By Lungile Ntimba 

Ford South Africa recently launched its new three-year cycle of Rally to Read project, reinforcing its commitment to education and community upliftment. 

It will support four schools in Nelson Mandela Bay and four schools in Sarah Baartman District in the Eastern Cape, ensuring that learners and teachers receive sustained assistance.

The previous three-year project in Nelson Mandela Bay assisted eight schools in and around Gqeberha and Kariega. 

Since 1998, Ford SA in partnership with the READ Educational Trust, has provided vital education resources and teacher training to underserved schools.

“Walking into the schools and seeing the excitement on the faces of both learners and teachers reinforces why this initiative matters,” Ford SA government affairs and transformation director Esther Buthelezi Buthelezi said in a statement.

“This is where the transformation begins, with a book in a child’s hands and a teacher empowered with the right tools and training.”

She said the programme extended beyond just distributing resources, but to fundamentally improve literacy levels through structured and long-term interventions.

It also provided teachers with training sessions to help them build strong literacy foundations for their students. 

Buthelezi said the province was deeply embedded in Ford’s legacy, not only as the home of the Struandale Engine Plant in Gqeberha, but also as the place where its journey began in 1923.

She said for more than a century, Ford has been part of the region’s economic and industrial fabric, creating jobs, driving innovation and investing in the future of the country’s communities. 

Buthelezi said that while the province’s matric pass rate showed a positive increase last year, early childhood education remained a crucial factor in sustaining this progress and ensuring long-term success.

“By investing in education today, we are investing in the future workforce. Many of these young learners could one day be part of the Ford ecosystem, whether as engineers, technicians, or business leaders shaping the automotive industry,” she said.

INSIDE EDUCATION

Should South Africa write off billions in unpaid student debt? No! argues Edwin Naidu.

Julius Malema and the Economic Freedom Fighters can indeed talk, but can they walk the talk?

The Private Member’s Bill in Parliament wants to cancel student debt as the EFF’s contribution to making education more accessible to all South Africans.

But is it a feasible solution? And will it make education more accessible?

The Bill, they say, represents a significant intervention in the fight against the growing financial burden of student debt, which increased from approximately R11 billion in 2017 to R17 billion in 2024, with an average annual rise of R2 billion.

The EFF argues that this national crisis stifles the aspirations of young people and limits their financial freedom and career prospects. How is this so?

Annually, the government invests an estimated R50 billion in ensuring that the current crop of matriculants has access to study spaces at the country’s 26 universities and 50 Technical and Vocational Education and Training colleges.

Given the financial constraints under which the government operates, this is not an inconsiderate amount to spend on education.  For the EFF to push to write off the student debt of the past is irresponsible and encourages a culture of not paying for services one receives.

While the right to education is enshrined in the Constitution and should be free in a perfect world, it does not mean that debt owed to educational institutions should be waived. One might argue that one’s water, electricity or tax bill to municipalities or the state should be written off, as it perpetuates inequality in South Africa. Right?

Wrong! Thirty years after democracy, it does not make sense to hear the EFF claim that writing off billions would help anyone. Instead of empty rhetoric, the EFF should provide evidence.

Just as Malema and his former minions shouted “pay back the money” to former president Jacob Zuma over his ill-gotten Nkandla upgrades, why does the EFF play politics and give those who owe the state money a free ride?

The Bill is a disservice to South Africans who work hard and pay their taxes expecting to get adequate service delivery as a bare minimum. 

The EFF has long championed the cause of student debt cancellation. But unless I am mistaken, there is no moral reason or obligation to write off debt in a democracy?

Were those who incurred the debt prejudiced in any way by having studied or pursued studies at tertiary institutions to which they owe money? And what about those who have passed and have qualifications but do not honour the debt?

Is it not ludicrous that one can get blacklisted by the SABC for not paying one’s television licence, but an ivory tower of learning can escape without sanction for allowing student debt to escalate to unreasonable levels? The vice-chancellors and those in charge should be held accountable for failing to manage student debts effectively.

Inevitably, should the government be asked to explain how it allows a soft stance on students who owe billions while allowing parastatals under its watch to make criminals of consumers through blacklisting for a variety of reasons?

Instead of this Bill, which will make a noise but not win supporters, the EFF should be encouraging students to walk in the footsteps of Malema. Their inspirational leader got an H in mathematics and a G in woodwork, yet successfully obtained degrees through correspondence at Unisa, the world’s oldest distance-learning institution.

Youth need role models to look up to, not someone who encourages them to default on their debts. Malema worked hard and did not earn those degrees easily. I am certain Malema also paid for his studies. Unisa does not dish out studies freely unless you have A symbols in matric, which Malema did not have.

Therefore, one believes, as the leader of a party wanting to make a difference to the millions of black youths in South Africa that paying back one’s debt to society is the right thing to do. Even if half of the current student debt is paid, imagine what the proceeds can do to eliminate the failed attempts at instilling a reading culture in South Africa.

Malema and his wise former leaders, who have abandoned him, have demonstrated that education is the most effective way to address inequality.

By this token, the debate around writing off student debt is not cut and dried. Let those who have qualified and earn a salary pay back the money. Those who are unemployed must indicate a willingness to pay when they get jobs. That way, the culture of a welfare state which keeps people down is eradicated.

But it starts with understanding the landscape and being honest about where South Africa is headed and what the nation can afford. The EFF has started a debate that we can no longer avoid. Can South Africa afford to write off R17 billion in unpaid student debt? The answer affects us all.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Zenoyise John

The North-West University’s (NWU’s) Vanderbijlpark Campus has officially launched its much-anticipated Inter-Res tournament, a sports event designed to provide all students with a chance to showcase their athletic talents while fostering inclusivity and unity.

This exciting initiative, which runs from March to July, brings together students from various residences, providing them with a competitive yet fun environment to engage in sports, connect, and celebrate their unique cultures and talents.

The tournament is set to include three major sporting codes: soccer, netball, and e-sports, with each residence fielding teams to represent their communities. With the aim of encouraging maximum participation, the event has an open registration policy, ensuring every student can join in and be part of the action.

Ntinyiko Mazwaya, Student Campus Council sports officer for 2024/25, says he is excited and shares the vision behind the initiative. “The goal of Inter-Res is simple: to provide a platform for students who may not have the opportunity to compete on a varsity level, to showcase their skills in a supportive and vibrant environment. This event is about much more than just sports; it’s about community, inclusivity, and creating memorable experiences that resonate with students long after the tournament is over.”

Not only does the tournament serve as a space for competition, but also as a stage for social awareness. For 2025, the event will spotlight critical socio-economic issues, with each residence championing a unique cause. These include:

· Faranani: LGBTQI+ Rights

· Ebukhosini: Sexual Health

· Longfellow: HIV & AIDS Awareness

· Bohlale: Gender Diversity

· Moahi: Mental Health

· On-Campus Residences: Gender Equality

· Oracia: GBVF Rights

Ntinyiko highlights the importance of these campaigns.

“Through the Inter-Res tournament, we want to not only celebrate sport but also raise awareness on pressing social issues that affect us all. Each residence will champion a cause, and we hope this will encourage students to engage in meaningful discussions and actions around these topics.”

The tournament has already seen impressive levels of participation, with an overwhelming number of students signing up to compete. Ntinyiko notes that the open registration policy has played a significant role in the high turnout, emphasising the importance of ensuring every student feels welcomed and encouraged to participate.

“We’ve seen incredible support from students, both in terms of the players and the enthusiastic crowd cheering them on. This tournament is truly about fostering school spirit and creating an atmosphere where everyone is included, regardless of their skill level.”

In addition to sports, the event featured a collaboration with Red Bull, where students enjoyed side games and refreshments. DJ performances added to the excitement, creating a lively and festive atmosphere throughout the day.

According to Ntinyiko, one of the standout moments was the pre-game moment of silence. “Before the games kicked off, we had a moment of silence to honour those affected by the socio-economic issues in our country. It was a powerful and humbling reminder of the impact we can have, not just in sports but in the larger context of society.”

As the tournament progresses, Moahi Village has emerged as a dominant force, topping the standings across all sporting codes, but the competition remains fierce, and every residence is in the race for the top.

THE NORTH-WEST UNIVERSITY

By Emmanuel Ojo

Global crises have shaped our world over the past two decades, affecting education systems everywhere. Higher education researcher Emmanuel Ojo has studied the impact of these disruptions on educational opportunities, particularly in southern Africa.

He looked at 5,511 peer-reviewed articles published between 2000 and 2024 to explore what the research suggests about making education systems more resilient. Here, he answers some questions about his review.

What are the global crises that have undermined education?

In my review I drew up a table documenting how multiple crises have disrupted education systems worldwide.

The cycle began with the 2000-2002 dot-com bubble collapse, which reduced education funding and slowed technological integration. This was followed by the 2001 terrorist attacks, Severe Acute Respiratory Syndrome (SARS) outbreak (2002-2004), Iraq War (2003-2011), Indian Ocean tsunami (2004), and Hurricane Katrina (2005). The Israeli-Palestinian conflict since 2000, global food crisis (2007-2008), financial crisis (2007-2008), and European debt crisis (2010-2012) continued this pattern of disruption.

More recently, the Ebola epidemic, COVID-19 pandemic, and Russia-Ukraine war have destabilised education systems. Meanwhile, the ongoing climate crisis creates challenges, particularly in southern Africa where environmental vulnerability is high.

Who suffers most, and in what ways?

Education has consistently been among the hardest-hit sectors globally. According to Unesco, the COVID pandemic alone affected more than 1.6 billion students worldwide.

But the impact is not distributed equally.

My research shows crises have put vulnerable populations at a further disadvantage through school closures, funding diversions, infrastructure destruction and student displacement. Quality and access decline most sharply for marginalised communities. Costs rise and mobility is restricted. Food insecurity during crises reduces attendance among the poorest students.

In southern Africa, the Covid-19 disruption highlighted existing divides. Privileged students continued learning online. Those in rural and informal settlements were completely cut off from education.

Climate change compounds these inequalities. Unicef highlights that climate disasters have a disproportionate impact on schooling for millions in low-income countries, where adaptive infrastructure is limited.

What’s at stake for southern Africa is the region’s development potential and social cohesion. The widening of educational divides threatens to create a generation with unequal opportunities and capabilities.

What makes southern African education systems fragile?

My review focused on the 16 countries of the Southern African Development Community, revealing what makes them vulnerable to crisis impacts.

Southern Africa’s geographic exposure to climate disasters combines with pre-existing economic inequalities. The region’s digital divide became starkly visible during the Covid-19 pandemic. Some students were excluded from learning by limited connectivity and unreliable electricity.

The region’s systems also rely on external funding. The Trump administration’s sudden foreign aid freeze was a shock to South Africa’s higher education sector. It has affected public health initiatives and university research programmes.

Research representation itself is unequal. Within the region, South African researchers dominate and other nations make only limited contributions. This creates blind spots in understanding context-specific challenges and solutions.

Each successive crisis deepens educational divides, making recovery increasingly difficult and costly. Weaker education systems make the region less able to respond to other development challenges, too.

How can southern Africa build education systems to withstand crises?

One striking finding from my review was the surge in educational research after the Covid-19 pandemic began – from 229 studies in 2019 to nearly double that in 2020, with continued rapid growth thereafter. This indicates growing recognition that education systems must be redesigned to withstand future disruptions, not merely recover from current ones.

Research points to a number of ways to do this:

Strategic investment in educational infrastructure, particularly digital technologies, to ensure learning continuity.

Equipping educators with skills to adapt teaching methods during emergencies.

Innovative, context-appropriate teaching approaches that empower communities.

Integration of indigenous knowledge systems into curricula, enhancing relevance, adaptability and community ownership.

Interdisciplinary and cross-national research collaborations.

Protection of education budgets, recognising education’s role in crisis recovery and long-term stability.

Community engagement in education, ensuring interventions are culturally appropriate and widely accepted.

In my view, African philanthropists have a duty to provide the independent financial base that education systems need to withstand external funding fluctuations.

What’s the cost of doing nothing?

The economic and social costs of failing to build resilient education systems are profound and long-lasting. Each educational disruption creates negative effects that extend far beyond the crisis period.

When students miss critical learning periods, it reduces their chances in life. The World Bank estimates that learning losses from the Covid-19 pandemic alone could result in up to US$17 trillion in lost lifetime earnings for affected students globally.

Social costs are equally severe. Educational disruptions increase dropout rates, child marriage, early pregnancy, and youth unemployment. These outcomes create broader societal challenges that require costly interventions across multiple sectors.

Spending on educational resilience avoids those costs.

The question isn’t whether southern African nations can afford to invest in educational resilience, but whether they can afford not to.

The choices made today will determine whether education systems merely survive crises or make society better. Evidence-based policies and regional cooperation are essential for building education systems that can fulfil Southern Africa’s human potential.

Emmanuel Ojo is an Associate Professor at the University of the Witwatersrand.

The Conversation

By Johnathan Paoli

The Higher Education and Training Department has acknowledged ongoing challenges in enrolments for the 2025 academic year, saying that urgent interventions are needed.

There have been issues at universities, Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) colleges.

In a detailed report to the Select Committee on Education, Science and Creative Industries, the department outlined issues such as institutional capacity constraints, delays in admissions and the impact of financial aid distribution on student placements.

“We are committed to expanding access to higher education, but financial and infrastructure constraints remain a challenge. While we work to improve enrolment capacity, address lecturer shortages and modernise curricula, collaboration with industry and increased investment are crucial,” deputy director-general for TVETs, Sam Zungu, said.

For the 2025 academic year, 615,429 students obtained the National Senior Certificate, with 337,158 qualifying for a Bachelor’s pass.

The demand for higher education continues to grow, with most successful applicants coming from disadvantaged backgrounds and relying on National Student Financial Aid Scheme funding.

However, many students face significant challenges securing placements in universities due to limited spaces and high entrance requirements.

Late applications remain a pressing issue, as several universities, including Cape Peninsula University of Technology (CPUT), Durban University of Technology and the University of Johannesburg, had to reopen applications to accommodate the high demand.

Some universities, such as CPUT and the University of Zululand, also accepted walk-in applications, further complicating the registration process.

As of March, university enrolments reached 91.7% of the government’s target, with undergraduate programmes nearly at full capacity.

However, postgraduate enrolments lag at 77%, reflecting systemic barriers for students who wish to further their studies.

The TVET sector, with a planned capacity of over 500,000 students for 2025, continues to grapple with challenges that limit enrolment expansion including infrastructure limitations, accommodation shortages, staff shortages and late applications

The department acknowledged the need for more investment to expand the capacity of TVET colleges.

Zungu highlighted that the government’s budget allocations for TVETs have averaged R15.2 billion annually, which is sufficient for only 480,000 enrolments. This figure falls far short of the 2.5 million enrolments targeted for 2030.

The CET sector, comprising nine colleges and over 1,500 learning centres, remains underfunded and under-supported.

The department outlined critical problems, including a lack of digital registration systems and insufficient teaching materials.

The department’s deputy director-general for CET colleges, Thembisa Futshane, confirmed that the sector also suffered from a shortage of lecturers, particularly in Science and Mathematics, as professionals opted for better-paying opportunities in schools, TVET colleges and universities.

To address these gaps, the department was working with institutions such as the CPUT to develop digital learning platforms for critical subjects, making education more accessible to students in remote areas.

The department called for expanding university capacity by working with institutions to increase spaces in high-demand programmes, particularly Science, Technology, Engineering, and Mathematics (STEM) fields, and strengthening TVET infrastructure by allocating more funds to improve learning facilities and provide student accommodation.

It said the implementation of the Central Application Services was aimed at streamlining student applications and reducing delays, while initiatives were underway to train more educators, particularly in Mathematics and Science, to address shortages.

Deputy director-general for university education, Marcia Socikwa raised concerns over strict university admission criteria, stating that public institutions should serve a broader student base rather than only top performers.

She said a more flexible system was needed that accommodated middle-performing students.

The department is also tackling a growing skills mismatch with efforts underway to align university programmes with labour market demands.

A major concern is the declining number of students taking pure Mathematics, which has impacted STEM enrolment.

“Everywhere in the world Mathematics is the foundation for learning to solve problems and if we do not pay attention, we will not be able to solve our own problems,” she warned.

To address this, the department is collaborating with the Basic Education Department and universities to promote Mathematics through initiatives like the upcoming Maths Festival with the University of the Western Cape.

Additionally, the government has invested R720 million in language development, ensuring institutions embrace multilingualism, with plans in place to enhance the training of maths and physics lecturers amid a growing shortage.

Lastly, the department is putting plans in place to introduce structural reforms to ensure timely disbursement of funds and prevent corruption.

The department said it was actively working on increasing institutional capacity, improving financial aid processes and strengthening partnerships between the public and private sectors, considering the year presenting significant challenges for higher education admissions.

INSIDE EDUCATION

By Alicia Mmashakana

Western Cape education MEC David Maynier visited West End Primary School in Lentegeur in Cape Town to hand over Reading Corner resources to the school in celebration of South African Library Week.

It forms part of the Love2Read initiative developed by the Education Library and Information Service (EDULIS) to provide schools with an alternative to a centralised library.

It aims to develop reading skills in grades 3, 4, and 5, and to encourage learners to read for enjoyment. So far, Reading Corner resources have been handed over to 147 schools in the Western Cape.

Through the initiative, EDULIS provides a school with:

50 – 70 library resources per classroom;

Fiction and non-fiction materials in the language(s) of choice;

Resources packed according to grade/level;

Resources on block loan for a two-year period; and

Training and support for teachers.

“Developing a generation of lifelong readers is a key priority of the Western Cape Government, and the Love2Read initiative builds on our wider reading strategy to improve reading as a fundamental skill for a child’s education and future career,” Maynier’s spokesperson Kerry Mauchline said on Wednesday.

“Our #BackOnTrack programme includes extensive support for reading in the Foundation Phase, with every learner in grades 1 to 3 having access to new decodable readers and anthologies at a cost of R115 million.”

Over the last two years, the provincial government has trained 9683 Foundation Phase teachers in three languages, ensuring they are better equipped to teach reading in the critical early grades, with additional resources supplied by Funda Wande classrooms, which is also providing training support to teachers.

Mauchline said the department was seeing a positive impact of reading support in their systemic test results, particularly in the early grades where language scores now exceeded those achieved in 2019.

“Parents have a vital role to play in developing their children’s reading skills and nurturing a love of reading, so I encourage them to read with their children during Library Week and every day,” she said.

INSIDE EDUCATION

By Xolisa Phllip

The publication of INSETA’s 2023-24 annual report, which marks four years into the organisation’s five-year strategic term, reflects a time of continuous transformation, says the education and training authority’s CEO Gugu Mkhize.  

In pure numbers, INSETA has moved from a 72% performance, a decline experienced during the height of the Covid-19 crisis, to the present 97%, which is a testament to the organisational resilience built up post-pandemic. 

In human terms, through the delivery of its mandate to provide quality assurance, learning programmes, skills planning, research and administration, INSETA’s work has changed lives and been the catalyst of dreams being realised, Mkhize told INSETA’s AGM.

“Thousands of South Africans now have the skills to participate meaningfully in the economy,” said the CEO, reflecting on the milestones in the annual report.

Mkhize explained that “each percentage point improvement in our performance, translates to families being supported, communities being uplifted and a stronger insurance sector”.

INSETA has embarked on a journey of excellence, underscored by a collective commitment and effort internally and externally to embed excellence in skills development.

The 97% performance is an outcome of collective dedication to INSETA’s excellence journey at all levels – from the board and SETA staff to stakeholders and the insurance sector.

Mkhize said the 97% attainment of targets reflected the power of collaboration among government, industry, delivery partners and communities – all working together to build a skilled and inclusive economy.

“This is what real transformation looks like,” said Mkhize, adding, “We have built strong partnerships with industry players, who share our vision of a transformed sector that reflects South Africa’s diversity.”

“We have worked closely with other skills delivery providers, some SETAs and educational institutions, as we share the same values when it comes to building a workforce that is ready for tomorrow’s demands,” Mkhize said.

The nods from industry, represented by 12 awards to INSETA, “are validation that our approach to inclusive skills development is making a real difference in addressing South Africa’s challenges of unemployment, inequality and poverty.”

Innovation and impact

Adapting to an ever-changing operating environment and a challenging socioeconomic context has meant transcending a traditional approach to skills development.

INSETA’s business-unusual thinking and approach are apparent in the Skills for Rural Impact Programme, designed to bring skills development opportunities where such opportunities and resources are in limited supply or non-existent. 

Mkhize is emphatic that talent should not be restricted by geography because of a scarcity of opportunities.

“Therefore, we have taken our services directly to communities that have historically been excluded from the financial services sector,” she said.

“When we state that we have reached nearly 62,000 beneficiaries, with a target of 80,000 by financial year-end, we are referring to individuals in deep rural KwaZulu-Natal and the Eastern Cape, who now see the insurance sector as a viable career path,” Mkhize explained.

Supporting small businesses

In line with the National Development Plan 2030, INSETA views small businesses as the backbone of the economy, possessing the potential to make a sizeable dent in South Africa’s high unemployment rate by generating jobs.

By supporting 1911 small businesses through development programmes, INSETA aims to create sustainable economic ecosystems in communities where the need is most pronounced.

For every small business supported by INSETA, five to 10 jobs are created in the insurance sector, which is sustainable and skills-based, Mkhize noted.

Our future vision

“As we march on to 2025-30, we are acutely aware that the insurance sector is undergoing rapid transformation,” Mkhize said.

The proliferation of Insurtech, a term used to describe online-based insurance start-ups and digital platforms whose operations are disruptive in nature, means the workforce in the sector must be adequately prepared for present challenges and future opportunities.

It is for those reasons that INSETA’s new strategic plan emphasises digital skills development while maintaining core insurance competencies.

“Importantly, the new strategic plan 2025-30 recognises that transformation must be inclusive. We are particularly focused on ensuring that historically marginalised groups, such as women, youth, people with disabilities and rural communities, are not left behind in this digital revolution,” Mkhize said.

INSETA has disbursed substantial resources in digital technology through the establishment of DigiHub, a state-of-the-art facility developed in partnership with the Coastal TVET College.

The collaboration is a milestone that will help bridge the digital skills gap and empower students with the tools necessary to thrive in an increasingly technology-driven world, Mkhize said.

“Every programme we design is aimed at responding to one fundamental question, which is about how to contribute to a more equitable and skilled insurance sector,” Mkhize said.

INSETA is hosting the Skills Insurance Indaba on Wednesday and Thursday.

INSIDE EDUCATION

By Johnathan Paoli

The National Student Financial Aid Scheme (NSFAS) has provided an update on the student funding process for the 2025 academic year, acknowledging ongoing instability within the system and the difficulties students continue to face.

The briefing to the Select Committee on Education, Science, and Creative Industries highlighted critical issues such as delays in disbursements, defunded students and challenges in student accommodation, while also outlining the new board’s attempts to restore governance and efficiency.

For the 2025 academic year, NSFAS received a total of 1.1 million applications, with 607,564 students provisionally funded and 243,690 fully funded after completing registration.

However, over 97,000 applications were rejected, and 75,294 students submitted appeals, creating a backlog that must be processed before the 31 March deadline.

Despite efforts to streamline the process, students have continued to experience delays in receiving funding and allowances, particularly at universities and TVET colleges.

While R3.7 billion was allocated to universities upfront and R641 million to TVET colleges, some institutions have been slow in distributing funds to students.

NSFAS board chairperson Karen Stander noted that while direct payments were made to TVET students, some institutions received funds before disbursing them, leading to delays.

NSFAS acting CEO Waseem Carrim defended the scheme against criticism, arguing that late payments were often due to university inefficiencies.

“We have made two upfront payments, but the money has not been passed on to students due to institutional challenges,” he said.

He described it as “irresponsible journalism” to blame NSFAS for failures outside its control.

The student accommodation crisis remains one of the biggest challenges facing NSFAS and students.

Many students, especially in rural and non-metro areas, struggle to find affordable, accredited housing.

Stander said that some private accommodation providers outside NSFAS’s portal were the biggest sources of complaints.

Carrim described student housing as a “structural problem” beyond NSFAS’s direct control, requiring collaboration across government, universities and private stakeholders.

He suggested that resolving the issue could be an opportunity for economic growth.

“If we can map out what future demand looks like, we can stimulate the construction sector to provide sufficient student accommodation,” Carrim said.

Adding to student frustrations, service providers have been accused of overcharging for accommodation, prompting NSFAS to conduct an accommodation audit.

However, Stander admitted that resolving this issue was complex and beyond NSFAS’s authority alone.

On the defunding of students due to eligibility changes or administrative errors, the scheme did not provide a full breakdown of affected students but assured the committee that funding gaps and eligibility issues were under review.

Additionally, students from Unisa and other distance-learning institutions have raised concerns about disparities in allowances.

Carrim acknowledged this, stating that NSFAS was considering a revised allowance structure to account for students living at home versus those needing full-time accommodation.

NSFAS has also been plagued by allegations of mismanagement and corruption.

The Special Investigating Unit has recovered R2.8 billion in fraudulent payments, with R2 billion already returned and R800 million still in the process of recovery.

Court cases regarding missing funds are ongoing.

The NSFAS board is also reviewing administrative inefficiencies, with a particular focus on decentralisation and regionalisation to improve service delivery.

Carrim acknowledged a “large degree of instability” at NSFAS due to frequent leadership changes, with the scheme having been placed under administration twice in recent years.

Higher Education and Training deputy director-general Marcia Socikwa acknowledged past mistakes in the administration of NSFAS.

“We accept it was unwise to make that move, and in the new modelling, we encourage the board to consider a cost-effective way of disbursement so that the middleman is not a beneficiary to the detriment of our students,” she said.

Despite these setbacks, the NSFAS leadership insists that progress is being made to stabilise the scheme and ensure students receive their funding efficiently.

Key priorities over the next 12 months include fixing governance structures, upgrading systems to streamline funding and disbursement, and clarifying responsibilities between NSFAS and higher education institutions to avoid unnecessary delays.

“If we can sort out broader government frameworks, we can position the fund in the 2026 academic year to be more student-cantered and responsive to their needs,” the acting CEO said.

NSFAS has also encouraged students to report collusion and corruption in the funding process, vowing to act against any wrongdoing.

While the briefing highlighted the deep-rooted challenges in student funding, including administrative failures, accommodation shortages and governance instability, both Carrim and Stander said NSFAS remained committed to resolving outstanding appeals and disbursements as quickly as possible in light of the daily struggles of students.

INSIDE POLITICS