By Edwin Naidu

South Africa must be deliberate in combating youth unemployment and driving digital transformation to achieve an inclusive economy, according to Higher Education and Training Minister Dr Nobuhle Nkabane.

“As we navigate the 4th Industrial Revolution and work towards sustained economic growth, partnerships like the one between the Department of Higher Education and Huawei have never been more crucial,” she told the Huawei ICT Awards Ceremony in Johannesburg.

Welcoming delegates and students from higher education institutions in South Africa, Nigeria, Uganda, Tanzania and Madagascar, Nkabane praised Huawei for its unwavering commitment to supporting skills development in South Africa, a dedication that served as a beacon of inspiration for us all.

“Indeed, this is perfectly aligned with our Medium-Term Development Plan (MTDP) priorities of driving inclusive economic growth and job creation, reducing poverty and tackling the high cost of living, as well as well as building a capable, ethical and developmental state.”

The minister stated that since Huawei South Africa was founded in 1999, it has played a pivotal role in the country’s rapid development by supporting the growth of its ICT infrastructure. At the same time, Huawei had also implemented various talent training programmes in recent years.

Some of the more catalytic programmes Huawei has run in South Africa include 4IR training, SMME digital skills transformation training, Huawei ICT Academy and Huawei ICT competitions. These programmes have already benefited more than 24,000 South African people in the past three years.

Since September 2016, Huawei has established ICT academies in collaboration with various public universities, TVET colleges and private colleges, now numbering 76 institutions in the PSET sector. More than 26,000 students from the PSET system are participating in competitions after receiving training through the academy.

In August 2024, the department signed a Letter of Cooperation Agreement on TVET Curriculum Transformation with Huawei and Shenzhen Institute of Information Technology. This partnership aims to promote innovation in ICT-related courses at TVET institutions in South Africa, making them more relevant to the job market and thereby enhancing the employability of students from TVET Colleges.

Nkabane said Community Education and Training (CET) Colleges should be included in the programme in this regard.

She stated that in September 2024, she visited the Huawei headquarters in Shenzhen during President Cyril Ramaphosa’s state visit to the People’s Republic of China. In November 2024, during a working visit to China, she was hosted by Huawei at its research centre in Beijing.

“I was impressed with Huawei’s technological advancement, which included, amongst others, the innovation in designing electric vehicles, which is an integral part of the skills and competencies that are required for the Just Energy Transition.

“We hope that in the future, we can also continue to have more far-reaching cooperation with Huawei in talent training, smart campus construction and other projects. Together, we will equip South Africa’s youth not just with formal qualifications but with skills that will enable them to make meaningful contributions to the development of our economy,” Nkabane said.

Recognising the importance of involving the African continent and, more specifically, the SADC region in such cooperation, Nkabane said that 2024 was declared by the AU Heads of State as the Year of Education in Africa, allowing the continent to reimagine Africa’s education and skills trajectory.

“I am delighted that Huawei has intentionally invested in the African continent, and I trust that these efforts will assist us in implementing our continental frameworks, including the attainment of the aspirations of the AU Agenda 2063,” she said.

This year, South Africa ascended to the G20 Presidency.

“We seek to utilise G20 to strengthen our partnership in the area of ICT and artificial intelligence; it is for this reason that South Africa has established a G20 Task Force on Artificial Intelligence, Data Governance, and Innovation for Sustainable Development,” she said.

“In the G20 Education Working Group, which is co-chaired by the Department of Higher Education and Department of Basic Education, we have identified priorities such as the Mutual Recognition of Qualifications and Skills in the Global Context. “

 The Minister said that ICT skills were crucial from the foundational phase of education right up to post-school education, adding that the working group would also focus on ensuring that educational professionals, such as lecturers and teachers, were not neglected but were equipped with the skills to enable them to teach students.

Yang Yongpeng, director of the Huawei Southern Africa Region Human Resource Department, said that the world was currently undergoing an unprecedented digital transformation.

“Digital technologies have not only changed the way we live but have also created new opportunities and challenges for education, the economy and society. In particular, the potential of the African digital economy is enormous. The African Digital Transformation Strategy 2020-2030, released by the African Union, clearly states that by 2030, Africa will achieve comprehensive digital transformation, and the digital economy will become the core driving force for Africa’s economic growth.”

However, Yongpengnoted that the existence of the digital divide remained a significant challenge for Africa and the world.

“Our shared responsibility is to let more people enjoy the dividends of this digital technology. As a world-leading provider of ICT infrastructure and smart devices, Huawei is committed to promoting digital inclusion through technological innovation and telecom collaboration. By doing so, we aim to ensure that more people benefit from the growth of the digital economy. “

In terms of ICT competition, he stated that Huawei has collaborated with universities worldwide to establish the Huawei ICT ecosystem since 2013. By the end of 2024, Huawei had partnered with more than 3,000 universities worldwide to establish Huawei ICT academies, covering over 110 countries and cultivating over 1.1 million students.

Up to now, Huawei has established 500 ICT academies in the South Sahara African region, with more than 35,000 students.

For instance, in 2024, students received nearly 500 Huawei career certifications, and 550 academy students secured jobs at Huawei and its partners.

“These figures not only demonstrate Huawei’s strong commitment to cultivating digital talent in Africa but also lay a solid foundation for Africa’s digital future. Huawei’s ICT competition is an important initiative of the Huawei ICT Academy.”

The competition has set a broad stage for African youths to demonstrate themselves and pursue their dreams. Many young Africans have achieved outstanding success in the global finals of previous competitions and have successfully joined Huawei.

Juvenna Hamutu-Salumu, a young Tanzanian woman and winner of the 2023 ICT competition, joined Huawei as an exceptional female engineer. Aleel Issa, a Nigerian who won first prize in the global ICT competition final, has earned more than 20 Huawei certificates. He joined Huawei and became the product solution manager of the Nigeria Lloyd office.

“Through the competition, we have seen the potential of young African teachers and students for digital technology. It is the infinite possibilities of Africa’s digital future. In Africa, a land of hope, digital inclusion carries a special and far-reaching significance,” said Yongpeng.

“We will continue to live up to our commitment to Africa and build closer partnerships with African governments, institutions of higher learning, and enterprises. We will collaborate to promote digital talent development programs that support Africa’s digital transformation. Students, you are the hope of Africa’s digital future,” he added.

INSIDE EDUCATION

By Sophie King-Hill

Netflix television series Adolescence follows a 13-year-old boy accused of the murder of his female classmate. It touches upon incel online hate groups, toxic influencers and the misogynistic online spaces of the manosphere.

Keir Starmer, the UK prime minister, has backed a move for Adolescence to be shown in schools, and Netflix has now made the series available to be shown for free in classrooms through charity Into Film+, which has also produced a guide for teachers. Resources for teachers and parents will also be produced by relationships charity Tender.

Adolescence is a drama and deserves the praise it has attracted. But it wasn’t developed as an educational resource, the kind that is produced in consultation with young people and schools and should be underpinned by robust research and well planned evaluations.

The series shows an extreme example of one teenager drawn into the world of the manosphere. Not all boys will see themselves reflected in this portrayal. And as a researcher working on masculinity and misogyny, my concern is that showing the series in schools may lead boys to think that they are all perceived as potential threats.

Showing the series as a teaching tool risks framing boyhood as monolithic, with one particular – and problematic – way of being a boy.

Already, a broad-brush, blame-heavy approach is often taken to boys in response to issues relating to sexual harassment and violence. “We may have a problem with boys and young men that we need to address”, Keir Starmer has said.

Boys dealing with blame

In research I have carried out for a forthcoming book on boys and masculinity, I worked with young men and boys aged 13 to 19. One 15-year-old boy said that “I am always told that I am part of the problem but never allowed to be part of the solution”. I also found that this broad blame culture leads to feelings of worthlessness in young men and boys, which shuts down vital dialogue and also may lead them to resort to looking for direction from negative spaces such as the manosphere.

It is evident from reports and evidence that young men and boys do carry out a large amount of reported sexual harassment and harms against young women and girls. This can be seen in the 2021 Ofsted report into sexual harassment in schools in England, for example. The 2025 2000 Women report states that, in the UK, a woman is killed by a man every three days.

There is evidently a serious, endemic and complex problem. The misogyny that can be popularised by toxic influencers online also needs urgently addressing.

But a “one-size-fits-all” approach to tackle “boys’ issues” may result in making things worse, not better, due to the lack of recognition of the intersectionality of boyhood. Other aspects of identity, such as race, age, class, gender identity, sexual orientation, religion, sexuality and physical and mental health will have implications for the approaches that need to be taken.

My ongoing research has demonstrated that boyhood means differing things to different boys. In steering groups with young men and boys from various ethnicities and differing social classes, a consistent theme emerged. This was a conflict between the internal and external self that the boys felt that they had to portray. This was also highlighted in a further 16 focus groups carried out on the project, again with a range of boys.

The internal self refers to who the boys actually are, including other identity traits such as race and class, and all the other intersecting aspects of their identity. The external self is what they felt they should show as a boys to fit into the hierarchy of masculinity and how they should portray themselves to fit within the social expectations of being a boy. This causes a conflict of external and internal self.

Efforts to help boys deal with issues such as the messages of the manosphere need to be attuned to the nuance of their internal selves. Generalising boys does not account for the individual identities that they bring to the issues that affect them.

Boys as individuals

The monolithic perspective of “boys” and the ensuing group blame oversimplifies complex issues, resulting in less than effective solutions and interventions that do not acknowledge or account for the nuances and complexities that surround individual boys.

This approach ignores diversities and intersecting identities and steers societal thinking about boys as a set group. It risks stereotyping them and causing prejudicial approaches. When boys are stigmatised in such a way, it compounds issues across genders, breaks down valuable communication and can also cause resentment and hostility.

One of the key voices and valuable perspectives that is missing from this debate is that of young men and boys themselves. We need to truly listen to their perspectives and their needs and build upon these as they are the experts in the world they are experiencing. Good practice accounts for and builds upon these experiences, with young people.

My research has demonstrated that young people want to be a part of these discussions rather than having things decided for them. It also shows that, quite often, we are teaching them what they already know and providing support and education that is too little, too late. We need to move away from the broad brush blaming of boys and young men and begin to approach them based upon their own individual identities – of which gender is only a part.

Sophie King-Hill is Associate Professor at the Health Services Management Centre, University of Birmingham.

The Conversation

By Levy Masiteng

The North-West University (NWU) in Potchefstroom is set to host the inaugural Renault Clay Courts Challenge series from 9 May to 10 August.

This tournament will feature day and night matches across various age groups, including Under 12, 14, 16 and Open competitions.

According to NWU, this will provide a unique opportunity for SA’s top tennis players to compete on clay courts for the first time on home soil.

“While SA players have always had opportunities to compete on hard courts, this series offers the chance for the country’s top players to participate on Italian red clay courts”. 

The Renault Clay Courts Challenge is a joint venture between NWU, Tennis South Africa and Renault South Africa. 

Partners mentioned that it would showcase the country’s top tennis talent, with the top eight players in each age group competing in singles and doubles matches. 

TSA general manager Anthony Moruthane emphasised the importance of this partnership in growing the sport and providing local players with competitive opportunities. 

“We are excited to partner with Renault and the North-West University to bring the first-ever clay courts tournaments to South Africa,” he said.

“These tournaments not only mark a historic moment for tennis in our country but also underscore our shared commitment to growing the sport and providing local players with competitive opportunities on varying surfaces.”

Moruthane thanked Renault South Africa for its continued backing and support of local tennis, which has been instrumental in driving the sport since the launch of the partnership earlier this year.

Daryl Balia, deputy vice-chancellor for information technology, expressed pride in hosting the tournament, highlighting NWU’s commitment to tennis.

“The North-West University takes tennis as a sport very seriously, thus our support and cooperation in this regard,” he said.

The Renault Clay Courts Challenge will take place on the following dates:

May 9-11 (U-16 & Open)

June 20-22 (U-12 & U-14)

August 1-3 (U-12 & U-14)

August 8-10 (U-16 & Open)

“The inclusion of both day and night matches will also add an exciting dynamic to the competition. We invite players and fans alike to join us for this inaugural tournament,” Moruthane said. 

INSIDE EDUCATION

By Thapelo Molefe

In a move to tackle South Africa’s escalating youth unemployment crisis, the Basic Education Department is rolling out Phase V of the Basic Education Employment Initiative (BEEI), which promises over 200,000 school-based job opportunities for young people across the country.

This phase of the initiative, running from 1 June to 30 November, is part of the broader Presidential Employment Stimulus and is being delivered in partnership with the Department of Employment and Labour and the Industrial Development Corporation, which will oversee the disbursement of stipends.

“This is a massive intervention to give young people real work experience and skills that can propel them into even greater opportunities and allow them to develop as professionals,” the department said in a statement on Monday.

Young South Africans, who are successful in their applications, will earn a monthly stipend of R4,000, with an additional R30 data allowance to support digital access. 

But more than a paycheck, the programme is designed to equip youth with practical skills and integrate them into the daily rhythm of school life, where they will play active roles in supporting education delivery.

Participants will take up roles such as reading champions, curriculum assistants, e-cadres for digital learning, and assistants in sports, laboratories, workshops and learner care. 

Others will serve handymen and handywomen, helping schools maintain their facilities. 

Each participant will receive structured training and mentoring to help them build professionalism, confidence, communication and time management skills.

“This is not just about employment — it’s about learning, growing, and preparing for the future,” the DBE noted.

The scale of the initiative is unprecedented, targeting 204,676 opportunities across all nine provinces. 

Schools have already begun preparing for the placements, with specific attention to ensuring youth from local communities benefit first. 

“The idea is to empower youth where they live, to uplift communities and reduce transport burdens,” the department explained.

To qualify, applicants must be aged 18–34 (turning 35 by March 2026), not currently in education, employment or training, and not receiving any other form of income, such as a stipend or salary. 

They must also reside within 5 km of the school, or30 km in the case of rural or farm schools. Preference will be given to youth studying teaching through distance or part-time learning, as well as those with NQF level 6 or 7 qualifications. 

A valid South African ID is required and applicants must not have a criminal record.

The DBE has also committed to structured exit opportunities for participants, ensuring the programme serves as a stepping stone to future employment or studies. 

The department confirmed that funds have been allocated to support pathways beyond the six-month work period.

Applications open on 22 April and close on 9 May. Young people are encouraged to apply only through the SAYouth.mobi platform, as no school-based or walk-in applications will be accepted.

According to Stats SA, youth aged between 15 and 34 continue to face challenges in the labour market. The results for the fourth quarter of the 2024 Quarterly Labour Force Survey.

INSIDE EDUCATION

By Edwin Naidu

The ground-breaking University-Industry Co-Creation (UNIICo-create) project, launched in Johannesburg at the end of March, marks a significant step in devising a curriculum strategy to instil entrepreneurship education in universities across South Africa and the Southern African Development Community.

However, looking back, it was remiss of the organisers not to have industry present to hear their views on the type of skills needed to make such an innovative initiative work. Ideally, business brains should have been present to contribute practical guidelines to help this regional academic network lay the foundation for such an important programme.

One hopes that businesses buy in at a later stage even if they were not invested in the beginning.

While the answer is not clear, it is evident that all hands should be on deck in addressing unemployment, which stands at 12% in SADC and 32% in South Africa. Youth unemployment in the SADC stands at approximately 20%, while South Africa’s youth unemployment rate is around 45%. This is a crisis.

It needs more significant intervention. However, full marks to the project leader, the Technological Higher Education Network South Africa (THENSA), with coordination from strategic partners OBREAL and SARUA and support from university partners in France, Finland, and Ireland, for getting the ball rolling. Business must now come to the party – one hopes they receive an invite.

The UNIICo-create project, which represents a strategic partnership between eight institutions in South Africa, Lesotho, Namibia and Eswatini, brought together representatives from several higher education organisations in the region and across the EU.

This group initiated the co-creation of entrepreneurship curricula as part of the UNIICo-create project. Their mission is to collaboratively design a curricula with industry and government that will revolutionise entrepreneurship education in the region.

The project is funded by the Erasmus+ Capacity Building in Higher Education programme, a European Union (EU) initiative that supports the modernisation, accessibility and internationalisation of higher education in partner countries. This funding enables collaboration between the SADC and the EU, bringing together diverse perspectives and expertise.

Dr Sershen Naidoo, Project Manager of THENSA, correctly labelled the absence of industry as the “elephant in the room.”

Such an initiative, THENSA argued, could effectively address the pressing challenges of low job creation, limited start-up success and graduate unemployment, offering a beacon of hope for the future of entrepreneurship education in the SADC region. But this can only be achieved with industry and government at the table.

THENSA CEO Professor Henk de Jager has high hopes about changing the gloomy narrative around unemployment in the SADC region.

He believes it can effectively address the pressing challenges of low job creation, limited start-up success and graduate unemployment, offering a beacon of hope for the future of entrepreneurship education in the SADC region.

“If we are graduating students from our universities and the economy is not growing, where will they find jobs? It is for this reason that we have many unemployed graduates currently in South Africa, as well as in countries in the SADC region. We must instil entrepreneurial skills in our students,” he said.

UNIICo-create will, therefore, unite experts across the SADC and globally, ensuring that the entrepreneurial mindsets of students prepare them for the world of work, particularly for the business world.

It’s a great initiative. One hopes that the numerous partners involved in the European Union’s support for the UNIICo-create project, along with experts from four SADC countries, will make a concerted effort to attract businesses to join this initiative. It’ a step in the right direction.

However, let’s bring the elephant into the room: business leaders must contribute input and share their ideas – and solutions- to tackle the burgeoning unemployment crisis. Our collective future depends on it.

Edwin Naidu is the editor of Inside Education.

INSIDE EDUCATION

By Akani Nkuna

Children must be involved in formulating policies that affect them, according to delegates attending the Africa Children’s Summit in Johannesburg.

Delivering the keynote address, Social Development Minister Sisisi Tolashe said the summit must create a platform to agitate for accelerated action needed to realise the full enjoyment of human rights and freedoms for all children in Africa.

“Because it is led by you children, it gives you a collective voice to share your views and hold African leaders and governments to account on key issues affecting you. These include democracy, emerging technologies and climate change, promoting inclusive education for all children, the role of artificial intelligence in education, addressing school violence, gender-based violence and violence against children…,” Tolashe said.

The meeting, organised by Nelson Mandela Children’s Fund and the Social Development Department, brought together 1300 children from across five African regions.

It follows the inaugural summit in Nairobi in Kenya in 2023, with an emphasis on the importance of children’s agency under the theme: “Nothing about us with us”.

Tolashe said children in sub-Saharan Africa faced increasing risks due to the climate crisis, population shifts and technological inequality.

Many children were denied quality education, were pushed into child labour, conflict or early marriage. Illiteracy remained a major barrier, trapping the continent in poverty despite its rich human and natural resources, the minister said.

“The key to… interventions is the need to promote child participation by listening, hearing and engaging the voices of our children, as per the recommendations of both the United Nations Committee on the Rights of the Child and the African Committee of Experts on the Rights and Welfare of the Child,” Tolashe said.

Child president of the Nelson Mandela Children’s Parliament, Dikgang Morudu, told the summit that children must be recognised as key stakeholders since policies directly impacted their lives.

“We cannot celebrate the inclusion when most decisions are made without us. We cannot praise participation when children are brought into programmes for decorations and not transformation. We cannot smooth talk about child-led advocacy when the platform is only given after the plan has fallen into place,” said Morudu.

Nelson Mandela Children’s Fund CEO Linda Ncube-Nkomo stressed the need to prioritise children in national budgeting.

She advocated for increased funding to support their development and well-being, underscoring the importance of investing in the next generation.

“When budgets are being allocated, we need to be asking how much of this budget is going towards the children… We need to make sure that the money that is allocated for [gender-based] violence has got to be a significant portion that going towards the issues that affect children,” Ncube-Nkomo said.

The summit ends on Monday.

Video By: Kgalalelo Setlhare Mogapi 

INSIDE EDUCATION

By Mashupye Herbert Maserumule, Daniel Nkosinathi Mlambo, John Ntshaupe Molepo, Mogotsi Caiphus Maleka, Moraka Arthur Shopola, Rasodi K Manyaka and Rasodi K Manyaka

South Africa’s goal since 2012 has been to build a capable and developmental state to address the twin challenges of poverty and inequality. The country’s National Development Plan defines a capable state as “well-run and effectively coordinated state institutions with skilled public servants”. A transformative and developmental role is about “consistently delivering high quality services” for the good of society.

To meet these goals, the country requires people in government with the necessary technological skills. This has been shown to be true in analysis of how governments from various regions worldwide have responded to technology as part of the Fourth Industrial Revolution.

A lesson that has emerged, particularly from most countries in the global north, is that technology skills are not simply a trend but a means to manage public affairs more effectively. Examples of areas they are used in include big data, artificial intelligence and robotics.

A new study has looked at how South Africa is faring in developing skills for the future of work in the public sector. The National Development Plan had earlier highlighted that planning for skills development in this sector was inadequate.

We were part of the research team for this project, as academics affiliated with various universities who have also written extensively on public administration and building state capacity.

The study found that most South African government officials were familiar with the technologies of the Fourth Industrial Revolution. But they were not familiar with how these technologies could be used to improve the efficiency of the state. In addition, officials in government departments that interact directly with citizens lacked the technologies and tools essential to take advantage of the new breakthroughs in technology.

We caution in the report that as much as technology skills have helped improve state efficiency, mainly in the global north, they can’t make up for all administrative inadequacies – including thievery from the state, which besets South Africa’s democracy.

Equally important are human cognitive skills and ethical competencies. The report found that these too were a challenge in the public service.

The report concludes that the government needs to urgently invest in revamping the way civil servants are trained. In particular, it must invest in continuous professional development. While technological capabilities are key, the report recommends that basic human skills and competencies are equally essential. To achieve this will require the development of a dynamic human resources system.

The gaps

The research found that civil servants were aware of technologies available in the market. But they didn’t connect them to their jobs, or have a view on how they could make the state more efficient.

For example, they didn’t know how big data, artificial intelligence, robotics, or the automation of public administration could be used to improve public service. Being aware of these technologies and using them to the maximum advantage of public administration are two distinct things.

The study also found that officials in some departments that interact directly with citizens – like home affairs and social development – lacked the technological tools and devices that could improve service delivery.

The study also showed that technology skills alone cannot create public value in a digitally illiterate society.

Interviewees emphasised the need for strategic and critical thinking skills, the ability to discern right from wrong and the commitment to do what is right.

These skills remain essential in a constantly evolving world that faces complex policy challenges related to, among other things, climate change, demographic shifts, poverty, unemployment and inequality.

They argued that technology should be viewed as a tool to complement human effort.

Related to this, they emphasised fundamental human values that must underpin the character of the public service, like respect, care, human dignity, compassion and altruism.

Another problem that was identified was the state’s human resources system said to be ineffective. HR Connect was initiated in 2009 as an integrated human resources system.

The report found that human resources management practices were compliance-driven. They were primarily geared to demonstrate how the budget allocation for training and development had been used rather than also examining the impact of these interventions.

What’s needed

Continuous professional development is what’s needed. The New Public Management template for state reform emerged in the 1980s along neo-liberal lines. It has been a staple of public administration education and the training of public servants ever since. The approach involves teaching civil servants how to apply business principles to manage state affairs. They are taught that citizens are customers.

However, the report concludes that the system “has failed to fulfil its central promise of efficiency” where this was measured only as the economic value rather than social effectiveness, foregrounding the wellbeing of citizens.

This points to the need to replenish public service skills and competencies. This is where continuous professional development becomes critical.

Another recommendation is that the government must invest in the technologies of the Fourth Industrial Revolution. This should include “data infrastructure, systems and human resources to efficiently utilise data in decision making”.

Some say HR Connect is inactive, implying it is inherently flawed. If that is the case, it must be replaced with a better personnel management system.

The study was conducted by the Public Service Sector Education and Training Authority (PSETA), in partnership with the Tshwane University of Technology’s (TUT) Institute for the Future of Work (IFOW).

Mashupye Herbert Maserumule is Professor of Public Affairs, Tshwane University of Technology, Daniel Nkosinathi Mlambo is Lecturer of Public Administration and Policy, Tshwane University of Technology, John Ntshaupe Molepo is Associate Professor, Mogotsi Caiphus Maleka is Head of the Department of Public Management, Tshwane University of Technology, Moraka Arthur Shopola is Lecturer of Public Administration and Local Government, North-West University, Rasodi K Manyaka is Senior Lecturer of Public Affairs, and Ricky Mukonza is Associate Professor , Tshwane University of Technology.

The Conversation

By Thapelo Molefe

The government has failed to meet its target of eradicating pit toilets at schools by the end of last month

Basic Education Minister Siviwe Gwarube revealed on Friday that 96% of schools identified under the Sanitation Appropriate for Education (SAFE) Initiative in 2018 have successfully eradicated pit toilets. 

Speaking at Mavhunga Primary School in Malume on Friday, alongside Limpopo education MEC Mavhungu Lerule-Ramakhanya, the minister described the initiative as a “moment of reckoning”, acknowledging both the progress made and the failures that led to its necessity.

“Today is a moment of great humility and even greater accountability for us as the government,” Gwarube stated. 

“We must remember the children who lost their lives due to these unsafe facilities. Their deaths were not just accidents; they were failures of the state.”

Before making the announcement, Gwarube and Lerule-Ramakhanya conducted site visits to monitor the progress of sanitation upgrades. 

They assessed conditions at Maguada Primary School in the Vhembe West District and officially handed over newly built toilets at Ludane Primary School. 

Despite skepticism about the feasibility of ambitious deadline, Gwarube said that the government must “dare to dream bigger, act faster and solve problems once considered intractable”.

“Our country finds itself where it is today—with a stagnant economy, high unemployment and rampant corruption—because of a culture of low expectations,” she said. 

“We must never fall into that trap when it comes to our children’s lives.”

According to the minister, three provinces—Gauteng, Northern Cape and Western Cape—had already eliminated pit toilets before the 2018 audit. 

Among the remaining provinces, the North West, Mpumalanga and Free State have achieved 100% eradication rates, while Limpopo in there are still 391 unsafe toilets left. 

Challenges also remain in KwaZulu-Natal, where 45 schools still have pit toilets, and 96 schools in the Eastern.

“As of March 31, 2025, we have eradicated 96% of the backlog,” Gwarube announced. 

“But this is not a victory—we are not done. 141 schools remain, and while we expect 90 of those to be completed by July, we will not stop until we reach 100%.”

Gwarube did not shy away from addressing the challenges that have delayed full completion. 

She cited factors such as inclement weather, poor contractor performance and disruptions by the so-called “construction mafia” as key hurdles.

“In areas like the Eastern Cape and KZN, flooding has made rural schools inaccessible, delaying construction,” she explained. 

“We have also had to terminate contracts for underperforming contractors, which adds time as we go through due process to appoint new ones.”

Private donor supported projects under the initiative have also underperformed, with only a 74% completion rate compared to the government’s 96%.

Gwarube announced that moving forward, stalled donor projects would be reassigned to provincial education departments to ensure they were completed without further delay.

To ensure no school was left behind, the Minister also unveiled plans for a new nationwide audit to identify any pit toilets that may have been missed in the original 2018 count.

“While funding is tight, we are determined to be resourceful and leverage partnerships with civil society and the corporate sector,” she said.

“If you see a pit toilet at a school, report it to safeschools.gov.za—we are counting on the public’s help.”

Gwarube warned that simply building new toilets was not enough if they were not maintained properly. 

To address this, the department introduced the National School Hygiene Programme in collaboration with Unilever, integrating hygiene education into the Life Orientation curriculum. 

INSIDE EDUCATION

By Lungile Ntimba

The Democratic Alliance’s KwaZulu-Natal legislature caucus has approved the first draft of the KZN Schools Evaluation Authority (SEA) Bill, which will address poor leadership, mismanagement and a lack of accountability in the province’s education system.

“The SEA marks the beginning of a bold new era of accountability and excellence within our province’s schools. It will serve as an independent body to assess school performance, ensuring that quality education is not just an aspiration but a reality for every learner in KZN,” said DA education spokesperson Sakhile Mngadi.

It will assess school performance, effectiveness and efficiency of spending within schools, particularly regarding the allocation of funds, infrastructure and education materials.

It will provide transparent, data-driven evaluations of school performance, equipping teachers, parents and policymakers with the insights needed to drive real improvements at the 6000 schools in the province.

Mngadi said learners deserved schools that were properly managed, educators who were held to high standards and an education system that prioritised “outcomes over excuses”.

He said consequence management was imperative.

The proposed legislation must now undergo all the necessary processes within the legislature.

“As part of KZN’s Government of Provincial Unity, we look forward to working with all stakeholders to ensure its successful implementation,” said Mngadi.

INSIDE EDUCATION

By Thapelo Molefe

The long-standing allegations of corruption and mismanagement at the National Skills Fund (NSF) have finally reached a turning point, with President Cyril Ramaphosa signing a proclamation authorising the Special Investigating Unit (SIU) to probe financial irregularities plaguing the institution.

The investigation, given the green light under Proclamation 253 of 2025, grants the SIU sweeping powers to scrutinise improper conduct by officials and employees of the Department of Higher Education and Training, including the potential misuse of funds earmarked for critical skills development initiatives.

Portfolio Committee on Higher Education chairperson Tebogo Letsie said this week that the proclamation was a “long-overdue” measure to hold perpetrators accountable.

“We welcome this critical step in ensuring accountability and restoring public confidence. If anyone within the value chain has unduly benefited, the law must take its course. These brazen thieves have robbed our youth of the essential skills needed to drive economic growth,” Letsie stated.

The SIU’s investigation will delve into the NSF’s procurement and contracting processes, focusing on training projects, implementing agents and service providers. 

Among the flagged entities are Yikhonolakho Woman and Youth Primary Co-operative Limited, Dithipe Development Institute and Ekurhuleni West TVET College. 

The probe will assess transactions dating back to 1 January 2013, examining any unauthorised, irregular, fruitless, or wasteful expenditure that has drained the public purse.

The NSF, which is mandated to fund skills development initiatives to combat South Africa’s rampant unemployment, has been under scrutiny for years. 

Earlier this year, the Portfolio Committee on Higher Education expressed its outrage over the NSF’s financial mismanagement, citing questionable investments, irregular payments and a R3.7 billion underspend in the 2023/24 financial year.

This latest development follows calls made by Letsie in February for the president to broaden the SIU’s mandate to include a thorough investigation of all NSF projects. 

His appeal came after the NSF presented its audit action plan to the committee, outlining its efforts to address concerns raised by the Auditor-General in the 2023/24 annual report. 

However, the report highlighted severe financial mismanagement within the NSF, including questionable investments and payments made without due process.

The committee further criticised the NSF for diverting skills development funds into business accounts rather than interest-bearing accounts designated for skills development providers (SDPs). 

Among the most concerning findings was the improper payment of funds to Medirwe Investments without adhering to the required procedures.

“It is unacceptable that an institution meant to uplift the youth and address our unemployment crisis failed to utilise billions while millions of young people remain jobless,” Letsie added.

The SIU’s investigation into the NSF forms part of a broader crackdown on corruption within key state institutions.

Ramaphosa has also authorised investigations into the South African Broadcasting Corporation (SABC), Eskom, PetroSA, Transnet, and South African Airways (SAA), among others.

The SIU’s probe represents a crucial opportunity to rectify systemic failures and ensure that public funds are channelled toward their intended purpose.

INSIDE EDUCATION