By Oluwafemi Adeboand Nicole Cunningham

Would you eat food that was printed by a machine? 3D printed food is built up by equipment (a 3D food printer), layer after layer, using edible pastes, dough and food slurries in three-dimensional forms. These machines use digital models to produce precise, often personalised food items. Most 3D printed foods are made from nutrient-dense sources (plant and animal), which means they can offer health benefits.

The global market for 3D printed food is growing. It’s been estimated as worth US$437 million in 2024 and projected to reach US$7.1 billion in 2034. But the concept is still emerging in Africa.

Food science and technology researcher Oluwafemi Ayodeji Adebo and marketing academic Nicole Cunningham share what they learnt from a survey about South African consumers’ feelings on the subject.

How is food 3D printed and why?

In 3D food printing, edible food materials are formulated into printable materials (food ink). These inks can be made from pureed vegetables, doughs, or nutrient-rich mixes. The food ink is loaded into a 3D printer and extruded in layers until the selected shape is complete.

After printing, some products are ready to eat, while others need further processing such as baking or freeze-drying. The most common method is extrusion-based printing, valued for its simplicity and versatility.

The technique enables the customisation of food. Meals can be highly personalised in texture, appearance and nutritional content.

It can also transform food waste into food products. For example it can turn imperfect broccoli and carrots into healthy snacks and make noodles from potato peels.

It’s also useful in texture-modified diets for people with swallowing difficulties (dysphagia), especially the elderly. The products available for these patients tend to be bland and unappealing meals such as mashed potato, pumpkin and soft porridge. 3D food printing can produce nutritionally dense meals that are easier to eat and more appetising.

Food ink can combine various sources with different nutrients to boost the health benefits. Not having to process the product with heat can also result in higher nutritional content.

In South Africa, what sorts of foods might be 3D printed?

Virtually any edible material could be transformed into food inks, although some might require additives to make them printable. The abundance of nutrient-dense and health-promoting food crops in South Africa presents an excellent opportunity for 3D food printing to create novel food.

Sorghum, cowpea and quinoa have been used to make 3D printed biscuits, for example. They are more nutritious than wheat and don’t contain gluten.

Research at the Centre for Innovative Food Research at the University of Johannesburg has already demonstrated the feasibility of obtaining 3D printed products from different sources (for example whole-grain sourdough and malt biscuits, biscuits from wholegrain and multigrain flours and nutritious and appetising meals for dysphagia patients).

3D food printing is still in its infancy in South Africa, compared to developed countries such as China, Japan, the US and some European countries. The best-known companies that have adopted this technology include BluRhapsody, based in Italy, which makes 3D-printed pasta, and Open Meals based in Japan, which specialises in personalised sushi.

We carried out a study to understand South African consumers’ attitudes toward 3D-printed foods. Although the technology is not yet in wide use, we found some consumers were fairly knowledgeable about these foods and the associated benefits. These findings lay the foundation for business opportunities to commercialise and market 3D printed products in the region.

Who did you ask about it in your study?

The study surveyed South African consumers aged 18-65 who were familiar with the concept of 3D-printed food. We collected 355 responses, mostly females aged 24 to 44. They provided information and opinions on several aspects, including:

their awareness of 3D-printed food

their familiarity with 3D-printed food

their food neophobia (fear of new foods)

the convenience that 3D-printed food offers

their perspective on their health needs

the perceived benefits that 3D-printed food offers

attitudes towards 3D-printed food.

What did they say?

Positive attitudes were strongest among those who recognised the convenience and health-related benefits of this new technology. The potential to reduce waste, customise nutrition, and simplify meal preparation stood out as key motivators.

Interestingly, food familiarity didn’t play a significant role in people’s responses. This means they aren’t necessarily clinging to traditional or childhood meals when forming attitudes about 3D-printed food.

In short, novelty alone isn’t a deal-breaker, it’s more about perceived safety, usefulness, and understanding the benefits.

What does this tell us?

The findings highlight the crucial role of consumer education and awareness in shaping attitudes toward 3D-printed food. While unfamiliarity with the technology can create some hesitation, the research shows that consumers are not necessarily resistant to innovation. They just need to understand it better and be educated about the benefits it offers.

If food manufacturers and marketers invest in increasing public knowledge and offering hands-on experiences such as tastings, demonstrations, or transparent production processes, then consumer attitudes could shift positively.

This approach has shown promise in other markets. For example, educational campaigns in Europe and the US around lab-grown meat and plant-based proteins have improved public perception over time.

Marketers should talk about safety, health and sustainability, and demystify the technology through clear, engaging messaging. In countries where such strategies have been used, consumers have shown increased willingness to try novel food technologies. This is significant because of predicted growth in the industry.

If South African consumers see 3D-printed food more positively, this innovation could unlock opportunities to enhance food security, address malnutrition, and support personalised dietary solutions.

Oluwafemi Adebo is a Professor of Food Technology and Director of the Centre for Innovative Food Research, University of Johannesburg and Nicole Cunningham is an Associate Professor, University of Johannesburg.

The Conversation

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed national and provincial efforts of facilitating a new phase in the country’s drive to ensure that every South African child receives quality education from the earliest years.

Joined by Northern Cape education MEC Abraham Vosloo, Gwarube visited key education sites in Galeshewe and Platfontein, concluding with a large-scale Early Childhood Development (ECD) registration drive aimed at improving access to quality early learning.

“When our children thrive, families are strengthened, communities prosper and the nation as a whole becomes stronger. I want you to go back to your communities and encourage every ECD centre to register with the department,” the minister said.

Gwarube undertook a comprehensive community outreach visit to the Northern Cape as part of her national campaign to strengthen foundational learning and advance her department’s five strategic sector priorities.

The visit began at Thabane High School in Galeshewe, a Quintile 2 institution that has transformed itself into one of the top-performing schools in the province.

The school recorded a 94.59% matric pass rate in 2024 and now aims to achieve a 100% pass rate for the Class of 2025.

School principal Mthetho Mapula presented a report on the school’s turnaround strategy, highlighting targeted tutoring, community support and nutritional interventions as key contributors to the school’s success.

Addressing the matric class during assembly, Vosloo encouraged learners to maintain their focus and take pride in the high expectations placed on them.

“We believe in you and we are rooting for you to make history,” he said.

Gwarube followed with a motivational message, telling learners that achieving required preparation.

“A dream without a plan is just a fantasy. With hard work, that dream becomes your reality,” she said.

Gwarube toured the school’s kitchen under the National School Nutrition Programme and inspected digital learning infrastructure in its ICT centre.

The minister then travelled to the !Xankwesa ECD Centre in Platfontein, which was recently completed to serve over 400 children from the San communities of !Xun and Khwe.

Built through a partnership between the provincial education department and corporate donor Palms for Life, the centre replaced two facilities that were previously vandalized.

It now offers early education in the children’s mother tongue.

“This is an example of what can happen when communities and government unite. Language is key to comprehension, and mother-tongue education is crucial to building strong literacy foundations,” Gwarube said.

The minister emphasised that investment in ECD infrastructure was one of the pillars of her five strategic priorities, particularly in historically marginalised communities.

Vosloo echoed her sentiments, noting that “initiatives like !Xankwesa change the trajectory of entire communities”.

The delegation then proceeded to Kimberley Academy for a stakeholder engagement session with the Quality Learning and Teaching Campaign Provincial Steering Committee.

In her address, Gwarube outlined the department’s five priorities including ECD; literacy and numeracy; inclusion and special needs; teacher development and school leadership; and safe and dignified learning environments.

“Eight out of 10 Grade 4 learners cannot read for meaning in any language. We must treat this as a national emergency,” the minister reiterated.

She called for intensified mother-tongue based bilingual education, more inclusive classrooms and stronger district support systems to drive learner achievement.

The visit concluded with the launch of the Bana Pele ECD Registration Clinic, a mass campaign aimed at accelerating the registration of ECD centres nationwide.

Addressing hundreds of ECD practitioners, the minister encouraged informal childcare providers, including day mothers and creche operators, to formalise their programmes.

The Bana Pele initiative, launched earlier this year, is designed to fulfil South Africa’s goal of ensuring universal access to quality early learning for children aged 3 to 5 by 2030.

The roadmap includes efforts to increase the ECD subsidy from R17 to R24 per child per day, establish a national ECD Outcomes Fund and implement digital tracking systems such as the eCARES platform to simplify registration and data management.

Gwarube reiterated that ECD was both an educational and economic lever.

“The ECD sector already employs over 200,000 people, mostly women. If we reach our 2030 targets, we could double that. That’s real economic empowerment,” Gwarube said.

The minister hailed the event as a powerful demonstration of the government’s renewed commitment to early learning and grassroots transformation.

INSIDE EDUCATION

By Lungile Ntimba

The University of Johannesburg’s (UJ) two top women’s football players, Adrielle Mibe and Ayesha Moosa, have secured international club deals in the United States and Spain.

According to the university, both players have been key contributors to the success of the institution Women’s Football Team in the Hollywoodbets Super League and national tournaments.

Nthabeleng “Dunga” Modiko, who is a head coach of the UJ women’s football team, said the club was pleased with Mibe, who had been part of the university’s football structures from a young age. 

“We are very proud as a club and as a coach to see her go to the United States to further her education and play football. As her coach, I wish her all the best; let her fly her country’s flag proudly,” she said in a statement.

Commenting on Moosa’s departure, Modiko said the team was not only losing a talented footballer, but also someone who had significantly impacted the national league. 

“Ayesha is a highly skilled technical player who is humble in how she conducts herself. She’s our pride and our alumnus who has played the best football in the UJ colours. Congratulations to her on this move to Spain; make us proud! We will be watching you, hoping to see you in the Champions League,” she said.

UJ sports spokesperson Collen Maepa confirmed that Mibe would be joining the University of Arizona, where she would compete in the National Collegiate Athletic Association (NCAA) League while pursuing a degree in Social and Behavioral Sciences. 

He noted that Mibe had already achieved significant milestones in her career, including representing Banyana Banyana while still in high school.

Most recently, she was part of the Banyana Banyana squad for the 2025 Women’s Africa Cup of Nations in Morocco, but had to withdraw early due to her upcoming move to the US and adjustments to the squad by coach Desiree Ellis.

In an interview with UJ Sport, Mibe expressed gratitude to the institution’s football club, coaches, teammates and her family for their unwavering support throughout her football journey.

“I’m going there to learn and grow and also showcase my talent on a global stage,” she told UJ Sport. 

“This opportunity will give me the ability to develop further as a player; I am ready to embrace the change and all the good things that will come out of it.” 

Meanwhile, Moosa, who is a a recent Sport Science graduate, is set to join CD Argual in La Palma in Spain, for a season-long stint. 

Maepa said Moosa had been a central figure in the university’s football achievements, including the 2022 Varsity Football title and the USSA 2024 title. 

He added that Moosa made her national team debut during the 2023 Women’s COSAFA Cup in Gqeberha, solidifying her credentials as a rising football star.

“Football is a universal language, settling down will not be such a challenge,” said Moosa.

“I am looking forward to exploring life abroad and helping my team win trophies.”

According to Maepa, both players believe their overseas experiences would be crucial for their development, allowing them to hone their skills and contribute significantly to future national team endeavors on the global stage.

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has firmly denied allegations of political interference and personal enrichment linked to a R2.9 billion National School Nutrition Programme (NSNP) tender.

He is facing mounting pressure from opposition parties, service providers and civil society for his immediate resignation and a full-scale investigation.

Responding to claims made by the NSNP Service Providers Association and opposition politicians, Hlomuka acknowledged past ties to a company allegedly implicated in the current tender awards but said he had divested years before taking office.

“In 2015, when I was not in government, I registered a company. However, I’m no longer part of that company and I’m not aware of its activities. If it has received any tenders, that information will come out in the investigation,” Hlomuka admitted.

In an interview with Newzroom Afrika, Hlomuka addressed a growing storm surrounding his alleged ties to the company, his role in the procurement process, and broader accusations of corruption plaguing the provincial education department.

The MEC emphasised that as the political head of the department, he had no involvement in the supply chain management process and had never sat on a tender adjudication panel.

He called for aggrieved parties to lodge formal appeals with the provincial Treasury, which was overseeing the current appeal stage of the procurement process.

“I’ve engaged the MEC for finance and the premier. If there are irregularities, the law must take its course. No one is above accountability,” Hlomuka said.

Despite his denials, political pressure is intensifying.

The uMkhonto weSizwe Party (MKP) is demanding that Hlomuka resigns or face formal removal proceedings.

The party has also called for a presidential proclamation to mandate the Special Investigating Unit to probe the matter, and has appealed to the Auditor-General, Public Protector and Hawks to launch parallel investigations.

“This is a feeding scheme hijacked for political gain. This is not governance, it is exploitation of hungry children.” spokesperson Nhlamulo Ndhlela said.

The Democratic Alliance has welcomed the Treasury’s preliminary intervention and called on Basic Education Minister Siviwe Gwarube to transfer all future NSNP funding responsibilities from the education department to the provincial Treasury.

“If the allegations prove true, MEC Hlomuka must be removed immediately. Corruption cannot be tolerated, especially when it affects hungry children,” DA KZN education spokesperson Sakhile Mngadi said.

The DA has also submitted a formal request to the Standing Committee on Public Accounts (Scopa) for an urgent investigation and subpoena of all procurement documents related to the NSNP tenders.

At the heart of the scandal is a detailed complaint from the NSNP Service Providers Association, which claims to have obtained “concrete evidence” of tender rigging.

According to association spokesperson Thabang Mncwabe, supply chain procedures were allegedly deliberately undermined, with whistleblowers and legitimate bidders sidelined.

KwaZulu-Natal finance MEC Francois Rodgers has confirmed that while no formal complaint had yet been submitted, his office is open to investigating any evidence brought forward.

“It is my responsibility to ensure fiscal discipline. Allegations of tender fraud deeply concern me. Anyone with evidence must approach my office so we can probe further,” Rodgers said.

When asked about the MKP’s demand for his resignation, Hlomuka was defiant but restrained.

“I was appointed by the premier. If there’s a need for me to resign, I’ll wait for guidance from the one who appointed me. I have not appointed myself,” he said.

With Treasury open to probing the matter, Scopa expected to intervene and growing calls for a national-level investigation, the future of KwaZulu-Natal’s school nutrition programme and Hlomuka’s political career hangs in the balance.

INSIDE EDUCATION

By Lungile Ntimba

The National School of Government (NSG) has signed a Memorandum of Understanding with the Technical and Vocational Education Training Colleges Governors’ Council to strengthen the capacity and governance of TVET sectors.

This strategic partnership brings together the expertise of both institutions in training, research, advisory services and professional development to empower college councils with the necessary skills and competencies to contribute meaningfully to national development.

“Both parties are committed to identifying joint initiatives and projects that create shared value, particularly as it pertains to the training of college councils on leadership, governance, ethics and other areas of mutual interest,” NSG spokesperson Dikeledi Mokgokolo said.

The partnership would focus on the development and implementation of project-specific ventures to ensure alignment with agreed objectives.

Key areas of co-operation include ensuring strategic alignment of initiatives with the goals of the TVET college sector and enhancing the overall performance of institutions through collaboration with NSG’s diverse service offerings.

Furthermore, Mokgokolo highlighted the importance of ethical leadership and value-driven support within the TVET framework, saying that the partnership would involve engagement with industry partners, government agencies and other stakeholders to advance the initiative.

The agreement would also involve hosting workshops, seminars and coaching programmes tailored to meet the evolving needs of the intended audience.

It would enable the mobilisation of resources and support from external partners, donors and stakeholders, contributing towards enhancing the capacity and performance of TVET colleges and increasing investment in the sector.

“The NSG is looking forward to working closely with the TVETCGC and other stakeholders to deliver on this shared vision and contribute meaningfully to building a capable, ethical and developmental state,” the NSG principal Prof. Busani Ngcaweni said in statement.

“We aim to ensure that public servants, educators and administrators in TVET colleges are equipped with the skills, tools and ethical leadership required to transform the post-school sector.”

TVETCGC secretary-general Sanele Zondi agreed that the partnership was a step in the right direction.

He said it would enable the development of tailored training modules for council members in areas such as ethics, governance, leadership, budgeting and oversight.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Portfolio Committee on Higher Education and Training has concluded that no independent panel ever formally existed to oversee the appointment of Sector Education and Training Authority (SETA) board chairpersons, despite repeated claims by now-dismissed minister Nobuhle Nkabane.

The committee, undeterred by this week’s sudden Cabinet reshuffle, has resolved to continue investigating what it now views as a deeply flawed, politically influenced process.

“This matter could have been easily avoided, but we are here because systems meant to ensure transparency and legality were ignored. The reality is that there was never a panel in effect,” committee chairperson Tebogo Letsie said.

The committee’s decision to press ahead follows President Cyril Ramaphosa’s removal of Nkabane on Monday, replacing her with former deputy minister Buti Manamela.

While some ANC and Patriotic Alliance’s Ashley Sauls argued that the inquiry should end with the minister’s dismissal, others most vocally from the Democratic Alliance, Inkatha Freedom Party, Economic Freedom Fighters and uMkhonto weSizwe, insisted the process had revealed serious governance lapses that must still be accounted for.

The department’s deputy director-general for corporate services, Rhulani Ngwenya, who was appointed secretary of the so-called panel, admitted she had never convened a meeting, set an agenda, or recorded minutes.

“I was neither compensated nor remunerated against my appointment as a secretariat. I wish to clarify that all communications with Advocate Terry Motau SC was undertaken as part of my secretarial support services to the nomination panel,” she said.

Chief of staff Nelisiwe Semane clarified that although her name appeared on the list of panel members for the selection of SETA board chairpersons, she did not participate in that process.

In a letter dated 19 June, Semane stated her involvement was limited to the recommendation of SETA accounting authorities.

She attributed the confusion to Nkabane’s submission of an all-inclusive panel list that failed to distinguish between the two roles, confirming that she received no additional remuneration for her involvement.

Ministerial advisor Asisipho Solani, now unemployed following Nkabane’s axing, denied accusations that he had orchestrated the appointment process on his own.

While he confirmed helping facilitate a meeting between Advocate Motau and a legal acquaintance, Luvo Makasi, who held no formal role in the department, he insisted there was no misconduct.

MPs, however, expressed deep concern that external individuals were engaged in a government process without legal consultation, calling it “a serious violation of procedure”.

Director-General Nkosinathi Sishi came under intense scrutiny for his lack of oversight.

While he maintained he had no involvement in the appointments and only saw the final list at the same time as the public, MPs challenged his claims.

Sishi admitted the process had been flawed and called for future panels to be codified in legislation.

“We must write it into law… that such a panel is established,” he said.

However, he deflected responsibility for the debacle, insisting he was legally barred from appointing chairpersons himself.

The committee also condemned what they called a growing “culture of retaliation” against whistleblowers in the sector, warning the department against punishing staff who had testified.

Despite legal advice cautioning that it would be inappropriate to proceed without offering Nkabane the right to reply, the committee continued with finalising its oversight.

Members resolved to draft a preliminary report with findings and recommendations, including potential disciplinary steps against departmental officials and a legislative review of the Skills Development Act and Higher Education Act.

INSIDE EDUCATION

By Lungile Ntimba

In an effort to make schools safer, KwaZulu-Natal police and Basic Education Department officials made unannounced visits to three schools in Inanada where they found cigarettes and dagga.

The visits form part of the Safe Schools Protocol, which is a joint initiative between the department and the South African Police Service. It was signed last month and seeks to address social challenges such as bullying, gangsterism, substance abuse, crime and gender-based violence in schools across the country.

The schools that were visited were Ikusasalentsha Secondary School, Newtown Combined School and Inanda Comprehensive School.

The area has been identified by the department as a high-risk area for violent crime.

Department spokesperson Elijah Mhlanga confirmed on Tuesday that police engaged with learners on safety awareness and conducted searches during the visits.

“This protocol is not just a document; it’s a commitment to action. It establishes clear lines of coordination between education and law enforcement sectors to protect learners and educators alike,” Mhlanga said in a post on X.

The department’s school safety director Sifiso Ngobese emphasised the department’s commitment to restoring discipline and dignity in schools. 

He described the protocol as a vital tool in the broader effort to create an environment where education could thrive.

INSIDE EDUCATION

By Johnathan Paoli

President Cyril Ramaphosa has removed Nobuhle Nkabane as Minister of Higher Education and Training amid mounting controversy over politically connected appointments to Sector Education and Training Authority (SETA) boards.

The president has swiftly filled the vacancy by appointing deputy minister Buti Manamela as the new minister, and former ZwaZul-Natal premier Nomusa Dube-Ncube in his old position as deputy minister.

The changes were confirmed by the Presidency in a statement issued late Monday evening, citing Section 91(2) and Section 93(b) of the Constitution as the basis for the appointments.

Manamela, a long-serving member of the executive, had been Deputy Minister of Higher Education and Training since 2014.

His elevation to the ministerial position marks a continuity of leadership, but also signals Ramaphosa’s attempt to restore stability and credibility in a portfolio crucial to tackling youth unemployment, skills shortages and institutional dysfunction in the post-school education system.

Manamela is a well-known figure in the education and youth development sectors, with a political career rooted in the Young Communist League and the African National Congress.

His appointment is being viewed as a logical progression following years of experience within the department, during which he oversaw key initiatives in TVET college development, student funding and SETA reform.

Manamela’s familiarity with policy processes and longstanding relationships with key education stakeholders are expected to ease the transition and facilitate continuity in programmes aimed at modernising the sector.

Section 93(b) of the Constitution allows the president to appoint up to two deputy ministers from outside the National Assembly.

The presidency said that Dube-Ncube brought a wealth of experience to the position.

She previously served as MEC for cooperative governance and traditional affairs in KwaZulu-Natal and was most recently the premier of the province, the first woman to hold that office.

Known for her administrative acumen and strong leadership record, Dube-Ncube’s appointment is being welcomed as an injection of new energy into the department.

The reshuffle follows months of tension and criticism directed at Nkabane.

Her tenure had become increasingly untenable after revelations surfaced that several SETA board chairpersons appointed under her leadership were either politically connected or held positions within her department, raising serious concerns about transparency and governance.

The crisis peaked when Nkabane failed to appear at two successive meetings of Parliament’s Portfolio Committee on Higher Education, where she had been expected to explain the SETA appointments.

Her absence drew sharp rebuke from opposition parties and civil society alike.

She was scheduled to appear on Tuesday before the committee to account for the controversial process, a meeting that is now in doubt following her dismissal.

In a statement released shortly after her removal, Nkabane confirmed her exit and expressed gratitude to Ramaphosa for the opportunity to serve in Cabinet.

“It was a privilege to lead such a crucial portfolio and I remain committed to the service of South Africans,” she said.

The Democratic Alliance (DA) welcomed the decision to remove Nkabane, with national spokesperson and MP Karabo Khakhau, who had earlier in the day renewed calls for her dismissal, citing poor leadership and alleged cadre deployment in SETA governance.

“To the Republic and its people, we remain committed. What a fight!” she said on X.

There is uncertainty over whether Manamela will attend the higher education committee meeting in her place, however, despite the removal of her executive position, Nkabane remains an MP and is potentially liable to the Joint Committee on Ethics and Members’ Interests.

INSIDE EDUCATION

By Johnathan Paoli

With just days to go before the Gauteng education department opens its 2026 online admissions system, MEC Matome Chiloane has urged parents and guardians to prepare thoroughly and comply with all steps of the process to ensure successful placement of their children in Grade 1 and Grade 8 at public schools.

Briefing the media, Chiloane confirmed that the application window opens on Thursday at 8am and closes on 29 August at midnight, with no late applications to be accepted.

“This process is strictly for Grade 1 and Grade 8 admissions. There is no automatic placement for children currently in Grade R or Grade 7, you must apply online during the window,” Chiloane said.

Applications must be submitted through the department’s admissions portal which will be inactive until the official opening time and will close automatically at the end of the application period.

All parents, regardless of past applications, must create new login credentials for 2026.

The application process consists of five steps: namely to register parent or guardian details; home address; learner details; apply to five schools; and submit supporting documents within seven working days.

“Selecting only one or two schools is risky, choosing five improves the likelihood of your child being placed at one of your preferred options,” Chiloane advised.

The supporting documents to be submitted include a certified copy of parent/guardian ID or passport; child’s birth certificate or passport; legal permits if applicable (asylum, refugee, residence, work, or study); proof of home and/or work address; Grade 7 report card (for Grade 8 applicants); and clinic card or immunisation record (for Grade 1 applicants).

Parents may upload these documents online or submit them physically to each selected school.

However, only one submission method is allowed per application.

“If you choose five schools and submit physically, you must submit your documents at all five schools,” said Chiloane.

The MEC emphasised that accurate personal information and a reliable cellphone number were vital for communication throughout the application process.

Inaccurate details or mismatched documents will result in the application being marked as incomplete, and such applications will not be considered for placement.

Chiloane confirmed that the system used verified home addresses to assign feeder zone schools.

Thus, proof of residence is the most important document in the application.

For homeowners, a certified municipal bill (not older than three months) in the parent’s name with the full physical address is required.

For tenants, a copy of the landlord’s municipal bill, a signed lease agreement, a recent rental payment slip and a utility or bank statement in the applicant’s name reflecting the same address must be submitted.

For those living in family homes, a municipal bill in the homeowner’s name and the parent’s ID are required, along with an account in the parent’s name showing the same address.

Affidavits and “offers to purchase” will not be accepted.

To curb fraudulent address use, schools are authorised to verify physical addresses, with full support from the department.

Parents applying for Grade 1 must indicate their preferred language of learning and teaching from South Africa’s 11 official languages. The system will match this with schools offering that language.

For Grade 8, the learner’s Grade 7 home language, as reflected on their report card, will be used to identify suitable schools.

Placement will be determined considering the home address within the feeder zone; sibling at the school or feeder school linkage; work address within the feeder zone; home address within a 30km radius and home address beyond 30km.

Chiloane reiterated that completing the application did not guarantee placement at the first-choice school, but successful applicants would be placed at one of their selected schools based on these criteria.

To assist families without internet access or digital literacy, the department has established 81 walk-In centres, 15 district offices and support desks at all public schools across Gauteng. These will be open throughout the application period.

The Democratic Alliance Gauteng education spokesperson Sergio Isa Dos Santos, criticised the department’s silence on the details of the walk-in centres, saying it was creating “unnecessary anxiety” for parents.

“This lack of transparency is unacceptable. The department must urgently publish the full list of walk-in centres and their operating hours before the system opens,” Dos Santos said on Monday.

The DA has submitted official questions requesting centre locations, citing the chaos of last year’s admissions when over 6,000 learners were placed late due to system failures.

Responding to media queries, department spokesperson Steve Mabona confirmed to Inside Education that the list would be uploaded, but did not give a specific date.

In the meantime, Chiloane has encouraged parents to prepare all documentation now, ensure all information is correct, and avoid using fraudulent addresses, which disadvantage legitimate applicants.

He also issued a stern warning against scammers claiming to offer guaranteed placements for a fee.

INSIDE EDUCATION

By Anthea Adams, Charlene Geduld- Van Wyk, Patricia Muhoro, and Sandra Williams

Most universities and colleges have formal and informal programmes and initiatives to support student and staff development. Their goal is to create learning experiences that help students succeed academically.

Typically, academic development practitioners design and run these programmes. They are usually academics themselves. To help students, they use tools like data analytics to design tutoring and mentoring programmes. For staff, development might include formal courses, webinars, workshops and seminars. Education researchers Anthea Adams, Sandra Williams, Patricia Muhuro and Charlene Van Wyk-Geduld reflect on their recent paper on academic development in South African higher education.

What is the role of academic development in South African higher education?

It started in the early 1980s when black students were first allowed to register at universities that had previously been reserved for white students.

After 1994 when South Africa became a democracy, the main aim of academic development was to help transform society by giving black students better opportunities to succeed at university.

Research on whether these efforts were making a difference in improving student learning, and our reflections, show a mismatch between what academic development is supposed to achieve and how it is being carried out in practice.

What is the mismatch between goals and practices?

Academic development has come a long way, mainly thanks to government support and funding. There is evidence of this in research and annual progress reports submitted to the Department of Higher Education and Training. This evidence clearly shows the positive impact of academic development efforts over the years.

But even with these strides, we can’t ignore a major concern: many black students drop out of university or do not progress with their studies as expected. This tells us that there’s a serious disconnect between what academic development aims to achieve and its actual practices.

One of the biggest red flags is the ongoing gap in graduation rates across different population groups. For example, the Council on Higher Education’s 2022 review of higher education highlighted that in 2018, white students were six percentage points more likely to complete their studies than black students.

What’s also worrying is that South African curricula and learning approaches are not yet relevant to diverse learning contexts. Students, academic staff and professional organisations like the Higher Education Learning and Teaching Association of Southern Africa have all said that academic development practices may not sufficiently address the academic realities of the majority of students.

What lessons can we learn?

We propose that academic development work should be based on research that can genuinely support all students’ success.

A number of scholars have argued that the quality of current research on academic development work contributes to the mismatch between its goals and actual practices. The research is not yet as theoretical, scholarly and critical as it needs to be to help us fully understand and improve academic development work.

This critique helps us understand why academic development research often feels limited to one specific context. This is particularly true of research that looks into why some students are dropping out or struggling to complete their studies.
This kind of research doesn’t offer insights that help practitioners and academics think more broadly about how to apply the findings in different learning contexts.

Valuable work is being done by both veteran and less experienced academic development practitioners. Their efforts have influenced academic development work as we know it today. But we should respond to the observation that most academic development work is still, in practice, limited to one context.

What is the way forward?

Less experienced academic development practitioners and scholars may find it daunting to produce research rich in theory. Therefore, we propose working together in communities of practice to build networks and benefit from reciprocal mentorship opportunities.

Mentors can be peers or seasoned academic development practitioners and researchers. They can help each other unpack what it means to produce rigorous research based on real-life teaching and learning contexts.

Working alongside each other and sharing knowledge and expertise can be fulfilling. It can also be the catalyst for building theory that will advance an understanding of academic development work. Opportunities to form peer networks help academics develop confidence and competence as teachers and scholars.

This kind of work can happen naturally as long as the context is supportive. However, we recognise opportunities for both formal and informal reciprocal mentoring relationships. This is based on our reflections on our teaching experiences and engagements in postgraduate diplomas in higher education.

Several scholars support the proposal for national directives to develop academics as university teachers and scholars. Professional development initiatives, such as postgraduate diplomas, can be conducive learning spaces where academics can engage in the scholarship of teaching and learning.

In other words, supported by experienced facilitators, academics can use research and evidence to interrogate how they teach and how students learn.

Professional development initiatives are not a panacea for the mismatch between academic development goals and actual practices. However, they can be a place where academics help each other to build theory in academic development. Only then, by working together, can academics respond to challenges casting a shadow on academic development work.

Anthea Adams is a Lecturer: Academic Staff Development, Rhodes University, Charlene Geduld- Van Wyk is a Senior Instructor Emergency Health, Central University of Technology, Patricia Muhuro is a Senior Consultant Teaching and Learning, University of Fort Hare, and Sandra Williams is a Lecturer in Law in the Marketing Department in the Faculty of Business and Management Sciences, Cape Peninsula University of Technology.

The Conversation