By Johnathan Paoli

Gauteng has recorded over 600,000 successful online applications for Grade 1 and Grade 8 learners for the 2026 academic year so far.

Gauteng Education MEC Matome Chiloane said on Tuesday that the department’s online admissions system had recorded 600,936 applications, comprising 254,251 for Grade 1 and 346,685 for Grade 8.

“The phenomenal number of applications we’ve received is a concrete demonstration of the trust parents place in Gauteng’s education system. We are grateful to all parents for their co-operation, and we continue to urge all parents to apply online,” Chiloane said in a statement.

The system opened less than two weeks ago and will remain open until 29 August.

Parents and guardians must complete the 5-step application process on the department’s website to ensure their applications are considered.

Incomplete applications will not be processed.

After registering, applicants must upload certified documents online or submit them physically to all selected schools within seven days of applying.

Documents uploaded online need only be submitted once, as all selected schools will have access to them via the system.

The system supports real-time document verification, prompting schools to update the status of submitted documents and alerting parents via SMS once verification is complete.

Schools also receive automated alerts when new documents are uploaded.

To improve placement chances, parents are encouraged to apply to a minimum of three and a maximum of five schools and to provide a valid cellphone number, as all communication, including placement offers, will be sent via SMS.

Placement offers will begin rolling out from 16 October.

To ensure access for parents without digital tools, the department has made support available through 81 decentralised walk-In centres and all Gauteng public schools, where trained officials assist with online applications. The department reaffirmed its commitment to a transparent and efficient admissions process that ensures every child has access to quality

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has praised the recent infrastructure upgrades at Vimbukhalo Primary as a testament to what is possible when communities, local leadership and government departments work in unison.

Addressing stakeholders during a visit to Begville, Hlomuka expressed his satisfaction with the progress made in delivering what he described as “a state-of-the-art, learner-focused facility”, noting that the new infrastructure signified a shift towards equitable development.

“This school is a demonstration of the government’s commitment to prioritising education even in our most remote areas. Despite earlier challenges, we are close to handing over a facility that meets all the basic standards of quality learning,” he said.

Hlomuka was conducting an oversight visit to the school as part of the department’s ongoing Operation Siyahlola monitoring and accountability programme.

Located in a remote part of the province, the school had previously relied on temporary park homes as classrooms, with its few permanent structures declared unsafe and unsuitable for learning and teaching.

The visit marked a significant moment for the school and the surrounding community, who gathered in large numbers to witness the transformation of their educational facility.

Vimbukhalo now boasts 11 classrooms, including two Grade R facilities.

Additional amenities include a dedicated counselling suite, a sick room, a storage room, a communications room, a fully equipped school nutrition kitchen, an administrative block, and a guardhouse.

The school’s sanitation facilities have also seen a significant upgrade, with 16 learner toilets, five for educators, four for Grade R pupils, and one for learners with disabilities, in addition to a designated waste disposal area.

The entire project was completed at an estimated cost of R73,689.61, a budget the MEC praised as both “efficiently allocated and responsibly managed”.

While the infrastructure is nearly ready for occupation, Hlomuka noted the final outstanding step was the procurement and delivery of school furniture, which he confirmed was being expedited.

“We are working to ensure that learners move into these facilities as soon as possible. The space is ready; now we must make it usable,” he said.

He urged the local community to take ownership of the school and protect it from vandalism or neglect.

“This is your investment. We call on the parents, the learners, the School Governing Body and community leaders to safeguard it for future generations,” he added.

INSIDE EDUCATION

By Tracy Kitchen

South African learners consistently struggle with reading comprehension, performing poorly in both international and local assessments. A significant issue is that 81% of grade 4 learners (aged 9 or 10) are unable to read for meaning: they can decode words, but do not necessarily understand them.

While this problem has received considerable attention, no clear explanation has emerged.

In my recent PhD thesis, I considered a crucial, but often overlooked, piece of the puzzle – the curriculum policy. My research sought to uncover and understand the gaps and contradictions in reading comprehension, especially between policy and practice, in a grade 4 classroom.

This research revealed a difference between curriculum policy and practice, and between what learners seemed to have understood and what they actually understood in a routine reading comprehension task.

My main findings were that:

Grade 4 learners were being asked overly simple, literal questions about what they were reading, despite the text being more complex than expected

The kinds of questions that learners should be asked (as indicated in the curriculum policy) were different from what they were being asked

This gap led to learners seeming to be more successful at reading comprehension than they actually were.

Pinpointing the gaps between what the policy says and how reading comprehension is actually taught at this crucial stage of development (grade 4) could pave the way for more effective interventions.

Curriculum policy

South African teachers are expected to base their reading comprehension instruction and assessment on the guidelines provided by the 2012 Curriculum and Assessment Policy Statement.

The policy outlines specific cognitive skill levels – essentially, ways of thinking and understanding – that learners should master for each reading task. These levels are drawn from Barrett’s 1956 Taxonomy of Reading Comprehension, an international guideline. It’s based on the popular Bloom’s Taxonomy of Reading Comprehension, which categorises reading comprehension according to varying skill levels.

According to Barrett’s Taxonomy, reading comprehension involves five progressively complex levels:

Literal comprehension: Identifying meaning that is directly stated in the text. (For example, “Name the animals in the story”.)

Reorganisation: Organising, paraphrasing, or classifying information that is explicitly stated. (“Find four verbs in the story to describe what the animals did.”)

Inference: Understanding meaning that is not directly stated, but implied. (“When in the story is the leopard being selfish?”)

Evaluation: Making judgements about the text’s content or quality. (“Who do you think this story is usually told to?”)

Appreciation: Making emotional or personal evaluations about the text. (“How well was the author able to get the message across?”)

Typically, reading comprehension tasks will assess a range of these cognitive skills.

South Africa’s Curriculum and Assessment Policy Statement document specifies (on pages 91-92) that all reading comprehension tasks should comprise questions that are:

40% literal/reorganisation (lower-order thinking skills)

40% inferential (middle-order)

20% evaluation and appreciation (higher-order).

This approach aims to allow most students to demonstrate a basic understanding of the text, while challenging more advanced learners.

However, as my classroom case study shows, the system appears to be failing. There was a mismatch between the policy and what was taking place in the classroom.

Classroom practice

For this research, I observed the reading comprehension practices in a single classroom in a public school in the Eastern Cape province. This took place over six months, at a time when schools were not fully reopened during the COVID-19 pandemic.

The task in question included a text and activity selected by the teacher from a textbook aligned with the policy. My analysis (which used Appraisal, a linguistic framework that tracks evaluative meaning) showed that most of the text’s meaning was implicit. To fully understand it, learners would need higher-order thinking and sophisticated English first-language skills. This was a surprising finding for a grade 4 resource, especially because most learners in this study were not English first-language speakers.

Even more surprising, learners achieved seemingly high marks on comprehension, with an average of 82.9%. This suggested they understood this complex text.

However, I found that the questions in the textbook did not align with policy. Instead of the balance of skills required by the policy, 73% of the questions called only for lower-order skills. Only 20% were inferential and a mere 7% required evaluation or appreciation (middle- to higher-order skills).

At least six of the 15 available marks could be gained simply by listing explicitly stated items, not requiring genuine comprehension.

This reveals that, in this classroom, activities labelled as policy-compliant actually tested only lower-order comprehension. Learners could pass simply by identifying and listing information from the text. This creates a false sense of comprehension success, as revealed by the high marks.

When learners were tested on the same text but using different questions that I designed to align with the policy requirements, they scored lower marks, especially for the higher-order questions.

This mismatch might partly explain why South Africans score poorly in international tests (which require more higher-order thinking).

Why this matters and moving forward

These findings are concerning, as learners may be lulled into believing that they are successful readers. A false sense of accomplishment could have significant impacts on the rest of their education.

Comprehension difficulties can’t be blamed solely on the disconnect between policy and practice, however. Many other contextual factors shape how learners perform in reading comprehension tasks.

In my study, factors like COVID-19, insufficient home language teaching policies, educational inequalities, and the pressures on teachers during a crisis (brought on by COVID-19) all contributed to the literacy crisis.

However, two key points became clear during this study.

Firstly, teaching materials favour lower-order comprehension skills, skewing perceptions of learners’ abilities.

Secondly, teachers may lack the knowledge, resources or motivation to adjust these materials to truly align with the national policy in how reading comprehension is assessed.

This calls for urgent intervention in how reading comprehension is taught and assessed and in how teachers are prepared to do this effectively.

Tracy Kitchen is a Student Academic Development Lecturer at Rhodes University.

The Conversation

By Levy Masiteng 

Science, Technology and Innovation Minister Blade Nzimande is on a mission to change the face and landscape of the country’s public science system so that it truly reflects the demographics of South Africa.

This week, the country is celebrating National Science Week, which aims to close the gap between society and science.

Over the past 25 years, the programme has grown significantly, and from next year it will become the National Science Month.

Nzimande, who kicked off celebrations at the Tshwane University of Technology in Pretoria, spoke about his department’s plans for science.

“We intend to upscale our science centres project. In the past, we donated mobile lab units in the form vans which were customised to serve as labs. This intervention has proven to be quite impactful and with the experience we have gathered, we intend to scale up this programme,” he said.

The department was currently considering the establishment of two forms of science centres. One was a national flagship science centre, which would comply with the highest global standards, and the other was limited-scale science centres that were service delivery focused and strategically located within localities for easy access to the public. 

“Our decision to upscale our science engagement interventions is informed by a number of considerations. One is my dream of seeing each of our provinces having a high-quality science centre before the end of my term,” Nzimande said.

Other interventions, including aligning science engagement interventions with national priorities, are focused on increasing the number of learners with higher pass rates in maths and science.

The aim is to help more young Black children, especially in rural areas, gain the confidence and skills for science careers.

“From an epistemic perspective, our interventions are also aimed at making sure that we produce young academics, scientists and researchers, who don’t merely see themselves as consumers of the knowledge that others produce (especially the Global North), but see themselves as producers of knowledge,” he said.

The week-long programme is coordinated by the SA Agency for Science and Technology Advancement. It forms part of the government’s efforts to contribute to the development of a society that engages critically on science, technology and innovation.

The countrywide events include science and career exhibitions at schools, lectures, science discussions and online science events.

There will also be exhibitions at taxi ranks to demonstrate how inclusive science can drive social cohesion, economic growth and sustainable development.

“The department’s goal is to make science accessible to everyone, regardless of background, class, or geographic location,” Nzimande said.

INSIDE EDUCATION

By Thapelo Molefe

A young graduate from Tshwane North TVET College has turned a personal business challenge into a technical breakthrough by developing a battery-powered nail dryer.

This was after she joined a skills development programme offered by Greycode and funded by the Media, Information and Communication Technologies Sector Education and Training Authority (MICT Seta).

Keletso Rampedi, who completed her N6 in Management Assistance in 2023, was unable to find in-service training and set up a small nail business. However, when load-shedding affected her income, she was forced to consider other ways of staying in business. earning a living.

Rampedi came across a Greycode-run Internet of Things (IoT) programme. But the 15 available funded spots were already filled. She volunteered to join without a stipend.

“She wasn’t initially selected because only 15 were funded, but she insisted on joining the programme without a stipend. She just wanted the skill,” said MICT Seta CEO Matome Madibana.

Her story highlights the impact of practical, skills-based training in addressing South Africa’s massive youth unemployment and digital skills gap.

Greycode, which specialises in crafting IoT solutions, partnered with MICT in 2023 to introduce hands-on technical training at Tshwane North TVET College.

“Traditionally, students will only learn theory, but now they actually thrive because… you actually get to build a tangible series circuit and parallel circuit,” Greycode CEO Mutshidzi Mapila told Inside Education.

That focus on access and inclusivity also led to the creation of the company’s training division.

“That realisation led to the birth of Greycode Skillshare, our education and training arm. It was created to democratise tech skills, especially in underserved areas where formal tech education is limited,” Mapila said.

“We wanted to build a platform where anyone from high school learners to young professionals could gain hands-on experience in electronics, programming and innovation, breaking the myth that tech is only for the highly intellectual, and creating a space where people feel empowered to innovate.”

The programme centres on Greycode’s custom-built IoT development board, an all-in-one tool that combines Wi-Fi, GPS, LTE and Bluetooth.

“It’s a versatile tool that can be used across various industry sectors, from industrial automation to DIY projects. Most importantly, it’s an excellent tool for the classroom — giving students the opportunity to learn through practical, hands-on experience,” Mapila said.

Students are trained in electronics, programming, networking and 3D printing. They are required to design, code, develop a prototype and present functional devices as part of their final assessment.

The programme is also intended to build entrepreneurship and self-reliance among graduates and help reduce the growing mismatch between education and employment.

Video by Kgalalelo Setlhare Mogapi.

Madibana said short, focused, hands-on programmes were critical to closing South Africa’s education-employment gap.

Looking ahead, Greycode plans to expand the programme to support tech-based entrepreneurship.

“We’d like to focus more on everybody who’s business-minded and has a tech idea… and then they want to build that prototype and further commercialise it,” Mapila said.

“We aim to grow Greycode Skillshare into a platform where anyone, regardless of background, can go from beginner to builder to business owner. Ultimately, I want Greycode to demonstrate that we don’t have to wait for imported solutions, we can create our own right here.”

INSIDE EDUCATION

By Habib Noorbhai

If you were to walk through the corridors of some of the world’s leading cricket schools, you might hear the crack of leather on willow long before the bell for the end of the day rings.

Across the cricketing world, elite schools have served as key feeder systems to national teams for decades. They provide young players with superior training facilities, high-level coaching and competitive playing opportunities.

This tradition has served as cricket’s most dependable talent pipeline. But is it a strength or a symptom of exclusion?

My recent study examined the school backgrounds of 1,080 elite men’s cricketers across eight countries over a 30-year period. It uncovered telling patterns.

Top elite cricket countries such as South Africa, England and Australia continue to draw heavily from private education systems. In these nations, cricket success seems almost tied to one’s school uniform.

I argue that if cricket boards are to see equity and competitiveness being promoted, governments need to step up more and broaden the talent search by investing in grassroots cricket infrastructure in under-resourced areas.

For cricket to be a sport that anyone with talent can succeed in, there will need to be more school leagues and entry-level tournaments as well as targeted investment in community-based hubs and non-elite school zones.

Findings

South Africa is a case in point. My previous study in 2020 outlined that more than half of its national players at One-Day International (ODI) World Cups came from boys-only schools (mostly private).

These schools are often well-resourced, with turf wickets, expert coaches and an embedded culture of competition. Unsurprisingly, the same schools tend to produce a high number of national team batters, as they offer longer game formats and better playing surfaces. Cricket’s colonial origins have influenced the structure and culture of school cricket being tied to a form of privilege.

In Australia and England, the story is not very different. Despite their efforts to diversify player sourcing, private schools still dominate. Even in cricketing nations that celebrate working-class grit, such as Australia, private school players continue to shape elite squads.

The statistics say as much; for example: about 44% of Australian Ashes test series players since 2010 attended private schools, and for England, the figure is 45%. That’s not grassroots, it could be regarded as gated turf.

Yet not all countries follow this route. The West Indies, Pakistan and Sri Lanka reflect very different models. Club cricket, informal play and community academies provide their players with opportunities to rise. These countries have lower reliance on private schools. Some of their finest players emerged from modest public schooling or neighbourhood cricketing networks.

India provides an interesting hybrid. Although elite schools such as St. Xavier’s and Modern School contribute players, most national stars emerge from public institutions or small-town academies. The explosion of the Indian Premier League since 2008 has also democratised access, pulling in talent from previously overlooked and underdeveloped cities.

In these regions, scouting is based on potential, not privilege.

So why does this matter?

At first glance, elite schools producing elite cricketers might appear logical. These institutions have the resources to nurture talent. But scratch beneath the surface and troubling questions appear.

Are national teams truly reflecting their countries? Or are they simply echo chambers of social advantage?

In South Africa, almost every Black African cricketer to represent the country has come through a private school (often on scholarship). That suggests that talent without access remains potentially invisible. It also places unfair pressure on the few who make it through, as if they carry the hopes of entire communities.

I found that in England, some county systems have started integrating players from state schools, but progress is slow. In New Zealand, where cricket is less centralised around private institutions, regional hubs and public schools have had more success in spreading opportunities. However, even there, Māori and Pasifika players remain underrepresented in elite squads.

Four steps that can be taken

1. One solution lies in recognising that schools don’t have a monopoly on talent. Cricket boards must increase investment in grassroots infrastructure, particularly in under-resourced areas. Setting up community hubs, supporting school-club partnerships and more regional competitions could discover hidden talent.

2. Another step is to improve the visibility and reach of scouting networks. Too often, selection favours players from known institutions. By diversifying trial formats and leveraging technology (such as video submissions or performance-tracking apps), selectors can widen their net. It’s already happening in India, where IPL scouts visit the most unlikely of places.

3. Coaching is another stumbling block. In many countries, high-level coaches are clustered in elite schools. National boards should consider optimising salaries as well as rotating certified coaches into public schools and regional academies. They should also ensure coaches are developed to be equipped to work with diverse learners and conditions.

4. Technology offers other exciting possibilities too. Virtual simulations, motion tracking and AI-assisted video reviews are now common in high-performance centres. Making simplified versions available to lower-income schools could level the playing field. Imagine a township bowler in South Africa learning to analyse their technique using only a smartphone and a free app?

Fairness in sport

The conversation about schools and cricket is not just about numbers or stats. It is about fairness. Sport should be the great leveller, not another mechanism of exclusion. If cricket is to thrive, it needs to look beyond scoreboards and trophies. It must ask who gets to play and who never gets seen?

A batter from a village school in India, a wicket-keeper from a government school in Sri Lanka or a fast bowler in a South African township; each deserves the chance to be part of the national story. Cricket boards, policymakers and educators must work together to make that possible.

The game will only grow when it welcomes players from all walks of life. That requires more than scholarships. It requires a reset of how we think about talent. Because the next cricket superstar may not wear a crest on their blazer. They may wear resilience on their sleeve.

Habib Noorbhai is a Professor (Health & Sports Science) at the University of Johannesburg.

The Conversation

By Johnathan Paoli

South Africa’s education sector has scored a major international victory with the appointment of Umalusi CEO Mafu Rakometsi as the new president of the International Association for Educational Assessment (IAEA).

Umalusi, which is the Council for Quality Assurance in General and Further Education and Training, confirmed the news with pride.

“We congratulate our CEO, Dr Mafu S. Rakometsi, on his appointment as the president of the International Association for Educational Assessment,” the council said on social media platform X.

The announcement, which has been welcomed by the country’s largest teacher union, Sadtu, marks a significant milestone for the country’s standing in global education quality assurance.

The IAEA is a globally respected body that brings together assessment professionals from over 50 countries across all continents.

Its membership includes national examination boards, university departments, government education agencies and research institutions that focus on education evaluation in primary and secondary schooling, post-school education and the workplace.

The association also provides a platform for advancing scholarly and policy debates on student achievement and quality learning.

With a career in the public service spanning more than four decades, Rakometsi has held multiple leadership positions and remains one of South Africa’s most respected education administrators.

Born and raised in Matjhabeng in the Free State, Rakometsi has been instrumental in strengthening education quality assurance mechanisms across the country.

Under his leadership, Umalusi has developed a reputation for upholding rigorous and credible standards in the certification of school and college qualifications.

He has championed various reforms that modernised assessment processes, improved public confidence in national examinations and promoted data-driven insights into learner performance.

Rakometsi is widely recognised for his strategic thinking, administrative excellence and commitment to education transformation.

Sadtu issued a congratulatory statement, hailing Rakometsi’s election to the prestigious global position.

“Dr Rakometsi’s appointment is a significant honour and recognition of his outstanding leadership, experience and commitment to educational quality assurance,” Sadtu spokesperson Nomusa Cembi said.

The union further noted that his presidency affirmed the depth of South African educational expertise and enhanced the international credibility of institutions like Umalusi.

“It places South Africa firmly on the world stage in terms of matters of assessment and quality education,” Cembi added.

Sadtu pledged its ongoing support for Rakometsi’s efforts to advance fair and equitable educational assessments both nationally and internationally.

His elevation to the presidency of IAEA is expected to amplify the voice of developing countries in the global education discourse, especially in how assessment tools and methodologies are designed to reflect diverse contexts and developmental challenges.

Rakometsi is also expected to advocate for more inclusive approaches that accommodate the realities of Global South education systems, particularly in Africa.

With educational equity and standards increasingly under the spotlight globally, his role will be key in advancing policies that ensure meaningful, fair and culturally relevant assessment systems.

INSIDE EDUCATION

By Johnathan Paoli

Despite the many challenges around implementing Information and Communication Technology to counter obstacles for persons living with disabilities, South African developers are proving that innovation can equal inclusion.

This week, a suite of assistive technologies aimed at transforming the lives of people with disabilities was launched at the Central University of Technology (CUT) in Bloemfontein.

“The technologies we introduce today are more than just tools; they are symbols of inclusion, innovation and purposeful change. They represent a future where no one is left behind in the Fourth Industrial Revolution. A future where ‘all means all’, including youth, women and persons with disabilities,” said Science, Technology and Innovation Deputy Minister Nomalungelo Gina.

The programme, which is a collaborative initiative of the DSTI, the Technology Innovation Agency (TIA) and CUT, showcased four transformative tools developed under the Technology Acquisition and Deployment Fund and the Grassroots Innovation Programme.

The deputy minister praised the launch, themed “Innovation for Inclusion: Empowering Abilities Through Technology”, as a bold statement that the time had come to dismantle systemic exclusion in workplaces, classrooms and public life.

The assistive technologies are all locally developed and aligned with the lived experiences of South Africans with disabilities.

They were incubated through TIA-supported programmes and refined at CUT’s Product Development Technology Station (PDTS).

Most of the developers are youth with disabilities, which affirms the importance of representation and inclusive design in innovation.

The Ka-Dah Device is a wearable hands-free system designed for the visually impaired.

It pairs a Bluetooth earpiece with a tactile interface, allowing users to operate smartphones without touching the screen, thereby enabling mobile access with independence and ease.

A real-time Video Remote Interpreting service called Virecom links deaf individuals to South African Sign Language (SASL) interpreters at public service points, such as police stations, to ensure fair access to justice and communication.

A mobile application, WeSignIt, converts written content into SASL through QR code scanning, enhancing comprehension and decision-making within the deaf community.

An innovative audio-description storytelling app called ShazaCin, which was created by a visually impaired South African entrepreneur, allows blind users to experience tourist destinations, cinemas and cultural landmarks through rich auditory narration.

CUT Vice-Chancellor Pamela Dube told the launch that assistive innovation was crucial.

“These technologies are not just projects; they are proof of what’s possible when innovation is driven by empathy and grounded in community,” she said.

Dube highlighted the university’s ongoing investment in inclusive technologies through its Centre for Rapid Prototyping and Manufacturing, which, alongside PDTS, has played a pivotal role in supporting student-led research, experiential learning and prototype development.

Dube spotlighted the Ka-Dah Device as an example of CUT’s innovation ecosystem translating academic research into impactful, real-world tools.

“It exemplifies how innovation can change lives. This is not the end of our journey, but the beginning of a more inclusive future,” she said.

Delivering remarks on behalf of Free State premier MaQueen Letsoha-Mathae, education MEC Manthlake Maboya reinforced the provincial government’s dedication to inclusivity.

“We cannot build a democratic and just society unless people with disabilities are at the centre of development,” she said.

Maboya confirmed that funding has been secured to expand disability services across the province, with a particular focus on eliminating barriers in rural schools and public institutions.

The DSTI shared its broader vision to scale these technologies nationally.

Plans include establishing a national disability innovation hub, expanding funding for youth-led tech startups, and partnering with NGOs, municipalities and national departments to integrate assistive technologies into service delivery.

Multiple departments, including Social Development, Women, Youth and Persons with Disabilities, and Small Business Development, are working together to ensure the rollout is multi-sectoral and sustainable.

The event also resonated globally, with representatives from G20 nations participating online and acknowledging South Africa’s leadership as the host of the G20 Disability Inclusive Working Group.

As the country accelerates its development of inclusive technology, the deputy minister stressed that a truly modern society must be one where all abilities were recognised, empowered and included.

INSIDE EDUCATION

By Levy Masiteng

Ensuring that children have a decent meal is essential for their health and educational outcomes.

Recently, Tiger Brands along with the Mogale City municipality in Gauteng, extended the company’s in-school breakfast programme to Tsholetsega Primary School, where 1280 learners will be fed breakfast daily for the next five years.

As part of the launch, mayor Lucky Sele and Tiger Brands also donated 300 pairs of new school shoes to the most deserving learners identified by the school in Kagiso.

Sele expressed his appreciation to the company and the Tiger Brands Foundation for their dedication to developmental partnerships with the government. 

“This is a practical demonstration of how public-private partnerships can yield tangible benefits for our communities. Feeding a child is not only a humanitarian imperative – it is a critical developmental investment in the future of our nation,” he said.

Tiger Brands, which opened a nearby state-of-the-art peanut butter manufacturing plant last year where its Black Cat Peanut Butter is produced, has a long history of investing in community development programmes that promote education, health and nutrition. 

“As a leading food manufacturer and employer in the country, food security is an important social priority for Tiger Brands. Our socio-economic development strategy focuses on sustainably building resilience (and) food secure and healthy communities across South Africa by working with implementation partners who are experts in their respective fields,” said Tiger Brands chief legal and corporate affairs officer Joe Ralebepa.

“We are a proud member of the business community in the Mogale City municipality and are honoured for the opportunity to work with our stakeholders and partners to support the education and prospects of learners at Tsholetsega Primary School.”

The mayor’s office said that by providing nutritious meals to pupils, the programme was expected to improve attendance, attentiveness and overall educational outcomes.

“This programme reflects the city’s ongoing commitment to building developmental and resilient communities through targeted social programmes, intergovernmental cooperation and strategic corporate partnerships,” it said a statement. 

Tsholetsega is one of two schools whose breakfast programme is sponsored by Tiger Brands at a total investment of R8,7 million over a five-year period. The second beneficiary is Phomolong Primary School in Henneman, Free State, where the company’s mill is based. 

The Tiger Brands sponsorship of the two schools is an extension of its foundation’s existing and long-standing in-school breakfast programme in partnership with the Department of Basic Education’s National School Nutrition Programme.

Launched in 2011, the programme provides a daily nutritious breakfast to 55,000 learners across 68 schools in the most food-insecure communities across the country.

The company said more than 149 million meals have been served since 2011.

In addition to the daily breakfast, the foundation has donated 65 new school kitchens and renovated existing school kitchens at participating schools.     

It said that to date, it has invested around R2 million on monthly stipends for food handlers, including for their accredited training in hygiene, food safety, food nutrition entrepreneurship and employment opportunities.  

The schools are also provided with all cooking and dining utensils, such as spoons and bowls, and aprons for the food handlers.

INSIDE EDUCATION

By Yershen Pillay

Imagine a South Africa where the sun powers communities, waste fuels industries and rural youth become green tech pioneers.

That future is within reach, if we act now. As the world grapples with rising climate risks, deepening inequality and economic fragility, the question is no longer whether we must go green, but how fast, how far and how inclusively we can do it.

For South Africa, a country with one of the highest youth unemployment rates in the world and a pressing need for economic transformation, green entrepreneurship presents an unprecedented opportunity.

It’s time to stop treating sustainability as an afterthought. We must centre it in our economic planning not only as a moral obligation, but as a strategic advantage. Done right, green entrepreneurship can create industries, unlock innovation and restore ecosystems.

It can uplift and empower rural and poor communities. And perhaps most importantly, it can give our youth a future worth believing in.

Why Green?

Let us begin with the fundamentals. Why go green? First, it’s cleaner. Climate change is not a distant threat. It is already here, disrupting agriculture, displacing communities and damaging infrastructure. A green economy curbs emissions, reduces pollution and protects biodiversity.

Second, it’s cheaper in the long run. Renewable energy, for example, has become more cost-effective than fossil fuels in many parts of the world. Green technologies are increasingly modular, scalable and economically viable.

Third and most importantly, it is sustainable. Green models align long-term economic growth with environmental stewardship, creating resilience rather than extraction.

Green entrepreneurship is about building a more humane and sustainable society. It’s about finding that sweet spot where innovation, inclusion and impact converge. In short, green is the new gold.

Our Natural Advantage

South Africa is not starting from zero. We are blessed with abundant sunlight, strong mineral reserves, rich biodiversity and a dynamic, youthful population hungry for opportunity. We also have growing pockets of innovation and entrepreneurship from agri-tech hubs to clean energy startups that are quietly but steadily rewriting the script.

South Africa has a unique opportunity to lead in the green hydrogen economy. With 70% of the world’s platinum reserves a key component in hydrogen fuel cells, South Africa could manufacture electrolyser and fuel-cell components locally. Initiatives like the Sasol–Green

Hydrogen National Programme and CHIETA’s Green Hydrogen Skills Centre are already laying the groundwork for a future-ready hydrogen economy. We could establish modular production units, support hydrogen-powered logistics solutions such as forklifts, and develop containerized hydrogen hubs. The market is already forming; we must act quickly to own it.

Green ammonia presents another bold opportunity particularly in fertiliser production, where decarbonisation is urgently needed. With the right investment, South Africa could pioneer ammonia-based solutions for both agriculture and green shipping fuels. Imagine small-scale ammonia plants serving farming cooperatives bringing industrial solutions to rural economies.

Circularity, Construction, and Clean Chemistry

Green plastics are another critical frontier. Traditional plastics, derived from fossil fuels, are polluting our oceans and choking landfills. The world is crying out for circular, biodegradable alternatives and we can meet that demand.

We must support green plastics incubation programmes that partner with sugar mills, breweries, and food producers to convert waste into sustainable polymers. We can create hubs for 3D filament production and foster circular design thinking in product development.

This is a global export opportunity waiting to be unlocked.

In the building and construction sector, eco-brick manufacturing and energy-efficient home retrofitting offer a dual solution addressing the housing crisis while reducing carbon emissions.

South Africa has the capacity to train artisans in green building techniques and insulation materials derived from recycled waste. This is job creation that is both practical and green.

Our chemical industry, too, is poised for transition. We must accelerate the move away from fossil-based inputs toward biofuels, biodegradable plastics, green solvent and eco-friendly industrial cleaners. These are not futuristic ideas, they are tangible opportunities, and the market appetite is growing.

Water, Agriculture, and the Green Workforce

Innovation doesn’t stop with materials and machinery. Water, one of our most threatened resources, offers a powerful area for entrepreneurial disruption. Technologies like metal-organic frameworks (MOFs), pioneered by scientists like Professor Omar Yaghi, enable the harvesting of clean water from the air even in arid regions.

Supporting “waterpreneurs” throughstartup funding and cooperatives could revolutionise water access in drought-prone areas.

In agriculture, the potential is equally massive. Green agriculture from organic and regenerative farming to hydroponics and aquaponics, is already the fastest-growing subsector in African agribusiness.

Add smart sensors, AI and data-driven planting techniques, and you have the makings of a digital green food economy. Our youth must be the architects of this transformation.

But to truly unlock green entrepreneurship, we must build the green workforce. This requires investment in training programmes for solar technicians, biogas specialists eco-plumbers and green artisans.

We must integrate green career guidance into schools and TVET colleges and develop digital platforms that connect green-certified professionals with market demand.

Funding the Future

Of course, entrepreneurship requires more than good ideas, it requires resources. The Chemical Industries Education and Training Authority (CHIETA), in recognition of this need, has allocated R40 million toward entrepreneurship development, with a focus on green startups.

This is an important step but it must be scaled, replicated, and embedded across the ecosystem. We need dedicated grant windows for green SMMEs, especially youth- and women-led ventures. We must create green incubation hubs in rural areas, aligned to local value chains.

We must incentivise public-private partnerships that offer skills development, market access, and compliance support.

Big picture thinking alone won’t change lives. We need boots-on-the-ground implementation, backed by funding, training, and political will.

From Green Shoots to Green Systems

The opportunity is clear. So is the urgency. South Africa doesn’t need to choose between growth and sustainability. With green entrepreneurship, we can drive both. We can re-industrialise our economy, build climate resilience and create dignified livelihoods – all at the same time. This is not about wishful thinking. It’s about bold planning, smart policy, and entrepreneurial energy. If we invest now in ideas, in infrastructure, and in people, we can turn green from a buzzword into a backbone of our economy.

Because green isn’t just good. Green is gold. Let’s mine it sustainably, inclusively and boldly.

Yeeshen Pillay is the CEO of the Chemical Industries Education & Training Authority (CHIETA).

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