By Levy Masiteng 

Marking of the 2025 National Senior Certificate (NSC) examination scripts will start on Tuesday 2 December and conclude on 12 December, according to KwaZulu-Natal MEC of Education, Sipho Hlomuka.

All Grade 12 learners had completed their exams, Hlomuka said at a media briefing on Thursday.

“We thank our principals, educators, examination officials, and district directors for the professionalism they have shown,” he said.

A total of 195,592 candidates were registered for the exams, with 180,454 being full-time candidates, according to the department.  

Hlomuka said that the average absentee rate for the exams was 2%, consisting mostly of part-time candidates. 

The absenteeism rate was so low, he said, because the department deployed monitoring teams across districts to assess preparedness, and to confirm that examination centres were fully operational.

Challenges during the exams included a car accident involving a candidate, an assault incident, and arson attacks on examination centres. 

“We have extended psychosocial support to the affected candidates, and they will be given a second opportunity in the June 2026 examination period,” Hlomuka said.

A total of 7,889 markers, 202 examination assistants, 1,578 senior markers, 835 chief markers and deputies, and 87 internal moderators have been vetted and trained to ensure accuracy and consistency in the marking process.

Hlomuka thanked the educators, invigilators, and stakeholders for their dedication and professionalism. 

“We extend our heartfelt appreciation to all educators who have worked tirelessly throughout the year, and who continue to serve as invigilators and support staff during this period,” he said.

Speaking to the class of 2025, he said: “I wish to congratulate you on getting this far, because reaching this stage is a milestone on its own, but it is not the end. Now, more than ever, you need to maintain momentum and focus.

“Stay focused, use your time to reflect carefully, and believe that you have applied the knowledge and skills you have acquired to your exam.”

The final results are scheduled for release in January 2026, with Umalusi overseeing moderation and quality assurance processes.

INSIDE EDUCATION

By Palesa Nguqu

Gauteng’s failure to complete key school construction projects is putting readiness for the 2026 academic year at risk, the Democratic Alliance (DA) has warned, citing the provincial government’s own performance figures.

In a statement issued by Nico De Jager, the DA’s spokesperson for Infrastructure Development, the party said that, with only two months before schools reopen, the Gauteng Department of Infrastructure Development (GDID) “cannot show a single project that has been completed and handed over to the Department of Education for this year”.

Several major school construction projects remain incomplete, despite repeated promises that they would be ready in time.

According to the DA, GDID’s second-quarter performance report shows “troubling delays across several school projects that are essential for easing overcrowding in classrooms across the province”.

Thubelihle Intermediate School in Soweto is only 35% complete, while Hoërskool Elsburg in Ekurhuleni stands at less than 50%. Schools intended for learners with special educational needs, such as Bafeti LSEN School in Mabopane, remain far behind schedule, even though they are meant to replace “outdated and inadequate buildings that no longer meet learners’ needs”.

The department’s overall performance “has regressed by 6% to 67% against the performance from the previous financial year because of poor project management, bad planning, contractors abandoning sites or contractors just not being qualified to do the work,” De Jager said.

“The department continues to rely on recovery plans yet experiences the same problems each quarter without us seeing any improvement.”

The Gauteng Infrastructure Financing Agency’s (GIFA) Schools Programme is “facing similar challenges,” the statement continues.

Several schools expected to open in the new year are still awaiting critical approvals, including site development and building plans, which has slowed construction. GIFA’s own documentation notes that six priority schools are earmarked for completion by the end of the financial year, but administrative delays make this “increasingly unlikely”.

De Jager said that “the consequences of these failures are predictable and preventable”.

Learners may again be placed in overcrowded classrooms or temporary structures, he said.

The DA called for urgent intervention from the Premier and Provincial Treasury “to unblock the delays and to ensure that every rand allocated to school infrastructure delivers real value”.

INSIDE EDUCATION

By Lebone Rodah Mosima 

Minister of Higher Education and Training (DHET) Buti Manamela highlighted the importance of skills development and industry partnerships at the launch of the Boilermaker Centre of Specialisation at the Northlink College Bellville Campus.

In his keynote address, Manamela said the department must move quickly “to ensure that training is linked to employment” so that every TVET student can secure either a work opportunity or an entrepreneurial opportunity after their studies.

He acknowledged the collaboration between the college, the Sector Education and Training Authority (merSETA), and 30 primary industries across the country, while welcoming students and apprentices from Gauteng, Durban, the Northern Cape, and beyond.

“This shows what can happen when public institutions, sector education and training authorities, and the private sector come together in order to make sure that we have a skills programme that is impactful,” Manamela said. 

“With SETAs, it’s not just bringing in the resources, but the expertise, and ensuring that we sustain this set of specialisations in boiler making,” he said.

“With the college providing that platform and industry linking the students with workplaces, work opportunities, we see the importance of building an ecosystem, and I think we need to encourage that.”

Manamela congratulated the college council and principal for turning the vision of a Boilermaker Centre of Specialisation into a reality.

He called on institutional leaders to cultivate strong leadership at every level, reminding them that their core mission is to build futures, restore hope for young people, and place skills development at the heart of the department’s education agenda.

Representing the student body, SRC Chairperson of the Bellville Campus, Balulwa Jantjies, said: “We are proud to be a college that doesn’t just talk about excellence, we consistently demonstrate it. This Centre of Specialisation is living proof of that commitment.”

Jantjies expressed gratitude to all partners, saying they were “founders of futures, shapers of careers, and true partners in producing the next generation of highly skilled artisans” for South Africa.

“Today’s job fair is not only an opportunity to hand out CVs, it is your chance to step into the world you’ve been preparing for,” she said.

“Engage with the companies, ask questions, be curious, be courageous. Whether you are starting to become a boilermaker, welder, electrician, or pursuing any other trade, remember that you are needed in South Africa, and the industry needs you”. 

INSIDE EDUCATION

By Dr Alucia Mabunda  

In the wake of the year-end exams, countless high school students and their parents are faced with the reality that they may need to make a call on whether to continue with Pure Maths or change to Maths Literacy.

It’s a double-edged sword, as Pure Maths opens more doors when considering study options; however, Maths Lit might translate to better performance, and therefore improve chances of receiving a Bachelor’s pass.

There are a number of considerations that should inform this important decision and will assist parents and students in making an informed choice.

Is pure maths only for gifted students?

The first myth that needs to be dispelled is the idea that Pure Maths is just for gifted students.

With appropriate development, structured support, and encouragement, all learners are capable of engaging successfully with the subject. Mathematics is not inherently difficult; rather, the challenges often arise from the manner in which it is taught and the way in which learners perceive it.

Establishing a solid foundation in the early years of education is essential. Unfortunately, some adults recall being discouraged from pursuing Mathematics, having been told that it was too difficult. Such stereotypes have fostered a culture of fear that continues to influence students negatively. Overcoming these misconceptions through effective pedagogy and positive reinforcement enables all learners to realise their potential in Mathematics.

Degree access and early parental support

It is true that Pure Maths opens more study and career pathways, but that is not a reason alone to opt for the subject.

The starting point should be a discussion about the child’s aspirations and career interests, ideally beginning in primary school rather than being left until secondary education. Early conversations enable parents to identify suitable subject pathways aligned with the child’s intended field of study.

While Mathematics indeed opens access to a wide range of degree programmes and fosters valuable analytical and critical thinking skills, it should be pursued in a supportive manner. If a chosen career requires Mathematics, parents ought to provide early and consistent academic support, while also fostering a positive attitude towards the subject so that the child’s motivation is aligned with their long-term goals.

When to choose Maths Lit

Students who intend to pursue qualifications that do not require Mathematics as an admission prerequisite may benefit from opting for Mathematical Literacy. This option may also be appropriate for learners who find little interest in Mathematics or who lack access to well-qualified teachers with expertise in the subject.

Choosing Mathematical Literacy reduces the academic pressure often associated with Pure Mathematics, thereby allowing students to dedicate more time and effort to other subjects that are directly aligned with their future studies. In this way, Mathematical Literacy remains a practical alternative that still fosters problem-solving skills while supporting broader academic success.

The range of degrees and tertiary courses available to students who have taken Mathematical Literacy depends largely on the admission policies of individual institutions.

In many cases, higher achievement levels are required for Mathematical Literacy than for Mathematics. For example, a qualification that requires 50% in Mathematics may require a minimum of 70% in Mathematical Literacy for admission.

Despite these higher thresholds, there has been a notable shift in recent years, with many degrees now accommodating applicants with Mathematical Literacy. These include programmes in Education, Law, selected Accounting and Commerce fields, the Human and Social Sciences, Tourism, Humanities, and Business Studies. However, fields such as Engineering, Medicine, and Actuarial Science continue to require Pure Mathematics as a compulsory prerequisite.

Overall, learners who have taken Mathematical Literacy still have access to a wide pool of qualifications, provided that their subject choices and performance levels are aligned with the entry requirements of their institution and chosen field of study.

If Pure Maths is a must, but the struggle is real

Students who struggle with Mathematics but wish to pursue a degree that requires it should begin by investing significantly more time in mastering the subject.

This may involve engaging a tutor, attending additional classes, and making full use of available learning resources. Ultimately, success depends on the student’s determination and commitment to achieving the required marks for entry into their chosen field.

But equally important is cultivating a positive attitude and perhaps a mindset adjustment towards Mathematics.

A negative outlook can hinder progress, while a constructive mindset can enhance confidence and performance. For instance, in my own experience, I initially struggled with Mathematics due to a negative attitude. However, with renewed motivation in Matric and the guidance of a highly committed teacher, I achieved strong results. This demonstrates how persistence, support, and a change in mindset can transform performance.

By Dr Alucia Mabunda is Campus Head at IIE Rosebank College.

INSIDE EDUCATION

By Lebone Rodah Mosima

The University of the Witwatersrand (Wits) plans to introduce two new postgraduate qualifications in 2026 in order to bolster Africa’s cybersecurity capability.

“The two new fully accredited programmes – the Bachelor of Science Honours (BScHons) and the Master of Science (MSc) in Cybersecurity – are available on the Wits online application system, with applications for the 2026 intake open until 31 December 2025,” Wits said.

“Both programmes are designed to prepare graduates for advanced careers in cybersecurity, data protection and trustworthy artificial intelligence (AI), combining rigorous academic foundations with real-world applications.”

Professor Richard Klein, Deputy Head of Wits School of Computer Science and Applied Mathematics, said that the postgraduate qualifications in cybersecurity “will focus on advanced cybersecurity principles and technologies; artificial intelligence and machine learning for digital security; ethical and legal aspects of information security; and applied research addressing local and global cybersecurity challenges”.

Wits said that the degrees will strengthen the university’s position as a “continental leader in cybersecurity education”, and will bring together academic training, cutting-edge research, and industry engagements.

The degrees will be delivered in collaboration with two globally recognised organisations: the CISPA Helmholtz Center for Information Security in Germany, and South Africa’s own MWR CyberSec.

Tinus Green, Head of Consultancy at MWR CyberSec, welcomed the initiative.

“Developing local expertise is vital to strengthening South Africa’s resilience against evolving cyber threats, and we believe this initiative will play a key role in building the next generation of cybersecurity experts,” Green said.

Dr Lea Schönherr, Tenure-track faculty, CISPA Helmholtz Center for Information Security, said: “Strengthening global cybersecurity requires strong international collaborations, and we see immense potential in supporting the development of highly skilled cybersecurity professionals in South Africa. These programmes will help cultivate new research talent, expand global knowledge exchange, and contribute to a more resilient digital future.”

Wits Vice-Chancellor and Principal, Professor Zeblon Vilakazi, said that “cybersecurity is one of the defining challenges of our time”.

“These new programmes position Wits at the forefront of digital innovation and resilience in Africa. Through our collaboration with CISPA and MWR CyberSec, we are creating pathways for students to engage with global expertise while addressing the urgent cybersecurity needs of our society,” he said.

Dean of the Faculty of Science, Professor Nithaya Chetty, added that the qualifications will directly support South Africa’s capacity, such as data and information systems, to protect critical infrastructure and fuel the country’s digital economy.

The partnership between Wits and CISPA is formalised through a Memorandum of Understanding, to initiate joint research, academic exchanges, and co-supervision of postgraduate students in cybersecurity, AI, machine learning, and cryptography.

According to Faith Blakemore, Head of International Affairs and Science Relations at CISPA, the collaborations will open new international research pathways and strengthen scientific engagement across Africa and other continents.

“These Memoranda of Understanding will now serve as the foundation for further exciting and equally beneficial activities, including research opportunities for members of all our institutions,” Blakemore said.

INSIDE EDUCATION

By Levy Masiteng

Grade 4 learners across South Africa began writing Mother Tongue-based Bilingual Education (MTbBE) assessments in Natural Science and Technology on Monday.

The pupils will write mathematics on Tuesday.

The Department of Basic Education (DBE) says this is a major step in strengthening foundational learning.

The assessments follow the introduction of the MTbBE programme last year, which is designed to improve learner comprehension and build a more equitable and effective education system.

Under the programme, learners are taught and assessed in their home language alongside English to boost understanding, deepen concept mastery and support stronger literacy and numeracy outcomes, the DBE said.

Minister of Basic Education Siviwe Gwarube welcomed the start of the “historic writing” of the assessments.

“Mother-tongue instruction is one of the most powerful tools available to improve learning outcomes. When learners understand the language of teaching and learning, they engage more confidently, grasp concepts more deeply, and progress more successfully through the system,” she said.

According to the department, a total of 11 948 schools across all nine provinces are implementing Mother Tongue-based Bilingual Education.

In KwaZulu-Natal, 3 558 schools are offering MTbBE in Afrikaans, IsiXhosa, IsiZulu, and Sesotho.

The Eastern Cape has 3 860 schools offering Afrikaans, IsiXhosa and Sesotho, while Limpopo has 2 229 schools offering IsiNdebele, Tshivenda, IsiZulu, Sepedi, Setswana and Xitsonga.

Gwarube thanked teachers, school managers, provincial departments and parents for their support of the programme.

“This work is part of our broader commitment to ensuring that every child is supported to read for meaning and to excel in mathematics and science,” she said.

INSIDE EDUCATION

Police in KwaZulu-Natal have launched a manhunt for 29-year-old Sduduzo Mavundla, who is wanted for the attempted murder of his nine-year-old nephew in Chesterville, and have appealed to the public for help in tracing him.

The boy was attacked on 4 January 2024 in the Phola area of Chesterville after going to visit his grandfather, the South African Police Service (SAPS) said on Monday.

Police said Mavundla allegedly lured the child into nearby bushes on the pretence of buying him snacks, confronted him over a family dispute, and then strangled and stabbed him repeatedly in the face, leaving him unconscious.

The child later regained consciousness, crawled to the roadside and was taken to hospital by passers-by. By that time, police say, Mavundla had allegedly persuaded a family member to open a missing-person case for the boy at Cato Manor police station.

In their statement on Monday, police said Mavundla was arrested “but somehow released on bail”, and did not appear in court.

A warrant for his arrest was issued in September 2024, and officers have been searching for him since.

Police crime statistics show that in the second quarter of the 2024/25 financial year, 315 children were murdered and 490 were victims of attempted murder nationwide – roughly nine children a day caught up in killings or attempted killings.

Civil society group Action Society have said that the Western Cape, KwaZulu-Natal and Gauteng together account for more than 60% of all child murders in the country.

More than two-thirds of child murder victims are killed by someone they know, such as a parent or relative, said Action Society.

KwaZulu-Natal police have urged anyone with information on Mavundla’s whereabouts to contact Investigating Officer Captain Ndlovu on 082 411 5609 or the SAPS Crime Stop line on 08600 10111.

INSIDE EDUCATION

By Johnathan Paoli

Limpopo Impala Cricket (LIC) celebrated the province’s rising cricket stars last week during a vibrant capping ceremony held in Polokwane ahead of Cricket South Africa’s (CSA) annual national youth week.

LIC president Sakie Mabala Kwakwa congratulated the squads and encouraged them to embrace the pressure and pride of representing Limpopo on the national stage.

“You were the chosen ones out of hundreds. Your hard work has brought you here, and we believe you’ll make us proud. Good luck. Carry our dreams and the pride of Limpopo onto the national stage,” Kwakwa said.

The event honoured boys and girls selected to represent Limpopo in the under 13, 16 and 19 divisions at the national tournaments taking place across the country in December.

The ceremony marked a major milestone for the young athletes, who were chosen from hundreds of players across the province, a testament to their hard work, consistency, and talent.

Families, coaches and officials gathered at LIC headquarters to witness the symbolic moment each player stepped forward to receive their provincial cap.

Among the under 16 girls, Hoërskool Nylstroom’s Mpule Sebele expressed her determination to help her team break new ground.

She said she was looking forward to achieving something the U/16s haven’t achieved in a while.

“We want to surprise teams and show Limpopo we can do this,” Sebele said.

Her teammate from Mahwahwa High School, Pontsho Mopai, said unity would be key.

“I look forward to winning all the games. Even if we don’t win, we must show off our talent. We should support one another, and we will represent Limpopo well,” she said.

At U/19 level, Hoërskool Frikkie Meyer’s Mahlako Mamabolo said she is motivated by the chance to shine at national level.

“I’m looking forward to representing LIC and making my province proud by working hard with my teammates,” she said.

The ceremony also reflected LIC’s broader mission of developing cricketing excellence in Limpopo.

Established in 2006, the organisation has grown into the province’s central hub for cricket development, uniting schools, clubs and communities through a shared passion for the sport.

LIC’s history includes securing first-class status in 2006–07 and making a notable return to top-tier competition in the 2022–23 season.

The association continues to focus on nurturing young talent, promoting diversity, and building a cricket culture that inspires the next generation.

INSIDE EDUCATION