By Bertie Jacobs

For decades, South Africa has grappled with an education system that seems to promise much but deliver little. Despite commendable reforms and bursts of innovation, the country’s schools remain unequal, under-resourced, and often poorly governed. The result is a crisis that goes far deeper than declining mathematics enrolments or underperforming universities: it is a crisis of national competence.

According to Prof Linda du Plessis, senior deputy vice-chancellor of the North-West University (NWU), this is nowhere more evident than in the state of science, technology, engineering and mathematics (STEM) education.

“These fields hold the key to South Africa’s economic renewal, yet they rest on crumbling foundations. A staggering 81% of Grade 4 learners cannot read for meaning, according to the 2023 Progress in International Reading Literacy Study. Without literacy, numeracy falters; without numeracy, STEM collapses. The failure to get the basics right has turned the promise of technological progress into a mirage.”

“The problem does not start at university gates. It begins at home, in communities, and in the earliest years of schooling. A strong STEM pipeline depends on well-trained teachers, engaged parents, and curricula that reward curiosity rather than compliance. Yet in 2025, nearly 500 South African schools offered no mathematics at all. In rural areas, class sizes exceed 40 pupils, sometimes 55, and teachers are left to manage chaos rather than inspire learning. The system is not producing underachievers; it is manufacturing exclusion,” she says.

Prof du Plessis further explains that the first step towards repair is to treat education as a continuum rather than a set of silos, as universities should not only prepare graduates but help shape national policy and strengthen the basic education ecosystem.

“Universities’ research can guide reforms in teacher training, curriculum design and early childhood development. Teacher quality remains the fulcrum. Incentive schemes for rural educators, coupled with continuous professional development in digital and AI literacy, could stem the exodus of talent from the classroom. Teaching must be restored to its former prestige, which is a respected, aspirational career rather than a reluctant fallback.”

Technology can amplify progress if used wisely.

“Artificial intelligence, already ubiquitous in learners’ lives, can provide personalised tutoring and rapid feedback. But it also demands ethical literacy and responsible use. Universities must therefore train both teachers and students to harness AI without surrendering judgement. Learning management systems should evolve beyond repositories of lecture notes into dynamic tools for engagement, assessment and adaptation. At their best, they can turn passive consumption into active inquiry”.

“Yet technology alone will not close South Africa’s digital divide. Solutions must be low-tech enough to reach schools with limited connectivity. Expanding broadband access through national partnerships or even satellite initiatives such as Starlink could democratise opportunity, particularly in remote areas. Case studies from countries like South Korea -– once poorer than Kenya and now wealthier than Spain -– show what disciplined investment in education can achieve. South Korea’s rise was not built on slogans but on consistent attention to teacher training, extended class hours and respect for academic excellence.”

She also states that, at the tertiary level, universities must align their STEM curricula with economic realities, as the future labour market will reward adaptability, data skills and entrepreneurial thinking more than narrow technical proficiency.

“Integrating business acumen into STEM degrees would allow graduates to create employment, not just seek it. Work-integrated learning and community-based projects should form part of every programme, ensuring that knowledge translates into impact. Micro-credentials and modular courses can then help graduates reskill throughout their working lives.

“The state, meanwhile, must confront its own complacency. Celebrating matric pass rates based on 30% thresholds is political theatre. It masks the rot of low expectations and hollow achievement. Between 2023 and 2024, more than 12 000 fewer pupils enrolled for mathematics, and thousands dropped physical and life sciences. These are not mere statistics; they signal the erosion of ambition. If the government insists on parading inflated success rates while neglecting substance, it will condemn another generation to mediocrity.”

Prof du Plessis is adamant that fixing education also means cleaning up governance, as corruption, mismanagement and political interference have corroded trust in provincial departments. The focus on Grade R is commendable and holds a lot of promise, provided it is supported by sufficient resources.

“Funds meant for textbooks or feeding schemes vanish before they reach classrooms. A zero-tolerance stance is overdue, not only for moral reasons but because every rand stolen from a school deprives a child of a future. Reforming the Sector Education and Training Authorities (SETAs), now mired in dysfunction, would further help bridge the gap between learning and labour.

“Ultimately, South Africa’s future will be written in its classrooms. A country that cannot teach its children to read and reason cannot expect to innovate or compete. The task is not glamorous, but it is existential: rebuild the foundations, or watch the edifice crumble,” she concludes.  

Her message then, is clear. The solution lies not in grand strategies or more promises, but in the daily act of putting competent, motivated teachers before engaged learners in functional classrooms. That is how nations rise, and how South Africa might yet learn to do so again.

Courtesy: NWU

By Charles Molele

The new acting chair of the National Student Financial Aid Scheme (NSFAS), Dr Mugwena Maluleke, has vowed to deal decisively with the mismanagement, corruption, and administrative failures that have plagued the entity.

The problems that have led to late payments, academic exclusions, hunger, and operational chaos are undermining access to higher education for thousands of young people.

In an exclusive interview with Inside Education, Maluleke said stabilising governance and restoring operational efficiency will be his immediate priority as he steps into the role.

“Our immediate focus is to stabilise payment processes, secure cash flow for the current academic cycle, and urgently address ICT and payment system failures that have caused disruptions,” Maluleke said.

“We will implement a clear command-and-control structure to strengthen governance, enhance transparency, and ensure every
approved student receives their funding on time.”

He said the long-term vision is to rebuild NSFAS into a model public entity that delivers its mandate through efficient,
transparent, and accountable funding systems.

Maluleke stressed that accountability will be central to NSFAS’s turnaround.

“We are strengthening internal controls, enhancing oversight, and introducing more rigorous audit processes. We aim to foster
a culture of integrity and ethical conduct throughout the organisation,” he said.

“Working with the Department of Higher Education and Training, the Auditor-General, and other oversight bodies, we are committed to full transparency. Any irregularities will be promptly investigated and resolved. I am personally committed to disciplined, evidence-based engagement with the Minister, Parliament, and institutional leaders to support coordinated reforms.”

On the contentious issue of direct payment of student allowances, Maluleke said the system requires a balanced and evidence-based approach.

“While it offers efficiency and transparency, it also presents risks related to oversight, financial literacy, and potential misuse,” he said.

“The Board will commission a full technical evaluation of the platform. We are developing stronger monitoring systems, enhanced tracking mechanisms, and financial literacy support for students. Close collaboration with institutions is essential to ensure funds are used appropriately.”

He added: “Our ultimate goal is a transparent and accountable disbursement process that protects public funds and supports
equitable access to quality education.”

Maluleke said rebuilding trust in NSFAS is one of his top priorities as the new chair.
“We will do this through transparent communication, strengthened governance, and demonstrable improvements in
service delivery,” he said.

“We are engaging directly with students, universities, TVET colleges, and government stakeholders to rebuild trust.
Continuous improvement, responsible financial management, and adherence to best practices in public-sector governance will
guide this work.”

Maluleke was appointed by Higher Education and Training Minister Buti Manamela in November this year following the
resignation of the previous NSFAS board chair.

As a current board member, he brings extensive leadership and governance experience to the position.

Widely regarded for his commitment to education and social justice, Maluleke is a seasoned educationist, trade unionist, and academic.

He holds a doctorate in education and has contributed significantly to South Africa’s education transformation.

He currently serves as the General Secretary of the South African Democratic Teachers’ Union and has been a member of the union since its inception in 1990.

Last year, he was unanimously elected President of Education International at its 10th World Congress in Buenos Aires, a global recognition of his leadership and advocacy in the education sector.

NSFAS said Maluleke’s experience in policy development, stakeholder engagement, and organisational leadership will be key to strengthening the scheme and restoring confidence among students and institutions.

“He has contributed extensively to advancing educational transformation in the country,” said NSFAS in a statement.

“Dr Maluleke’s expertise in policy development, stakeholder engagement, and organisational leadership is well-regarded, and NSFAS is confident that his guidance will further strengthen the organisation’s commitment to supporting students in need. We wish Dr Maluleke every success in his new role and look forward to his leadership as NSFAS continues its mandate to provide financial assistance to deserving students across South Africa.”

INSIDE EDUCTAION

By Johnathan Paoli

Limpopo Impala Cricket (LIC) ushered in a new generation of provincial cricketing talent as dozens of the province’s most promising young players were honoured during a spirited capping ceremony ahead of Cricket South Africa’s annual national
youth weeks.

Held at LIC’s headquarters in Polokwane, the ceremony celebrated boys and girls selected to represent Limpopo in the U/13, U/17, and U/19 divisions at major tournaments scheduled across the country in December.

For many of the athletes, the occasion marked the culmination of years of dedication, weekend training sessions, cross-province trials, and an unwavering commitment to the game.

The squads were drawn from hundreds of aspiring cricketers across Limpopo’s schools and clubs, making selection itself a monumental achievement, according to LIC president Sakie Mabala Kwakwa.

Addressing the packed venue filled with players, parents, coaches, and administrators, Mabala praised the youngsters for setting the benchmark in provincial youth cricket.

“You were the chosen ones out of hundreds. Your hard work has brought you here, and we believe you’ll make us proud. Good luck. Carry our dreams and the pride of Limpopo onto the national stage,” Mabala said.

For LIC, the national weeks are more than just tournaments, but a platform for young cricketers to measure themselves against the country’s best, broaden their cricketing horizons, and potentially catch the eye of talent scouts.

The ceremony reflected that sense of importance, with players stepping up one by one to receive their provincial caps, symbolising their elevation to the Limpopo elite.

Among the U/16 girls’ players, Hoërskool Nylstroom’s Mpule Sebele said she felt driven to help the team reach new heights.

“I look forward to achieving something the U/16s haven’t achieved in a while. We want to surprise teams, showcase our talent, and show Limpopo we can do this,” Sebele said.

Her teammate from Mahwahwa High School, Pontsho Mopai, echoed that sentiment with infectious optimism.

“I look forward to winning all the games. Even if we don’t win, we must show off our talent and show Limpopo we’re the best. We should support one another, and we will represent the province well,” Mopai said.

For rising bowler Alicia Masela, also from Mahwahwa High School, the goals are both personal and collective.

“Individually, I want to take three wickets per match. As a team, we have to prove we were not mistakenly chosen and represent Limpopo well. We’re ready,” she said.

At the U/19 level, the stakes feel higher as players edge closer to potential senior provincial selection.

Hoërskool Frikkie Meyer all-rounder Mahlako Mamabolo said stepping onto the national stage is something she has dreamed of for years.
“I’m looking forward to representing LIC and making my province proud by working hard with my teammates. If we give everything, we can make our tournament a success,” Mamabolo said.

Mahwahwa High School’s Shelfa Mukhari said her ambitions extend far beyond the December fixtures.

“We want Limpopo to be proud of us and to improve our careers. We look forward to playing for the Proteas one day. This is another step toward that goal,” she said.

The U/13 boys, the youngest group heading to nationals, could hardly contain their excitement.

Many will be experiencing a major provincial tournament for the first time.

For Unicorn Preparatory School’s Tanish Patel, the call-up feels like the beginning of a lifelong cricket journey.

“I’m looking forward to the new challenge and playing at a high level of cricket. It’s a dream come true,” Patel said.

His teammate Ejnar Joubert, also from Unicorn, shared similar enthusiasm.

“I want to play at the highest level and make my team, my family, and the whole province proud,” he said.

Laerskool Julian Muller’s Mpho Matsetela said he is motivated by the chance to test himself against unfamiliar opposition.
“I’m looking forward to facing a new, tough challenge. I cannot wait for the experience,” he said.

While the focus of the morning remained firmly on the players, the event also offered a moment for LIC to reflect on its broader mission of nurturing cricketing excellence across Limpopo.

Founded in 2006, Limpopo Impala Cricket has long served as the beating heart of cricket in South Africa’s northernmost province. From its Polokwane headquarters, LIC has grown into a central hub of development, inclusivity, and opportunity for aspiring young players from rural villages, mining towns, and urban schools alike.

Its vision, as articulated by officials, is to cultivate a cricket culture that goes beyond on-field results — to inspire discipline, character, diversity, and unity among young athletes.

The organisation’s history is one of resilience: from securing first-class status in the 2006/07 season to making a triumphant return to top-tier competition in 2022/23 after a hiatus.

That legacy made the capping ceremony all the more meaningful, as the next generation stepped forward to carry Limpopo’s cricketing hopes into the future.

With the national tournaments now just days away, Limpopo’s squads will spend the coming week in final preparation.

Coaches say the youngsters are peaking at the right time, with balanced squads capable of competing with the traditional cricketing powerhouses.

For the athletes themselves, the months of training are over, the caps have been awarded, and the moment they have dreamed about has arrived.

If the passion, ambition, and confidence they expressed at the ceremony are anything to go by, Limpopo’s future in cricket is bright, and December’s national tournament could be the stage where some of these rising stars take their first steps toward greatness.

INSIDE EDUCATION

By Charmaine Ndlela

The SaveUnisa Forum has called for the resignation of University of South Africa (UNISA) Vice-Chancellor and Principal Professor Puleng LenkaBula, following the university council’s decision to reappoint her for a second five-year term, effective January 2026.

The forum is demanding a transparent review of leadership performance and institutional stability at the university. It argues that the timing of the reappointment has shifted the balance of power within UNISA’s leadership structures and accuses the council of failing to exercise effective oversight over executive management.

SaveUnisa further claims that the decision ignores what it describes as critical systemic failures within the institution, saying new leadership is needed to address deep-rooted governance concerns.

The group has also accused Professor LenkaBula of allegedly misrepresenting her qualifications to secure the vice-chancellor position. It claims she does not hold a recognised master’s degree or the required 10 years of executive experience, as stipulated in the 2020 advertisement for the post.

In response, UNISA dismissed the allegations, describing them as a “rehash of baseless and unfounded claims.”

In a statement, the university said the SaveUnisa Forum has, since 2021, repeatedly questioned the integrity of the institution’s leadership, particularly the council and the vice-chancellor.

Regarding Professor LenkaBula’s reappointment, UNISA said the council acted within its mandate after conducting a comprehensive performance review, based on performance contracts and annual assessments completed since her appointment.

“Having satisfied itself that she met the agreed performance targets, council resolved to reappoint her for a second term. The complaint by the SaveUnisa Forum regarding the timing of the reappointment is frivolous and without merit,” the statement said.

Professor LenkaBula assumed office in late 2020, becoming the first woman to serve as vice-chancellor of UNISA.

In recent years, the university has faced several controversies, including allegations of senior staff purges, financial maladministration and abuse of power.

UNISA added that it is under no obligation to provide evidence of its processes to the SaveUnisa Forum.

INSIDE EDUCATION

By Johnathan Paoli

The Department of Higher Education and Training has confirmed that the National Accredited Technical Education Diploma (NATED) Report 190/191 N3 examination results will be standardised for the final time, marking a decisive step in the phasing out of South Africa’s long-standing NATED qualification framework.

The move represents a major turning point in the country’s technical and vocational education system, bringing closure to the lower levels of a programme that has shaped skills training for decades.

The final standardisation follows the formal phase-out of N1–N3 programmes, which came into effect in January 2024 in terms of Government Gazette 49518.

As part of this process, the October/November 2025 examination sitting was the last opportunity for candidates to write N3 examinations under the NATED system.

Quality assessment institution, Umalusi, will issue certificates for these final results, after which no new N3 examinations will be offered.

Beyond 2025, the department has indicated that administrative services related to N3 will be limited to the re-issue or replacement of existing certificates.

This effectively brings the lower NATED levels to a permanent close, ending new enrolments and assessments while preserving the integrity of qualifications already obtained.

Both the department and Umalusi have emphasised that all NATED certificates already issued remain valid, and that learners who have completed N1–N3 qualifications will not be disadvantaged by the withdrawal of the programme.

Employers, training institutions, and other stakeholders are expected to continue recognising these qualifications as legitimate legacy credentials within the national education system.

The phase-out of N1–N3 represents the conclusion of a technical education model that has historically provided structured theoretical instruction in engineering, business, and service-related fields.

These programmes formed the foundation of vocational training at public and private TVET colleges and served as entry points into higher NATED levels and diploma pathways.

However, the department argued that the NATED framework, particularly at the lower levels, has become increasingly misaligned with the needs of a modern and rapidly changing labour market.

The department pointed to limited workplace exposure, outdated curricula in some fields, and uneven assessment practices as key reasons for restructuring the system.

The closure of N1–N3 forms part of a broader reform agenda that will ultimately see all NATED programmes from N4 to N6 phased out and replaced by Occupational Qualifications overseen by the Quality Council for Trades and Occupations.

While N4–N6 programmes remain operational for now, the department confirmed that the system is in its final years and that no long-term continuation is planned.

New enrolments into NATED programmes will still be permitted for a limited period, but colleges are expected to stop accepting new registrations around mid-2026.

Some institutions may close enrolments earlier depending on capacity, staffing, and readiness to transition to the new system.

Students who are already enrolled in N4–N6 programmes will be allowed to complete their studies, provided they do so within the prescribed transition timeframe.

Under the department’s transition plan, the National N Diploma pathway will close permanently in June 2029.

By that deadline, students must have completed all required theoretical subjects across N4, N5, and N6, accumulated the necessary 18 months of workplace experience, and submitted all documentation for the award of the diploma.

Learners who fail to meet these requirements before the deadline risk exiting the system without a completed qualification.

The department warned that partial NATED studies will not be transferable into the new Occupational Qualifications framework, as the two systems are structurally different and do not merge.

This has placed increased pressure on current NATED students to plan their studies carefully and avoid delays that could jeopardise completion.

Occupational Qualifications are being introduced as the primary replacement for NATED programmes and are designed around competency-based training rather than theory-heavy instruction.

These qualifications include compulsory work-integrated learning and are developed with direct input from industry to ensure relevance to current labour market needs.

Occupational Certificates are aligned to the National Qualifications Framework and linked more clearly to apprenticeships, artisan development, and employment pathways.

For prospective students planning to study from 2025 onwards, the transition presents a choice between committing to the remaining NATED pathway within its closing window or enrolling directly into Occupational Qualifications that will remain in place long term.

Standardisation is a quality assurance process that uses statistical and analytical methods to ensure that examination results fairly reflect learners’ knowledge, abilities, and aptitude, by minimising the influence of external factors that could distort performance outcomes.

INSIDE EDUCATION

By Johnathan Paoli

The Congress of South African Trade Unions (Cosatu) has come out strongly against a proposed 4.1% salary increase for politicians and other public office bearers, describing the recommendation as “tone-deaf”, morally indefensible and dangerously disconnected from the daily struggles of ordinary South Africans.

In a statement issued on Sunday, Cosatu Parliamentary Coordinator Matthew Parks rejected the Independent Commission for the Remuneration of Public Office Bearers’ recommendation, which would see salary increases for members of Cabinet, Parliament, provincial legislatures, municipal councils, government commissions and the judiciary for the 2025/2026 financial year.

Parks said the proposed increase sends a damaging signal to an increasingly frustrated public, reinforcing perceptions of a political elite insulated from the economic hardship facing millions.

“It is beyond shameful that in the same year the government claimed it had no money and imposed a VAT hike on working people, this Commission could propose such a generous increase for politicians,” Parks said.

He further criticised the timing of the recommendation, noting that Finance Minister Enoch Godongwana had recently warned Parliament that further tax hikes may be unavoidable in 2026.

According to Cosatu, the proposed increase would cost the state an additional R536 million, a figure it described as unjustifiable amid deepening austerity and collapsing public services.

Parks was particularly scathing about the inclusion of more than 9,300 local government councillors, arguing that many municipalities are in financial distress and failing to pay salaries, pensions, medical aid contributions and statutory taxes.

“If the government has spare funds, these should be used to hire doctors, nurses, teachers, police officers and other frontline workers who are desperately needed in working-class communities,” he said.

While Cosatu rejected the overall proposal, it expressed support for Minister Godongwana’s differentiated approach.

The finance minister had reportedly suggested a 4.1% increase for judges and magistrates, while recommending a more modest 3.5% adjustment for public representatives.

Parks said judges and magistrates should be treated separately due to their specialised skills and experience, warning that failure to do so could worsen skills shortages and strain an already overburdened judicial system.

However, he argued that public representatives should receive no increase at all and said politicians should lead by example, particularly at a time when the government has failed to adjust income tax brackets for inflation for two consecutive years, effectively increasing the tax burden on low- and middle-income earners.

Cosatu also called for reforms to the remuneration-setting process, arguing that the Commission should be required to submit its proposals for public comment before they are forwarded to the President for approval.

Parks urged the government to link salary increases to the performance of public representatives and the institutions they oversee, calling on President Cyril Ramaphosa to reject the current proposal and instead approve an inflation-linked 3.5% increase for members of the judiciary, alongside a performance-based 0% increase for public representatives.

The controversy follows the publication of the Commission’s recommendation in a government gazette earlier this week.

If approved, the proposed 4.1% increase would see the President’s annual salary rise by approximately R137 000 to about R3.4 million.

The Deputy President would earn nearly R130 000 more, taking his salary to around R3.1 million, while Cabinet ministers could see increases of about R110 000, bringing their annual earnings to roughly R2.8 million.

The proposed hikes come amid mounting financial pressure on households, with rising debt levels, food insecurity, high interest rates and unstable employment leaving many South Africans struggling to meet basic needs.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has intervened at the Mangosuthu University of Technology (MUT), meeting the institution’s council and management amid renewed governance and leadership instability following the end of its administration period.

The meeting took place after a series of developments raised concerns about governance at the Durban-based university, which exited administration earlier this year.

A new council was appointed in January, months after the administration period ended, but the institution has since faced fresh turbulence.

Central to the discussions were ongoing challenges that recently led to the suspension of the vice-chancellor and two other senior managers. The suspensions have left critical leadership vacancies, creating what the department described as a vacuum in key positions necessary for the university’s stability.

Council chairperson briefed Manamela on steps taken since the council’s appointment to stabilise MUT, including efforts to address financial pressures, tighten governance controls, fill key posts and mitigate identified risks.

These interventions are seen as crucial as the university works to consolidate its recovery and prepare for the 2026 academic year.

In response, Manamela said his department would provide direct support to the council in carrying out its oversight responsibilities. He instructed the council chairperson to formally outline the specific challenges facing the university and to indicate what support is required from the department.

The minister also directed that the disciplinary process involving the suspended vice-chancellor be finalised urgently to ensure leadership stability is restored.

“We are going to support the university on this journey as the 2026 academic year depends on a stable university that is able to provide an academic programme with integrity,” Manamela said. 

He added that the council must govern the institution in line with the Higher Education Act and ensure policies are properly implemented.

Manamela stressed that safeguarding the 2026 academic year was his overriding priority, warning the council to maintain a clear separation between governance oversight and day-to-day management functions.

Despite the challenges, the minister expressed confidence in the council and management, saying he believed they were doing their best under difficult circumstances and wished them well as they continue to steer the university forward.

INSIDE EDUCATION

By Johnathan Paoli and Thebe Mabanga

National Student Financial Aid Scheme (NSFAS) acting CEO Waseem Carrim says the entity has entered a “new era of stability, governance reform and operational rebuilding” after years of turbulence, delays and governance failures that shook confidence across the higher education sector.

In an exclusive interview with Inside Education, Carrim detailed a far-reaching reform plan — from leadership stabilisation and decentralisation to accommodation regulation, debt recovery, and NSFAS’s R69.9-billion budget for the 2025/26 financial
year. His comments come as the scheme faces mounting pressure, including a R10.6-billion funding shortfall and rising demand for financial aid.

Carrim said NSFAS is “turning a corner” following prolonged instability marked by delayed payments, fraud scandals and administrative backlogs.

The appointment of a new board chairperson, Dr Mugwena Maluleke, and the filling of several critical senior posts represent what he calls “strategic, deliberate and necessary” interventions.

“The appointments were guided by a strategic focus on strengthening governance, enhancing operational efficiency, and restoring public trust,” Carrim said.

“Stabilising leadership and filling critical vacancies are essential to ensuring accountability and driving strategic reforms.”

He added that NSFAS prioritised leaders with strong backgrounds in public finance, governance and higher education.

These appointments, he said, will enable NSFAS to “operate more transparently, deliver on its mandate efficiently, and rebuild stakeholder confidence”.

One of the most consequential changes underway is the decentralisation of NSFAS operations to all 25 universities and TVET colleges.

For the first time in NSFAS’s history, core functions such as student registration, bursary administration and accommodation support will be handled by NSFAS offices located on campuses.

“The decentralisation initiative is driven by the need to enhance responsiveness, efficiency and localised support for students,” Carrim said.

On-site staff will speed up processing, reduce bottlenecks and offer direct assistance to students, landlords and administrators — especially during the busy registration season.

NSFAS is also preparing to relocate its head office from Cape Town to Johannesburg to improve coordination with government departments and institutions.

“The move aims to position NSFAS closer to key partners, enhance accessibility and strengthen stakeholder engagement,” Carrim said.

The relocation is expected to reduce long-term operational costs and improve service delivery.

Student accommodation — plagued by delayed payments, accreditation disputes and quality concerns — remains a major pressure point.

Carrim said NSFAS has taken “significant steps” to stabilise this function ahead of the 2026 academic year.

These include comprehensive audits of accredited accommodation, strengthened verification processes and the development of new monitoring systems.

A student accommodation protocol was released for public comment in 2025, setting new regulatory standards.

“Significant steps have been taken to bring landlord payments under control and prevent mass evictions of students,” he said.

However, Carrim acknowledged that the crisis was partly “self-inflicted”.

NSFAS assumed responsibility for accommodation from institutions even though it lacked property-management expertise.

He argued that a national accommodation policy, aligned to uniform standards and backed by DHET investment, is required.

He pointed to PRASA’s new 700-bed Braamfontein residence as an example of the type of infrastructure needed.

Responding to questions on historical failures, Carrim outlined systemic reforms to address fraud, backlogs and internal control weaknesses.

These include ICT system overhauls, strengthened compliance units, enhanced oversight mechanisms and
improved payment turnaround times.

“Early signs of progress include greater stakeholder engagement and more frequent public reporting,” he said.

Dedicated liaison units have been set up to respond to accommodation disputes, while direct-payment systems are being upgraded to
provide real-time transparency.

NSFAS continues to face severe financial pressure. In August, the scheme announced a R10.6-billion shortfall for university funding.

The shortfall was driven by increased bachelor passes, rising cost-of-living pressures that widen the pool of eligible applicants, and real-term reductions in state resources.

Government subsequently reprioritised R13.3 billion within DHET’s budget to fund 34,000 students with blocked registrations and 15,000 second-semester applicants.

NSFAS said this reprioritisation also enabled it to settle outstanding accommodation payments, marking “a significant moment in the stabilisation of NSFAS for the 2025 academic year”.

Demand for NSFAS continues to surge.

Of the 893,853 applications received for 2026, 85% were first-time applicants, including 520,544 SASSA beneficiaries.

Young women made up 66.45% of applicants.

DHET’s new enrolment plans will see university numbers rise from 1.07 million in 2023 to 1.18 million by 2030 — growth that will place even more pressure on NSFAS’s budget.

NSFAS will manage R69.9 billion in 2025/26, including R719.6 million for administration and R950 million for loan funding.

The remainder will support bursaries, accommodation and system upgrades.

Carrim said that while the budget is substantial, “we remain committed to advocating for increased funding to meet growing demand”.
Historical debt remains a major challenge.

NSFAS is owed R45.9 billion by 841,879 debtors, some dating back to 1991 when the scheme operated as TEFSA.

NSFAS is procuring a new loan-management system and intensifying debt recovery.

“Where debtors are employed and not making repayments, we initiate recovery processes, which may include external debt collectors or legal action,” he said.

The long-term strategy, he added, will balance financial sustainability with fairness.

Carrim also noted that major policy shifts — such as the introduction of the “missing middle” loan and changes to accommodation rules — were implemented without giving NSFAS time to adapt its systems, contributing to instability.

NSFAS has supported 7.8 million students since its inception and disbursed R51.6 billion in the last financial year alone.

Carrim highlighted that South Africa now produces four times more black African graduates than in 1994 — evidence, he said,
of NSFAS’s role in expanding access.

In a recent interview on the Palatable Politics podcast, he expressed pride in NSFAS’s work, noting that the scheme supports about 900,000 students at any given time.

While graduate unemployment remains a concern, joblessness among graduates is significantly lower than among those without degrees.

“This progress underscores the importance of stabilising and strengthening NSFAS,” Carrim said.

INSIDE EDUCATION

By Charmaine Ndlela

Education authorities and opposition politicians have urged public schools not to withhold report cards over unpaid school fees, after complaints that some pupils ended the 2025 academic year without knowing whether they had progressed to the next grade.

Section 25(12) of the National Protocol on Assessment (NPA) for Grades R–12 states: “A learner’s progress report or school report must not be withheld for any reason, including non-payment of fees.”

The Department of Basic Education says school fees are an agreed amount paid by parents to improve the quality of education, and may not include registration, administration, or additional subject fees.

The department said fee-paying public schools may take legal action against parents who fail to pay, but only after exemption criteria have been applied and parents are found liable.

It said learners must remain in school during the process and cannot be excluded from official school programmes due to non-payment, adding that a school may not retain a learner’s report because the parent cannot afford to pay school fees.

Ashleigh Laurent, legal counsel at Tenant Profile Network (TPN) Credit Bureau, said enforcement steps must follow exemption checks and written notices.

“Government schools can only take action against non-paying parents once they have determined if the parents qualify for a full exemption, partial or conditional exemption from payment and are required to notify parents in writing if they have not applied for an exemption. The government school can send a letter of demand giving the parents three months to pay from date of receipt of the letter.”

According to TPN data released in June 2024, 66% of independent school fee accounts were paid on time and in full, compared to 42% of fee-paying public school accounts. In the first quarter of 2024, TPN said 30% of parents at fee-paying public schools made no payments, while 22% made partial payments and only 28% of fees were paid on time, compared with 15% of parents making no payments and 32% making partial payments at independent schools.

The Democratic Alliance (DA) in KwaZulu-Natal called on public schools and School Governing Bodies (SGBs) to comply with the law and release report cards without prejudice.

DA education spokesperson Sakhile Mngadi said report cards are critical for progression, applications and academic continuity, and advised parents not to confront schools but to lodge formal complaints with provincial education departments at circuit or district offices.

Provincial departments have also issued warnings. The North West Department of Education in December condemned the denial of report cards, with MEC Viola Motsumi saying:

“I have received numerous calls from parents and learners across the province who complain about learners being denied their reports cards. This action is highly unacceptable and those school principals should desist from doing so.”

The Mpumalanga Department of Education also urged schools not to withhold learner report cards under any circumstances, urging parents to report any institution that fails to comply, and said report cards are the official tool showing a learner’s progress, strengths and areas for improvement.

In Gauteng, MEC for Education Matome Chiloane encouraged parents to honour school fee commitments and urged families to plan for fees during the festive season, saying: “Together we can ensure that all learners in Gauteng receive the best possible education and that all schools will run smoothly.”

INSIDE EDUCATION

The Aliko Dangote Foundation, chaired by Africa’s richest man, has committed ₦1 trillion ($688 million) to strengthening Nigeria’s education sector over the next decade, in what is set to become one of the largest private philanthropic investments in the country’s schooling system.

The foundation will begin the initiative next year by supporting 45,000 students, with plans to scale up to 1.33 million beneficiaries over ten years.

The program will prioritise students in STEM fields, science, technology, engineering and mathematics, alongside girls’ education and nationwide teacher training.

Earlier this year, Dangote was named among TIME’s Top 100 Philanthropists, alongside fellow African business leaders Patrice Motsepe, Strive Masiyiwa and Mo Ibrahim.

The Aliko Dangote Foundation, which he endowed with $1.25 billion in 2014, is designed to give back to the continent that enabled his rise. The foundation invests an average of $35 million annually in programmes across Africa.

Addressing Nigeria’s education crisis

Dangote said the long-term investment is aimed at addressing deep-rooted inequalities in Nigeria’s education landscape, where, according to UNICEF, one in every five out-of-school children globally lives in Nigeria, and more than half of the population of 230 million faces poverty.

“We cannot allow financial hardship to silence the dreams of our young people,” he said in a statement.

The initiative will target students most vulnerable to dropping out and those whose potential can drive community transformation.

“This is not only charity. This is a strategic investment in Nigeria’s future,” he said. “Every child we keep in school strengthens our economy. Every student we support reduces inequality.”

Philanthropy is becoming an increasingly powerful force in Africa, with African billionaires taking the lead in addressing critical developmental challenges.

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