By Mlungisi Ndlovu

As a committed advocate for fair labour practices, sound governance and constitutional values in public administration, I feel compelled to offer my independent opinion on the recent appointment of the Chief Financial Officer by the KwaZulu-Natal department of education under the leadership MEC Sipho Hlomuka.

This opinion is offered in my personal capacity and is grounded in legal precedent, constitutional rights and principles of good governance. I aim to address concerns raised over the CFO’s prior resignation under precautionary suspension and affirm the legitimacy and integrity of the appointment.

Background Context

It is a matter of public record that the CFO (Yali Joyi) previously served in another department or public institution and resigned while under precautionary suspension. No disciplinary hearing was concluded. No finding of guilt was recorded. Despite this, questions have arisen about whether the individual should have been considered for appointment.

Legal Perspective

Our legal system is based on the foundational principle that every individual is innocent until proven guilty. This principle does not only apply in criminal law, but extends to employment law and administrative justice.

No person should be disqualified, defamed, or denied opportunity based on unresolved allegations or suspicions. As held in Mahlangu v PRASA [2016] ZALCJHB 548: “Precautionary suspension is not a finding of guilt, and resignation ends the employment contract.”

Mtati v KPMG [2017] ZALCJHB 273: “Disciplinary processes cannot continue post-resignation unless there are criminal charges.”

The implication is clear: without a concluded disciplinary process and finding of misconduct, the individual remains legally and ethically employable.

The Constitution, particularly Section 195(1), mandates that public service appointments must be based on ability, objectivity and fairness. This was echoed in the Barnard v SAPS [2014] ZACC 23 case, which emphasised that fairness, not prejudice, must guide hiring decisions.

Nowhere in our labour laws or Public Service Act does a resignation under investigation amount to permanent disqualification from future employment. The lack of any disciplinary record or criminal conviction means there is no legal obstacle to the CFO’s appointment.

Ethical and Governance Considerations

From a governance perspective, we must ask:

Was the recruitment process fair, open, and transparent?

Were the appointee’s qualifications and experience evaluated objectively?

Was there any legal finding barring this individual from public service?

If the answer to these questions supports the integrity of the process — as I understand it does — then attempts to reverse or undermine the appointment are not based on law, but on speculation, prejudice, or political interference.

Final Opinion and Personal Reflection

In my personal capacity, I am satisfied that the appointment of the CFO was lawful, constitutional, and merit based.

There is no proven misconduct nor any legal or ethical ground to reverse it and the decision respects the rule of law, the right to fair labour practices (Section 23 of the Constitution), and the presumption of innocence.

Withdrawing this appointment without due process would set a dangerous precedent — one that undermines fairness and fuels a culture of fear and injustice.

As a society and as a public sector, we must be guided not by suspicion, but by truth, law and fairness.

I strongly support retaining the CFO in the position. I encourage stakeholders to respect the process, uphold the rule of law and allow the individual to perform their duties in service of learners, educators and the people of KwaZulu-Natal.

Mlungisi Ndlovu is the KwaZulu-Natal manager of the Public Servants Association. He writes in his personal capacity.

INSIDE EDUCATION

By Johnathan Paoli

The Democratic Alliance in KwaZulu-Natal (KZN) has escalated its objections to the appointment of Yali Joli as CFO of the provincial education department, formally petitioning Premier Thami Ntuli to intervene and reverse the decision.

DA KZN education spokesperson Sakhile Mngadi said the decision followed education MEC Sipho Hlomuka’s failure to reverse the appointment within five days.

“It is untenable that an individual with unresolved allegations of financial misconduct should now be in charge of billions of rands meant for learners, infrastructure and critical school services. This sets a reckless and dangerous precedent,” Mngadi said.

The move comes amid mounting criticism from political and civil society stakeholders who question the integrity of the appointment, given Joli’s unresolved history of alleged corruption.

In a formal letter submitted on Monday, Mngadi urged the premier to institute an independent review of the appointment, disclose all related documentation and consider reversing the decision within 14 days.

The DA has warned that failure to act could result in legal action and formal complaints to the Public Service Commission and the Public Protector.

Joli, formerly CFO at the cooperative governance and traditional affairs department, resigned in January 2025 while under investigation for procurement-related corruption allegedly committed in the lead-up to the 2024 general elections.

Her resignation, submitted before the conclusion of an internal disciplinary process, rendered the investigation inconclusive and left serious questions about her accountability unanswered.

Despite this unresolved matter, the education department offered her the CFO position in the beginning of May.

In his letter to Ntuli, Mngadi described Joli’s appointment as “a breach of several key legal and constitutional principles”, citing Section 195 of the Constitution, the Public Finance Management Act (PFMA) and the Public Service Act.

The DA further stated that the appointment threatened the party’s ability to support future education budgets under the Government of Provincial Unity (GPU).

“This is not merely a staffing issue, but speaks to the constitutional integrity of the provincial government and its commitment to clean governance,” Mngadi said.

The DA is also preparing a motion to summon Hlomuka and senior officials before the provincial legislature’s education portfolio committee.

“Instead of being held to account, Ms Joli has been rewarded with another top government job in a department already facing serious budgetary constraints and service delivery failures,” Mngadi argued, calling the appointment “cadre deployment” and “a betrayal of public trust.”

Inside Education reached out to teacher unions for updates regarding their plans.

The South African Democratic Teachers’ Union (Sadtu) has rejected Joli’s appointment, calling it “reckless, negligent and potentially catastrophic”.

Sadtu KZN provincial secretary Nomarashiya Caluza confirmed her union’s decision to approach higher authorities for intervention.

“The union’s provincial executive committee took a decision to write to the Public Service Commission asking for the commission’s intervention,” Caluza said.

The National Professional Teachers’ Organisation of South Africa (Naptosa) also expressed dismay.

General-Secretary Basil Manuel noted that while Naptosa had not yet taken formal steps, the union remained deeply concerned.

Hlomuka, for his part, has defended the appointment, saying all due processes were followed and that no official report from the CoGTA investigation had been submitted.

“The person you are talking about is one of the best financial managers. She has performed very well in previous roles,” he said, adding that the provincial cabinet had endorsed the appointment.

The department already faces governance challenges including unpaid service providers, infrastructure backlogs and multiple audit findings.

Ntuli is now under increasing pressure to respond decisively.

In terms of Section 125 of the Constitution, the premier is obligated to ensure sound governance and ethical leadership within the provincial administration.

At the time of publishing, Ntuli’s office had not yet responded to the letter.

INSIDE EDUCATION

By Lungile Ntima

The Democratic Alliance in Gauteng has one gain called on the education department to reverse its decision requiring no-fee schools to pay their own utility bills.

It is also pushing for the establishment of a task team to resolve municipal disputes and prevent future disconnections.

This follows a written reply by education MEC Matome Chiloane to questions posed by the DA in the provincial legislature, revealing that 525 schools have experienced electricity and/or water disconnections since last year January, which was an increase of 536 previously reported.

DA MPL Sergio Isa Dos Santos said the situation had reached a breaking point, with over R58 million in unpaid utility bills leading to electricity and water disconnections.

“This has made it impossible to provide lighting in classrooms, power educational technology and maintain hygiene and safety standards. As a result, stress levels are increasing and morale is plummeting among learners and educators,” Dos Santos said in a statement on Monday.

He accused the department of neglecting its responsibilities by continuing to expect no-fee paying schools to cover their own utility bills.

Dos Santos added that what was even more concerning was that the schools collectively owed R58,586,285.04, which the department admitted it could not settle during the 2024/25 financial year.

“The department has claimed that all debts will be cleared by 30 June 2025, but no evidence has been provided to confirm this,” he said.

Follow-up questions posed by the DA aimed to clarify the duration of school disconnections, affected services, notifications to schools and support provided. 

However, Dos Santos said the MEC responded vaguely, referencing previous annexures and replies that omitted critical details or failed to address the specific questions.

“This evasive approach is unacceptable. The utility crisis has serious implications for learners’ dignity, health and access to quality education, particularly in schools with limited resources to cope,” said Dos Santos.

“The DA will continue to hold the GDE accountable for its financial neglect which is affecting the education system in the province. We will fight until every learner has access to a safe, dignified, and uninterrupted learning environment,” said Dos Santos.

Department spokesperson Steve Mabona did not respond to questions from Inside Education.

INSIDE EDUCATION

By Robin Pickering

Public battles over what schools can teach about sex, identity and relationships, often framed around “parental rights,” have become more intense in recent years.

Behind the loud debate lies a quiet contradiction. Many parents who say sex education should be taught only at home don’t actually provide it there, either.

As a scholar of sex education, I found that parents strongly opposed to comprehensive sex education in schools were the least likely to discuss health-promoting concepts such as consent, contraception, gender identity and healthy relationships. I discuss similar themes in my book, “A Modern Approach to the Birds and the Bees.”

Comprehensive sex education delays sexual activity, increases contraceptive use and reduces teen pregnancy and sexually transmitted infection rates. It has a complex history, but has long received bipartisan support.

In recent years, however, old debates over sex education and funding have taken a sharper turn.

In June 2025, the Trump administration ordered California to remove gender-identity materials from sex education lessons or risk losing over US$12 million in federal funding.

This directive is part of a broader shift. Since the early 1980s, abstinence-focused policy has existed at the federal level under Reagan with the Adolescent Family Life Act. In recent years, however, a wave of state-level legislation, often driven by conservative advocacy groups, has tried to limit what schools can teach about sexuality.

The parents’ rights movement

In 2023, Florida expanded its Parental Rights in Education, also known as the “Don’t Say Gay” law, to extend limits on discussing sexual orientation and gender identity to all K–12 grades. The law states that sex can be defined only as strictly binary, limits discussions of gender and sexuality, imposes rules on pronoun use and increases school board authority over curricula.

Other states, including Texas, Oklahoma, Louisiana and Kentucky, have imposed similar restrictions.

Local school boards in states such as Florida, Idaho, Tennessee and Utah have removed textbooks, cut health courses and banned books with LGBTQ+ themes. Conservative, local school boards are reshaping sex education nationwide even though the vast majority of Americans oppose efforts to restrict books in public schools and are confident in public schools’ selection of books.

Who’s having the talk?

As laws limit teaching about sex, gender and identity, I wanted to explore whether parents are stepping in to fill the gaps.

About 10% of the surveyed parents said sex education should happen only at home. Those parents were also most likely to say they “almost never” or “never” discussed sex, sexuality and romance with their children.

By contrast, parents who supported comprehensive, school-based sex ed were significantly more likely to discuss subjects including consent, contraception, identity and healthy relationships at home.

The survey also found that parents who opposed comprehensive sex education were more likely to believe commonly circulated misinformation, such as the idea that talking about sex encourages early sexual activity and that condoms are not effective.

These preliminary findings align with a robust body of peer-reviewed literature suggesting that parents who are more resistant to school-based sex ed are also less likely and less equipped to have open, informed conversations at home.

These findings point to a gap between expert recommendations and what parents do.

At the federal level, the Trump administration slashed funding for comprehensive sex education. The administration also expanded funding for abstinence-only programs, despite evidence of their ineffectiveness.

Risks rise without education

A 2022 report from Common Sense Media found that nearly half of teens report learning about sex online, with pornography among the top sources.

Research indicates that even when schools and families avoid topics related to sexuality, young people still encounter sexual content. Yet, advocacy groups such as Moms for Liberty support the removal of what it considers “age-inappropriate” or “sexually explicit” materials from classrooms and school libraries.

The absence of structured, accurate education likely has implications for public health. According to the CDC, individuals ages 15 to 24 account for nearly half of all new sexually transmitted infections in the U.S.

Mississippi, Alabama and Arkansas have some of the highest teen birth and sexually transmitted infection rates. Yet, these states are also among those with the most restrictive sex education policies and poorest sex ed ratings.

These communities also face higher poverty, limited health care access and lower educational attainment. The combination deepens health disparities.

LGBTQ+ youth are especially vulnerable to sexually transmitted infections and related health challenges. This vulnerability is compounded in regions with limited access to inclusive education.

A 2023 CDC report found that students who receive inclusive sex education feel more connected to school and experience lower rates of depression and bullying. These benefits are especially critical for LGBTQ+ youth.

As debates over sex education continue, I believe it’s important for policymakers, school boards and communities to weigh parental input and public health data.

Robin Pickering is a Professor and Chair, Public Health, Gonzaga University.

The Conversation

By Shaw Badenhorst

South Africa has one of the world’s richest fossil records of hominins (humans and their fossil ancestors). But many misconceptions still exist regarding human evolution, and school textbooks contain inaccuracies.

South Africans still have some of the lowest rates of acceptance of human evolution, mostly due to conflicting religious views. Religion and the non-acceptance of evolution hinders the understanding of evolution by teachers and learners.

It doesn’t help that school subjects (evolution being one of them) are often taught in unengaging ways, rather than interactive methods.

Many studies have shown that collaborations between schools and informal science learning centres, such as natural history museums, can have a positive effect on school learners. Inquiry-based activities at museums have been shown to help learners gain knowledge and meaning about the past. Museum visits foster “thinking skills” through guided conversation and questions asked by educators and learners. New information is gained through reasoning, inference and deduction, which enhance learning.

In 2018, a team of researchers from the University of the Witwatersrand launched workshops on human evolution for grade 12 learners (in the final year of secondary school) in South Africa’s Gauteng province. The aim was to stimulate interest in the palaeosciences and improve learner performance. We worked with learners from 13 schools in the area. The workshops were conducted at the museum of the university’s Evolutionary Studies Institute.

From tests before and after the workshops, we found that they improved the learners’ understanding and acceptance of concepts related to evolution. More teacher training and school visits to museums and exhibitions could build on this success.

Our human evolution workshops were conducted with well-resourced and historically disadvantaged schools attending. The grade 12 learners, aged 17 and 18 years, visited the fossil preparatory laboratory, searched for clues in the museum while answering a worksheet, and did activities on human evolution using inquiry-based approaches.

These activities included measuring and describing skulls of apes and hominins, comparing hip bones to see whether the creature was able to walk upright on two legs, investigating stone tools, and drawing a phylogenetic tree (a diagram showing how species are descended from each other). Due to financial constraints, some of the workshops were held at the schools themselves.

The 687 learners wrote a test before and after the workshop to test their knowledge of hominin evolution. Their scores increased from an average of 39% to 61%.

The location of the workshops (either at the museum or at the school) did not affect the scores, suggesting that workshops can be scaled to reduce costs. Feedback from interviews indicated that learners regarded the workshops as beneficial, enabling them to learn new facts and gain a deeper understanding of human evolution. Teachers echoed the same view.

One learner said:

It was pretty enjoyable, and informative and interesting. Especially the part when we asked questions and we actually got answered. It helped us to understand the knowledge more.

Another said:

It is always better to physically see things as compared to seeing a picture of it, it is easier to understand it this way.

A teacher commented that learners

could literally see exactly what is happening and it is not just talk, they can touch it and they can take part in the experiment, which is not something they are exposed to at school.

It was apparent that learners understood human evolution better after the workshops. In the preliminary exam paper of Gauteng province, learners who attended the workshops scored nearly double (average 41%) the score of schools that did not attend (average 21%). While the scores are still low, and there is still much room for improvement, the results suggest that a short, hands-on workshop can make a major difference to learners.

The workshop also increased the acceptance of evolution from 41% to 51%. (It was not the purpose of the workshops to increase acceptance, but rather to improve understanding of the topic.)

Why the workshops worked

In our view, the workshops were successful because they used inquiry-based learning, learners working in groups using problem solving and physical handling of fossil casts. This enabled active participation in the learning process.

With this approach, learners took ownership of the learning process and it developed their curiosity, interest and a desire to learn. The guidance of a subject expert during the workshops enhanced the quality of the workshops and the learning experience. It’s clear that visits to places like natural history museums created connections which helped with understanding concepts such as human evolution in the classroom, and developing an enjoyment of learning.

What’s next

We recommend that teachers receive training in human evolution and how to teach this topic. Common misconceptions of teachers can be identified through surveys, and intervention training must be planned around these misconceptions. The Gauteng Department of Education has a free professional development programme offering training to teachers (not publicly available), which can be used for this purpose.

Various institutions in Gauteng offer exhibitions on human evolution and fossils, including the University of the Witwatersrand, the Ditsong National Museum of Natural History, Maropeng Cradle of Humankind, Sterkfontein Caves and the Sci-Bono Discovery Centre. The provincial education department must promote school visits to these places. Human evolution can be one of the most rewarding topics for learners, especially in a country where the fossil record is right on the doorstep.

It’s vital for grade 12 learners in South Africa to have a solid understanding of human evolution – it fosters critical thinking about science, identity and our shared African origins. This knowledge not only deepens their appreciation of the continent’s fossil heritage, but also counters misinformation with evidence-based insight.

Shaw Badenhorst is the Associate Professor in Zooarchaeology at the University of the Witwatersrand.

The Conversation

By Akani Nkuna

Melinda Goosen and Cheryl Kotze have been appointed as managers for the aquatics team ahead of the World University Games in Germany’s Rhine-Ruhr region on 16 July to 27 July.

Goosen who heads swimming at Nelson Mandela University is entrusted to guide the diving squad at the games, and despite this being her 5th appearance, she said she relished the opportunity to lead the talented four-member squad.

“I am really excited about the talent among the divers. It is only the second time we have had divers in the squad,” she said.

The diving role marks the new territory for Goosen who has already immersed herself in planning and logistics to guarantee a smooth experience for the team at what she describes as the “premier international event for student-athletes.”

In addition to logistics, her responsibilities range from keeping athletes on track with their training programmes to handling key documents required by the local organising committee.

Meanwhile, Kotze appointed manager of the SA men’s swimming team, is also no stranger to the global stage after her stint managing the University Sports South Africa (USSA) swimming team at the 2023 Games in Chengdu.

The team won 7 of the 20 medals they competed for.

Reminiscent of the atmosphere at the stadium and the patriotic feeling she felt walking behind the South Africa flag during the opening ceremony officiated by the Chinese President Xi Jinping, Kotze recalled the ordeal as “close to the Olympic experience as you could get.”

“We have made monthly presentations to the USSA high-performance committee, followed by one-on-one sessions with head coaches and the swimming committee. Now that the team have been selected, the real work begins,” Kotze added.

Kotze expressed appreciation for the backing from USSA, noting the availability and dedication of its team.

She welcomed the addition of coaches Marco Markgraaff and Keenan Riffel, both of whom were part of the 2023 delegation.

“The three of us know each other well and work seamlessly together. That strong team dynamic makes a huge difference when you are competing on the world stage,” she said.

INSIDE EDUCATION

By Johnathan Paoli

In a significant diplomatic and educational development, Higher Education and Training Minister Nobuhle Nkabane has signed a Memorandum of Understanding on Technical and Vocational Education and Training (TVET) with Austria.

It is aimed at aligning South Africa’s vocational training priorities with Austria’s globally respected dual education system.

Nkabane signed the MOU during the State Visit of Austrian President Alexander van der Bellen to South Africa, with the Austrian Foreign Affairs Secretary-General Nikolaus Marschik co-signing at his country’s Federal Ministry for European and International Affairs.

“Working with both the Austrian Federal Ministry of Economy, Energy and Tourism, together with the Federal Ministry of Education, we look forward to placing TVET students at the Austrian companies operating in South Africa and vice versa,” the minister said.

The new agreement paves the way for transformative collaboration in skills development and youth employability.

It commits both nations to structured cooperation in work-based learning, institutional partnerships and cross-border student placements.

South African TVET students will have increased access to Austrian businesses operating locally and, in select cases, abroad.

The partnership will also support curriculum design that aligns classroom instruction with practical, on-the-job training.

Key focus areas include the exchange of TVET delegations, collaboration between vocational colleges and training companies, joint development of work-based learning methodologies, and fostering an efficient, practice-oriented dual training system in cooperation with employers.

“This agreement affirms our belief that vocational education must be industry-responsive, practical and internationally benchmarked. It reflects our commitment to addressing youth unemployment by equipping our students with the right skills for the right jobs,” Nkabane said.

During the high-level discussions, Nkabane emphasised the importance of strengthening ties not only in TVET but across the broader higher education and training sector.

She acknowledged and praised the longstanding partnerships between South African and Austrian universities, including the University of the Western Cape’s MoU with Kepler University of Linz, the University of Cape Town’s academic cooperation with Kepler University, and the University of Pretoria’s collaboration with the Vienna University of Economics and Business and the Technical University of Vienna.

Additionally, universities such as Durban University of Technology, Walter Sisulu University and the University of the Free State were commended for their progress in forming international linkages with Austrian institutions.

Nkabane also highlighted a promising initiative underway at North-West University, which was negotiating a MoU with Austria’s Karl Landsteiner University of Health Sciences. The planned partnership, expected to be signed later in the year, is part of North-West University’s internationalisation strategy and forms the foundation for South Africa’s 10th medical university.

“These institutional collaborations are vital in promoting joint research, curriculum development, academic mobility and joint degrees. They also support our Presidential PhD Programme, which we run in partnership with the Department of Science, Technology and Innovation,” Nkabane said.

In her official address during the state visit, Nkabane reiterated that South Africa’s TVET colleges were at the core of the national strategy to skill, reskill and upskill youth for both employment and entrepreneurship.

She stressed the importance of focusing on scarce skills that were urgently needed by the South African economy, such as in green technology, mechatronics, engineering and hospitality.

As part of the long-term vision, the minister proposed expanding the cooperation to include Community Education and Training (CET) colleges and South Africa’s network of Sector Education and Training Authorities (SETAs).

This would broaden the reach of the agreement, offering more inclusive access to skills development opportunities.

“We want to create a dynamic, accessible vocational education system that leaves no community behind. This is how we ensure that skills development supports inclusive economic growth,” Nkabane said.

The Austrian state visit has elevated diplomatic relations between the two countries and reinforced the shared commitment to youth empowerment, workforce readiness and green economic development.

Austria’s dual education model, praised globally for integrating theoretical instruction with real-world training, presents a blueprint for South Africa’s evolving TVET strategy.

President Cyril Ramaphosa welcomed the agreement as a pillar of the broader cooperation between the two nations, which also spans trade, investment and sustainable development.

Both leaders affirmed their intention to turn agreements into action and deliver tangible benefits to their citizens.

As the world grapples with shifting labour markets, digital disruption, and a rapidly advancing green economy, partnerships like this offer hope for a more prepared, skilled, and competitive youth workforce

INSIDE EDUCATION

By Johnathan Paoli

Deputy Minister of Higher Education and Training Buti Manamela has reaffirmed government’s commitment to supporting the small business sector through focused investment in skills development, stressing a crucial link between the government’s intentions and real-world implementation.

Manamela was speaking during post-budget engagements with SMMEs in Cape Town. It was co-hosted by Food and Beverage Sector Education Training Authority (FoodBev SETA), the Insurance SETA (INSETA) and the Safety and Security SETA (SASETA) in partnership with his department.

“We meet here today as policy meets practice, and as budgets meet the ambitions of our entrepreneurs operating at the frontline of economic inclusion in the food, insurance and security sectors,” Manamela told attendees.

The deputy minister outlined how the budget would drive transformation across the higher education and skills ecosystem, particularly in support of micro, small and medium enterprises.

Of the total allocation, R116.4 billion comes from voted funds and R26 billion from the Skills Development Levy.

Key allocations include R14 billion for TVET colleges, rising to R14.7 billion in 2026; R3.1 billion for Community Colleges, increasing to R3.3 billion; R48.7 billion for NSFAS, rising to R53 billion by 2027; R96 billion for universities, despite a R1.4 billion funding gap; and R26 billion for SETAs and the National Skills Fund, growing to R27.8 billion next year.

“These are not abstract numbers, but represent potential, opportunity, and impact. They represent your businesses, your employees, your communities,” Manamela said.

The deputy minister emphasised that SMMEs accounted for over 60% of employment in South Africa and were often the only economic lifeline in township and rural communities.

Manamela referenced the National Skills Development Plan Outcome 6 which prioritised support for entrepreneurship and cooperative development.

The National Skills Fund is expected to spend over R659 million in the current year on SMME support, youth-focused programmes and cooperatives.

In the 2024/25 financial year, the department’s procurement spend directly supported 366 micro and small enterprises, allocating more than R59 million, 36% above target.

For the current year, the department has set a 50% procurement target.

Manamela stressed the importance of market access, compliance support, mentorship, infrastructure and procurement opportunities.

The deputy minister also commended the contributions of the three co-hosting SETAs, highlighting the scale and scope of their SMME-aligned programmes.

INSETA supported over 2500 beneficiaries and invested R40 million in bursaries, learnerships, workplace-integrated learning and skills programmes, with many focused on small insurance enterprises.

SASSETA disbursed more than R100 million across a wide range of interventions, including learnerships, internships, graduate placements and recognition of prior learning, specifically empowering emerging security businesses.

FoodBev SETA invested R106 million in training over 2900 learners in areas ranging from artisan development to TVET and university placements which are key to bolstering South Africa’s food and manufacturing sector.

“These interventions aren’t charity, they are investments in jobs, dignity, and long-term competitiveness,” Manamela said.

As part of the day’s programme, the deputy minister, joined by FoodBev SETA CEO Nokuthula Selamolela, INSETA CEO Gugu Mkhize and SASSETA CEO Thamsanqa Mdontswa and representatives from the Mining Qualifications Authority, embarked on an SMME Immersion Walkabout at Makers Landing, a culinary hub at the V&A Waterfront.

It allowed the delegation to engage directly with food entrepreneurs and small-scale producers working in the precinct’s production-ready kitchens and incubator spaces.

From artisanal beverage creators to dairy and packaged goods entrepreneurs, the walkabout highlighted the tangible outcomes of skills investment and the real-world impact of public-private partnerships.

Makers Landing, a partnership between the V&A Waterfront and the National Treasury’s Jobs Fund, is home to a dynamic food incubation programme and serves as a model for linking training to economic opportunity.

Citing the 2023 Survey of Employers and the Self-Employed, Manamela noted that nearly 1.9 million informal businesses operate in South Africa, over 80% of which were started using personal savings and without formal financing or licensing.

“Yet they persist. Our duty is to ensure they do not walk this road alone. Whether in a spaza shop in Khayelitsha, a catering co-op in Giyani, or a private security start-up in Vosloorus; we must match their determination with institutional support,” he said.

The deputy minister emphasised that the budget must be more than an accounting document, but a mandate for delivery.

“This budget must not sit in a PDF or a parliamentary Hansard, it must live in the businesses you grow, the people you employ, and the communities you sustain. Let this not be our last engagement. Let this be our annual commitment,” he said.

The session marked a milestone in strengthening collaboration between the department, SETAs, and the small business sector, reinforcing government’s recognition of SMMEs as the engine of South Africa’s economic recovery and transformation.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has maintained her vision for transforming the higher education system in an urgent governmental drive to ensure increased assistance to students and securing solutions for the unemployed youth of the country.

Nkabane presented her department’s R142.4 billion budget for the 2025/26 financial year to the National Assembly, pledging to build an inclusive, responsive and transformative post-school education and training (PSET) system.

“This is a budget of hope, inclusion and transformation. With the review of and statutory amendments in the PSET, we hope to improve the efficiency and performance of the Post-School Education and Training System,” Nkabane said.

She noted that allocations would rise to R150 billion in 2026/27 and R158 billion by 2027/28, but warned that real-term growth remained insufficient to fully meet growing demand.

Nkabane opened her address with a tribute to individuals who recently died in higher education spaces, including Walter Sisulu University student Sisonke Mbalekwa, who was shot during a protest, and deputy vice-chancellor Sinethemba Mpambane.

The budget includes R96 billion for universities, R14 billion for TVET colleges; R48.7 billion for NSFAS and and R26 billion for SETAs and the National Skills Fund.

Despite this, universities face a R1.4 billion shortfall, which the department is addressing with the National Treasury.

TVET colleges remain central to the department’s strategy, with centres of specialisation expanded from 43 to 53, producing over 5000 artisans with a 97% pass rate.

New specialisations include mining, water utility, music and performing arts, while trade test centres increased to 37, and hairdressing has been added as a funded programme.

In terms of university expansion and infrastructure development, key projects include a new Tshwane University of Technology campus at Giyani (2026 enrolments); Phase One of North-West University’s Mining Campus (completion by 2030); and two new CET colleges in Gauteng and Northern Cape.

NSFAS funding has grown from R21.4 million in 1991 to R54 billion in 2024, with an additional R3 billion over three years via the National Skills Fund, supporting the “missing middle”.

Nkabane reaffirmed the goal of training 30,000 artisans by 2030 and highlighted ongoing collaboration with the Presidential Youth Employment Intervention.

To streamline student access, the Central Application System Bill has been approved by Cabinet and will soon go before Parliament.

Deputy Minister Mimmy Gondwe described the budget as a “catalyst for empowerment”, stressing its role in breaking intergenerational poverty and youth unemployment.

Gondwe cited the need for efficiency, especially at NSFAS, and referenced oversight visits conducted in all nine provinces.

“The legacy of June 1976 obliges us to ensure that young people today are not left behind. We inherited a sector marked by dysfunction,” she said, noting poor communication and delayed disbursements.

She highlighted partnerships with Microsoft, Takealot, Shoprite and others aimed at bridging education and employment, especially in rural institutions.

Agreements with SETAs are also being finalised to support transitions from learnerships to permanent work.

On student accommodation, Gondwe welcomed the R1.2 billion allocation over two years, and praised innovative efforts such as Harmony Gold’s donation of land and KZN Public Works’ repurposing of buildings.

A student helpdesk launched in August 2024 has processed over 25,000 queries, resolving 89% of them. She also announced the “Safer Campuses, Safer Spaces” campaign to address gender-based violence in learning environments.

Gondwe reaffirmed efforts to shut down bogus colleges, with the department collaborating with the police, Home Affairs and local municipalities.

Deputy Minister Buti Manamela called CET colleges “the soul of inclusive education” and noted a 15% rise in completion rates, with a 10% enrolment increase projected for 2025/26.

Manamela emphasised the deployment of digital platforms and blended learning pilots.

Over 200 disused schools and community buildings will be converted into CET centres.

He outlined training in agro-processing, construction, early childhood development and digital literacy.

The Small Business Development Department will help CET students bring their products to market.

Responding to opposition criticism, Manamela defended NSFAS and the department’s leadership.

“Accusations do not constitute convictions,” he said.

He reported that 820,000 students were currently receiving financial aid and that legal processes were underway regarding problematic payment intermediaries.

The broader system was improving, he said, with university graduation rates up 8% and TVET job placements up 22% through industry partnerships.

According to the ministry, the 2025/26 budget affirmed the department’s mission to close equity gaps, expand access and empower the youth through education, skills and opportunity.

INSIDE EDUCATION

By Johnathan Paoli

The Afrikaans language was celebrated in vibrant and inspiring fashion as learners from across the country gathered at the first-ever “Nou Praat Jy!” national public speaking competition.

The event themed “Afrikaans: ’n taal van kleure en klank” (Afrikaans: a language of colour and sound), was held at Curro Durbanville High School as part of its broader Kultura Festival. It placed the spotlight on Afrikaans youth voices through a uniquely styled duet-format competition that emphasised dialogue, authenticity and linguistic diversity.

Head of the Afrikaans Department at Curro Durbanville and co-organiser of the event, Joline de Klerk, encouraged learners to engage creatively with the topic, delivering speeches in pairs with a conversational flair and in any Afrikaans dialect of their choice including Kaaps, Overberg and Namakwa varieties.

“We wanted to break away from the traditional rigidity of team public speaking. By pairing learners and encouraging spontaneity, we gave them room to express their personalities while celebrating the richness of Afrikaans in all its forms,” De Klerk said.

The competition attracted participants from a wide range of provinces, with standout performances across both Home Language and First Additional Language categories.

Winners walked away with impressive cash prizes, including R10,000 awarded to the top-performing duos in each category.

Notable winners included Hareem Amir from Curro Century City who won the Best Junior First Additional Language Speaker award, while Ngcali Dantile and Madison-Mae Alexander from Curro Durbanville High picked up the Best Senior First Additional Language Speaker awards.

Risa Burger from Durbanville High and Lara Slabbert from Hoërskool Stellenbosch were awarded Best Junior and Best Senior Language speaker awards respectively.

De Klerk said the idea behind Nou Praat Jy! was inspired by a desire to not only mark the 100-year milestone of Afrikaans, but to ignite passion and pride in the language among the youth.

A highlight of the event was a compelling performance by Parel Vallei High School, in which the team alternated seamlessly between Kaapse Afrikaans and Standard Afrikaans, demonstrating both linguistic dexterity and the cultural richness of the language.

“It was powerful to witness how learners expressed that Afrikaans is not a monolith, but dynamic, evolving and inclusive,” De Klerk said.

The event also proved to be a moment of reflection for many First Additional Language speakers.

“Hearing their views on Afrikaans and how it fits into their lives was one of the most touching and enlightening aspects of the day,” De Klerk noted.

Crucially, the event returned to an in-person stage format after years of digital competitions brought on by the Covid-19 pandemic.

“There’s something magical about live delivery, the energy, the interaction, the nerves and applause. It brought a level of authenticity that online platforms can’t replicate,” De Klerk said.

Public speaking, according to the organisers, played a critical role in developing learners’ self-confidence, research capabilities and communication skills.

“It’s about more than just winning; it’s about learning how to express yourself clearly, think critically, and speak with purpose,” she said.

The Nou Praat Jy! contest was one of the central features of the week-long Kultura Festival, which aimed to create a vibrant, inclusive arts and culture platform for the Durbanville community.

The festival showcased a wide variety of talents from live musical performances by high school bands to theatre and comedy acts featuring household names like Sandra Prinsloo, Barry Hilton and Francois van Coke.

A parallel wine festival celebrated the region’s viticulture, bringing together local artists, learners and residents in a unified cultural celebration.

“The spoken word is one of the most powerful tools for self-expression and community building. To see our learners use it to honour Afrikaans and share their stories was truly special,” De Klerk said.

Plans are underway to make Nou Praat Jy! an annual fixture on the school and national public speaking calendar, with the hopes of growing participation and drawing more schools into the fold.

INSIDE EDUCATION