By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has called for urgent global investment in foundational learning and re-balancing education systems to ensure stability, confidence and meaningful change for all learners.

Speaking at the plenary session titled “How Can Education Systems Provide the Stability that Encourages Learning and Builds Confidence to Change?” during the Education World Forum (EWF) in London, Gwarube underscored the dual responsibility of education systems to both anchor learners in secure environments and equip them to adapt and lead in an unpredictable world.

“This is not just a technical question. It is a moral one. When education systems fail to provide stability, it is the poorest children, the most vulnerable, who suffer the most,” Gwarube said.

Reflecting on South Africa’s journey, the minister spoke of two parallel realities, namely significant progress in matriculation outcomes and tertiary access on the one hand and deep foundational learning deficits on the other.

“More young people, especially young women from poorer communities, are completing high school and gaining access to university more than ever before. Yet more than 80% of 10-year-olds cannot read for meaning in any language. This is not just a statistic. It is a warning bell,” Gwarube noted.

She attributed this imbalance to a system overly focused on the final years of schooling, to the detriment of the early grades.

She spoke about the strategic realignment of South Africa’s education priorities to fix the foundation.

At the heart of this new strategy is a comprehensive drive to expand and improve Early Childhood Development (ECD).

The department aims to integrate 1.2 million currently excluded children aged 3–5 into ECD programmes, particularly in rural and low-income areas.

“Access is not enough. We are supporting curriculum development, providing age-appropriate learning materials, upgrading compliance and investing in the professional development of ECD practitioners,” she said.

A major goal is to register 10,000 ECD centres this year, allowing them to access government subsidies and align with educational rather than merely social priorities.

Gwarube outlined reforms targeting primary schooling, including recruiting more foundation phase teachers to reduce overcrowding and introducing mother tongue-based bilingual education to improve comprehension and learner confidence.

She also called for enhancing teacher support through professional development in content mastery, classroom management and adaptive leadership.

“We are embracing the power of mother tongue instruction because children learn best in the language they understand,” she said.

Research shows learners taught in their home language consistently outperform peers learning in unfamiliar languages.

While emphasising foundational learning, Gwarube was clear that South Africa was not turning its back on innovation.

Coding, robotics and digital literacy remained on the agenda, but she warned that these could not succeed without strong educational basics.

She stressed that true stability in education did not mean resistance to change, but meant creating an environment where learners and teachers felt secure enough to explore, innovate and take risks.

The department is leveraging partnerships with the private sector and international bodies like Unesco to expand digital learning in rural areas.

“We’re training teachers in digital pedagogy and using technology to bridge the gap between urban and rural education,” Gwarube added.

The minister praised the forum as a global platform for collaboration and learning, stressing that education must be shaped not only in classrooms but also in communities, homes and workplaces.

Higher Education and Training Deputy Minister Mimmy Gondwe is leading a South African post-school education and training delegation at the forum.

She has emphasised vocational education, youth employment and public-private partnerships as key to reducing inequality and driving economic growth.

“The Education World Forum offers valuable collaboration opportunities. By sharing insights, we can strengthen our education systems and prepare our youth to meet the challenges of the future,” she said.

As the EWF continues this week, South Africa’s participation underlines a firm commitment to reshaping education not just as a system of learning, but as a foundation for long-term social, economic and personal transformation.

INSIDE EDUCATION

By Edwin Naidu

The fiasco over some of the comrade-friendly appointments by the Minister of Higher Education and Training, Dr Nobuhle Nkabane, to head Sector Education Training Authority (SETA) boards shows that her honeymoon is over.

Wrong decisions without putting South Africa first will be challenged. Opposition that holds the government accountable, in this instance, the Economic Freedom Fighters, must be welcomed.

Ministers can no longer act without putting South Africa first. Nkabane erred.

But she deserves credit for being decisive in overturning the initial appointments, which featured the son of her former boss, Gwede Mantashe.

She must carefully determine South Africa’s citizens’ skills and training needs. Nkabane must not pay lip service to South Africans’ needs—she has no choice but to do something tangible about the millions of young people who have been served a raw deal.

Some of the Setas have nothing to show except skills qualifications, which do not lead to employment. It is time to audit what Setas achieved in three decades of democracy. Who benefited most? The learners or those in charge of the purse strings?

Many are aware that she and others in the ANC have been filling boards with comrades who did not get government jobs after the Government of National Unity resulted in a drastic cutback in people on the gravy train. That is why the decision backfired.

Her actions indicated that the ANC sometimes seems to have amnesia about it no longer being solely in charge of South Africa, having ceded governance in coalition with a variety known as the GNU.

The clearest reminder should come from the fact that Nkabane would have received the unwanted news over the weekend that she made it to “Mampara of the week” in the national weekend newspaper, the Sunday Times, famous for parodying those in power who forget that they are answerable to the people.

At least the minister took the steps to recalibrate the process, which she said was overseen by an independent panel, in the public interest. One cannot fault her for having the ear of the people, even if one may argue she had no choice.

Previously, ministers would do as they wished – and people had to suck it up. Nkabane is more savvy than such arrogance and seems committed to using skills to make a difference, not to make friends wealthy.

She decided to ensure accountability for the appointment process in the interest of good governance and transparency. Finding such commitment from her predecessor would be like looking for a needle in a haystack.

The minister plans to establish a new independent panel to process the nominations and recommend candidates. This process will emphasise merit, competencies and relevant experiences, with balanced representations in terms of race, gender, youth, and persons living with disabilities.

Like the previous process, all recommended candidates must pass the screening and vetting processes. Last week the minister deemed it necessary to present data on the qualifications of previously recommended board chairs in the interest of transparency and good governance.

From the 20 SETA board chairs that were previously recommended, three had Doctoral Degrees (NQF Level 10), at least 15 had Master’s Degrees (NQF 09), and two were medical doctors. Their competencies ranged from engineers to chartered accountants, auditors, advocates, medical doctors and governance experts.

One would argue that multiple degrees should not be the main criterion because the many troubles at SETAs over the past few years have been under the watch of well-qualified people. We need skilled people who exhibit conduct based on ethical values and integrity.

Now that the fuss has died down, and the minister returned to the drawing board, one hopes that she is given a chance to serve South Africa, using the transformative power of skills to change society, tackle unemployment and make the SETAs become known for the purpose intended in the Skills Development Act.

Otherwise, one will be subject to the ongoing stories we have seen under herpredecessor, under whose watch half of the country’s 21 SETAS previously received adverse audits from the Auditor-General. He was a disaster.

I beg to differ. Nkabane is no mampara. She has the qualifications and the compassion to make a difference. One cannot attach unfair labels to people who visibly understand the growing impatience among citizens. She is committed to taking action to ensure integrity and ethical leadership. Let’s give her a chance.

SETAs must respond to the rapid pace of industry change by integrating digital skills such as e-commerce, cybersecurity, cloud computing and digital marketing into their training programs. In that case, they need the right people at the helm.

Therefore, resetting this process must ensure the needs of South Africans are put first – Gwede Mantashe must take care of his turf, and Nkabane must take care of South Africa’s skills revolution.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Lungile Ntimba

The Eastern Cape education department, in collaboration with non-profit organisation 1Million Shoes Campaign, has donated 700 shoes to underprivileged learners in the Nyandeni Municipality. 

“By providing shoes to various learners, we are responding to the cycle of poverty, therefore stabilise households and improve access to education,” said Eastern Cape education MEC Fundile Gade.

He pleaded with organisations to join hands in supporting indigent learners across the province to help ensure that the youth had a brighter future.

Asiphile Mvunyiswa, a learner from Tshongweni Senior Secondary School, expressed her gratitude for the initiative.

“We have learned a lot from this experience, and as a school, we are very excited. It has boosted our self-confidence to receive new shoes. Some of us had worn-out shoes, and now we can walk to school with pride,” she said.

Dan Pasiya Foundation CEO Lizo Phiti who was involved in the initiative, highlighted the foundation’s vision of fostering collaboration through public-private partnerships.

“We have done this locally. We’re providing bursaries to all the rural children in our area right across the district, and even sometimes beyond throughout the province, where we are offering bursaries to highly performing children that we consistently monitor their performance,” said Phiti.

“We would love to join hands with whoever whose heartbeat is where to assist, help, and be the best they can be to change the lives of those that are less fortunate. That’s the reason that we are here.”

INSIDE EDUCATION

By Johnathan Paoli

While much attention in South Africa’s education and social development spheres has rightfully focused on empowering the girl child, mounting evidence suggests that boys are quietly slipping through the cracks.

A combination of poverty, child labour, school violence and entrenched gender norms are leading to a worrying pattern: boys are disengaging from education at alarming rates, a trend with potentially devastating social and economic consequences.

During the Basic Education department’s recent commemoration of International Boy Child Day, experts highlighted a complex mix of socioeconomic and cultural factors.

A high-level panel discussion facilitated by Unesco explored practical strategies for supporting the boy child.

Panelists from across civil society and the public sector shared insights and recommendations, including the importance of mentorship, the inclusion of father figures in education and emotional development, and targeted psychosocial support in schools.

Beau Nkaelang from the SA National Aids Council’s Men’s Sector advocated for more male mentorship in primary and secondary schools to create positive role models for boys.

TT Mbah of the Amatyma Brotherhood Circle underscored the power of community-based support networks in addressing feelings of isolation among boys, while Lereko Mfono from Fathers Matter highlighted the urgent need to equip fathers with tools to support their sons emotionally, socially and academically.

Psychologist and academic, Malose Langa of Becoming Men, recommended school-based initiatives that encouraged boys to express emotions and challenge harmful gender norms, and representatives from GIZ and Youth Start Foundation stressed the value of early intervention and collaboration with the media to reshape public narratives around masculinity.

The department’s deputy director-general for sector care and support services at the department, Granville Whittle closed, closed the programme with a call for long-term commitment.

“This cannot be a once-off conversation. We must take these messages into our classrooms, our communities and our homes. Supporting the boy child must become a daily, national priority,” he said.

According to the latest Global Report on Boys’ Disengagement from Education by Unesco. over 132 million boys globally are out of school, with the crisis becoming increasingly visible in low- and middle-income countries like South Africa.

The report outlines that in 73 countries, fewer boys than girls are enrolled in upper-secondary education. Furthermore, only 88 men are enrolled in tertiary education for every 100 women, evidence of a growing gender disparity that is no longer solely a female issue.

South African statistics mirror this global trend, with data from recent years indicating that 12.98% of primary school-aged boys were out of school, compared to 10.14% of girls.

Among children and adolescents of both primary and secondary school age, 10.54% of boys were out of school, against 8.17% of girls.

Poverty remains a dominant force with many boys compelled to leave school early to work and support their families.

Also, violence and bullying in schools disproportionately target boys, as does exposure to harsh disciplinary practices and corporal punishment.

These experiences, according to Unesco, are key predictors of absenteeism, low performance and eventual dropout.

Kathryn Kure of Data Myna describes the issue as “complex,” noting that boys are especially vulnerable to underperformance in the early years.

“Gendered norms play a significant role. Boys are often expected to be dominant, self-reliant and emotionless. These expectations clash with the demands of modern learning environments,” she said.

Indeed, societal constructs of masculinity often discourage boys from seeking help, engaging in “non-masculine” subjects, or participating in school culture.

Boys are also more likely to be punished for behavioral issues, rather than supported through remedial interventions, further distancing them from learning.

While girls in South Africa continue to experience systemic challenges such as gender-based violence (GBV), the country is witnessing a growing achievement gap in academic performance and not in the favour of boys.

Academic Mary Metcalfe from the University of Johannesburg notes that girls are now outperforming boys in National Senior Certificate results and bachelor degree graduations, including in STEM fields.

During the panel discussion, specialists agreed on a multi-level, holistic response as essential in moving forward.

In terms of strengthening early childhood development, boys need greater support in foundational years to develop literacy and emotional skills.

Creating safe, inclusive environments that reject corporal punishment and challenge toxic masculinity, with teachers being trained in gender-transformative pedagogy and non-violent discipline methods.

The panel discussion considered providing economic support through social protection schemes which could help families keep boys in school, especially where child labour was an economic necessity.

Involving parents and community leaders in promoting the value of boys’ education, alongside male role models in education can reshape perceptions and increase motivation.

There was a recognition that both the government and education authorities must recognise boys’ educational disadvantages and collect data disaggregated by gender, socioeconomic status and geography to inform targeted interventions.

INSIDE EDUCATION

By Myolisi Gophe

It was a celebration nothing short of perfect – a championship team returning to where their journey began, sharing the joy and pride of victory with the communities that shaped and supported them.

The University of Cape Town’s (UCT) senior rugby team, the Ikey Tigers, could not have asked for better sunny weather as they paraded their Varsity Cup trophy through neighbouring schools and across campus, greeted by cheers, songs, heartfelt applause and words of appreciation.

From neighbouring feeder schools like the South African College (SACS) and Wynberg Boys’, to Rondebosch, Bishops and on campus, the excitement was palpable. Some students and staff gave up their break times, while others adjusted their schedules, all eager to welcome back the champions who had led UCT to its first Varsity Cup victory in a decade.

Among the stars was Aden da Costa – Wynberg Boys’ High School’s head boy just six months ago – who, along with several former Wynberg boys, played a pivotal role in the Ikeys’ stunning success.

As da Costa and eight of his teammates stepped onto the field at Wynberg, the crowd erupted with chants, songs and dance in celebration of their champion. “It feels amazing to be back,” he said, visibly moved. “UCT feels like the Wynberg Old Boys’ team. This school made us who we are.  Your support carried us through the season, and today we just want to say thank you.”

Walking through the school gates brought a flood of memories to him, da Costa said. “It was quite emotional. I was only here six months ago, but it feels like yesterday. Seeing all the boys in uniform again, the energy here is incredible. I was here from Grade R until I completed matric. This place gave me motivation, role models, and a foundation I wouldn’t trade for anything. Without God and this school, I wouldn’t be where I am.”

He praised the current players, too, confident in their potential. “There are so many talented boys, especially in the first team. Many will go as far as I did, maybe even further. I can’t wait to see their journeys unfold.”

Ikeys captain Sipho Dyonase, also a Wynberg alumnus, reflected on his path. “I was here in 2020 – not so long ago – and the school gave us so much. Coming back now feels like a full-circle moment.”

Dyonase singled out a powerful leadership lesson from his time at Wynberg: “I was taught that true leadership is service. If you’re too big to serve, you’re too small to lead. It’s about helping others, showing up, not chasing titles. That mindset has shaped my university leadership roles. It all started here.”

Staying connected to his roots remains important. “We still play touch rugby every Saturday, support the boys, and keep in touch with teachers. At Old Boys’ dinners, I’ll be there reconnecting because this field is where it all began, even when I’m playing at big stadiums now.”

For current Wynberg players, seeing these champions return was inspiring. One young player said, “It’s a privilege to watch former head boy Aden da Costa and the Ikeys back at school after winning the finals. It’s a moment we’ll never forget. Their success shows us what’s possible.”

The local schools have long been talent pipelines for UCT rugby. Coaches connected to both institutions strengthen these bonds, helping students balance sports and academics. As Nic Groom, who coached the Ikeys and now heads rugby at Wynberg Boys, said, “Most boys aim for higher education, and with UCT so close, it’s a real motivator.”

Mark Bashe, UCT Sports Manager, highlighted the deeper significance of these visits: “We’re here to celebrate the schools that have directly shaped not just our rugby players but UCT students across many sports. Our 2024 Varsity Cup team had a strong contingent from Wynberg, Rondebosch, SACS, and Bishops, among others. These schools are our partners in sport and education.”

He added, “SACS, for example, shares history, heritage, and pride with UCT. Their support goes beyond rugby. They’ve produced talented students in hockey, swimming, and more. Events like this help strengthen those lifelong connections.”

Samuel Berman, a Grade 12 student at SACS, shared his own story. “I was injured in the first rugby practice so I couldn’t play this season. But being part of the Spirit Committee, hyping the team, and welcoming the Ikeys today means a lot. It’s special to have the Varsity Cup champions here – something we’ll remember forever.”

Headmaster Brendan Grant at SACS echoed the sentiment: “Hosting the UCT Ikeys today was wonderful. There’s a proud, long-standing relationship between SACS and UCT. Our boys admire these champions, not only for their rugby but for their discipline and achievements. Many dream of following their path, balancing sport and academics, and seeing the Ikeys here only fuels those dreams.”

The excitement was electrifying on campus, too. Students and staff, led by UCT Vice-Chancellor (VC) Professor Mosa Moshabela, surrounded the team to share the joy of winning the Varsity Cup. Professor Moshabela congratulated the team while Dyonase thanked the university community for their unwavering support.

After taking a photograph with the trophy and two players, a visibly excited student who had attended all the home games said  “Holding the cup was amazing. The theme, the atmosphere, everything was incredible. I went to all the games, and it was such an astonishing experience.”

Mfundo Qwabe, who works for the Campus Protection Services, added that the achievement meant a great deal to  staff, students, and the broader university community. “Thank you guys for bringing this cup home. This means that UCT is not only focusing on teaching and learning. It also accommodates sport, culture and other things. To win a cup like this is phenomenal. This university is moving towards the right direction.”

www.news.uct.ac.za

INSIDE EDUCATION

By Johnathan Paoli

In a step to uplift STEM (Science, Technology, Engineering and Mathematics) education in township schools, Volkswagen Group Africa (VWGA) has officially launched the KwaNobuhle Maths and Science Centre.

Speaking at the launch, president and CEO of Kutlwanong, Tumelo Mabitsela, described the initiative as a “transformational opportunity” for young people in the area.

“Through our partnership with Volkswagen Group Africa, our learners are now afforded a fantastic opportunity of excelling in gateway subjects, namely mathematics and physical sciences. We will see engineers, scientists and innovators emerge from KwaNobuhle because of this investment,” Mabitsela said.

Situated at Solomon Mahlangu Secondary School in Kariega, the Centre is part of a four-year, R25-million partnership with education non-profit Kutlwanong, and is supported by Jendamark’s Odin Education platform.

The initiative targets Grade 10–12 learners from nine secondary schools in KwaNobuhle, providing them with additional tuition in mathematics and physical sciences through Kutlwanong’s renowned ProMaths programme.

Known for its track record in improving maths and science outcomes in underserved communities, ProMaths currently operates in 19 centres across South Africa.

The centre’s first cohort of 200 Grade 10 learners will begin classes in 2025 and will continue to receive tuition through to matric in 2027.

A second cohort of 200 will begin in 2026 and continue through to 2028.

Learners will be supported by a team of 14 specialist educators, with seven for mathematics and seven for physical sciences.

In addition to in-person teaching, learners will benefit from digital support.

Education technology company Jendamark will provide Omang tablets through its Odin Education platform, enabling students to access learning materials and resources both at school and at home.

VWGA director for corporate and government Affairs Nonkqubela Maliza said that while the group believed in the potential of South Africa’s youth, it required nurturing.

“This centre is an investment in futures. Futures filled with promise, progress and purpose. We are proud to support learners on their journey to becoming the engineers, doctors and scientists of tomorrow,” Maliza said.

Solomon Mahlangu Secondary School was chosen as the home of the centre due to its strong leadership and strategic location.

However, its benefits will extend to learners from eight other schools in the area: Marymount Convent High School, Molly Blackburn Secondary School, Nkululeko Public Secondary School, Phaphani Secondary School, Thanduxolo Comprehensive Secondary School, Tinarha Secondary School, Uitenhage High School and VM Kwinana Senior Secondary School.

Maliza said the centre aligned with VWGA’s broader commitment to community development in the Eastern Cape, where the company’s headquarters were located.

Over the years, VWGA has invested in various educational and youth empowerment initiatives in Kariega, making the region a focal point of its social impact work.

According to Maliza, the focus on STEM subjects was not only about improving exam results, but about broadening career horizons and building a future workforce ready to contribute to the country’s innovation economy.

Kutlwanong’s ProMaths programme has been lauded nationally for its ability to raise pass rates and distinction numbers in maths and science, especially in under-resourced schools.

The programme’s success lies in its intensive curriculum support, expert teaching and continuous mentorship, giving learners a fair chance at pursuing tertiary studies in critical fields.

Mabitsela noted that this partnership validated the dreams of the community for years to come.

“Through ProMaths, we are unlocking doors that were once shut, and we’re saying to these learners: your future is worth investing in,” he said.

Mabitsela said the centre represented a powerful collaboration between the private sector, non-profit organisations and public education; one that may serve as a model for future education initiatives in South Africa.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Select Committee on Education, Sciences and the Creative Industries has called on the Higher Education and Training Department to maintain momentum within the Sector Education and Training Authorities (SETAs), despite recent developments surrounding “perceived conflicts” of interest in board appointments.

Committee chairperson Makhi Feni affirmed the committee’s confidence in Higher Education and Training Minister Nobuhle Nkabane’s leadership and her prompt response to public concerns.

“It is unfortunate and unfair to ridicule the entire sector based on what was ultimately an error in judgement. We commend the minister for her responsiveness and ability to lead a complex sector such as higher education,” Feni said.

This comes after Nkabane withdrew the appointment of SETA board chairpersons amid public concern over transparency and governance, following criticism over possible conflicts of interest in some of the appointments, prompting the re-opening of the process.

While acknowledging the controversy, Feni urged all stakeholders to avoid using the board appointment issue as a basis for broader allegations of corruption within the department.

He said the appointment of SETA boards was just one of many ministerial responsibilities and should not overshadow the valuable work being done across the post-school education and training landscape.

“We therefore make the call that momentum should not be lost in the important interventions of the SETAs. Our education system remains too focused on the university model, often at the expense of skills development and vocational training. SETAs play a critical role in closing that gap,” he said.

The SETAs, which are responsible for promoting skills development in key economic sectors, have been central to the national effort to align education and training with labour market needs.

Feni warned that any pause in their operations due to governance uncertainty would negatively impact efforts to boost employability and drive inclusive economic growth.

Nkabane announced the withdrawal of the disputed appointments on Thursday, saying she would establish a new independent panel to process the nominations and recommend candidates.

The committee said this decision affirmed the minister’s commitment to transparent governance and offered South Africans a rare opportunity to shape the leadership of institutions tasked with national skills development.

Feni said the committee fully supported the minister’s right to appoint individuals she deemed fit, provided that those appointments reflected the values of accountability and service to the public good.

“These should be men and women who will advance the objectives of society and contribute to the vision of the Government of National Unity,” he said.

The committee encouraged citizens and stakeholders to use this window to recommend credible candidates.

Nkabane said the reappointment process would proceed swiftly in the coming weeks.

INSIDE EDUCATION

By Sioux McKenna and Nompilo Tshuma

Generative artificial intelligence (AI) is trained on enormous bodies of text, video and images to identify patterns. It then creates new texts, videos and images on the basis of this pattern identification. Thanks to machine learning, it improves its ability to do so every time it is used.

As AI becomes embedded in academic life, a troubling reality has emerged: students are extremely vulnerable to its use. They don’t know enough about what AI is to be alert to its shortcomings. And they don’t know enough about their subject content to make judgements on this anyway. Most importantly, they don’t know what they don’t know.

As two academics involved in higher education teaching, we argue that there are four key dangers facing students in today’s world of AI. They are:

blind trust in its abilities

using it to side-step actual learning

not knowing how it works

perpetuating the gap between expertise and uncritical yet confident noise.

Given our experiences as academics who have developed curricula for students and who research generative AI, we think there are three things universities can do. They should teach critical AI literacy, emphasise why developing knowledge is important, and teach students why being an expert matters if they’re going to engage meaningfully with AI.

THE FOUR DANGERS

Blind trust in AI’s false confidence. A recent Microsoft report showed that those who know the least about a topic are the most likely to accept AI outputs as correct. Generative AI programs like ChatGPT and Claude produce text with remarkable confidence. Students lacking domain expertise can’t identify when these systems are completely wrong.

Headlines already demonstrate the consequences of this in the workplace: lawyers submitting fabricated case citations generated by AI, and hospitals using AI transcription tools that invent statements never actually made.

Generative AI can get it wrong because it doesn’t understandanything in the human sense of the word. But it can identify and replicate patterns with remarkable sophistication. These patterns include not only words and ideas but also tone and style.

Missing the power of education. A core purpose of higher education is to give students a new way of understanding the world and their place in it. When students use AI in ways that sidestep intellectual challenges, they miss this essential transformation.

When students simply outsource their thinking to AI, they’re getting credentials without competence. They might graduate with degrees but without knowledge and expertise.

The false confidence trap. Even students who develop critical awareness about AI’s limitations face what Punya Mishra, a learning engineer professor at Arizona State University, calls “the false confidence trap”. They might recognise that AI can produce errors but lack sufficient subject knowledge to correct those errors.

As Mishra puts it:

It’s like having a generic BS detector but no way to separate truth from fiction.

This creates a dangerous half-measure where students recognise AI isn’t perfect but can’t effectively evaluate its outputs.

Perpetuating the knowledge gap. As AI becomes ubiquitous in workplaces, the gap between those with genuine expertise and those relying solely on AI will widen. Students who haven’t developed their own knowledge foundations will be increasingly marginalised in a world that paradoxically values human expertise more, not less, as AI advances.

ANSWERS

There are three steps universities can take.

Integrate critical AI literacy. Students need to understand how generative AI works – how AI is trained on massive databases of human-created texts and images to identify patterns by which to craft new outputs.

It’s not enough to have an “Intro to AI” course. Every discipline needs to show students how AI intersects with their field and, most significantly, empower them to reflect on the ethical implications of its use. This includes engaging in questions around the use of copyrighted materials for the training of generative AI, the biases inherent in AI generated texts and images, and the enormous environmental cost of AI use.

Emphasise knowledge development. Higher education institutions must actively counter the view that university is merely about the provision of credentials. We need to help students see the value of acquiring domain expertise. This is not always self-evident to those students who understand higher education only as a means to a job, which encourages them to engage with knowledge in an instrumentalist way – and thus to use AI in ways that prevent engagement with complex ideas. It is a personal relationship with knowledge that will prepare them for a future where AI is everywhere. Advocating for the power of knowledge needs to be a central part of every academic’s job description.

Model dual expertise. Academics should model what Mishra calls “the dual expertise challenge” — combining domain knowledge with critical AI literacy. This means demonstrating to students how experts engage with AI: analysing its outputs against established knowledge, identifying biases or gaps, and using AI as a tool to enhance human expertise rather than replace it.

As AI becomes increasingly sophisticated, the value of human expertise only grows. Universities that prepare students to critically engage with AI while developing deep domain knowledge will graduate the experts that society needs in this rapidly evolving technological landscape.

We have our work cut out for us, but expertise remains highly valued.

Sioux McKenna is Professor of Higher Education, Rhodes University and Nompilo Tshuma is Senior Lecturer and Researcher in Educational Technology and Higher Education Studies, Stellenbosch University.

The Conversation

By Levy Masiteng

In effort to bridge the digital divide, the Telkom Foundation in partnership with Communications and Digital Technologies Minister Solly Malatsi, has unveiled a cutting-edge Cyberlab at Morutwa Secondary School in Madiga Village, Polokwane.

The foundation said the facility would benefit over 350 learners in Grades 10 to 12 and 25 educators annually, with its potential reach extending to the broader community through engagement and support programmes. 

The new lab is equipped with an array of digital learning tools, including 40 new workstations that provide learners with hands-on experience in computing and technology, and 10 laptops so that students can access online resources and conduct research. 

Online resources include platforms such as TelkomLearn, Lightbulb and BCX Learn through Alibaba Cloud. The lab will allow learners to do online education research, conduct online experiments and ultimately apply to universities, the foundation said.

The unveiling also saw the donation of pre-owned desks and office furniture for classrooms and staff areas, a school website with email addresses for all staff, and Telkom support for electricity connections.

Telkom’s chief digital officer Sello Mmakau highlighted the importance of digital inclusion, saying that “ICT access, digital skills and connectivity are engines of personal and economic growth”.

Telkom Foundation head Judy Vilakazi emphasised the organisation’s commitment to leveraging technology to improve education and drive socio-economic development.

“The objective is to drive sustainable socio-economic solutions and to make a difference for South Africa’s communities. We are proud to be able to make a contribution here at Morutwa,” she said.

Principal ETI Manyuwa expressed his gratitude for the Cyberlab.

“It will allow children to access knowledge online, but it will also allow our teachers to improve the training they can provide our learners through a more powerful online teaching resource.”

Malatsi’s department said the launch underscored the minister’s commitment to working with the private sector and taking a “whole-of-society approach” to expanding digital access and bridging the digital divide.

The launch, supported by Sentech, marked World Telecommunication and Information Society Day. The theme for this year was “Closing the Gender Digital Divide Unlocks Opportunity For All”.

INSIDE EDUCATION

By Alicia Mmashakana

The Water and Sanitation epartment has commended Tembisa West Secondary School for winning the Gauteng leg of the 2025 South African Youth Water Prize.

The competition challenged students in Grade 9 to 11 studying Mathematics and Physical Science to identify real-world water, sanitation or environmental issues in their communities and respond with innovative awareness campaigns or technical solutions.

The school’s Siyabonga Khuzwayo, who was mentored by Kiew Mthombeni, was crowned the Gauteng champion and will represent the province at the forthcoming national adjudication later this month.

Bryanston High School from Johannesburg came in second place and was followed by Afrikaanse Hoër Meisieskool Pretoria.

Schools that showed extraordinary creativity and effort received special recognition awards.

The Outstanding Innovation Award also went to Tembisa West Secondary School. Protea Glen Secondary School received the Outstanding Awareness Campaign Award and Buhlebemfundo Secondary School was recognised for the best research paper.

The department collaborates with the Stockholm International Water Institute on the competition.

Its goal is to empower young South Africans to become future leaders in water resource management by involving them in science and technology-driven innovation initiatives.

The panel of judges, made up of officials from the department, young professionals from Rand Water, scientists and engineers from the Tshwane University of Technology and Unisa, undertook to continue supporting the participating schools with training and mentoring programmes to help the pupils refine and improve their projects of their students.

INSIDE EDUCATION