By Lungile Ntimba

The Democratic Alliance in Gauteng has accused the province of denying learners the opportunity to learn coding and robotics, computer applications technology and information technology due to a shortage of teachers.

Education MEC Matome Chiloane revealed in a written response to the DA’s questions in the Gauteng legislature that there was a shortage of 300 teachers for coding and robotics, 36 for IT and 35 for computer applications technology.

“This is unacceptable as learners are being left out in preparation for future workplaces that are increasingly reliant on new technology,” DA provincial education spokesperson Michael Waters said in a statement on Monday.

He further criticised the department for not complying with the national education policy, which stated that teaching coding to pupils should begin in Grade R.

“If premier (Panyaza) Lesufi is serious about growing the technology workforce in Gauteng, his government must start investing in infrastructure gaps and teacher shortages,” said Waters.

“The digital economy continues to accelerate at an ever-increasing speed while Gauteng learners are left behind.”

He said that many schools did not have computers, electricity and internet connections in their classrooms, making it impossible to offer IT lessons.

With nearly half of all teachers expected to retire over the next decade, Waters said drastic action was needed to ensure that critical subjects were not negatively affected and that learners were prepared for an ever-changing economy.

He said the DA would prioritise investing in school infrastructure, resources and teachers to ensure that schools across the province learned IT and were equipped for future workplaces. 

“We will also prioritise the speedy roll-out of the Gauteng Broad Band Network to ensure all schools are connected to the internet.”

Department spokesperson Steve Mabona was unavailable for comment at the time of publication.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube reaffirmed her department’s determination to turn education into a powerful engine for empowering youth at the launch of a policy dialogue on entrepreneurship education on Monday.

She said there was an urgent need to equip learners with the skills, mindset and agency to face a changing world.

“Education is not only about preparing our youth for future education, training and jobs. It is also about preparing them for life. It is about equipping them with the ability to adapt, to lead, to innovate and to contribute meaningfully to society, whether as employees, entrepreneurs or just as engaged citizens,” she said.

The three-day event, held in partnership with the European Union’s Education for Employability (E4E) programme, brings together government officials, private sector leaders, civil society and academics to brainstorm solutions to the country’s education and employment challenges.

Gwarube began her address by stating that seven out of 10 young people in the country were without work and that the education system must be the conveyor belt to a future-ready workforce.

She outlined the department’s broader vision through the Three-Streams Curriculum Model and the pending national entrepreneurship education policy, calling for an education system that equipped learners not just to find jobs but to create them.

Gwarube linked the entrepreneurship agenda to foundational education reforms, particularly the need to improve early literacy and numeracy.

She also called for education rooted in ubuntu, encouraging ventures that benefited communities and built social cohesion.

The minister reaffirmed that entrepreneurship education was not a luxury, but a necessity.

Looking ahead to 2050, Gwarube warned that without urgent investment, South Africa’s youth dividend could become a burden, not a benefit.

Education deputy director-general for teacher development, Enoch Rabotapi, stressed the need for cross-sector collaboration and efficient resource coordination to integrate entrepreneurship into schooling.

“The department cannot do this alone. We need interdepartmental action and the private sector’s active role, particularly in work-integrated learning,” he said.

Rabotapi reiterated existing initiatives such as the Three-Streams Model and the General Education Certificate, noting their role in broadening learners’ post-school opportunities.

“Youth unemployment is a national emergency. If we want learners to transition successfully into society, we must teach them to innovate, not just to pass exams,” Rabotapi said.

European Union ambassador Sandra Kramer underlined the EU’s long-standing commitment to entrepreneurship education, referencing the EU’s Entrepreneurship Competence Framework and its emphasis on mindset development over simple business training.

She highlighted the March 2025 EU–South Africa Summit where a €4.7 billion investment plan was endorsed to boost key industries such as green hydrogen and pharmaceuticals that required entrepreneurial talent.

“We support entrepreneurship with what we call ‘360 support’ from mobile skill vans to small businesses financing, in partnership with multiple South African departments,” Kramer said.

She urged better use of existing Treasury funds and called for coordinated policy implementation.

“The pieces exist, we just need to align them with political will,” Kramer said.

Technical assistance team leader for the EU’s E4E programme, Andreas Schott, traced the initiative’s evolution from its 2018 inception to its current pilot projects with the Basic Education, Higher Education and Training, and Employment and Labour departments.

In Phase 2, launched in 2023, the Basic Education Department focused on institutionalising career development and entrepreneurship in schools.

Schott emphasised that interdepartmental collaboration remained critical to youth employability, especially for learners with disabilities and those from under-resourced schools.

“It’s not just about teaching skills, but about reforming the entire education-labour pipeline,” Schott concluded.

A panel discussion featuring actuary and education entrepreneur Taddy Blecher and Rabotapi reflected on the department’s entrepreneurship programme, which was launched in 2011.

Blecher described the initiative’s roots in the Human Resource Development Council’s national task team and its aim was to create an entrepreneurial mindset among all learners.

“Youth unemployment at 62% for the 18–24 age group means we need to think differently. The answer lies not in more subjects, but in more meaningful pedagogy with project-based learning, real-world problem-solving and creativity,” Blecher said.

Rabotapi acknowledged structural challenges such as overcrowded classrooms and undertrained teachers.

“Transformation isn’t just curricular, it’s systemic. We must align teacher training, infrastructure and community support to nurture entrepreneurial learners,” he said.

The first day’s discussions stressed the importance of viewing learners as confident, creative problem-solvers who were equipped to navigate and shape a rapidly changing world.

Teachers were urged to join the Project-Based Learning Programme, which positioned classrooms as hubs of innovation and social relevance.

Through ongoing policy development, capacity building and intersectoral cooperation, South Africa aims to shift from talking about change to enacting it with one learner, one school and one innovation at a time.

INSIDE EDUCATION

By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has welcomed more thousands of young people who officially began their roles as education assistants and general school assistants in public schools across the province on Monday.

Hlomuka lauded the programme’s dual benefit of addressing youth unemployment while improving the learning environment in schools.

“I take this opportunity to welcome these assistants and wish them well and to remind them of the importance of the role they will play in shaping the future of our learners.

“They must take the opportunity to make a positive impact change in the school and in the lives of the learners in the same way in which their lives are being changed by this incredible programme,” Hlomuka said in a statement.

This marks the latest phase of the Basic Education Employment Initiative (BEEI), part of the national Presidential Employment Stimulus introduced in 2020 to tackle youth unemployment.

In this round, 45,658 youth between the ages of 18 and 34 have been placed in 5,752 schools, including primary, secondary, combined and learners with special education needs institutions across the province. All of them will be placed by the end of the month.

Their appointments follow a rigorous online application and school-based selection process, with all successful candidates required to provide police clearance certificates to ensure learner and staff safety.

The current phase of BEEI is aligned with the priorities of the 7th administration, with a particular focus on literacy, numeracy, science and technology.

The department has prioritised the appointment of unemployed qualified educators for roles within the programme.

These individuals are expected to bring subject knowledge and professional skills into classrooms while gaining practical experience and mentorship from full-time educators.

It said this approach would not only improve teaching and learning outcomes, but also help equip young professionals with the mentorship and practical exposure needed to advance their careers in education.

Beyond classroom support, the initiative also includes posts under the general school assistant category.

These include handypersons, who help maintain school infrastructure, and sports and enrichment assistants, who promote physical education, sport and cultural activities in schools.

Hlomuka said the programme was rooted in the constitutional principle of putting learners first.

“In giving effect to this, the department of education seeks to provide the best quality education to the learners. Therefore, priority is being given to applicants who are unemployed qualified educators,” the MEC said.

He called on the newly appointed assistants to embrace their roles with responsibility and passion.

INSIDE EDUCATION

By Lungile Ntimba

Science, Technology and Innovation Minister Blade Nzimande is in China for the second Ministerial Belt and Road Science and Technology Conference later this week.

His department said the two-day meeting would discuss various technologies.

“The conference presents South Africa with a unique opportunity to enhance cooperation with the People’s Republic China in key technology areas such as artificial intelligence, future energy, transport systems and traditional medicines,” Nzimande said.

“These technology areas are also essential for South Africa’s long-term development.”

On Sunday, he visited the Beijing University of Chinese Medicine and the Aerospace Information Research Institute of the Chinese Academy of Sciences, where he was received by the leadership of both institutions and taken on a tour of their facilities.

During the engagements, the minister reaffirmed the department’s commitment to deepening collaboration with China, particularly in the areas of indigenous knowledge systems and space science.

The conference, themed “Together for Innovation, Development for All – Jointly Building a Scientific and Technological Innovation Community for the Belt and Road”, will bring together state-level agencies, scientific academies and innovation enterprises from across the Belt and Road Initiative (BRI) countries.

These include the Association of Southeast Asian Nations and Shanghai Cooperation Organisation.

The BRI is a global infrastructure development strategy adopted by the government of China in 2013 to invest in more than 150 countries and international organisations.

As part of the visit, Nzimande is scheduled to meet China’s Science and Technology Minister Yin Hejun to review the existing STI collaboration and explore new areas of possible cooperation.

The minister will also engage with leading Chinese institutions and companies, including the Chinese Academy of Sciences, the China Association for Science and Technology, the Beijing Academy of Artificial Intelligence, the National Institute of Clean-and-Low-Carbon Energy and Huawei.

The South African delegation includes senior executives from entities within the department and the National System of Innovation. There are representatives from the National Research Foundation, the Council for Scientific and Industrial Research, the Technology Innovation Agency, the Human Sciences Research Council and the South African National Space Agency.

Also, part of the delegation is the University of the Free State specialist in Indigenous Knowledge Systems, Prof. Motlalepula Matsabisa.

“Through this visit, SA’s Ministry of Science, Technology and Innovation aims to highlight the strategic SA-China relationship in science, technology and innovation, ongoing cooperation in areas aligned with mutual development goals and encourage young scientists, researchers and entrepreneurs from South Africa to participate in global innovation networks, with a strong focus on strengthening South-to-South cooperation and advancing Africa’s science agenda,” Nzimande said.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane will be engaging Unisa on fresh allegations of financial misconduct and the suspension of senior officials.

Her department said in a statement that the minister had assured stakeholders that the department was actively monitoring the situation and remained committed to supporting Unisa in restoring stability and governance.

The university has recently come under renewed scrutiny following the suspension of Donald Ndlovu, a senior director in the asset and expenditure unit, who reportedly raised alarms over an alleged irregular expenditure of R500,000.

According to reports, Ndlovu flagged the amount spent on a Progressive Business Forum gala dinner aligned with the African National Congress. A table for 12 Unisa executives was booked adjacent to President Cyril Ramaphosa at an event held in December last year.

Unisa suspended Ndlovu on 29 April for allegedly downloading and sharing proof of payment to external parties. He has denied the charge of misconduct and is now being legally represented by AfriForum’s private prosecution unit.

AfriForum’s legal division head Gerrie Nel has described the university’s disciplinary action as a “clumsy attempt to silence whistleblowers and conceal financial malpractice”.

Nkabane did not directly reference the gala dinner allegations or individual disciplinary cases in her statement, but emphasised the critical need to uphold the integrity of public higher education institutions.

Unisa’s current troubles are not limited to Ndlovu’s case.

He is the second high-ranking official to be suspended amid ongoing investigations into the university’s financial management.

In April last year, Reshma Mathura, the acting vice-principal for finance, supply chain management and business enterprise, as well as the institution’s chief financial officer, was also suspended.

Despite several internal investigations reportedly clearing her of wrongdoing, she remains suspended more than a year later and is also being defended by AfriForum.

These suspensions are unfolding against a backdrop of broader concern about Unisa’s governance.

The university has faced consistent criticism over its financial oversight mechanisms, with growing calls for transparency and accountability.

Several stakeholders, including staff unions, student groups and civil society organisations have urged government intervention to prevent further erosion of trust in the institution.

Nkabane said that while institutions must deal decisively with governance failures, all processes must adhere to the principles of fairness and justice.

The department has not ruled out further interventions.

According to the minister, ongoing engagement with the university council and management will continue in the coming weeks to assess the situation and provide guidance.

Unisa, Africa’s largest open distance learning institution, serves over 400,000 students across South Africa and abroad.

INSIDE EDUCATION

By Levy Masiteng

Dr Danilo von Ludwiger, a recent University of Pretoria (UP) graduate, said he aims to qualify for the 2025 International Volleyball Federation (FIVB) Beach Volleyball World Championships in Australia and hopes to compete at the 2028 LA Olympics. 

This comes after he was able to master the art of balancing two demanding passions: medicine and volleyball. 

UP said that while he was earning his MBChB degree, Von Ludwiger represented South Africa in volleyball, winning titles and breaking records along the way.

After he switched from ice hockey to volleyball due to the high costs, Von Ludwiger quickly made his mark.

“Volleyball was more affordable, and I found an amazing community,” he said. 

Von Ludwiger won the University Sports South Africa (USSA) Beach Volleyball titles and represented South Africa at the International University Sports Federation (FISU) World University Games in Brazil.

According to UP his time management skills were put to the test as he juggled nine volleyball sessions a week alongside his final year of medical studies. 

“It was tough but humbling,” he said. 

“International players train full-time – I had to manage training around clinical rotations and exams.” 

Despite the challenges, Von Ludwiger thrived, and credited his early education for teaching him how to work independently.

Now as a qualified doctor, Von Ludwiger plans to complete his internship while remaining active in volleyball. 

Long-term, he is considering specialising in sports medicine or orthopaedics to combine his passions.

“Sport teaches you discipline, resilience and how to work in a team – all vital in a hospital setting. Whether you’re working with doctors, nurses or allied health professionals, being a good team player is non-negotiable,” Von Ludwiger said. 

He advised current student-athletes to live life fully and not be scared to make mistakes.

INSIDE EDUCATION

By Yana Manyukhina and Dominic Wyse

Education shouldn’t be a passive experience, with children simply absorbing the knowledge teachers pass on to them. Research shows that when children have an input into their learning – helping to decide topics to cover, or specific activities, or how they are assessed – they feel more motivated, engaged in learning and happier in school.

But when we asked children about their opportunities to make choices in their education, they were often downbeat. “I’m a child and I can’t do anything,” one seven-year-old said.

This powerful statement captures a sentiment we found repeatedly in research for our new book. We set out to understand how much agency children have in their education, and what difference it makes when they do.

Our 40-month study, funded by the Leverhulme Trust, involved in-depth research across three contrasting primary schools in England: an independent (fee-paying) school, a community state school and an academy state school.

Academy schools operate independently from local council control with greater curriculum flexibility, while community schools are run directly by local authorities. We spoke with children, observed lessons and interviewed teachers and headteachers.

The findings were clear: when children have meaningful input into their learning, their motivation soars. But too often, particularly in core subjects such as English and mathematics, children feel like passive recipients rather than active participants in their education. “We don’t decide, we just do what we’re told to do,” one child said.

Children across all three schools consistently expressed a desire for more choice in their education.

When asked whether they had opportunities to make choices in their learning, one child at the independent school stated: “We don’t really get to choose what we do in the lessons.” This sentiment was echoed in the community state school, where children had no expectation that they could have input into the curriculum.

They also distinguished between “work” (subjects such as English and mathematics) and “fun” (creative subjects such as art). They described how they enjoyed the latter while the former were subjects they simply “had to do”.

Most revealing was the contrasting experience in the academy school, which had developed a distinctive approach to curriculum design involving direct pupil input. Here, children reported significantly higher levels of engagement. “I really enjoy school, and I really enjoy being able to pick what we do,” one child told us.

These voices highlight a crucial point: children don’t expect complete freedom, but they do want meaningful opportunities to influence their experience of school.

The power of structured freedom

Our research led to the development of what we call “structured freedom” – a balanced approach that maintains necessary educational structures while creating space for children’s agency. This isn’t about abandoning standards or letting children do whatever they want. Instead, it’s about giving children opportunities for meaningful choice within clear frameworks.

The academy school in our study demonstrated this approach most clearly. The starting point for each year’s curriculum was children helping to shape curriculum topics. They brought in items of interest, ranging from Coca-Cola bottles to pieces of rock. The teachers then connected these objects to required curriculum content through conversations with the children.

The school maintained clear classroom structures but provided choices about learning activities and assessment methods. Children could select which skills to work on during lessons – whether knowledge-building, research or collaboration – and at what difficulty level. They also documented their learning journey creatively in topic books using photos, pictures, drawings, diagrams or stories.

This balanced approach paid dividends. Teachers reported higher engagement among children, and genuine enthusiasm for learning across subjects.

England’s national curriculum has a heavy focus on content – the topics to be taught – and limited attention to children’s agency. However, the national curriculum is under review. This provides a rare opportunity to place children’s agency at the heart of educational reform – not at the expense of standards, but as an essential component of achieving them.

Our findings also suggest several important considerations for parents. Children who experience agency in their learning show greater motivation, engagement and more positive attitudes toward education.

With rising concerns about children’s mental health and increasing school absenteeism, supporting agency offers a practical way to reconnect children with learning. Parents might consider asking schools about opportunities for children’s input into curriculum topics, teaching approaches and assessment methods.

The schools in our study often struggled to enable children’s agency, but they also showed possibilities for the next national curriculum. Listening to children’s voices isn’t only about rights. It’s about creating more effective learning experiences that prepare children for an uncertain future.

Yana Manyukhina is a Senior Researcher at the Helen Hamlyn Centre for Pedagogy, UCL, and Dominic Wyse is a Professor of Early Childhood and Primary Education, UCL.

The Conversation

By Thapelo Molefe

With the world of work continuously changing, civic education and soft skills are increasingly becoming important to ensure that young people are ready for the workplace and are engaged citizens.

A total of 225 students were awarded their Civic and Soft Skills NQF Level 5 qualifications during a Youth Month celebration at Ekurhuleni East TVET College’s Kwa-Thema campus.

“This is no ordinary skills programme. It is the first of its kind in Africa – a visionary initiative, born from our country’s urgent need to equip all young people in education, in training and those not yet in either – with critical soft skills, workplace readiness, civic values and emotional intelligence,” Higher Education and Training Minister Nobuhle Nkabane told those attending the event, which forms part of Youth Month celebrations.

The programme is implemented by the department’s agency, Higher Health, in partnership with Unesco. It is closely aligned with the United Nation’s 17 Sustainable Development Goals.

“To date, this programme has already graduated over 5000 young people, and we aim to reach a further 250,000 in the next two years. This is how we build resilience, leadership and economic empowerment – one graduate at a time,” the minister said.

Nkabane reiterated that young people faced a daunting reality in the country, with youth unemployment one of the highest in the world. Black women and people in under-resourced communities carried the heaviest burden.

“But we are not without solutions. Research tells us that 85% of job success is attributed to soft skills – not just academic qualifications or technical ability, but the power to lead, communicate, collaborate and persevere. These are the skills for living and these are exactly the skills we are embedding across our institutions through this very programme.”

Led by Nkabane, Higher Health CEO Prof. Ramneek Ahluwalia and National Skills Fund acting CEO Melissa Erra, the ceremony celebrated 108 graduates from Ekurhuleni East TVET College, 62 from Gauteng Community Education and Training colleges, 30 from Tshwane University of Technology and 25 from North-West University.

A total of 76% of the graduates were women, which Nkabane celebrated as a sign that “the future is female”.

Graduates received certificates and a copy of a book titled “Before Varsity. Minding the Gap: Transitions Towards a Skills Revolution in South African Colleges and Universities”, by Mukovhe Masutha and Muimeleli Mutangwa.

Nkabane highlighted Chapter 6 on soft skills as especially relevant to the programme’s vision.

“You are not just students. You are not just participants. You are pioneers. You are change makers,” she told the graduates.

Mental health was a recurring theme throughout the day. The minister cited a World Health Organisation report indicating that one in four students in post-school education in South Africa suffered from mental health challenges.

She said mental health must be treated “not as a taboo, but as a public health imperative”.

Through its national network of counsellors and peer educators, Higher Health has reached over 421,000 young people via dialogues on gender-based violence (GBV) and provided 19,000 students with psychosocial support.

A peer education model now trains 10,000 students annually, many of whom are survivors of violence and leaders in their communities.

“The fight against GBV is not the responsibility of women alone. Men must be part of the solution,” Nkabane declared.

Ekurhuleni energy MMC Mzayifani Ngwenya, who represented the metro’s mayor, Nkosindiphile Xhakaza, rooted the day’s proceedings in the legacy of the 1976 student uprising. He emphasised the importance of Ekurhuleni as both a symbolic and strategic location for youth empowerment.

“It is fitting we gather here in Kwa-Thema, in the heart of Ekurhuleni, where the blood, voices and dreams of many young warriors are engraved in our soil,” Ngwenya said.

He also issued a pointed reminder to national leaders that Ekurhuleni remained the only metro in South Africa without a university, despite being home to over three million residents. 

Ngwenya called on Nkabane to prioritise the long-promised University of Science and Innovation for the metro.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has issued a public statement addressing widespread concerns over her conduct during a recent parliamentary meeting, following strong reactions from MPs and a formal response from President Cyril Ramaphosa.

In her statement, Nkabane acknowledged the backlash and accepted that the situation could have been handled better.

“Upon reflection, and having considered the feedback received from various stakeholders, I acknowledge that the situation could have been handled differently. I take this opportunity to express my commitment to strengthening the relationship between the ministry, the department and the portfolio committee,” she said.

The controversy stems from the minister’s appearance before the Portfolio Committee on Higher Education and Training on 30 May, where her responses and manner of engagement reportedly drew criticism from MPs and civil society observers.

The session, which was broadcast live and widely circulated on social media, focused on issues surrounding the appointment of board members to Sector Education and Training Authorities (SETAs), key institutions in the country’s skills development and vocational training framework.

The minister reaffirmed her commitment to parliamentary oversight and cooperative governance.

“I intend to inculcate and maintain a constructive, respectful and professional working relationship with all Members of Parliament. It was never my intention to evade accountability or undermine the decorum of Parliament,” Nkabane said.

She pledged to continue leading with humility, aligned with the principles of the Constitution and parliamentary protocols.

In a separate statement issued by the Presidency, Ramaphosa acknowledged the public attention the matter has received, noting that the viral nature of the committee proceedings and subsequent commentary demanded greater sensitivity from public officials.

While not passing judgement, Ramaphosa emphasised that all ministers and senior public sector leaders must maintain professionalism and transparency in all engagements with Parliament and other oversight institutions.

“The president appreciates that what he has seen may not constitute the full scope or context of the engagement, and therefore, he has requested that the minister provides him with a detailed report,” the statement read.

The president specifically called for clarity on the process followed in appointing SETA board members, which was at the centre of the committee’s inquiries.

He stressed the importance of using portfolio committees as “a welcome platform on which to update the nation on the progress the government is making in all its portfolios.”

The presidency concluded by reiterating its expectation that Nkabane build a constructive relationship with the committee, while continuing to lead the department in line with principles of accountability and good governance.

INSIDE EDUCATION

By Thapelo Molefe

The Transport Education Training Authority (TETA) has concluded its inuagrural Forwarding and Clearing Skills Summit with a strong call for the transport and logistics industry to take the lead in identifying and driving the skills it needs. 

The two-day summit held in Kempton Park in Ekurhuleni brought together hundreds of participants from across the sector to discuss transformation, inclusivity and modern skills development.

TETA company secretary Ishmael Malale said the summit was part of a wider effort by the Seta to ensure that the transport industry took full ownership of the country’s transport skills strategy. 

“Our responsibility as a Seta is to galvanise all industry players to come forward and say these are our needs in relation to enhancing business, reducing costs and creating employment,” Malale said in an interview with Inside Education.

He explained that this summit, along with previous ones such as the Ocean Economy Summit, was part of a long-term engagement process aimed at placing industry at the centre of the skills planning process. 

“This exercise is to ensure that the industry takes charge of determining its needs,” Malale said. “They should be the ones that drive the kinds of training programmes that must be funded by the Transport Education and Training Authority.”

Malale said the overwhelming response to the event was a clear sign that the sector was eager to engage. 

Reflecting on the outcomes of the summit, Malale said the next step would be to consolidate input from stakeholders and work closely with industry associations. 

“The sector actually says that we should allow them to take the centre stage for skills development,” he said. 

“We believe that after this, we should be able to come together with the associations and develop a minimum programme to say these are the skills we need and these are the qualifications we must develop.”

TETA has committed to providing the funding and institutional support needed to carry out the skills plans that emerge from the summit. 

Malale said the authority’s role was not to dictate what training should happen, but to enable what the industry demanded. 

“Our responsibility is to avail the necessary resources to achieve the goals set by the forwarding and clearing community,” he said.

With the summit now concluded, the transport sector is expected to begin the next phase of turning dialogue into action and building a future-focused, inclusive and competitive workforce.

INSIDE EDUCATION