By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has received the Vaal University of Technology’s (VUT) report on an alleged “degree-selling syndicate” at the institution, and will announce a way forward once he has reviewed it. 

This was confirmed by his spokesperson, Matshepo Seedat, who told Inside Education: “I can confirm that the minister has received the report from the VUT. The minister will study it and communicate his decision in due course.”

The submission of the report follows Manamela’s directive last week ordering VUT to explain why it allegedly failed for more than a year to act on whistleblower claims that fraudulent qualifications were being sold, mainly for Congolese students, dating back to 2018. 

The whistleblower alleged senior officials ignored repeated alerts and that implicated individuals continued to access the campus while recruiting prospective students for 2026.

In his letter to the VUT Council Chairperson, Manamela demanded an explanation for the reported 12-month delay, evidence that consequence management is underway, and immediate safeguards to protect the 2026 registration process from manipulation.

He also warned that the matter could be escalated to the Hawks if VUT’s internal processes fall short.

VUT confirmed that the allegations formed part of a wider probe into irregularities at the institution, and said consequence management measures were already in motion.

INSIDE EDUCATION

By Thapelo Molefe

The Western Cape has reported the highest number of teacher misconduct cases in the country, as the South African Council for Educators (SACE) warns of persistent trends of assaults and sexual offences committed by educators in schools.

According to SACE’s 2024/25 Annual Report, a total of 606 new complaints of unprofessional conduct were lodged against teachers during the year under review, with assault and corporal punishment of learners again ranking as the most common offences.

Of these cases, the Western Cape accounted for 211, the highest of all nine provinces. Gauteng followed with 136 cases, while KwaZulu-Natal (71) and Limpopo (47) also featured prominently. The Northern Cape recorded the fewest, with just nine cases.

SACE said the Western Cape also reported the highest number of finalised disciplinary cases as required under Section 26 of the SACE Act, which mandates provincial departments to submit their completed disciplinary inquiries for processing. However, the council noted that other provinces continue to lag, despite repeated engagements.

“Although attempts were made through stakeholder engagements to encourage other provincial education departments to submit their finalised disciplinary cases, not all provinces are complying,” the council said.

Of the 606 cases recorded, 283 involved assault, including 257 cases of corporal punishment against learners, which remains outlawed in South Africa. A further 127 cases related to sexual misconduct, which includes sexual assault, harassment, and inappropriate relationships with learners.

Quarterly data shows that assaults consistently remained the top form of misconduct in every quarter of the year. Sexual misconduct trended as the second-most common across all reporting periods.

SACE said the recurring pattern points to an urgent need for intensified professional development on discipline and behaviour management.

“These patterns underscore the urgent need for professional development in positive discipline, particularly among educators who continue to apply corporal punishment,” the report stated.

The report also highlights a gendered dimension to violations, with male teachers making up the majority of offenders across categories. SACE said this aligns with societal trends of gender-based violence and emphasised the need to prioritise cases involving violations against women and children.

During the financial year, SACE processed and concluded 612 cases, including matters rolled over from previous years. A total of 134 disciplinary hearings were conducted, resulting in 109 teachers being sanctioned.

The sanctions included 36 educators being struck off the teachers’ roll permanently for serious offences such as sexual misconduct, rape, impregnating learners, fraud and severe assault.

Another three educators were removed for a specified period of between five and 15 years, after which they may apply to return to the profession. 

In addition, 70 educators received suspended removals coupled with fines, largely for cases involving corporal punishment and other minor offences. Those in this category were also directed to attend professional development programmes focused on positive discipline.

This marks a notable increase compared to the previous financial year, when 91 teachers were sanctioned.

The report shows that the Western Cape Department of Education submitted 174 cases, the highest number of employer-reported matters. Parents accounted for the second-largest source of complaints at 109, followed by educators or colleagues at 84.

The council said many complaints received do not fall within its direct disciplinary mandate and should be resolved at school or district level. This has prompted SACE to strengthen its initial screening process to ensure it is not burdened with matters that could have been handled by principals or school governing bodies.

SACE said it will intensify its ethical enforcement efforts while also strengthening proactive support for teachers.

The council emphasised that its disciplinary processes remain guided by the constitutional principle that accused educators are presumed innocent until proven guilty.

It also noted challenges such as postponed hearings, uncooperative witnesses, and difficulties securing testimony from traumatised learners.

Despite these obstacles, SACE said the latest statistics demonstrate its commitment to safeguarding learners.

“These outcomes reflect SACE’s commitment to ethical enforcement and its role in protecting the dignity and safety of learners and the broader school community,” the council said.

The council said it will continue to push for full compliance from all provincial education departments, especially those under-reporting completed disciplinary cases.

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By Charmaine Ndlela 

In an era where many learners struggle to stay engaged in the classroom, one foundation phase teacher is proving that creativity can, and does, change that.

Nqobile Mhlongo, a Grade 3 teacher at Nantes Primary School in Eersterust, Pretoria, has made it her mission to turn learning into an adventure.

Originally from Mandeni, in KwaZulu-Natal, Nqobile started her teaching journey in 2022 and, from the very beginning, knew she wanted her classroom to feel unique.

“I have been using various methods to accommodate learners in my class,” she told Inside Education. “However, the method that best works for me is making learning fun.”

Her passion, drive, and energy have seen her teaching methods go viral on TikTok.

For Nqobile, fun is not a distraction – it’s a doorway to understanding. She weaves songs, sounds, movement, colourful materials, and playful interaction into her lessons.

“I incorporate fun in my teaching, and my learners respond in a fun way. This method has been working for me and the learners I’ve taught. It promotes socialising, boosts creativity, and helps learners develop confidence.”

She shared a moment that reaffirmed her belief in “joyful teaching”.

“There was a time where [my students] were writing an exam and one of the questions was: ‘What is a verb? List two examples.’ They all got it right because we created a song about verbs.”

To Nqobile, this is what learning should feel like: engaging, memorable, and full of joy.

“Making learning fun is an interesting way to get your learners focused, enjoy school, and love one another. That is what I’ve observed from the children I’ve taught, we became family.”

When topics are challenging, Nqobile doesn’t rush. She breaks them down with patience and creativity.

“If the topic is tough, I start by introducing it, and asking about them their knowledge of the topic. Then, from there, I bring in the real teaching material or pictures that will ensure they have a better understanding of the topic.”

Her lessons are interactive, and she keeps learners motivated by recognising their efforts.

“To make lessons more enjoyable, I ask them questions based on what we’ve learned and then reward them with sweets or fruits.”

In a diverse class with various home languages, she embraces inclusivity by connecting with learners in the languages they understand best.

“Sometimes I ask them in their home language as we have mixed languages in my class.”

Nqobile believes every child deserves the opportunity to succeed, even if they learn in their own way or at their own pace.

“Dealing with special learners can be challenging, but I always have extra classes for them. I use a variety of methods to make sure they are on the same path as others. I introduce the lesson for the following day to them, so when we do it with the whole class, they already have an idea about what it’s about and can participate.”

Her creative strategies have had a noticeable effect, particularly in mathematics — often considered a difficult subject for young learners.

“My learners enjoy and pass mathematics more than other subjects because there are lots of exciting activities, and they are related to real-life experiences.”

Even classroom rules become memorable, because they’re sung.

Nobile said these joyful routines help children who might otherwise struggle with concentration, confidence, or language barriers. The rhythm helps them remember; the movement helps them focus. Learning becomes an experience that engages mind and body.

Nobile’s methods are proof that education doesn’t have to be rigid or intimidating. With creativity, compassion, and a little bit of fun, a classroom becomes something every child looks forward to.

INSIDE EDUCATION

By Lebone Rodah Mosima  

Higher Education and Training Deputy Minister Nomusa Dube-Ncube, on Friday officially opened four major infrastructure projects, worth over R600 million, at the University of Venda (UNIVEN), Thohoyandou in Limpopo and praised the institution for improving access by modernising infrastructure.   

The projects include the refurbishment of the Heath Sciences building, refurbishment and upgrade of the main administration block as well as a road and bridge upgrade connecting the campus to the Thohoyandou Central Business District.  

During her address, Dube Ncube described UNIVEN as a “beacon of hope” in rural higher education. “The future looks even brighter with your continued efforts at providing quality education in a future ready campus”, Dube-Ncube said.  

Dube-Ncube said that the Department of Higher Education and Training (DHET) will continue to prioritise the expansion of quality infrastructure across the Post-School Education and Training (PSET) system to improve access, especially for students from rural and disadvantaged backgrounds. 

“I hope that this is one of many key- action plans that UNIVEN addresses in the journey of improving the quality of teaching and learning through quality infrastructure and facilities”, she said.  

In her keynote address she outlined the state’s investments through department’s earmarked grants, together with the Infrastructure and Efficiency Grant (IEG) and the Sibusiso Bengu Development Programme (SB-DP). 

She said a total of R33.088 billion has been allocated to 24 universities across six IEG cycles, which are a typically rolling three-year period each.  

Of this amount, R13.097 billion or 40% went to the eight Historically Disadvantaged Institutions (HDIs), which are Walter Sisulu University (WSU) received R2.413 billion (7.30%) and Mangosuthu University of Technology received R1.237 billion (3.74%). R1.367 billion (4.13%) was allocated to UNIVEN across these cycles, with additional support through the SB-DP since 2015/16. 

“This programme represents the single largest capacity-development intervention by Government that is wholly dedicated to the future development and empowerment of our historically disadvantaged universities”, she said.  

The projects are funded through combination of IEG, SB-DP and UNIVEN’s own resources. An amount of R22 million went to the Faculty of Health Sciences Building, to integrate a new teaching and research hub, that brings together four health disciplines, equipped with modern labs, research facilities and student learning spaces. 

R174 million was directed to the Punda Maria Road and Bridge Project, which comprises a dual carriageway and a 32-metre cable-stayed bridge, connecting Thohoyandou town centre to the campus, improving safety and accessibility. 

R168 million was allocated to the Main Administration Building and was used to fully refurbish and modernise the administrative centre, with upgraded electrical, mechanical, and electronic systems.

Lastly, R71 million went to the Advanced Nursing Science Simulation Building and used for facilities including advanced simulation labs, digital classrooms, and high-fidelity training equipment that replicate real clinical environments. 

Deputy Minister said that these 4 projects align with the DHET Macro-Infrastructure Framework.  

She said that these projects form part of the “National Development Goals of 2030, and most importantly for the residents of Venda and surrounds, the Thulamela Municipality and broader Vhembe District Municipality, these projects fall into the UNIVEN 2040 Vision for academic excellence and rural development”. 

The DHET said they are looking to the improved infrastructure to expand research and academic output, particularly in health sciences. The upgrades are also expected to Improve student mobility and campus accessibility and strengthen administrative efficiency and governance. 

Dube-Ncube said the department invested in these amenities for “inclusive growth and innovation in higher education,” to support quality education through partnerships between government, universities and communities. 

The Dube-Ncube urged that there needs to be improved maintenance across the higher education sector.  

“The maintenance of higher educational facilities is crucial”, she said. 

She said that deferred maintenance of facilities has escalated costs beyond what universities and government can manage, which leads to premature deterioration of buildings. 

Dube Ncube noted that a lack of maintenance and limited government resources hinder the expansion of the PSET system.  “It is important that we all be prudent and efficient in the use and management of our existing infrastructure”, she said  

She again stressed that, “universities must lead the way in ensuring that facilities are environmentally sustainable, energy efficient, accessible, and durable”. 

INSIDE EDUCATION

  

By Thapelo Molefe

A former Student Representative Council (SRC) member at Rustenburg TVET College, Tholakele Mdluli (24), has been released on R1 000 bail after being arrested by the Hawks for allegedly misappropriating student funds.

Hawks spokesperson Colonel Katlego Mogale confirmed on Friday that Mdluli’s case has been postponed to 12 February 2026, where additional charges may be added.

Mdluli was arrested on Wednesday in Rustenburg by members of the Hawks’ Serious Economic Offences Section, based in Pretoria.

According to the Directorate for Priority Crime Investigation, Mdluli allegedly accessed and manipulated students’ Tenet accounts without authorisation in 2023 while assisting first-year NSFAS applicants.

“It is alleged that the suspect withdrew funds at retail stores and subsequently explained to students how to access their allowances after misappropriating the money,” the Hawks said.

A total of R14 000 was allegedly withdrawn from seven students’ accounts.

A case was opened and handed to the Hawks, leading to her arrest. Mdluli briefly appeared in the Rustenburg Magistrates’ Court on Thursday and was granted bail.

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By Akani Nkuna

The Department of Higher Education and Training (DHET) and the National Skills Fund (NSF) launched a new Enterprise Resource Planning (ERP) system on Thursday night, promising to end years of manual bottlenecks and enable real-time monitoring of billions of rands in skills-development spending.

The rollout, which DHET Minister Buti Manamela punted as the centrepiece of the NSF turnaround strategy, was launched at the Velmore Hotel and Spa Conference Centre in Johannesburg.

“For too long, the NSF was paralysed by manual systems. The ERP system is now a cornerstone of our turnaround strategy, enabling real-time performance monitoring. Whatever project, we will be able to monitor it in real time, and also automation of disbursements,” Manamela said during his keynote address.

“It further enables improved compliance and audit trails. This, importantly, is about ensuring that every rand that is spent is traceable, purposeful, but also that we are able to account for it. This system is also able to help with efficiency and protecting NSF staff who are on the ground.”

The first phase of the ERP system, representing 25% of the total project, went live on October 31. Three further phases are scheduled until full implementation is reached.

Manamela said deeper legislative and institutional reforms would still be required alongside the technology upgrade.

He used the event to push for expanded digital and artificial intelligence training centres and closer collaboration with TVET and community colleges.

“NSF has to champion the process of putting digital infrastructure in place to make sure that we go online with our learning. We are shifting towards a catalytic model, not just distributing money but shaping inclusive growth when it comes to transformation and skills development,” Manamela said.

He said the NSF remained on track to produce 30,000 artisans a year under a 2022 programme backed by R2.39 billion in funding that is currently upskilling more than 10,000 trainees.

“This is not just about outputs, it is also about rebuilding the pipeline of skilled technicians for sectors such as energy, construction, automotive, and manufacturing,” he added.

Manamela said that the NSF had disbursed R4.5 billion in the latest reporting period, with R4.3 billion directed to education and training initiatives that reached 56,277 learners — including 35,000 from rural areas, more than 38,000 women, and over 52,800 African beneficiaries.

He also issued a warning on financial discipline.

“Now we have consequence management in place, irregular expenditure from prior years is being cleared, skills development providers are being held to account. We are reforming the core systems that enable transparency from this ERP digitalisation to performance-based funding,” Manamela said.

INSIDE EDUCATION

By Levy Masiteng

The Gauteng Department of Education (GDE) has announced that late applications for Grade 1 and Grade 8 will open on 17 December 2025.

This follows MEC Matome Chiloane’s update on the latest progress regarding Grade 1 and Grade 8 learner placements for the 2026 academic year through the Gauteng Online Admissions system.

The announcement, made on Thursday at King Edward VII School in Johannesburg, provided an update on placement progress, indicating that as of 3 December, 88.7% of learners had been placed.

“317 988 out of 358 574 Grade 1 & Grade 8 unique applicants have been placed,” Chiloane said.

According to the department, 160 262 learners have been placed in Grade 1, while 157 726 have been placed in Grade 8.

However, 40 586 learners remain unplaced, with some experiencing delays due to late submission of required documents, falsified proof of home addresses, and requests to reverse acceptance of placement offers.

“The placement process is slowed by parents/guardians who do not accept offers as final and hold onto spaces,” said Chiloane.

“We urge parents to accept placement offers to ensure that all learners are placed in schools.”

The department has identified schools that have reached full capacity and is working to secure alternative placements for unplaced learners.

“About seven primary schools with capacity ranging from 160 – 300, received between 1000 to 1387 applications to process and about 140 Secondary Schools received between 1000 and 3 288 applications to process. These schools have reached capacity,” Chiloane said.

“Over five years, we approved the construction of 3 799 additional self-built classrooms, providing approximately 250 000 spaces and currently, schools are in the process of building 1 745 self-built classrooms to accommodate at least 61 075 learners.”

The GDE also announced that the provincial matric results ceremony will take place on 13 January 2026 at the BCX Multi-Function Room in Centurion, in partnership with the Telkom Foundation.

“To Gauteng’s extraordinary Matric Class of 2025, you have demonstrated remarkable resilience, discipline, and courage throughout your NSC journey,” said Chiloane.

“You now stand at the end of a 12-year path that began with your very first steps into a classroom. The same commitment you have shown over the past 12 years should guide you as you build the lives you envision.”

INSIDE EDUCATION

By Thapelo Molefe

The Economic Freedom Fighters (EFF) in the Eastern Cape have called on the National Treasury to reverse its decision to withhold R500 million in school infrastructure grants from the provincial Department of Education, saying that the move unfairly punishes learners instead of targeting those responsible for alleged misconduct.

Treasury withheld the allocation after the department reportedly breached procurement and legislative requirements, including the irregular reallocation of nearly R300 million to an unauthorised Information and Communications Technology (ICT) project. 

The EFF said the decision, while rooted in compliance concerns, has dire consequences for pupils who already attend rundown and unsafe schools.

In a statement released this week, the party said the punitive measures should be directed at the officials who authorised the irregular spending, rather than at the entire education system.

“As the EFF, we believe that the current approach does not affect those who have created the problem. Instead, it punishes the ordinary people, particularly learners, who did not reallocate funds without authorisation,” the party said.

It called on Treasury to “review and set aside” the blanket withholding of funds.

It said Treasury should instead issue directives for strong consequence management. This includes dismissals of officials where evidence of wrongdoing is clear, criminal charges where warranted, and precautionary suspensions pending full investigations where evidence is insufficient for immediate action.

The party also demanded transparency from Eastern Cape Education MEC Fundile Gadi, saying he must explain how the department lost half a billion rand meant for repairing and improving school infrastructure. 

“He must tell us what corrective action has been taken to reverse this decision by the National Treasury, which has the potential to cripple the infrastructure in our schools even further,” the party said.

The EFF said the incident was part of a wider pattern of “corruption, non-compliance, and maladministration” within the ANC-led government under President Cyril Ramaphosa, and Eastern Cape Premier Oscar Mabuyane.

The Eastern Cape Department of Education did not respond to questions from Inside Education.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education Minister Buti Manamela has given the Vaal University of Technology (VUT) until Friday to account for an alleged year-long delay in acting against a suspected “degree-selling syndicate” at the institution.

Manamela issued the directive in a formal letter to the VUT Council Chairperson on Wednesday, demanding a preliminary report by Friday.

This follows allegations that senior management failed to act on credible whistleblower evidence for more than 12 months.

“It is unacceptable for allegations of this magnitude, which threaten the integrity of our National Qualifications Framework, to be met with administrative delays,” Manamela said. 

“If management knew about this a year ago, as alleged, simply ‘investigating’ is no longer enough. We need to know why the perpetrators were supposedly left in the system to potentially corrupt the 2026 intake.”

The ministry confirmed it is “seriously concerned” by claims that an employee had been arranging fraudulent qualifications, primarily for Congolese students, for a fee, dating back as far as 2018. 

The whistleblower, who identified themselves as a VUT graduate of Congolese descent, repeatedly alerted the university to irregular registrations, fraudulent B.Tech admissions and graduates who “did not study at VUT for undergrad”.

In emails to senior officials, the whistleblower warned that implicated individuals continued to access campus and that more students had allegedly been recruited for the 2026 academic year.

“It has been a year now since I reported a case of fraud and illegal activities at your institution, and nothing has been done,” the whistleblower wrote.

Manamela has now demanded that the council provide an explanation for the alleged 12-month delay in responding to the whistleblower, proof that consequence management is underway, and immediate safeguards to ring-fence the 2026 registration process to prevent further manipulation.

If the university’s internal processes fall short, the minister warned that the matter may be referred to the Hawks, as the sale of degrees constitutes a criminal offence.

VUT confirmed the allegations form part of a wider investigation into irregularities at the institution, and said consequence management measures are already “in motion”.

The university is also under separate scrutiny by the Special Investigating Unit (SIU) over allegations of fraud, corruption and maladministration.

“VUT takes all allegations of fraud, corruption and academic irregularities extremely seriously,” university spokesperson Sibusiso Nkosi said.

“Strengthened internal controls, improved verification procedures, and revised governance frameworks have been implemented to prevent a recurrence.”

INSIDE EDUCATION

By Levy Masiteng 

The Portfolio Committee on Basic Education has welcomed progress in implementing the Basic Education Laws Amendment (BELA) Act, but warned that limiting draft regulations to English and Afrikaans risks excluding communities from shaping key changes to school admissions and language policy.

The committee received a briefing from the Department of Basic Education (DBE) on Tuesday, about the status of BELA regulations, provincial readiness for the 2026 school year, reforms to language and admissions policies, and updates on Grade R and early learning.

Members voiced concern that the regulations had been translated only into Afrikaans and English, a step they said undermined “meaningful participation” by parents and communities.

The department told MPs it had followed guidelines from the Office of the Chief State Law Adviser, which require that regulations align with the language and content of the principal Act. Because the South African Schools Act was originally published in English and Afrikaans, the department said it was constrained to using those two languages.

The committee rejected that justification. According to chairperson Joy Maimela, the guidelines are not binding law and cannot override constitutional obligations.

She said that South Africa has 12 official languages and that the Constitution requires the state to take “practical and positive measures” to elevate indigenous languages.

“Translation choices should support, not undermine, that obligation,” she said.

Rights group Equal Education has formally called on the department to translate the draft regulations into other official South African languages, saying that many communities and schools only became aware of the documents after civil society intervened.

Maimela told the meeting that while the department had extended the deadline for public comment, it had not expanded translations to additional languages. “If a parent or practitioner cannot read the text, they are effectively excluded from the process, no matter how long the deadline is,” she said.

She said she would write formally to the department and to the Office of the Chief State Law Adviser to record that civil society’s language concerns were not substantively addressed, and to press for a more inclusive approach.

Basic Education Minister Siviwe Gwarube acknowledged that the criticism about language and exclusion were valid, and that the executive must do better when publishing documents for public comment.

The committee also welcomed data presented on the early impact of BELA’s language and admissions provisions, particularly in former Model C schools.

Of the 19,686 schools reported, including about 1,795 former Model C schools, 274 Afrikaans-medium schools have added English in response to demographic and parental demand and 946 former Model C schools now offer at least one African language.

MPs were also told that 1,080 schools have submitted revised admissions policies and 1,047 have finalised updated language policies.

Maimela said the figures were an “important step forward” in dismantling historic barriers embedded in language and admissions rules.

But the committee also said that the number of former Model C schools that have incorporated African languages remains low, and requested a school-level spreadsheet.

The committee said the data would guide targeted oversight visits and direct engagement with schools where change is lagging, so that “the public can feel the real impact of the BELA Act in expanded access and greater linguistic inclusion”.

“The law is not an abstract exercise. It must translate into open, inclusive schools that do not use language or admissions policies as a barrier to children’s right to basic education,” said Maimela.

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