By Sumaya Laher

Artificial intelligence (AI) refers to “intelligent machines and algorithms that can reason and adapt based on sets of rules and environments which mimic human intelligence”. This field is evolving rapidly and the education sector, for one, is abuzz with discussion on AI use for writing.

This matters not just for academics, but for anyone relying on trustworthy information, from journalists and policymakers to educators and the public. Ensuring transparency in how AI is used protects the credibility of all published knowledge.

In education and research, AI can generate text, improve writing style, and even analyse data. It saves time and resources by allowing quick summarising of work, language editing and reference checking. It also holds potential for enhancing scholarly work and even inspiring new ideas.

Equally AI is able to generate entire pieces of work. Sometimes it’s difficult to distinguish original work written by an individual and work generated by AI.

This is a serious concern in the academic world – for universities, researchers, lecturers and students. Some uses of AI are seen as acceptable and others are not (or not yet).

As editor and editorial board member of several journals, and in my capacity as a researcher and professor of psychology, I have grappled with what counts as acceptable use of AI in academic writing. I looked to various published guidelines:

the Committee on Publication Ethics (COPE), a UK nonprofit organisation which provides expert guidance, education and training in academic publishing

Sage Publishing, a US academic publishing company

the American Psychological Association, an organisation representing psychology academics, professionals and students

the Academy of Science of South Africa, through its South African Journal of Science platform.

The guidelines are unanimous that AI tools cannot be listed as co-authors or take responsibility for the content. Authors remain fully responsible for verifying the accuracy, ethical use and integrity of all AI-influenced content. Routine assistance does not need citation, but any substantive AI-generated content must be clearly referenced.

Let’s unpack this a bit more.

Assisted versus generated content

In understanding AI use in academic writing, it’s important to distinguish between AI-assisted content and AI-generated content.

AI-assisted content refers to work that is predominantly written by an individual but has been improved with the aid of AI tools. For example, an author might use AI to assist with grammar checks, enhance sentence clarity, or provide style suggestions. The author remains in control, and the AI merely acts as a tool to polish the final product.

This kind of assistance is generally accepted by most publishers as well as the Committee on Publication Ethics, without the need for formal disclosure. That’s as long as the work remains original and the integrity of the research is upheld.

AI-generated content is produced by the AI itself. This could mean that the AI tool generates significant portions of text, or even entire sections, based on detailed instructions (prompts) provided by the author.

This raises ethical concerns, especially regarding originality, accuracy and authorship. Generative AI draws its content from various sources such as web scraping, public datasets, code repositories and user-generated content – basically any content that it is able to access. You can never be sure about the authenticity of the work. AI “hallucinations” are common. Generative AI might be plagiarising someone else’s work or infringing on copyright and you won’t know.

Thus, for AI-generated content, authors are required to make clear and explicit disclosures. In many cases, this type of content may face restrictions. Publishers may even reject it outright, as outlined in the Committee on Publication Ethics guidelines.

What’s allowed and what’s not

Based on my readings of the guidelines, I offer some practical tips for using AI in academic writing. These are fairly simple and could be applicable across disciplines.

The guidelines all say AI tools can be used for routine tasks like improving grammar, revising sentence structure, or assisting with literature searches. These applications do not require specific acknowledgement.

Across the guidelines reviewed, AI generated content is not allowed unless there are clear reasons why this was necessary for the research and the content is clearly marked and referenced as such. Thus, depending on how AI is used, it must be referenced in the manuscript. This could be in the literature review, or in the methods or results section.

Sage and the Committee on Publication Ethics emphasise that authors must disclose when AI-generated content is used by citing this appropriately. There are different conventions for citing AI use but all seem to agree that the name of the generative tool used, the date accessed and the prompt used should be cited. This level of transparency is necessary to uphold the credibility of academic work.

Other aspects linked to AI assistance like correcting code, generating tables or figures, reducing word count or checking on analyses cannot be referenced directly in the body of the manuscript. In line with current best practice recommendations, this should be indicated at the end of the manuscript.

Authors are responsible for checking the accuracy of any AI content, whether AI assisted or AI generated, ensuring it’s free from bias, plagiarism, and potential copyright infringements.

The final word (for now)

AI tools can undoubtedly enhance the academic writing process, but their use must be approached with transparency, caution, and respect for ethical standards.

Authors must remain vigilant in maintaining academic integrity, particularly when AI is involved. Authors should verify the accuracy and appropriateness of AI-generated content, ensuring that it doesn’t compromise the originality or validity of their work.

There have been excellent suggestions as to when the declaration of AI should be mandatory, optional and unnecessary. If unsure, the best advice would be to include the use of any form of AI (assisted or generated) in the acknowledgement.

It is very likely that these recommendations will be revised in due course as AI continues to evolve. But it is equally important that we start somewhere. AI tools are here to stay. Let’s deal with it constructively and collaboratively.

Sumaya Laher is a Professor at the University of the Witwatersrand.

The Conversation

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has announced the launch of a R5 million Youth Enterprise Fund, as part of the government’s efforts to reaffirm the importance of empowering young people through education, skills and opportunities.

Nkabane made the announcement during her address at a Youth Month commemoration at Mopani TVET College’s Sir Val Duncan Campus.

The event, under the theme “Skills for the Changing World: Empowering Youth for Meaningful Economic Participation”, drew over 1500 attendees.

“Today, almost four out of 10 young people in this country are classified as not in education, employment or training. This is not just a statistic, it’s a national emergency. Each youth represents untapped potential, a future that hangs in the balance, a dream deferred,” Nkabane said.

The fund, established in partnership with the National Youth Development Agency (NYDA) and the Mopani District Municipality, will support young entrepreneurs in starting and growing businesses in the district.

Describing the initiative as “more than an investment in the economy”, the minister said it was an investment “in youth agency, dignity and innovation”.

Higher education director-general Nkosinathi Sishi reaffirmed the department’s commitment to building a responsive post-school education and training system.

“We are strengthening our labour market intelligence systems to identify 350 occupations in high demand,” he said.

Sishi emphasised the department’s alignment with the green economy, including renewable energy and hydrogen technologies.

“We must work with our institutions to align curricula with future skills needs,” he urged.

Sishi noted the importance of accessible career guidance, revealing plans for an online system to help students understand qualifications, pathways and job prospects.

South African Technical Vocational and Training Student Association president Kgaogelo Chokoe welcomed the fund, calling it “an investment in dreams, aspirations, and the boundless potential of young people”.

She urged young people to become creators of technology, not just consumers.

“South Africa needs skilled professionals in multiple sectors. Not everyone needs to go to university, and that is okay,” she stated.

Chokoe called for further investment in campus safety, innovation hubs and sustainability.

South African Public Colleges Organisation president Tebogo Kekana praised TVET colleges as “cool” and practical paths to success.

He noted the expansion of accredited trade test centres and supported international exchange programmes.

“Together, we are transforming education. Together, we are transforming young lives,” Kekana declared.

NYDA Limpopo head Moscow Maepa urged the youth to take charge of their future.

“You are the power behind the future we are building. Your potential is not only seen, it is needed,” he said.

Ba-Phalaborwa Local Municipality mayor Merriam Malatji celebrated the event’s local impact.

“Mopani TVET College offers a gateway to high-demand skills in engineering, hospitality, business and ICT. These are not just courses, they are stepping stones to meaningful careers,” she said.

Malatji thanked Nkabane for choosing Ba-Phalaborwa to host the national event and called on youth to seize the moment.

“You are our hope, our innovators, our change-makers. Embrace education, entrepreneurship, or training with purpose,” she said.

INSIDE EDUCATION

By Akani Nkuna

Basic Education Minister Siviwe Gwarube has urged young leaders in the Representative Council of Learners (RCL) to step up and help champion issues in their communities, saying they have a huge responsibility to help uproot social ills beyond the confines of school walls.

“You are not just leaders in your schools, but you are leaders who reside in communities. Whether you serve in the junior council, the RCL or lead projects in your areas, you are already showing that young people are not waiting to lead, they are not leaders of tomorrow, but they lead exactly where they are today,” said Gwarube.

“Our communities face big challenges, climate change, poverty, hunger, drug abuse, gangsterism, unemployment and you may be saying I am just a child what can I possibly do? There are things that you too can do, because I see young people across South Africa rising to the challenge.”

Gwarube was addressing recently elected members of the RCL at the Johannesburg City Council in Braamfontein, marking the end of a three-day annual National Learner Leadership Summit. The young leaders participated in discussions focused on key challenges facing the learners, with guidance from senior government officials, educators and policymakers.

The minister highlighted instances where ordinary young people were making positive changes in their communities using formal and informal channels. She said this went a long way in fostering a culture of youth engagement and participation in building communities.

“[Young people] are tutoring their peers, they are cleaning their riverbanks, they are planting food gardens, organising events, creating awareness around GBV. Young people are moving and are shaking and they are saying we are here and not just an afterthought.”

Gwarube encouraged the leaders to be steadfast in championing action against discrimination and gender-based violence in schools, warning against complicit behaviour which enabled schools to be environments where others were victimised.

“See something, say something. Be the reason someone feels safe at school. Say no to people who are keen to bully others. As learner leaders you help shape the culture of the schools, you have the power to shape the learning environment in your schools,” she added.

In light of the decline of young people casting their votes, Gwarube invited the leaders to participate in the democratic processes of the country to shape a better future.

The minister pointed out that politics affected every aspect of their lives and, therefore, it was wise that they participated.

“I am talking about the politics of casting your vote and being active citizens who are really engaged in the work of saying we are going to shape the country that we want to live in. I want to encourage you to say that continue having that spirit of active citizenry,” she said.

“Because it is only when young people are taking true accountability for the country that we have, that we will start to see things change.”

INSIDE EDUCATION

By Alicia Mmashakana

Police have apprehended five suspects in connection with the kidnapping on Grade 11 learner Kamogelo Baukudi, 19, earlier this month.

Bukudi was abducted on 5 June 2025 while on his way home from school along Verneeniging Drive in Bloemfontein.

His disappearance sparked a province-wide search, with a special task team led by Mangaung police commissioner Major General Arthur Peter Adams, working around the clock to track him down.

He was located and rescued in Wepener in the early hours of Friday morning.

“The safe recovery of young Kamogelo is a moment of great relief for the family, the community and all of us. I commend our members for their unwavering efforts, who worked tirelessly following up every lead under serious public scrutiny. We will ensure that justice is served,” said Free State provincial commissioner Lieutenant General Baile Motswenyane.

Also on Friday morning, the police raided a house in Kanana Location, Wepener, and arrested three suspects. Two more were arrested nearby while allegedly transporting Bukudi. The suspects are aged between 20 and 29.

The bust comes just weeks after a 42-year-old police sergeant was arrested and charged with kidnapping and extortion, making it six arrests in total.

The suspects face kidnapping and extortion charges and are set to appear in court alongside the arrested police officer on Monday.

Investigations are ongoing.

INSIDE EDUCATION

By Johnathan Paoli

The Eastern Cape government is racing against time to restore learning and teaching in hundreds of schools ravaged by the devastating floods which left widespread destruction across the province, claiming 101 lives and displacing thousands.

According to education MEC Fundile Gade, over 480 schools were initially flagged for assessment after the disaster.

After a comprehensive infrastructure audit, 235 schools were confirmed to have been damaged, 71 of which required major reconstruction.

“These 71 schools will put serious pressure on an already overstretched education infrastructure budget. We are dealing with a backlog of R72 billion for school infrastructure, and our annual budget allocation is only R1.9 billion. Without this disaster, we were already facing a crisis,” Gade said.

The hardest-hit district is OR Tambo, where the highest number of fatalities occurred and where the majority of schools sustained severe flood damage.

Gade confirmed that his department was working closely with the Cooperative Governance and Traditional Affairs (CoGTA) department to reprioritise budgets and prepare a comprehensive response plan.

However, given the scale of the destruction, additional funding from the national government was being sought.

“Education is a constitutional right, and we are committed to ensuring the school calendar continues. We aim to resume full academic activity in all affected schools by the start of the third term in July. But to do that, we must stabilise learning environments, deliver learning materials, and replace uniforms,” Gade said.

He noted that the department has already begun distributing Learner and Teacher Support Materials (LTSM) to affected pupils.

“We’ve set aside R1.079 million for infrastructure-related responses, including school repairs and replacements for learners’ essential materials,” he said.

The floods have also taken a deep emotional toll on learners, educators and communities.

At least 38 of the 101 confirmed fatalities were children, with 32 identified as learners.

Some schools were directly affected by the loss of multiple teachers or learners.

In one tragic incident, an accident unrelated to the floods claimed the lives of four teachers and injured several others from flood-affected schools, further complicating academic recovery.

“Education is not just about walls, it’s a theatre of knowledge. So, we are also prioritising psychosocial support to ensure learners and teachers can cope with the trauma. We’ve mobilised counselors and community-based psychosocial services to assist learners returning to class,” Gade said.

Schools that were unable to participate in the June exam cycle due to the floods were granted extensions.

Learners from these schools wrote postponed exams on Monday, ensuring continuity in assessment and progression.

While emergency shelters were activated to accommodate over 4700 displaced individuals across the province, including many learners, concerns have been raised about long-term solutions.

The human settlements department is currently in the process of securing land for Temporary Residential Units (TRUs), with over R461 million required.

However, the province currently has only R120 million, and is relying on national government intervention.

“Families are expected to remain in temporary shelters for at least 30 days. We are working with traditional leaders and municipalities to finalise land release for permanent resettlement, especially near essential services like schools,” CoGTA MEC Zolile Williams said.

There were also concerns from community members regarding the safety of returning to flood-damaged homes.

The provincial government clarified that no official directive had been issued for families to return to structurally compromised houses, urging residents to remain in shelters until proper assessments and relocations could be arranged.

Of the R5.1 billion needed to repair all damaged infrastructure across the province, R3.2 billion is required by provincial sector departments, including education, while municipalities need R1.8 billion.

Th education department is using the disaster as an opportunity to accelerate long-delayed rationalisation efforts aiming at merging small, under-resourced schools into more sustainable learning institutions.

“We must use this moment not just to rebuild, but to reimagine the future of education in the Eastern Cape,” Gade concluded.

INSIDE EDUCATION

By Levy Masiteng 

Orbit College’s promotion to the Betway Premiership is not just a victory for football, but a victory for higher education transformation and the Technical and Vocational Education and Training (TVET) sector, according to Higher Education and Training Minister Nobuhle Nkabane.

In a thrilling match, the Orbit College Football Club secured a historic promotion to the Betway Premiership following a 1-0 victory over Cape Town City FC at Olympia Stadium in Rustenburg.

The winning goal was scored by Letsie Koapeng in the 47th minute, sending the Mswenko Boys into jubilation.

“As a public TVET college, Orbit College’s success highlights the immense potential and holistic development within the Post-School Education and Training (PSET) system,” the ministry said in a statement.

It also highlighted the importance of initiatives like the College Sport Arts and Culture South Africa (CoSACSA) games, which provided a vital platform for students to showcase their diverse talents and grow personally and professionally. 

Nkabane said that these games served as a crucial steppingstone for talented students to be identified by scouts and potentially transition into professional leagues within South Africa and internationally.

“By investing in and nurturing these talents, the department contributes to students’ individual success and enrichment of the broader South African sporting landscape,” she said.

The minister commended the players, coaching team, college leadership and the broader Orbit College community for their discipline, teamwork and resilience throughout the season.

Echoing this sentiment, the team’s coach, Pogiso Makhoye, attributed their success to discipline, dedication and determination. 

Makhoye noted that their promotion to the Betway Premier Soccer League was a momentous achievement, especially considering they started this journey 15 years ago. 

“The promotion highlights the culmination of effort, strategic planning and a strong team identity. It was difficult and when we played Durban City FC, I thought we would not make it, but with the grace of God, here we are,” he said.

“Truly speaking, we deserve to be here. We took Durban City FC toe-to-toe to the last day and we knew this was our moment. We would also like to thank the people of Bokone Bophirima for rallied behind us.” 

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s portfolio committees on basic education and police have welcomed the recent signing of a Collaborative Implementation Protocol on School Safety as a significant move in addressing the growing crisis of school violence in South Africa.

Basic Education Portfolio Committee chairperson Joy Maimela described the initiative as a “bold step” in responding to the worsening safety situation in education environments.

“The murder of Lethabo Mokonyane… underscores the trend of violent crime in and around school premises that requires a concerted effort by all stakeholders to bring an end to this worrying trend. School environments should be safe spaces for teaching and learning and nothing else,” she said.

Mokonyane was stabbed to death outside Lesedi Secondary School in Lethabong informal settlement in Tshewane on 17 June.

The agreement is aimed at intensifying security measures in schools, particularly in hotspot provinces where violence, drug abuse and sexual crimes have become increasingly prevalent.

The initial implementation will be in Gauteng, KwaZulu-Natal, the Eastern Cape and the Western Cape, which have been identified through crime data analysis as the most affected by school-based violence.

This targeted, data-driven approach is intended to create safer school zones by linking schools to nearby police stations, boosting patrols and increasing police visibility in areas where crime levels are highest.

Police Portfolio Committee chairperson Ian Cameron said that effective enforcement at a local level was key to the initiative’s success.

“The approach to target hotspots has the potential of stemming the tide of crime in schools. But it is up to station-level management to implement the protocols effectively to ensure success,” he said.

According to the fourth-quarter crime statistics released earlier this year, South Africa recorded six murders and 80 rapes in school settings, a stark reminder of the dangers learners and educators face.

The protocol also includes a renewed commitment to thoroughly vetting school staff against the National Register for Sex Offenders and the National Child Protection Register, a safeguard which has existed on paper but, according to Maimela, was too often “neglected”.

“This has long been a requirement to obtain a position in schools to safeguard vulnerable groups. It is important that such safeguards are adhered to without fail,” Maimela noted.

Substance abuse was highlighted as another urgent area of concern.

Cameron noted that the issue must be addressed with a “society-wide approach” and called on municipalities to enforce existing bylaws that restricted the operation of liquor outlets near school premises.

“Municipalities must also play their role in enforcing municipal bylaws that prohibit the establishment of liquor-selling premises near schools,” he stressed.

The two portfolio committees have committed to providing ongoing oversight to ensure the effective implementation of the protocols and to hold accountable those responsible for their enforcement.

Reacting to the development, the SA Democratic Teachers’ Union (Sadtu) cautiously welcomed the renewed commitment to school safety, but reminded the public that such protocols were not new.

A similar agreement between the Basic Education Department and the South African Police Service was signed in 2011 and implemented in schools from 2015.

“While we acknowledge this renewed commitment, we wish to emphasise that such a partnership is not new. The 2011 protocol established collaborative frameworks across all nine provinces and ensured every school was linked to a local police station,” Sadtu spokesperson Nomusa Cembi said.

The union, whose “I Am a School Fan” campaign also champions safe school environments, called for the current protocols to result in tangible action rather than policy rhetoric.

“We hope the signing of this protocol will not only reaffirm previous efforts but lead to more effective and consistent implementation,” Cembi stated.

While Sadtu supports the focus on hotspot provinces, it urges equal attention to schools in other provinces, noting that violence may go unreported in more rural or under-resourced areas where police presence is limited.

The protocol was signed by basic Education Minister Siviwe Gwarube and Police Minister Senzo Mchunu.

INSIDE EDUCATION

By Akani Nkuna

The Basic Education Department has stressed the role of Representative Council of Learners (RCL) in helping combat social ills affecting the broader community, learners and schools across the country, saying that it was important for no pupils to be left behind.

“As you have the opportunity and you are at an advantage, you are ahead and have got all these privileges that you have, do not dare leave those [without] behind…, people from Eastern Cape, Ezilalin, do not have an equal footing for opportunities, but we do not leave them behind because those that you leave behind because of your privilege are your obstacles as you progress in life,” Basic Education chief director James Ndlebe.

“You cannot be successful when the rest is not successful. Your success depends on the success of those that you are leading.”

Ndlebe was speaking at the three-day Learner-Leadership Summit at Anew Hotel and Convention Centre in Benoni, Ekurhuleni.

Addressing an audience of RCL members from the nine provinces, educators, policymakers, civil society organisations and development partners, he highlighted the importance of shaping a resilient, inclusive and future-ready education system which catered for the needs of the most vulnerable learners.

He warned that leaving the less privileged behind perpetuated poverty stereotypes, and increased their chances of abusing drugs, leading to crime, gender-based violence and dysfunctional households.

“When you carry them along and become successful, then you do not have to worry about where you drive your expensive car. Where you live, where you walk in the streets because you do not have to look around who is going to snatch your phone because you have made sure everybody is carried along. And that is the responsibility of the RCL,” Ndlebe added.

The summit convened under the theme “Strengthening Foundations for Learning Towards a Resilient Future-Fit Education”. It featured presentations by RCL members and presidents of eight provinces, who shared innovative ideas and initiatives to combat challenges faced by pupils and the youth at large.

The North West RCL leadership presented a support mobile app and data-free website aimed at tackling the issue of drug addiction amongst the youth. It provides a virtual community-based environment where learners can engage with experts on issues of mental health and struggles.

They said the app would broaden its scope to address various social ills.

Limpopo RCL leaders highlighted the importance of practical skills particularly in agriculture to address the growing levels of unemployment. They also advocated for high market skills to be taught to from a young age.

“By providing learners with practical skills, promoting environmental awareness and fostering community involvement, we can create a more sustainable and equitable future for all,” they said.

They spoke about the Limpopo Green Education Project, which promoted environmental awareness, enhanced the development of practical skills and ensured that there was food security in the province.

Representatives from the Western Cape were absent during the session following their flights being delayed due to a severe cold front in Cape Town.

The second day of the summit will include the RCL national elections.

Basic Education Minister Siviwe Gwarube is expected to announce the new leaders on Friday.

INSIDE EDUCATION

By Lungile Ntimba

The Gauteng education department has suspended two inspectors from its infrastructure unit, following allegations of mishandling a school repair project at Noordgesig Secondary School in Soweto.

The suspensions come nearly a year after a fire broke out at the school in June 2024, causing extensive damage to several classrooms and the administrative building.

The department had allocated funds for urgent reconstruction, but there were suspicions that the work was not fully completed and that some of the committed upgrades had either been partially done or not carried out at all.

Department spokesperson Steve Mabona said the department had launched an internal investigation to determine the full facts surrounding the handling of the project. 

“Subsequently, we will announce outcome of said investigation once it has been completed,” Mabona said in a statement on Wednesday.

Last week, the Democratic Alliance lodged a complaint with the Public Protector, accusing the department of misleading the public about the state of the school repairs. 

The party alleged that despite claims that over R2 million had been spent, the school’s infrastructure remained in a poor and unsafe condition, posing a safety risk to both learners and teachers.

DA MPL Sergio Isa Dos Santos said in response to questions posed by the DA in the Gauteng legislature, that education MEC Matome Chiloane had said that all necessary repairs had been completed. 

This included plumbing, building and electrical work, amounting to R2,065,517.14. The MEC also said fire blankets were delivered in September last year and that R504,951.78 was spent on electrical work and R319 862.30 was used for plumbing.

However, an oversight inspection by the party had “proven what Chiloane said in his replies as untrue”.

Classrooms that experienced minor damage had only been repainted, while the administration block remained untouched. Fire hose reels were dry and there were no extinguishers in sight. The administration toilets toilets remained fire-damaged despite reported plumbing work.

The DA said the department needed to be held accountable for every cent is spent on upgrades to schools to ensure value for money.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has formally engaged senior counsel Terry Motau to address a public misunderstanding concerning his involvement in the appointment process of chairpersons to the boards of Sector Education and Training Authorities (SETAs).

In a written communication, Nkabane reached out to Motau to seek mutual clarity on the matter and to offer an unreserved apology for the reputational discomfort caused by recent media commentary and administrative oversights linked to the department’s recalibrated SETA appointment process.

“There was never any intent to misrepresent Advocate Motau’s role or to cause harm to his professional standing. This engagement was undertaken in the spirit of transparency, mutual respect and professional courtesy,” the communication read.

The misunderstanding stemmed from widespread public speculation and miscommunication around the role Motau was believed to have played in the evaluation and recommendation of candidates for the SETA Accounting Authority Boards.

The office of the minister initially and incorrectly suggested that he was a formal part of the panel overseeing the appointments, a perception that Nkabane clarified was never intended by her office.

The department has recently been overhauling the governance structures of SETAs as part of broader efforts to ensure integrity and performance in the skills development sector.

Central to this initiative has been the recalibration of how chairpersons of SETA boards, known formally as Accounting Authorities, are appointed.

This includes the formation of expert panels intended to evaluate and recommend individuals based on their qualifications, governance track records, and leadership capacity.

According to Nkabane, a key source of confusion arose from an internal miscommunication: she had not been made fully aware that finalising or concluding Motau’s possible role in this process would have required formal engagement through legal channels.

The minister indicated that the gap in communication contributed significantly to the oversight.

Motau, who is a respected figure in legal and public service circles, is best known for his high-profile forensic work, including his role in investigating corruption within financial institutions such as the VBS scandal.

The suggestion of his involvement in the SETA process carried significant weight, further amplifying the public interest and concern.

The minister confirmed that the matter has now been “constructively resolved”, with a mutual understanding reached between both parties.

She expressed appreciation for Motau’s professionalism in the handling of the issue and reaffirmed her respect for his long-standing contribution to public service and the legal fraternity.

In line with parliamentary accountability and the constitutional imperative for transparency, Nkabane committed to formally briefing the Portfolio Committee on Higher Education about the matter.

This briefing will include a detailed explanation of how the miscommunication occurred and what steps have been taken to ensure clarity and procedural compliance in the ongoing SETA board appointments.

The incident comes at a sensitive time for the department, as it attempts to reposition SETAs to play a more dynamic and responsive role in addressing youth unemployment, skills mismatches, and economic transformation.

The department has faced growing scrutiny from civil society, labour unions and opposition parties over alleged inefficiencies and governance lapses within SETA structures.

The minister concluded by reiterating her department’s resolve to rebuild public trust in SETA governance and to drive ethical leadership across all facets of the post-school education and training system.

INSIDE EDUCATION