.) Using videos: Short, simple videos made by the experts about HIV and relationships would help explain tough topics.

4.) Demonstrations: They saw value in showing, not just telling, how to use condoms (male and female), for example, to build practical skills.

5.) Storytelling and case studies: Teachers believed that sharing stories, whether true or made up, would help learners connect lessons to their own lives.

Children remember stories better. They see themselves or their families in them.

6.) Peer teaching and games: They recommended letting learners or other teachers lead parts of the lesson, and using local games and songs to keep things fun and engaging.

These suggestions by the teachers match approaches used in successful sexuality education programmes in South Africa and beyond.

Overall, the teachers’ ideas reflect proven strategies from other successful programmes and could be highly effective if adapted for rural Limpopo.

What teachers need

The Department of Basic Education reports that Life Orientation teachers receive sexuality education content during initial teacher training. The department has also developed scripted lesson plans to improve teacher confidence and curriculum consistency. In-service training is offered sporadically through workshops linked to the Life Skills and HIV/AIDS Education Programme, but these sessions are not consistently available across all provinces, creating gaps in teacher preparedness.

Studies highlight that many Life Orientation teachers still feel under-prepared, especially when dealing with learners’ trauma or sexual violence. Many teachers rely on self-study, peer networks, and NGO-supported programmes to strengthen their skills in sexuality education.

The teachers we spoke to wanted to know more about HIV, sexual health and new treatments. They needed to know how to support children who might not fit traditional gender roles. They asked for training in how to counsel and support learners facing problems. And they called for support from other teachers, principals, and the community.

Workshops like ours can help teachers build confidence, share strategies, and support each other. The teachers told us they valued the space to reflect on their own beliefs and to practise new approaches.

What’s clear is that teachers cannot carry the burden alone. Training programmes must equip them with practical tools, not just theory. Parents, community leaders and health workers need to be engaged too, so that sexuality education is reinforced beyond the classroom.

We’ll also be tracking how these methods affect learners’ knowledge, attitudes and behaviour over time.

Vhothusa Edward Matahela is Associate Professor: Health Sciences Education, University of South Africa, and Azwihangwisi Helen Mavhandu-Mudzusi is Professor, University of South Africa.

The Conversation

By Akani Nkuna

In an effort to promote digitalisation, combat unemployment and develop rural communities, Higher Education and Training Minister Buti Manamela has launched the Phuthaditjhaba Smart Skills Centre in the Free State in a joint venture with the Chemical Industries Education and Training Authority (CHIETA).

“The Smart Skills Centre is not a charity; it is an investment to our collective future. It is proof that when the PSET (Post-School Education and Training) system is aligned, SETAs are stabilised and when communities are brought to the fold we can deliver not just hope but concrete opportunities,” Manamela said on Thursday.

Speaking to community members during the launch, Manamela highlighted that the centre aimed to bridge the digital gap by providing township and rural communities with free access to high-speed internet, cutting-edge digital resources and future oriented training facilities for both the old and the young.

He said the centre would offer a range of digital programmes including augmented reality, virtual reality, coding, robotics and entrepreneurship to enable people from the community to be assets and positively contribute towards the economy of the country.

“This is not only about digital skills with its accreditation as a trade test centre… this centre will also help us rebuild the status of artisanship, provide clear routes into employment and strengthen the backbone of our economy,” he added.

Manamela further encouraged the youth of Phuthaditjhaba to make great use of the facility to improve their digital skills while repositioning themselves with adequate skills to participate in the digital economy.

“To our youth, we want you to use this centre boldly. Learn, experiment and turn your skills into enterprise. We should see this place as a place to reskill and to claim your share in the digital economy,” said Manamela.

The minister challenged department’s partners, CHIETA, to intensify skills development efforts to accommodate the growing demand within the technological sector.

He contended that the more upskilling there was, the more jobs would be created.

The minister said that he hoped industry players would flock the centre to provide the necessary expertise to the students, while also ensuring that the training was aligned with the designated standards which the industry demanded.

“CHIETA and SETA are a vital part of this vision, they sit at the intersection of education, training and industry, making sure that skills supply match economic demand. SETAs must not only collect levies and accredit programmes, but they must serve as drivers of innovation of jobs creation and also of industry partnerships,” Manamela said.

He also reaffirmed the department’s commitment to good governance between its subsectors and partners to enable the delivery of great services to young people and avoid misuse of funds.

“Stabilising the governance of SETAs is one of our priorities. We cannot afford wastage as management or duplication where millions of young people are desperate for opportunities. We must restore public confidence in SETAs so that their resources are invested where they matter most,” he added.

INSIDE EDUCATION

By Johnathan Paoli

South Africa’s education landscape entered a new chapter as Basic Education Minister Siviwe Gwarube officially announced the appointment of the 15 members of the National Education and Training Council (NETC), a long-dormant statutory body now revitalised to advise on critical reforms in the schooling system.

Speaking at a media briefing in Pretoria, Gwarube said the establishment represented a decisive shift from incremental adjustments to bold reforms rooted in research and expertise.

“You are entrusted with a responsibility to fearlessly provide advice grounded in evidence and aimed at the best interests of learners. Yours is not the task of government, but the task of knowledge, expertise and wisdom.

“The council’s work begins today, and with it, the opportunity to ensure that in every classroom, in every province, every child has not just a seat in school, but a genuine chance at success,” she told the newly appointed members.

The minister used the platform not only to introduce the council’s members but also to outline the broader reform agenda her department has pursued over the past year.

In terms of strengthening foundational learning, literacy and numeracy have been placed at the centre of national education priorities, with a goal that all learners read for meaning and calculate with confidence by age 10.

In relation to teacher development, the Funza Lushaka bursary is being reviewed to focus on Foundation Phase teaching, while professional development programmes are being streamlined for greater impact.

Efforts are underway to systematically embed Grade R into the schooling system, ensuring universal access with improved quality.

A new memorandum of understanding with the South African Police Service expands partnerships to combat violence, crime, and extortion in schools.

Central to this vision is what the minister calls “evidence-led policymaking”.

She emphasised that good ideas could not come from the government alone, but must be informed by research, data, practitioners’ experience and civil society input.

The NETC brings together a group of 15 individuals, appointed not as representatives of constituencies but as independent experts.

Chairing the council is former Western Cape education HOD Penelope Vinjevold, whose decades of senior leadership in curriculum, governance, assessment and policy design have left a lasting imprint on South Africa’s schooling system.

Other appointees bring a rich mix of classroom experience, academic research, governance expertise and policy insight.

Former Limpopo education HOD Khathutshelo Dederen has over 30 years of experience in curriculum development, ICT in education, and district support.

Xolani Khohliso is a curriculum specialist and lecturer with expertise in blended learning, teacher training, and language methodologies.

Zanele Mabaso is a social policy and advocacy expert with international experience at the World Health Organisation, specialising in youth development, gender, and rural school improvement.

Madimetja Mamashela is a science education lecturer and mentor focused on Physical Sciences, curriculum development, and blended learning approaches.

Judith McKenzie is an Emeritus Professor of Disability Studies at the University of Cape Town. She pioneered inclusive education and policy for learners with disabilities.

Paulus Mentz, who is the Rector of Aros and former North West University academic, brings over two decades of experience in teacher education, governance and curriculum delivery.

Lebogang Montjane is the director of the Independent Schools Association of Southern Africa and has strong expertise in law, governance and educational pluralism in the independent schooling sector.

Mmatsetsweu Motaung is a veteran in Early Childhood Development (ECD), having led major initiatives at TREE and within the government.

Nicolette Roberts is a mathematics education researcher specialising in early numeracy, bilingual learning and systemic improvement strategies.

Getrude Rammala is a classroom practitioner with nearly three decades of experience and a background in union advocacy, focused on foundation phase training and assessment.

Marie-Louise Samuels is a senior national ECD and curriculum specialist with more than 30 years in multilingual education and inclusive learning.

Selvia Singh is the former chief national examiner and Geography and education lecturer, specialising in school and district improvement strategies.

Glodean Thani is a Wits education policy lecturer and research psychologist with expertise in policy development, gender diversity, and monitoring and evaluation.

Gabrielle Wills is a leading researcher at Stellenbosch University, whose work on education economics, early grade reading benchmarks and systemic resilience has influenced national policy.

The minister emphasised that the council was not a decision-making body, but an independent advisory forum.

She also confirmed that the council may co-opt up to four additional members and establish committees to draw in wider expertise as needed.

Gwarube acknowledged the 119 nominations received during the public call, thanking all individuals and organisations that participated.

She urged those not appointed to remain available to support the council’s work through sub-committees and ad hoc contributions.

The council held its inaugural closed-door meeting immediately after the briefing at the department’s head office in Pretoria.

INSIDE EDUCATION

By Thebe Mabanga

The National Student Financial Aid Scheme faces a R10,6 billion funding deficit and trust deficit from key stakeholders, while attempting to extricate itself from costly agreements for its head office and review deals with landlords and payment service providers.

At a news briefing led by the board chair Karen Stander and acting CEO Waseem Carrim, it was announced that NSFAS had identified six priorities to turn the scheme around. They include organisation design and realignment, loan management strategy, a sustainable funding framework, transitional framework for student accommodation, ICT assessment and digital transformation strategy and a revised business operating model.

Carrim announced that NSFAS currently has funding of R39 billion for the university sector and had disbursed R29 billion, or 73%, but has R10,6 billion shortfall. For the TVET sector, NSFAS has R9 billion and has paid out R6 billion, or 70%.

The R10,6 billion is a result of oversubscription to university allocation, which is caused by what Carrim calls a “perfect storm” in higher education.

Firstly, the number of bachelor’s passes has increased, which while welcomed, meant a higher demand for university places.

The second element is that many families are still reeling from a cost-of-living crisis that pushed them into the eligible income bracket.

Lastly, Carrim said that government resources were declining in real terms.

He said they had sources they would tap into at least to plug the current year’s gap, but they needed Treasury and Department of Higher Education to use them. He did not provide details or examples and did not respond to a follow-up request for comment.  

“It is important to stress: this is a shortfall, not a bail-out. The new board and acting CEO are committed to correcting this course,” said Stander.

Student accommodation has been a particular headache for NSFAS, with the body currently reviewing contracts with intermediaries that have already been paid significant amounts, but at the same time there is still a shortfall to pay landlords. This has left students facing the prospect of eviction.

To resolve the accommodation crisis, Carrim said NSFAS did not want to “pass students around”, instead the country must have a student accommodation framework that would guide standards and costs between rural and urban areas.

A key change to NSFAS now is to decentralise its operations so that it is closer to institutions, and so that it can relocate its head office from Cape Town to Tshwane, which is considered the country’s student hub with 400,000 students

“NSFAS is widely recognised as one of the most impactful social support initiatives of the democratic government. Through NSFAS, government has empowered hundreds of thousands of students from impoverished and working-class communities to pursue higher education and realise their families’ aspirations,” said Stander.

With funding for 783,000 students across universities and TVET colleges, Carrim described NSFAS as “the largest bursary scheme in the world”.

Stander said the board’s immediate task was to “stabilise and enhance” NSFAS’ operation by filling all executive posts and approving control recruitment for critical posts below executive level.

On NSFAS sustainability, Stander noted: “Our mission is not only to fund students today, but to ensure that the children of tomorrow also have access to the same opportunities.” 

She said this could be achieved by supporting a higher proportion of students to succeed, graduate and eventually contribute as taxpayers.

Stander said NSFAS would aggressively raise funds from the government and the private sector as well as improve its loans collection.

The ability to raise funds through partnerships was granted in 2018 when NSFAS changed its funding model to full bursary scheme in the wake of the Fees Must Fall protests, but Stander said this has not been fully utilised.

Collecting on its historical R45 billion loan book has been a challenge for the scheme.

Graduates who were employed and earned above R30,000 must repay their loans “not just as debt to NSFAS but debt to society”, according to Carrim, who conceded that debt collection must be tightened and enforced.

The NSFAS leadership also announced that the funding criteria was being refined so that it could cater for a wider category of students, while staying within its budget and not omitting deserving students

Stander announced that the scheme’s annual performance plan and five-year strategic plan were submitted to Parliament on time, correcting a long-standing anomaly and addressing issues raised by the Auditor-General.

“This marks a decisive step towards institutional stability and accountability.”  

The chairperson, an economics and business strategy academic by background, stated that the new board inherited “an organisation facing significant challenges, including a collapse in financial and supply chain governance, compounded by the absence of a sustainable funding model focused on impact”.

“The organisational design has not evolved in tandem with changes in funding structures, leading to breakdowns in human resources management and the absence of a cohesive organisational culture,” she said.

The board has strengthened governance by approving and implementing 12 new policies over the past quarter.

NSFAS said it has received 87,000 for the current academic year and 38,000 have been successful. However, about 7000 of these, which relate to institution payments, cannot be paid due to insufficient funds.

INSIDE EDUCATION

By Thapelo Molefe

Claims of mismanagement in KwaZulu-Natal’s scholar transport programme have been rejected by the provincial transport department, with it hitting out at the provincial Treasury for one-sided communication.

It said in a statement on Wednesday that it had been inundated with media queries following a release from the Treasury and the circulation of video clips about the programme.

“We reject the silo mentality that is now characterising the overall management of the scholar transport programme. The leaking of official correspondence is not only a security breach, but also the worst form of unethical conduct,” the department said.

It added that the narrative created around the matter appeared to be part of a smear campaign against transport MEC Siboniso Duma, despite his involvement in initiating corrective measures.

The department outlined that the provincial executive council had mandated Duma, education MEC Sipho Hlomuka and finance MEC Francois Rodgers to meet and develop a programme of action in response to severe budget cuts affecting scholar transport.

The three met on 5 June at the provincial legislature in a gathering facilitated by Duma. The meeting considered the economic challenges facing the province and the impact of funding reductions on the transport of learners.

According to the department, it was agreed that the cuts could result in significant disruptions to education, with many learners potentially unable to attend school if transport services were reduced.

The meeting also addressed the pending expiry of scholar transport contracts.

In his presentation, Duma highlighted the importance of maintaining strict oversight over supply chain management processes during the awarding of new contracts. 

The department said this proved that concerns about procurement had first been raised by Duma himself, contrary to claims made by Treasury.

The three MECs further agreed to adopt a uniform approach that would inform discussions before the PEC and embark on a community outreach programme with stakeholders, including school governing bodies, unions, student representatives and civil society. This plan was later endorsed by the PEC.

“The issue of scholar transport featured very strongly in the provincial communication strategy. On 22 July, MEC Duma informed the Portfolio Committee on Transport that the three MECs were mandated to engage communities on the challenges and proposed interventions,” the department said.

It accused the Provincial Treasury of issuing a selective media statement that failed to reflect the collaborative approach agreed upon by the three MECs.

It also condemned the leaking of correspondence between executive authorities, describing it as both unethical and damaging to good governance.

“Those who are involved must be condemned unreservedly. No amount of explanation and spinning will make this conduct acceptable,” the statement read.

The department stressed that, from the beginning, Duma had relied on supply chain checks and balances developed under previous administrations, with Treasury acting as custodian of those processes.

“Anything else is intended to mislead and to hog media headlines,” it added.

Rodgers has moved to reassure the public that current scholar transport services will continue uninterrupted, despite his decision to halt the awarding of a new tender.

Speaking at a DA event last week, he said he had received reports of alleged irregularities in the awarding of tenders for both the provincial school feeding scheme and scholar transport.

Finance department spokesperson Steven Benghu confirmed that Rodgers had instructed the transport department to restart the scholar transport tender process.

“KZN Treasury will monitor the process to ensure adherence to supply chain management prescripts. It is important to state that this process refers to a new tender and will not have a bearing on a tender that is currently operational,” Benghu said.

Rodgers insisted that irregularities were largely the result of officials who had grown accustomed to ignoring financial regulations.

“I believe the biggest part of the problem lies with officials who have been so brainwashed and so accustomed to doing what it is that they like. They’re no longer compliant with legislation when it comes to the expenditure of money. That’s something we need to deal with and we need to deal with it quickly,” Rodgers said.

The scholar transport programme in KZN has faced challenges for years ranging from budget pressures to service delivery failures.

The Auditor-General previously flagged irregularities in procurement processes, while parents and communities have raised concerns about delays, overcrowding and the safety of vehicles.

The current round of cuts, discussed in June, has raised fears of widespread disruption if contracts lapse or services are scaled down. 

However, the transport said it was committed to ensuring learners were not left stranded and interventions were communicated transparently to the public.

INSIDE EDUCATION

By Johnathan Paoli

African nations must place Technical and Vocational Education and Training (TVET) at the centre of development to unlocking the continent’s youth potential and drive sustainable and inclusive growth, according to Higher Education and Training Minister Buti Manamela.

Speaking at the official opening of the African Technical Universities and Polytechnics Association (ATUPA) 2025 International Conference in Durban on Tuesday, Manamela said the gathering was not just an academic forum but “a continental call to action”.

“We stand at a defining moment in Africa’s journey. The choices we make today about education, skills and youth empowerment will determine whether Africa emerges as a global powerhouse or remains on the margins of technological and economic progress.

“Let us commit to a TVET system that is innovative, inclusive, sustainable and globally competitive. And let us do so together, for the prosperity of our nations and the dignity of our people,” he said.

Manamela reminded delegates that the African Union’s Agenda 2063 placed people, especially the youth, at the centre of development.

“TVET, in its practical orientation, holds the transformative power to bridge the gap between knowledge and employability, between aspiration and opportunity,” he said.

The minister noted that ATUPA, through its growing network of universities, polytechnics and TVET colleges, has become a vital partner in this transformation.

By aligning training institutions with industry, ATUPA was helping to rethink education as a driver of innovation and employability, rather than as an isolated system.

The minister reaffirmed South Africa’s commitment to strengthening its own TVET system as part of the National Development Plan (NDP) 2030.

Over the past decade, the government has expanded the TVET sector, modernised curricula and prioritised lecturer training, occupational qualifications and workplace-based learning.

He said the South Africa Skills Training Enhancement Programme, which ran in partnership with Global Affairs Canada and Colleges and Institutes Canada, was boosting capacity in 15 colleges across Limpopo and the Eastern Cape.

Manamela said these initiatives were building inclusive, gender-responsive and innovative programmes directly linked to the labour market.

“Our learners must not only be competitive in South Africa, but must be prepared to thrive across Africa and beyond,” Manamela stressed.

Africa’s population boom was both an opportunity and a risk, Manamela warned.

Without decisive action, high youth unemployment could deepen inequality and instability.

Through the Presidential Youth Employment Initiative and broader TVET reforms, the government was equipping young people with digital literacy, green skills and entrepreneurial capabilities.

The minister underlined that automation, artificial intelligence, robotics and digital platforms were already reshaping African economies.

He reiterated that TVET systems must adapt quickly to avoid deepening inequality.

South Africa has begun embedding digital skills into all qualifications, promoting e-learning platforms and creating centres of specialisation in renewable energy, advanced manufacturing and ICT.

Environmental sustainability featured prominently in the minister’s address.

He announced that South Africa was integrating green skills development into its TVET system through specialised training in solar, wind and hydrogen energy, as well as sustainable agriculture and manufacturing.

Manamela acknowledged the persistent structural barriers facing women, rural youth and people with disabilities in accessing TVET.

To address these, South Africa was expanding bursaries, introducing targeted disability programmes and establishing community-based training centres in rural areas.

He added that deliberate partnerships with industry were opening opportunities for women in engineering, ICT and renewable energy—fields, historically dominated by men.

The minister also linked TVET reform to continental economic integration. With the African Continental Free Trade Area underway, he said Africa needed harmonised qualifications and certification systems to enable the free movement of skilled workers.

INSIDE EDUCATION

By Thapelo Molefe

Artificial Intelligence (AI) can revolutionise higher education by improving teaching, learning, assessments and student inclusion, but only if harnessed responsibly, according to education experts and academics.

The Eduvos conference on transforming education through AI in Midrand, Gauteng, brought together local and international academics to debate how universities could adapt to rapid technological change.

Discussions centred on innovation, ethics and impact. 

One of the concerns was the impact of AI on teachers’ jobs.

“AI will never take anybody’s job. But people who know how to use AI will take the jobs of people who don’t,” said Professor Pius Owolawi, who is the HOD of computer systems engineering and assistant Dean for Industry Liaison, Special Projects and Work Integrated Learning at the Tshwane University of Technology 

He warned that curricula were lagging behind the pace of AI-driven change, creating a mismatch between graduate skills and industry needs.

Delegates highlighted several ways AI could strengthen teaching and learning. These included automating time-consuming tasks like grading, generating personalised feedback and enabling lecturers to tailor lesson plans for different learning styles. 

Tools such as Gradescope can already assess handwritten scripts and provide detailed analysis, while platforms like NotebookLM and Notion allow students to turn class notes into podcasts or mind maps, reinforcing knowledge in multiple formats.

Eduvos lecturer and a full-time data science researcher, Francis Macombe, shared findings from his study on how AI could predict student performance in South Africa’s private higher education sector.

His research focused on identifying which students were at risk of failing and finding ways to support them early.

Macombe explained that private higher education in South Africa was largely funded by parents, with only limited bursaries and grants available. This created a need for institutions to actively support students so they could succeed academically, which in turn helped institutions maintain stability and throughput rates.

To address this, Macombe tested several AI algorithms, including random forests, support vector machines, extreme gradient boosting, linear regression, naive Bayes classifiers and artificial neural networks. 

He found that neural networks were the most effective in predicting whether a student would pass or fail. The study used data from 3000 students, including assignment marks, test and exam scores, and even information about their parents’ education background.

The predictive model produced a score for each student. A score above 0.5 indicated that the student was likely to pass, while a score below 0.5 signalled a student at risk.

This allows institutions to flag students who need extra support, such as booster classes, additional tutoring or bursaries.

Macombe also highlighted specific factors that had a positive impact on the success of students.

For example, completing assignments and participating in group projects were strongly linked to passing. Financial support in the form of bursaries was also shown to significantly improve academic performance.

“These findings mean that private institutions can proactively support students, ensuring they submit assignments, participate in group work and receive financial support when needed,” Macombe said. 

“Predictive AI tools give us the opportunity to identify at-risk students early and intervene before failure occurs, ultimately improving both student outcomes and institutional success.”

A student-focused panel discussion broadened the conversation to how learners themselves were experiencing AI in the classroom. 

Owolawi said many students already used AI positively for instant feedback, personalised tutoring and bridging language gaps in technical subjects. 

But he warned of “over-reliance and passive learning” as well as growing inequalities in access to advanced AI models, with African students often disadvantaged.

A researcher at ICT Africa, Leslie Dwolatzky, argued that ethical concerns were not new.

“The students who would have cheated 10 years ago will still be the ones to use AI tools to cheat today. What has changed is the ease and likelihood of not getting caught.” 

He stressed that universities must show students the real benefits to reduce unethical use.

Responding to a question on responsible use, Macombe said students needed better preparation to navigate AI critically. 

“They must know that some content AI generates might not be accurate. They need to verify, research further and cite properly to use it responsibly,” he said.

One concern was the impact on motivated learners using AI tools to boost creativity and problem-solving.

Over-reliance could risk stifling original thinking.

The Academic Head of IT at Eduvos and one of the organisers, Amos Anele, said the event was designed to foster collaboration and bring together seasoned academics, researchers, industry practitioners and policymakers to explore how AI could drive innovation and be adopted ethically. 

He stressed that AI was not replacing educators but “supporting what we do to ensure students from diverse backgrounds are included, while also personalising learning and optimising institutional operations”.

Anele said Eduvos allowed students and academics to use AI tools, but with strict emphasis on responsible use. 

“We don’t want them to fully rely on it. Their complex problem-solving, decision-making and research skills are at risk if they do. That’s why we introduced modules on AI ethics and privacy to prepare them for the 4IR era,” he said.

He noted that while AI could ease content generation and streamline large projects, students must still apply critical thinking and defend their work.

“If you have a beautiful assignment and cannot explain it in an oral presentation, then something is wrong. No matter the guidelines, there will always be cases of over-reliance, and in such cases, consequences follow – often a zero for that work,” Anele said.

On governance, Stella Bvuma who is the HOD and director of the School of Consumer Intelligence and Information Systems at the University of Johannesburg, stressed that institutions needed clear frameworks to ensure AI was deployed ethically and transparently. 

She warned against relying solely on automated tools for disciplinary decisions, arguing that punishment without human oversight risked unfair treatment. 

“AI must never replace the role of educators in understanding and addressing student behaviour. Support, guidance and empathy are essential in the classroom,” she said.

Bvuma urged universities to adopt policies covering data privacy, equity, accountability and risk management, while ensuring scalability so that AI systems remained sustainable in a rapidly changing tech landscape. 

She also called on students to engage actively with AI policies.

“Policies are not just for the older generation. Students must interrogate them, critique them and contribute because they shape your future directly.”

Taking the discussion further, Eduvos content writer and senior research associate at UJ, Ngoma Matanga, highlighted AI’s potential in guiding career choices.

He proposed a system where students could write narratives of their aspirations on a university website, and AI would analyse the curriculum to recommend tailored study paths.

Using natural language processing and advanced word embedding techniques, these tools could help learners align personal interests with institutional offerings. 

“It would be nice for a student to tell their story and the system points them to the most suitable course,” he said, adding that higher education institutions could adopt this approach to personalise education from the start of a student’s journey.

However, ethical concerns and access barriers remain.

Delegates emphasised fairness and transparency in the use of AI, particularly in admission processes where reliance on historical data could perpetuate bias. 

They also stressed the need for equitable access to AI tools, noting that many South African students still struggled with digital literacy and infrastructure gaps.

Panellists also warned against assuming that all students have laptops or smartphones.

“Policies must be inclusive, accommodating those who learn visually, those who prefer audio, or those who may only be able to access material offline,” said one participant.

Community engagement was identified as another critical strategy. Several speakers urged universities to help bridge the digital divide by extending training and awareness campaigns to rural schools. 

“It doesn’t have to be a major project with grants. Something as small as opening up your laptop in your community and showing others how AI works can make a difference,” said another panellist.

Despite the challenges and concerns, the adoption of AI was crucial to prepare students for the 21st century world of work, said Owolawi.

INSIDE EDUCATION

By Johnathan Paoli

Across the country, provincial education leaders are moving decisively to tackle long-standing challenges in early childhood education, with a sharp focus on improving access, quality and outcomes for young learners.

MECs and representatives from all nine provinces gathered in Cape Town for the G20 National Education Indaba on Monday to share lessons from their provincial indabas and map a way forward in strengthening early childhood education, literacy and numeracy.

“I’m going to just contextualise where we are with this programme. So, what we have to do is we have to reflect on all of the provincial izindaba that many of you attended and where you gave our leadership a mandate for action. We have to reflect on the outcomes, but also be pushed on action,” said National Planning Commission commissioner Mary Metcalfe.

In Gauteng, education HOD Albert Chanee described the challenge of balancing mother-tongue education with English-dominated instruction in multilingual communities such as Soweto.

He raised the fact that many learners entered schools where multiple languages co-existed, yet English often became the default, creating a mismatch between home language and language of instruction.

In response, the province is training every Grade R practitioner in early reading and maths and is introducing oral fluency assessments in Grade 3.

Chanee stressed that coherent teaching strategies, supported by donors, were beginning to show promising results.

Free State MEC Julia Maboya highlighted her province’s shift from a supply-driven to a demand-driven approach, prioritising community voices and stakeholder collaboration.

To address literacy and numeracy challenges in township schools, the province has identified 150 primary schools to be transformed into “schools that work”, with plans to expand to 350 more.

She said that functional schools were the foundation for long-term improvements, underscoring the importance of evidence-based strategies and whole-school evaluation.

Mpumalanga education MEC Lindi Masina emphasised the need to translate policy into measurable outcomes.

Key goals include increasing rural Grade R enrolment, improving school readiness and ensuring more learners in Grades 1–3 read with comprehension in their home languages by 2027.

The province is also distributing 60,000 tablets to Grade 12 learners as part of an expanding e-learning initiative, with teacher professional development central to sustaining improvements.

In the Eastern Cape, deputy director-general Ray Tywakadi stressed the significance of the “first 1000 days” in a child’s development and the importance of supporting community-driven ECD centres.

The province is adopting a Kenyan-inspired model, registering centres in partnership with local governments, improving compliance and professionalising practitioners through training, while integrating ECD into intergovernmental structures.

North West MEC Viola Motsumi identified inadequate infrastructure as a key barrier.

The province is collaborating with municipalities, the public works department and farmers to expand facilities, scaling up the successful “40 pockets of excellence” model to 200 centres within five years.

Limpopo MEC Mavhungu Lerule-Ramakhanya prioritised teacher development and support for learners with special educational needs, linking schools with universities and TVET colleges to improve practitioner skills and post-school opportunities.

In the Western Cape, MEC David Maynier argued that technology could reduce inequality if applied strategically.

Pilot projects in no-fee schools showed how digital platforms could lower costs, reduce reliance on textbooks and enable real-time learner assessment. This included using widely accessible tools such as WhatsApp and zero-rated data.

Northern Cape MEC Abraham Vosloo praised the province’s indaba’s unprecedented stakeholder engagement, noting that strategic plans must remain adaptable to evolving insights.

KwaZulu-Natal echoed these themes, focusing on partnerships to bridge the gap between policy ambitions and classroom realities.

Deputy director-general for curriculum management and delivery, Mbongiseni Mazibuko, highlighted the province’s stark challenges in implementing early childhood care and education (ECCE) goals. Two critical barriers were the limited professional capacity of ECCE practitioners and the inadequate infrastructure of many centres, particularly in rural and township communities.

With government resources stretched thin, the province has turned to partnerships with organisations such as the National Education Collaboration Trust to provide capacity-building workshops and assist with upgrading infrastructure.

Across provinces, the discussion revealed common themes such as the urgent need for infrastructure, professional teacher development, stakeholder collaboration and strategies to overcome inequality.

Victories were evident, ranging from Free State’s refocus on primary schools, to Mpumalanga’s measurable targets, to the Western Cape’s digital innovations.

Yet challenges persist, especially in rural access, multilingual instruction and support for learners with special needs.

Metcalfe concluded that while progress was being made, success would depend on each province’s ability to sustain momentum, embed lessons into planning and deliver results in classrooms.

INSIDE EDUCATION

By Johnathan Paoli

University and national women sport veterans have urged young athletes to embrace opportunities, complete their studies and believe in their dreams to inspire the future generation to lead.

The University of Johannesburg (UJ) recently marked Women’s Month and its 20th anniversary with a dialogue celebrating women’s resilience, leadership and empowerment in sport.

Opening the conversation, UJ Sport Senior Director Nomsa Mahlangu called for collective accountability and mentorship.

“Today we celebrate each other; we drink from each other’s cup,” she said, underscoring the importance of women supporting one another as they climb leadership ladders.

Mahlangu said established professionals must serve as guides and sources of hope for the next generation of leaders, ensuring that the gains made in women’s participation in sport were not lost, but multiplied.

The event, titled: “Breaking Barriers: A 20-Year Journey of Women in Sports,” was hosted in collaboration with the Soweto Library and Information Centre and brought together influential female voices who have carved a path in South African and international sport.

The panel discussion included UJ alumna and South African Sports Confederation and Olympic Committee (SASCOC) first vice president Lwandile Simelane, former Banyana Banyana captain and football analyst Amanda Dlamini, and former SPAR Proteas netball captain Bongiwe Msomi.

They were joined by UJ coaches, managers and student athletes, creating a space where experiences and strategies for empowering women in sport were candidly shared.

Dlamini, who grew up playing street football in rural KwaZulu-Natal before captaining the national women’s team, reflected on how sport and education worked together to build her confidence.

“Football has helped me grow as a leader, and school added a confidence boost for me to be able to express and articulate myself better,” she said.

Her story highlighted both triumph and challenge.

While she credited football for instilling leadership qualities, she also pointed to the societal obstacles that limited young girls’ opportunities in sport.

These included a lack of resources, entrenched gender stereotypes and unequal support compared to male counterparts. She urged student athletes to remain resilient and to use education as a tool to strengthen their influence both on and off the field.

For Simelane, her journey from humble beginnings to the executive boardrooms of South African sport, illustrates the value of perseverance and service.

“I started by washing team kits, organising events and carrying boxes. Those experiences shape people to serve better,” she said.

Simelane emphasised the importance of volunteering and committing to tasks that may seem menial, but ultimately built discipline and resilience.

She appealed to aspiring leaders to embrace the learning process and let hard work pave the way to higher office.

Adding to the discussion, Msomi highlighted the vital role mentorship played in shaping successful athletes and administrators.

“Just like men, women require guidance to develop in sport and any other industry,” she said, noting that talent alone could not sustain a career.

She urged student athletes to prioritise their studies.

“Academic wisdom combined with talent gives you credibility and opportunity. Please give young women the opportunities to learn and be in the positions that you occupy when you retire.”

Msomi credited her former coach, Norma Plummer, for mentoring her not only on the netball court but also in life, demonstrating the profound influence that dedicated mentors had on young women athletes.

The panellists stressed that while progress has been made, women continued to face structural barriers, from underfunding to underrepresentation in leadership.

Yet, through mentorship, education, resilience and solidarity, these challenges could be overcome.

As UJ celebrates two decades of existence, the discussion serves as a reminder that women’s voices in sport were vital for equality and shaping the future of leadership in South Africa.

INSIDE EDUCATION