By Thapelo Molefe

Mathematics is not just a school subject. It is an engine that drives innovation, problem solving and national development, according to Higher Education and Training Minister Nobuhle Nkabane.

Speaking at the Mathematics Education Conference this week at the University of the Western Cape, the minister described maths as the invisible engine powering visible progress.

The five-day conference, known as the Mega Maths Festival, is the first of its kind international gathering co-hosted by the Department of Higher Education and Training, UWC and the African Institute for Mathematical Sciences (AIMS) South Africa. 

Over 500 participants, from global experts and researchers to teachers, students and industry leaders, have come together to tackle the deep challenges facing mathematics education in the country.

Nkabane praised the collaborative spirit of the festival, especially its focus on improving teacher training and foundational learning for rural and township schools. 

“I am encouraged that rural and urban teachers, lecturers, learners, students, supported by universities, academia, researchers, NGOs and industry, have been placed in the centre of this festival’s programme,” she said.

The minister highlighted worrying trends in maths education, including South Africa’s persistent underperformance in international assessments and the growing preference for mathematical literacy over pure mathematics in schools.

“Indeed, we must reverse the upsurge in mathematical literacy, which we know does not assist in tertiary education enrolments in the fields of Science, Technology, Engineering and Mathematics (STEM),” Nkabane said. 

“We need to increase uptake and participation in pure mathematics from schooling to post-school education and training and through to the world of work.”

She called for a shift in the way maths was viewed and taught, saying it should be seen as a universal language and an essential tool for growth.

“I am pleased that you are advocating for mathematics to be our 13th language in South Africa,” she said.

“Allowing for inclusion rather than exclusion, because mathematics is after all a universal language understood in every country.”

She said mathematics opened doors to critical fields such as artificial intelligence, data analytics, financial modelling and energy.

“Mathematics is a gateway to many professions. It is important that our learners are advised about all the diverse options mathematics introduces,” Nkabane noted.

The conference featured keynote lectures, panel discussions, poster presentations and cultural events aimed at reshaping the way mathematics was taught and applied.

Delegates explored a range of topics, including AI, data analytics, teacher education and the role of mathematics in employment and the economy.

“I am inspired that this inaugural Mega Maths Festival has come to embrace the intersection between research in mathematics education and mathematical sciences and teaching in mathematics and mathematical sciences as a means of addressing our national priorities, including economic development and growth, and problem-solving for solutions to contemporary problems of water, sanitation, energy and climate change,” Nkabane said.

Following the opening ceremony, the minister led a walkabout of UWC’s newly upgraded facility dedicated to mathematics and early childhood education.

The centre is designed to strengthen foundational maths learning, with a focus on improving outcomes for young learners in disadvantaged communities.

INSIDE EDUCATION

By Johnathan Paoli

The Basic Education Department has rejected accusations of stalling the implementation of the Basic Education Laws Amendment (BELA) Act regulations, labelling them “empty political rhetoric” driven by partisan interests.

Speaking to Inside Education, Basic Education media liaison Lukhanyo Vangqa said that the department had already established 10 dedicated task teams to draft each of the BELA regulations. Two were completed and currently being vetted by the Office of the Chief State Law Advisor, with public release expected imminently.

“This modularised release approach is designed to prevent delays, not cause them. There’s been exceptional speed in drafting these regulations. Learners remain our top priority, regardless of desperate attempts to politicise this process,” Vangqa said.

The department’s response follows criticism from the African National Congress study group on basic education, which accused the Minister Siviwe Gwarube of deliberately sabotaging the BELA Act’s full implementation and colluding with right-wing organisations such as AfriForum and Solidarity.

ANC MPs alleged that Gwarube’s approach undermined transformation goals and entrenched exclusionary practices, particularly in the drafting of contentious regulations around admissions and language policy.

The ANC warned against what it called a “DA-led agenda” within the department, citing the replacement of “after consultation” with “in collaboration with” in key regulations as an attempt to dilute provincial powers and entrench the influence of historically privileged school governing bodies.

They claimed such changes would undermine the authority of Heads of Departments and benefit SGBs accused of racially biased practices.

Further fuelling tensions is the Western Cape education department’s practice of requiring learner photographs in school applications, which the ANC described as discriminatory and favouring white learners.

“These practices perpetuate apartheid-era exclusion and violate constitutional values of equality,” said ANC Study Group Whip Tshepo Louw.

Meanwhile, the Portfolio Committee on Basic Education, chaired by ANC MP Joy Maimela, has also expressed concern over delays and confusion surrounding the BELA regulations.

During a briefing on Tuesday, committee members accused the department of wasting time on “non-binding guidelines” rather than prioritising legally enforceable regulations.

“The committee expected these regulations by the end of June. Instead, we were presented with guidelines that some provinces believe contradict the South African Schools Act. If provincial departments are confused, what of school communities and the public?” Maimela asked.

According to Maimela, the committee engaged with eight provincial departments, most of which rejected the draft guidelines.

The Council of Education Ministers also referred the matter back to the Heads of Education Departments Committee, urging a focus on drafting the actual regulations.

Concerns also emerged over the vagueness of the department’s internal processes.

The committee asked Gwarube to submit a comprehensive report within four working days detailing how the guidelines came about and why they were prioritised over binding regulations.

In particular, the Western Cape education department came under fire for failing to provide a detailed readiness report for BELA Act implementation.

The committee refused to engage with the department’s “incomplete” presentation and demanded a revised submission with specific attention to admissions and learner support.

Despite these concerns, the department reaffirmed the minister’s commitment to inclusivity and progress.

“Minister Gwarube remains committed to acting in the best interests of the education sector,” Vangqa said.

INSIDE EDUCATION

By Johnathan Paoli

Science, technology, and innovation (STI) play an important role in addressing national and global challenges, according Minister Blade Nzimande.

Delivering the Science, Technology and Innovation Department’s 2025/26 budget in Parliament on Wednesday, Nzimande stressed placing STI at the core of government, education, industry and society.

“We deliver this budget vote against the background of a complex set of national and global challenges. This budget illustrates our commitment to take science, technology and innovation to the villages, townships and all the corners of our country. I trust we can rely on the support of all Honorable Members in fulfilling this noble task,” Nzimande said.

The minister tabled a R9.06 billion budget framed by global disruptions, domestic socio-economic challenges and the need for inclusive growth.

He highlighted key programmes such as the Hydrogen Society Roadmap, Vaccine Innovation Manufacturing Strategy and the Square Kilometre Array project.

Innovations in mining, agriculture, health, artificial intelligence and renewable energy were among the department’s achievements, alongside the growth in women-led scientific publications.

The minister acknowledged underfunding, pledging a multi-pronged strategy to boost investment through Treasury engagements, public-private partnerships, international collaborations and state-owned entities.

Nzimande urged collective action to strengthen STI and reaffirmed South Africa’s global commitments, including support for Palestinian researchers.

Deputy Minister Nomalungelo Gina showcased initiatives like the Municipal Innovation Fund, Indigenous Knowledge Systems and the Grassroots Innovation Programme.

She stressed youth development, STEM education, disability inclusion and gender transformation, noting that 55% of postgraduate research grants now went to women.

The African National Congress’ Tsakani Shiviti strongly backed the budget, warning against further cuts and calling for enhanced investment in the South African National Space Agency (SANSA) and domestic satellite capabilities.

She emphasised STI’s role in job creation and disaster management.

In contrast, uMkhonto weSizwe Party’s Thembinkosi Mjadu rejected the budget, condemning corporate capture, declining postgraduate funding and inadequate rural innovation.

He proposed restoring R2.4 billion for bursaries and full funding for SANSA.

Democratic Alliance MP Tumelo Ramongalo advocated an outcomes-driven STI system, urging support for entrepreneurs.

He warned against the elitist perception of science and demanded inclusive reforms.

The Economic Freedom Fighters’ Suzan Thembekwayo criticised cuts to research funding and the declining support for Black women scientists.

She celebrated local talent and called for strategic investment in transformation, monitoring and infrastructure.

The Inkatha Freedom Party’s Sanele Zondo supported the budget, stressing urgency in STI investment.

He urged stronger public-private partnerships and more innovation hubs linked to TVET colleges and rural areas.

Patriotic Alliance MP Jasmine Petersen also supported the budget, calling it a vital investment in youth and the future.

She called for AI integration in schools and research infrastructure to make South Africa a continental innovation leader.

ActionSA’s Malebo Kobe rejected the budget as “regressive,” condemning underfunding and slow transformation.

She raised concerns about dysfunction at the Technology Innovation Agency and SANSA, and the lack of capitalisation of the Innovation Fund.

In his reply, Nzimande reaffirmed the department’s commitment to transformation and innovation.

He acknowledged criticism over underfunding, calling on MPs to collaborate in securing more resources.

Highlighting the department’s achievements during the Covid-19 pandemic, in AI and health, and its growing role in supporting women scientists, Nzimande said: “We’ve been punching above our weight.”

As South Africa confronts the future, the minister said the STI sector’s ability to drive development would depend on sustained investment, inclusive policies and a shared national vision.

INSIDE EDUCATION

By Akani Nkuna

The Portfolio Committee on Basic Education has appealed for swift implementation of Basic Education Laws Amendment (BELA) Act.

Committee chairperson Joy Maimela has accused the Basic Education Department of deploying delaying tactics in drafting regulations, which must be the guiding framework for administrators.

“The majority of members of the committee are of the view that deliberate attempts are being made to hold the full implementation of the BELA Act by delaying the drafting of regulations, especially those that speak to the two contentious sections,” she said.

The national and provincial departments briefed the portfolio committee on Tuesday on progress made in implementing the Act and current developments on the regulations, regarding especially the contested Sections 4 and 5, which affect admission policy and language policy. 

The Act was signed into law by President Cyril Ramaphosa in September 2024 primarily to address the administrative and management challenges in the education system, with an aim to enhance inclusivity, equity and access to quality education.

Despite missing the end of June deadline for the regulations, Basic Education Minister Siviwe Gwarube told the committee that the draft regulations were at an advanced stage and would be finalised in due course.

Gwarube denied claims that she succumbed to external influence in relation to the draft regulation, saying that she acted within her scope of framework in providing draft guidelines for provincial education departments.

On the 17 June during a portfolio committee meeting, Gwarube asserted that the drafting of the regulations was not a straightforward process, but assured the members that the regulations would be published for public comment at the end of that month.

“I really do battle to understand the assertion and even the accusation that somehow there is a delay in the implementation of the Act and production of the regulation. We made a commitment last year that by the end of June, the regulations would be out and published for the public,” she said.

The minister confirmed that the 10 draft regulations were at an advanced stage.

She told the committee that 10 task teams had been set up to work on each regulation. Two were near completion and being reviewed by the Office of the Chief State Law Advisor.

Maimela said the committee was deeply worried about claims that the guidelines may conflict with the South African Schools Act (SASA).

Also, some provincial education departments raised concerns about the updated admission section, saying it went against SASA and interfered with the province’s authority to manage school admissions.

“We have not been furnished with any guidelines or regulations. During our engagements with the provincial departments of education, it became apparent that the guidelines differ from the SASA. Some provincial departments of education are also confused by whether they received guidelines or regulations,” said Maimela.

“This is confusion we were concerned about from the start. If the provincial departments of education are confused, what about the general public and other stakeholders? We cannot allow this confusion.”

Whilst several provincial education departments told the committee that the Council of Education Ministers (CEM) did not approve the guidelines, the committee has requested Gwarube to provide a report on the process which led to the drafting of the guidelines.

It wants more attention to be paid on drafting regulations than on guidelines.

“The committee is of the view that the time spent for draft guidelines could have been utilised rather for drafting regulations. We need the detail of what led to the guidelines as we must discuss if we need to write to the office of the president and explain the confusion created in the sector,” Maimela added.

INSIDE EDUCATION

By Johnathan Paoli

With over 13.5 million learners reliant on the public system, Basic Education Minister Siviwe Gwarube has called for unity and discipline, particularly at the provincial level, to overcome obstacles threatening the sector’s sustainability.

Gwarube presented her department’s 2025/26 budget to the National Council of Provinces (NCOP) on Tuesday, under the theme “Rooted in Purpose, Weathering the Storm, Growing Towards the Light”.

“Through better project management and grant monitoring, we aim to ensure that every allocation strengthens teaching and learning outcomes. This is a budget grounded in our constitutional duty and in the belief that education is the most powerful lever for transformation,” the minister said.

Addressing the nation’s urgent education challenges, Gwarube painted a picture of resilience akin to the baobab tree, highlighting progress in foundational literacy, infrastructure, inclusion and systemic reform despite severe fiscal constraints.

She outlined five national priorities.

They included expanding early childhood development (ECD), strengthening foundational literacy and numeracy, advancing inclusive education, improving teacher training, and enhancing school safety and quality environments.

Gwarube said there had been some significant strides such as the eradication of 97% of pit toilets since 2018, R230 million invested in ECD nutrition pilots, 10,000 ECD centres targeted for registration and R15.3 billion allocated to education infrastructure.

The Basic Education Laws Amendment (BELA) Act’s implementation, which focused on compulsory Grade R and new school admissions regulations, marked a systemic shift and was complemented by the launch of the National Education and Training Council.

However, she lamented funding pressures exacerbated by bailouts of state-owned enterprises, which had led to vacant teaching posts, late school payments and programme disruptions.

Despite an 8% budget increase to over R35 billion, no additional funds were secured for Grade R, which provinces must now absorb.

Parliament’s Education, Sciences and Creative Industries Standing Committee chairperson Makhi Feni welcomed the budget as a socio-economic catalyst, citing the R332.3 billion allocation as evidence of the government’s commitment to education amid economic challenges.

Praising literacy gains since 1994, Feni defended the BELA Act against accusations of racial divisiveness.

“The Constitution recognises all 12 official languages. No child’s language is under threat,” he said.

Feni stressed the need for oversight to ensure funds reached poor communities and called for urgent action to fill teaching vacancies nationwide.

Eastern Cape education MEC Fundile Gade highlighted education as a lever for poverty reduction and youth empowerment.

He lauded the BELA Act’s provisions for compulsory Grade R, multilingualism and digital governance reforms.

Gade praised the Basic Education Employment Initiative that has empowered 28,000 youths, including persons with disabilities.

Mpumalanga education MEC Cathy Dlamini championed education as the “sharpest spear” against inequality, detailing provincial infrastructure projects including new schools, sanitation upgrades and specialised institutions such as technical and agricultural schools.

She stressed the non-negotiable implementation of BELA reforms, framing education as central to the struggle for transformation.

KwaZulu-Natal MEC Sipho Hlomuka also expressed support for the budget, linking it to the province’s Academic Improvement Plan aimed at boosting matric results and foundational skills.

He emphasised curriculum modernisation such as coding, robotics, and technical subjects, alongside investments in new specialised schools.

Hlomuka highlighted efforts to fully implement BELA, especially regarding Grade R and isiZulu early-grade teaching, while pledging intensified teacher training to improve literacy outcomes.

Deputy Minister Reginah Mhaule framed the budget as a moral investment in democratic values of equity and inclusion.

She celebrated the expanded reach of the National School Nutrition Programme and Learner Transport Policy, progress in eradicating inappropriate schools, and extensive workbook distribution in all official languages.

Mhaule reaffirmed ongoing efforts to register ECD centres and improve rural and multi-grade school support, pledging safe and functional learning environments for all learners.

Gauteng education MEC Matome Chiloane acknowledged persistent challenges like teacher shortages and resource constraints, while commending the budget’s historic investment in ECD and literacy initiatives.

“Education is South Africa’s greatest investment in its future, demanding vigilance and adequate resourcing,” he said.

As the NCOP concluded its debate, the budget was hailed by some as a decisive step toward equity and transformation, while others rejected it as insufficient to confront South Africa’s profound educational inequalities and systemic challenges.

INSIDE EDUCATION

By Mlungisi Ndlovu

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

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

Background Context

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

Legal Perspective

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

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

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

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

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

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

Ethical and Governance Considerations

From a governance perspective, we must ask:

Was the recruitment process fair, open, and transparent?

Were the appointee’s qualifications and experience evaluated objectively?

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

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

Final Opinion and Personal Reflection

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

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

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

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

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

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

INSIDE EDUCATION

By Johnathan Paoli

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ntuli is now under increasing pressure to respond decisively.

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

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

INSIDE EDUCATION

By Robin Pickering

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

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

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

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

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

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

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

The parents’ rights movement

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

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

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

Who’s having the talk?

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

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

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

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

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

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

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

Risks rise without education

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

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

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

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

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

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

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

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

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

The Conversation

By Lungile Ntima

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

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

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

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

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

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

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

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

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

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

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

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

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

INSIDE EDUCATION

By Shaw Badenhorst

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

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

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

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

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

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

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

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

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

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

One learner said:

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

Another said:

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

A teacher commented that learners

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

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

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

Why the workshops worked

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

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

What’s next

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

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

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

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

The Conversation