Staff Reporter

The principal of Samit Christian Academy, an independent school in Kempton Park, was killed in what police confirmed as a house robbery in the early hours of Sunday in Maokeng Extension, Tembisa.  

A suspect has been arrested in connection with the murder, the South African Police Service said.

The Voice of Tembisa FM named the principal as 61-year-old Simon Lubisi.

Gauteng Education MEC Matome Chiloane extended condolences to the principal’s family, the school community, learners, and colleagues.

“Another brutal and senseless act of violence has once again robbed the Gauteng education sector of a school leader. The Department extends its deepest condolences to the bereaved family, the school community, learners and colleagues during this period of immense grief. We also wish the family members a speedy and full recovery,” he said on Monday.

He praised the police for their swift response and called for a thorough investigation to bring all responsible parties to justice.

“The loss of another principal to violent crime is devastating and deeply concerning. The GDE reiterates its call for strengthened community safety measures and continued collaboration between law enforcement agencies, communities and social partners to protect educators and school leaders,” Chiloane said.

“Violence against educators and school leaders undermines the stability of our schools and threatens the future of our children. We condemn this heinous act in the strongest terms and stand in solidarity with the family, the school and the broader education community,” he said.

INSIDE EDUCATION

By Charmaine Ndlela

Education experts and teachers are calling on parents to become more involved in their children’s academic lives, stressing that parental support plays a decisive role in a learner’s performance, confidence and long-term success.

Research consistently shows that learners whose parents are actively involved in their schooling are more likely to achieve higher grades, display positive behaviour and remain motivated throughout their academic journey. Teachers say this involvement should start at home, continue throughout the year, and not only happen at report-collection time.

A review by the National Committee for Citizens in Education found that students experience numerous academic benefits when schools and families work together. These benefits include better grades, higher test scores, higher graduation rates and stronger enrolment rates in post-secondary education.

According to Positive Action, students with supportive parents are 81% more likely to graduate from high school.

According to a study by Rumberger, students who lack academic support and supervision are 34% more likely to drop out of school. The same study found that students whose parents have low educational expectations are more likely to leave school compared to those whose parents have higher expectations.

The South African government has identified improving the quality of education as a national priority. In an effort to strengthen education outcomes for all learners, the Department of Basic Education (DBE) has introduced a number of programmes in schools and has repeatedly emphasised the importance of parents and guardians in supporting children’s learning.

The department said that the level of parent and community participation in schools is low. To encourage fuller involvement, the DBE developed a booklet of practical guidelines that outlines how parents can contribute meaningfully to their children’s success at school, including what parents can do at home to improve learner achievement.

The DBE said the booklet aims to help parents reflect on questions such as:

How is my child doing at school?

How can I make sure that my child is successful at school?

How can I make sure that my child improves?

What can I do to make sure that my child has a positive experience at school?

How can I support my child and encourage them through difficult times?

The department further said the booklet will empower parents with information to enable them to become more involved in their children’s education so that children can reach their full potential.

The African proverb, “It takes a village to raise a child” means that the work of raising and educating a child cannot be left to the parent alone, but requires the support of an entire community. It is only as the ‘village’ participates and strives together that children will receive a quality education,” the DBE said.

National and international research confirms the crucial role that parents and communities play in children’s success, including more positive attitudes toward school, higher achievement, better attendance and more homework completed consistently.

The South African Schools Act highlights the importance of parental involvement and establishes systems aimed at facilitating meaningful school–parent relationships.

Despite efforts to encourage parental involvement, progress is often hampered by poverty, single-parent households, unemployment and a lack of supportive family structures. In many communities, these pressures shift the focus from education to daily survival — leaving children without the consistent academic support they need.

The teachers that Inside Education spoke to emphasised the importance of building a strong academic bond with children, so they feel comfortable sharing challenges they may be facing.

None of the teachers can be named as their schools have not given them authority to speak to the media.

“Support your children by all means and give them the support they deserve,” one educator said. “Assist them with schoolwork all the time and learn to listen to them without judging. Be present in the process.”

Educators also advised parents to make checking schoolbooks and schoolwork a daily routine.

“It is important to always check your children’s books every day after school,” another teacher said. “This helps parents understand what their child is learning and where they may be struggling.”

Many teachers said parental involvement should go beyond homework supervision and include consistent engagement with the school.

“Attend meetings don’t just come in December to collect reports,” one teacher urged. “Parental presence throughout the year makes a difference.”

Another educator stressed the importance of monitoring children’s behaviour and emotional well-being.

“Check your child’s behaviour patterns and always put your child first after God,” the teacher said.

Teachers also pointed out that learning responsibilities are increasingly shared between schools and parents, especially as workload pressures grow.

“Teaching has largely been transferred to parents nowadays,” one educator explained.
“There is a lot of homework given. If parents don’t help teach their children at home, many learners will struggle or fail.”

“As a former Education Assistant (EA), I believe parental involvement must be intentional and consistent,” she said.

“Parents should also teach children that failure is not final, but a learning opportunity while still encouraging them to aim higher academically.”

Some teachers highlighted the importance of parents being willing to confront difficult truths about learners’ academic behaviour and performance.

“Make appointments to discuss your child’s behaviour,” one parent advised. “Your child may be an angel at home and a monster at school. Many parents are in denial.”

Another educator cautioned against forcing learners into subjects beyond their capabilities.

“Maths and science are not for everyone,” the parent said. “If a child struggled with maths in Grade 9, insisting they continue may only lead to further failure.”

Teachers also raised concerns about excessive cellphone use, warning that while devices can be useful educational tools, they often become major distractions.

“Some children are exposed to inappropriate content and online dangers,” a teacher said. “Parents must monitor and limit cellphone usage.”

Discipline was repeatedly highlighted as a key contributor to academic success.

“Education is not only about IQ,” one educator noted. “Discipline is the main factor. Parents are the greatest teachers.”

Tutors and education practitioners encouraged parents to invest in study materials such as extra textbooks, study guides and past exam papers, while remaining actively involved in how learners use them.

One tutor said. “Above all, show interest in your child’s education from January, not just at the end of the year.”

Experts warned that children who are academically neglected often lose interest in education because they see no vision or purpose in it. However, with consistent parental guidance, support and encouragement, learners are more likely to persevere and reach higher education.

As one put it: “Love your child enough to care about their education. Remember, your child didn’t ask to be here therefore guiding them is your responsibility.”

INSIDE EDUCATION

By Levy Masiteng 

The Western Cape has emerged victorious as the overall champions of the 2025 Summer National School Sport Championships, held in Ekurhuleni, Gauteng.

The win marks a hat-trick of success for Team Western Cape, following strong performances across the Autumn, Winter and Summer editions of the games.

The 2025 championships included more than 960 learners from all nine provinces.

Western Cape athletes delivered standout performances in gymnastics, goalball, softball and table tennis, competing against the best young talent from across the country.

According to the provincial Department of Cultural Affairs and Sport, the team’s consistent excellence throughout the year secured the coveted overall title, supported by strong results in athletics, swimming, rugby and netball.

The MEC for Cultural Affairs and Sport, Ricardo Mackenzie, congratulated Team Western Cape on their achievement.

“I want to express my heartfelt pride in all our incredible athletes and coaches as you take the national stage. You are not only competing for medals, but you also carry with you the hopes, ‘gees’, and determination of our province.”

He also praised the athletes’ discipline, perseverance, and hard work, saying: “Each one of you earned your place at the championship through discipline, perseverance, and countless hours of training. That alone makes you champions.”

The games were organised by the Department of Sport, Arts and Culture in collaboration with the Department of Basic Education.

“Founded in 2012, School Sports is the cornerstone of sporting development and is central to streamlining sport development in the country and, in so doing, increasing participation in sport in schools,” said the Department of Sport, Arts and Culture.

Western Education MEC David Maynier also congratulated the team.

“The talent and discipline of our school sports stars shows that the future of South African sport has a home in the Western Cape!” he said.

Mackenzie said the province remained confident its school sport strategy would give young people more opportunities to compete, develop and succeed — and to reach even greater heights in the years to come.

INSIDE EDUCATION

By Thapelo Molefe

The University of KwaZulu-Natal (UKZN) Student Representative Council (SRC) has launched its 2026 SRC Trust Fund fundraising campaign aimed at assisting students who are unable to pay their registration fees for the 2026 academic year.

The SRC said the campaign seeks to ensure that no student is excluded from higher education because of financial constraints.

Funds raised through the initiative will be used to cover registration costs for qualifying self-funded students, with all donations administered through the UKZN Foundation and paid directly into approved students’ accounts.

The launch comes against the backdrop of longstanding financial challenges at UKZN, where students have for years struggled with registration fees and historical debt.

Financial exclusion has repeatedly been a trigger for student protests at the institution, with affected students demanding the scrapping or reduction of outstanding debt that prevents them from registering and continuing with their studies.

While the university has acknowledged the challenge and introduced a range of financial clearance concessions, including allowing qualifying students to register after paying only a portion of their debt, many students continue to face barriers.

UKZN management has previously described its concession package as among the most generous in the country.

Despite these measures, registration remains particularly difficult for self-funded students who do not receive support from the National Student Financial Aid Scheme (NSFAS), as registration fees are generally required upfront.

In past registration periods, students have reported emotional and physical distress after being unable to register while awaiting funding approvals or financial clearance.

The SRC said the Trust Fund was established to ensure that “young people who are committed to educating themselves and contributing meaningfully to the economy of this country are not lost in the pipeline”.

Demand for financial assistance continues to rise.

In 2025, a total of 2,001 students applied for support from the SRC Trust Fund, representing an increase of 286 applications compared to 2024. If the trend continues, applications are expected to rise to about 2,287 in 2026.

The campaign is continuous, allowing donations to be made throughout the year.

SRC Treasurer General Lonwabo Xolo said the initiative is a direct response to the systemic nature of student financial exclusion at the university, a challenge that has also been reflected nationally through movements such as #FeesMustFall.

“Our commitment as an SRC to ensure that no student is left behind is overarched by the understanding that because we have the ability, the influence as well as the platform, we must by all means do all that is in our power to liberate students from the shackles that prevent them from completing their journeys at university,” Xolo said.

“With this campaign we are tackling financial exclusion as a barrier to education, head on.”

The SRC has appealed to alumni, corporate partners, non-governmental organisations, philanthropic bodies and members of the public to support the Trust Fund. Donations can be made via the UKZN Foundation website, where contributors are required to select the SRC Trust Fund as the project they wish to support.

INSIDE EDUCATION

By Johnathan Paoli

South Africa’s largest teachers’ union has condemned some schools for barring underperforming students from sitting final-year exams, ostensibly in an effort to inflate pass rates.

The South African Democratic Teachers’ Union (SADTU), representing over 250,000 educators, said in a statement following its national executive committee (NEC) meeting that it demanded “immediate action for consequence management for principals and departmental officials found guilty”.

“No learner must be denied their right to write examinations,” the union said.

The rebuke comes as the education sector grapples with persistent challenges, including a nationwide school placement crisis that has prompted extensions for 2026 enrolments until and a surge in online education alternatives.

It also follows a high-profile breach in Gauteng province’s matric exams, where authorities detected irregularities, prompting Education Minister Siviwe Gwarube to launch an investigation.

SADTU said that the 2025 National Senior Certificate exams “generally proceeded well” but flagged “serious concern” over issues like exam anxiety, high numbers of ill students unable to complete tests, and some writing from hospitals.

The union reaffirmed its stance against “high stakes in the matric exams and the euphoria which causes unnecessary pressure on learners,” advocating instead for “a firm foundation on well-resourced early childhood education” to ensure better outcomes.

On school infrastructure, SADTU highlighted the 2025 South African Human Rights Commission (SAHRC) School Readiness Report, which it said identified infrastructure as the most urgent national crisis, alongside textbook shortages, urban-rural disparities and poor hostel conditions.

The union also expressed “strong dissatisfaction” with the phased rollout of coding and robotics in foundation phase schools for 2026, saying that limiting it to schools meeting readiness criteria would “further entrench inequalities” in under-resourced areas.

It welcomed a partnership to upgrade qualifications for Grade R practitioners but noted rejections due to capacity limits at the University of South Africa (UNISA), urging the DBE to engage other institutions.

INSIDE EDUCATION

Staff Reporter

Marking of the 2025 National Senior Certificate (NSC) exams has been completed after a three-week process conducted at 183 centres nationwide, the Department of Basic Education said on Saturday.

The department said provincial reports showed the process ran “with commendable efficiency, procedural compliance, and unwavering adherence to established quality-assurance protocols”.

The exams started on 21 October and ended on 27 November, with 903,561 candidates registered to write this year’s papers.

Full-scale marking started on 1 December.

The department singled out staff at Pholela Special School in KwaZulu-Natal, saying: “Despite the severe hailstorm that inflicted significant damage to their vehicles, these markers persevered and completed their duties with remarkable resolve.”

The storm damage occurred at the Bulwer-based marking centre earlier this month.

The department also pointed to steps taken during marking to protect exam integrity, saying it “commends the vigilance of the marker cohort that identified an examination breach during the marking process”.

The breach, in which about 26 pupils were given prior access to exam papers, allegedly by DBE employees, was announced last week by education minister Siviwe Gwarube.

DBE Director-General Mathanzima Mweli said the NSC depended on the integrity and ethical discipline of markers.

“Through your vigilance, accuracy, and professionalism, you have once again demonstrated the strength of our education system. We know the sacrifices you make, sacrifices no financial reward can truly match. We honour your dedication and thank you for being exemplary custodians of this critical national process.”

Gwarube is expected to announce the 2025 NSC results on 12 January, after which they will be released to candidates.

INSIDE EDUCATION

By Peter Kriel

Traditional academic disciplines have long served as the foundation of undergraduate qualifications, offering students the depth of knowledge required in specific fields such as business, engineering, or the arts.

However, the growing complexities of global challenges, technological advancements, and the evolving nature of work have amplified the urgent need for an interdisciplinary approach to undergraduate education.

While a discipline-specific focus remains essential for expertise and professional competence, integrating an interdisciplinary approach enhances critical thinking, fosters innovation, and ensures that graduates are equipped to evolve along with their roles in future.

The real world does not operate in silos. Challenges such as climate change, healthcare, and economic inequality are multifaceted, requiring insights from multiple disciplines to develop comprehensive solutions. By embracing an interdisciplinary approach, students gain a holistic perspective and are better prepared to tackle such complex problems.

Innovation often happens at the intersection of different fields

When students are exposed to ideas from various disciplines, they develop the ability to think outside the box and connect seemingly unrelated concepts. In a world inundated with information and diverse perspectives, the ability to analyse problems through various lenses is invaluable. It helps students move beyond a one-dimensional understanding of issues, making them more adaptable and capable of making informed decisions.

An interdisciplinary education prepares students for careers that may not yet exist by fostering the versatility needed to adapt to shifting roles. Employers value graduates who can work in diverse teams, think critically across disciplines, and solve complex problems, making interdisciplinary education a key advantage in career development.

While the benefits of an interdisciplinary approach are clear, it nevertheless remains essential to maintain a discipline-specific focus in undergraduate education. Specialisation allows students to develop a deep understanding of their chosen field, providing the expertise necessary for professional success. A successful higher education curriculum, however, should aim to strike a balance between these two approaches.

There are a number of practical ways to integrate interdisciplinarity without losing the focus on discipline-specific expertise. In some instances, this will require a curriculum design review and in others simply thinking differently. Strategies include:

Embedding interdisciplinary projects within discipline-specific courses

A business management course can integrate a project on sustainability, requiring students to apply principles from economics, environmental science, and ethics. This allows students to explore interdisciplinary ideas while grounding their work in the context of their major.

Encouraging elective courses from other disciplines

While this will require a curriculum design rethink, institutions can encourage students to take elective courses from outside their major, broadening their academic experience.

Offer interdisciplinary optional courses

Good universities will provide optional courses that cut across disciplines, allowing students to add an interdisciplinary dimension to their degree. These programmes allow students to diversify their expertise without sacrificing depth in their core discipline.

Foster collaborative learning environments

Creating opportunities for students from different disciplines to work together on group projects encourages the sharing of ideas across disciplines.

The value of an interdisciplinary approach in undergraduate higher education cannot be overstated. For students and educators alike, the challenge is to embrace the richness of interdisciplinary learning while preserving the integrity of discipline-based education.

With careful curriculum design, innovative teaching strategies, and a collaborative learning environment, universities striving for real-world excellence can cultivate well-rounded, forward-thinking graduates ready to tackle any emerging challenge.

Peter Kriel is Operations Executive at The IIE and ADvTECH’s Academic Centre of Excellence (ACE).

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has issued a notice of intent to cancel the registration of three private higher education institutions, Damelin, City Varsity and ICESA City Campus, citing persistent non-compliance with the Higher Education Act and its regulations.

The department said the decision follows a “prolonged pattern of non-compliance” and was taken to protect students and safeguard the integrity of South Africa’s higher education sector.

According to the ministry, the institutions failed to meet basic statutory and regulatory requirements, including the submission of mandatory annual reports and proof of financial and operational sustainability.

“All three institutions failed to submit their 2024 Annual Reports, despite an extension granted until 30 June 2024 and a final remedial deadline set for 6 June 2025,” the department said in a statement on Saturday.

The minister also cited the institutions’ failure to provide audited annual financial statements, proof of financial surety or guarantees, SARS tax compliance certificates and occupational health and safety compliance documentation.

In addition, the department said it had received “reliable confirmation” that City Varsity and ICESA City Campus have ceased operating and are therefore no longer providing higher education as contemplated in the Act.

The notice of intent to cancel the registrations will be published in the Government Gazette in line with Section 63(a) of the Higher Education Act. The affected institutions will be afforded an opportunity to make representations before a final decision is taken.

The department said it would put measures in place to support affected students through appropriate academic and administrative arrangements.

“The department remains unequivocally committed to protecting students from being enrolled in institutions that cannot demonstrate financial and operational sustainability,” the ministry said, adding that providers must operate within the law and quality assurance framework.

“Institutions that fail to meet their legal and educational obligations cannot be allowed to compromise the futures of the people they serve.”

The ministry encouraged students and the public to engage the department for further guidance as the process unfolds.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has said the transformation of South Africa’s Technical and Vocational Education and Training (TVET) sector cannot be achieved without the voices, ideas and leadership of students.

Reforms must be shaped with students, not imposed on them, he said, while delivering a keynote address at the SATVETSA Student-Driven Academic Conference.

Manamela said the gathering marked a shift toward recognising students as central contributors to academic policy and curriculum reform. 

He said the involvement of students was critical as the TVET sector adapts to rapid changes in the global labour market driven by automation, artificial intelligence, renewable energy, biotechnology and advanced manufacturing.

“We are meeting at a moment where entire categories of work are emerging while others are disappearing,” he said. 

“South Africa must respond boldly, and the first place where that response must take root is the TVET college.”

Manamela told delegates that the TVET system was at a “defining crossroads” as it moves away from outdated, fragmented and legacy programmes toward modern occupational qualifications aligned to industry needs. He said these qualifications would integrate theoretical learning, practical skills, structured workplace exposure and competency-based assessment.

“This is a fundamental shift, and it is irreversible,” he said.

The minister also acknowledged long-standing weaknesses in the system, including the misalignment of NATED and NCV programmes with labour-market requirements.

He cited data showing that most NCV students from 2020 to 2022 were aged 20–24 and already held matric certificates, resulting in repeated qualifications at the same level and limited pathways into employment. 

“Students deserve a system that is coherent in structure and meaningful in outcome,” he said.

He said the department was implementing its most significant curriculum reforms since 1994, including expanding digital skills training across the system.

New and existing programmes now incorporate coding, robotics, cybersecurity, artificial intelligence and renewable energy, supported by partnerships with technology firms such as CISCO and Huawei, and strengthened by SETA-funded 4IR centres, AI laboratories and smart manufacturing hubs.

Responding to concerns about lecturer readiness for the new qualifications, Manamela said government had rolled out one of the largest lecturer development programmes in the sector, with thousands of lecturers already trained in new technologies and occupational standards. 

“These investments exist to ensure that no TVET student is disadvantaged in the global economy,” he said.

Manamela also highlighted ongoing efforts to strengthen entrepreneurship training in TVET colleges, with 17 Centres for Entrepreneurship and Rapid Incubation now supporting students with mentorship, prototyping and business development.

He added that transformation must also improve the overall student experience, including safer campuses, psychosocial support, digital access, academic advising and structured work placements.

“Success is not measured only by throughput rates,” he said. “It is measured by whether students feel supported, capable and hopeful.”

Manamela closed his address by urging students to take up their role as central partners in shaping the future of the sector. 

“You have the power to influence policy, shape curriculum and lead innovation,” he said. “This is your time.”

INSIDE EDUCATION