By Thapelo Molefe

South Africa and Iran are set to enhance their longstanding collaboration in science, technology, and innovation (STI) through the signing of a Memorandum of Understanding (MoU) on innovation.

This follows a courtesy visit by the Iranian ambassador Mansour Shakib Mehr to South Africa, to Science, Technology and Innovation Minister Blade Nzimande

The two leaders reaffirmed their commitment to deepening cooperation in research, space science, biotechnology and other technological fields.

South Africa and Iran have enjoyed close STI relations since May 2000 when they signed their first formal cooperation agreement. 

Over the years, this partnership has evolved, involving key South African institutions such as the National Research Foundation, the Technology Innovation Agency, and the South African National Space Agency.

The new MoU aims to expand this relationship by fostering innovation and supporting the growth of startups in both countries. 

Nzimande emphasised that the agreement would “assist in providing support and development for the South African startup ecosystem”, particularly through partnerships with Iranian institutions like Pardis Technology Park.

The upcoming agreement follows a series of engagements between the two nations, including high-level visits, joint research initiatives, and participation in innovation events such as Iran’s 2024 INOTEX Exhibition. 

The growing collaboration has also seen webinars on emerging fields like stem cell research and technology exchanges between South African and Iranian innovators.

Both Nzimande and Mehr expressed their determination to finalise the MoU, marking another milestone in South Africa-Iran STI relations. 

INSIDE EDUCATION

By Staff Reporter

The University of Pretoria (UP) has appointed former minister and educator Naledi Pandor as honorary professor in education.

UP has described the appointment as “strategic and important”. Pandor, who is a PhD graduate of the faculty, joins UP’s Centre for the Advancement of Sustainable Higher Education Futures, where she will contribute – without remuneration – to research, and student and staff development.

“Professor Pandor is a leader whose impact on education, policy and innovation, and whose unwavering commitment to advancing higher education and sustainable development, aligns perfectly with the mission of the centre,” said UP Vice-Chancellor Prof. Francis Petersen.

“It is truly a privilege to have someone of her calibre joining our academic network in this esteemed role.”

The university’s Registrar has issued a formal note confirming that Pandor is permitted to use the title of “Professor”.

She received a PhD in Education from UP in 2019 after completing her doctoral thesis, titled ‘The contested meaning of transformation in higher education in post-apartheid South Africa’.

“Her passion for education stems from her background as a teacher and a lifelong curiosity about the field,” Petersen said. “Through her research, Prof. Pandor explored the vast and rewarding landscape in education, while acquiring academic and research skills.”

He added that the honorary professorship was not only a testament to Pandor’s academic abilities and remarkable contributions to transformation, but also to her excellence as a leader with strong ethical values.

“Balancing the responsibilities of a Cabinet minister and PhD student was no easy task,” Petersen said.

“She meticulously planned her schedule and dedicated every available moment outside work and politics to her studies, even reducing her public engagements. Despite the challenges, she remained committed to her academic goals.

Petersen said UP looked forward to learning from Pandor’s vast experience and engaging in meaningful collaborations that would shape the future of higher education.

The former minister has described her “an incredible honour”.

“My experience as a student for four years matured me in significant ways and prepared me for international relations,” she said, recalling how defending her PhD thesis, for example, was part of a learning experience in standing her ground.

Pandor said she had received several offers since retiring but did not take any of them seriously until her former PhD supervisor, Prof. Chika Sehoole, then Dean of the Faculty of Education at UP, expressed interest in nominating her as a professor with the faculty.

The new Dean of the Faculty of Education, Prof. Lindelani Mnguni, has welcomed Pandor, agreeing that the faculty and the entire university would benefit from the strategic and important decision to recruit a leader of her stature.

INSIDE EDUCATION

By Akani Nkuna

Gauteng has expressed strong support for Microsoft’s R5.4 billion investment in Artificial Intelligence (AI) infrastructure in South Africa.

The province on Sunday praised the initiative as a significant step forward advancing digital innovation, boosting economic growth and equipping the workforce with skills for the evolving job market.

The investment builds on the R20.4 billion Microsoft committed in 2023 to establish South Africa’s first enterprise-grade data centres in Johannesburg and Cape Town.

During the investment announcement, Gauteng premier Panyaza Lesufi highlighted the need for skills development to future-proof the workforce, focusing on aligning education with economic goals and addressing skills gaps in sectors such as construction, engineering and entrepreneurship.

“This investment will help us foster a skilled workforce, it will also help unlock new opportunities for innovation, and economic growth, which will give us a competitive advantage on the global stage”, he said.

The newly launched programme will build on Microsoft’s AI skilling initiative in South Africa by funding certification exams for 50,000 young individuals in high-demand digital skills over the course of the next year.

The programme is designed to enhance their career prospects and address the growing need for skilled workers in fields such as artificial intelligence, cloud computing, data analysis and other emerging digital sectors.

President Cyril Ramaphosa described the investment as a strong endorsement of South Africa’s economy and its potential for growth. He emphasized that Microsoft commitment reflects the global business community’s confidence in the country’s economic stability, investment environment and future prospects.

“The strategic investment announcements made by Microsoft today as further testimony to this enduring confidence.

“They signal to the business and investor community that South Africa’s economy continues to hold immense potential and that it is a favourable place to do business where their investments are secure,” said Ramaphosa.

INSIDE EDUCATION

By Gabrielle Wills

At the dawn of democracy in 1994, South Africa faced a sobering reality. Fewer than a third of 25- to 34-year-olds had achieved at least a matric (12 years of schooling completed) or equivalent qualification.

Thirty years on, the proportion of individuals in this age group that had completed their schooling had almost doubled to 57%. This figure will be further bolstered by the record-breaking results in the National Senior Certificate (matric) examinations in recent years. South Africa’s school completion rates are now high and comparable to other middle-income countries.

But this good news is tempered by very high youth unemployment and a faltering economy. What are the prospects for young South Africans once they’ve matriculated?

I have aimed to answer this question in my new study. By using the Quarterly Labour Force Survey – a nationally representative, household-based sample survey – and other data sources, I have developed six insights that tell us what the post-matric landscape is like today. For the purposes of the study, I defined recent matriculants as 15-24-year-olds with 12 years of completed schooling.

This study highlights how increasingly larger proportions of recent matriculants find they have limited opportunities. The rising number of youth leaving school with a matric, especially in recent years, is not being met with enough opportunities beyond school, whether in work or in post-school education and training.

Conditions in South Africa’s labour market must improve and further expansion in quality post-school education and training is required for the country to realise the benefits of rising educational attainment and progress for national development.

1. Less chance of employment

Ten years ago, finding a job was easier for matriculants than it will be for the matric class who finished school in 2024. Between 2014 and 2018 about 4 of every 10 recent matriculants who were economically active (including discouraged work seekers) were employed. By the start of 2024 this figure was closer to 3 of every 10.

The likelihood of youth with a matric having a job at the start of 2024 roughly resembled the chances of youth without a matric having a job eight to ten years ago.

With more learners progressing to matric, especially due to more lenient progression policy during and just after the COVID-19 pandemic, changes in the composition of the matric group could be driving some of the declines in this group’s employment prospects. But there has been a deterioration in the labour market for all youth over the past decade. Employment prospects have even declined for youth with a post-school qualification.

2. Not in employment, education or training

Proportionally fewer recent matriculants are going on to work or further study.

Before the COVID-19 pandemic (2014-2019), around 44%-45% of recent matriculants were classified as “not in employment, education or training” (NEET). The NEET rate among recent matriculants peaked at 55% in early 2022 and remained high at 49.8% at the start of 2024.

Stated differently, one of every two recent matriculants was not engaged in work or studies in the first quarter of last year. That’s 1.78 million individuals. Coupled with the rising numbers of youth getting a matric, this implies that the number of recent matriculants who were not working or studying rose by half a million from the start of 2015 to the start of 2024.

Among all 15-24-year-olds, the NEET rate rose from 32% in the first quarter of 2014 to 35% in the first quarter of 2024. Even larger increases in the NEET rate occurred among 25-34-year-olds, rising from 45% to 52% over the same period.

This is a worry. But it doesn’t mean the matric qualification has no value.

3. A matric still provides an advantage

In early 2024, nearly half of matriculants aged 15-24 were classified as not in employment, education or training. Almost 8 out of 10 of their peers who had dropped out of school were NEET. In short, you’re still more likely to get a job or further your studies with a matric certificate than without one.

4. A hard road

The road to opportunity beyond school is harder than it was a decade ago.

Among NEET matriculants aged 15-24 at the start of 2014, 27% searched for work for more than a year. By early 2024, this figure had risen to 32%.

It’s even worse for 25-34-year-old NEETs who hold a matric qualification. The percentage searching for work for over a year rose from 37% at the start of 2014 to 50% in early 2024.

The longer young people remain disconnected from employment, education or training, the greater the toll on their mental health. NEET status is associated with worse mental health, particularly among young men.

5. Post-school education and training

The government has made ambitious plans to expand opportunities for young people to study further. But enrolments in post-school education and training are not growing sufficiently to match the rising tide in school completion or to absorb youth who cannot find jobs. And, with projected declines in real per student spending on post-school education as South Africa tries to address escalating national debt servicing costs, this situation is unlikely to improve anytime soon.

The country is not keeping pace with tertiary enrolment rates in other developing nations like Brazil, Indonesia or China. For instance, 2021 estimates from the World Bank identify South Africa’s tertiary enrolment rate at 25%, compared to 41% in Indonesia, 57% in Brazil and 67% in China.

6. Location matters

Where someone lives in South Africa influences their chances for upward mobility. These inequalities are reflected in varying youth NEET rates across provinces. For instance, a third of recent matriculants in the Western Cape were not in employment, education or training in 2023/2024. That figure more than doubles in the North West province to 67%.

How to help

Two things are needed: improving labour market conditions and expanding post-school education and training opportunities.

This is unlikely without improved economic growth.

All of this may sound hopeless. But there are things that ordinary South Africans can do, too:

Keep encouraging young people in your orbit to complete their schooling

Where possible, spur them on to obtain a post-school qualification

Use your social networks to connect youth to work experience opportunities, and help with CVs, referral letters and references.

Young people must also adopt a practical, pragmatic and entrepreneurial mindset. They need to seize every opportunity available to them, whether in the labour market or post-school education.

Gabrielle Wills is a senior researcher at Research on Socio-Economic Policy at Stellenbosch University.

The Conversation

By Johnathan Paoli

As registration for the new academic year comes to an end, the Higher Education and Training Department has intensified its oversight to ensure universities are prepared to meet evolving education demands.

Minister Nobuhle Nkabane and Deputy Minister Mimmy Gondwe have been at the forefront, conducting visits to various institutions to assess readiness and address pressing challenges.

Nkabane has visited the University of Fort Hare’s (UFH) Alice campus, accompanied by Director-General Nkosinathi Sishi, Acting National Student Financial Aid Scheme (NSFAS) CEO Wassem Carrim and Vice-Chancellor Sakhela Buhlungu to evaluate the institution’s preparedness for the upcoming academic year.

During her visit, Nkabane toured the financial aid offices, engaging directly with students facing funding issues.

She stressed the need for a hands-on approach to facilitate immediate problem-solving, reflecting the department’s commitment to addressing student concerns promptly.

“As the Post-School Education and Training (PSET) system, we have a responsibility to change the size and shape of our post-school education and training in the country,” Nkabane said.

Among the minister’s main concerns were the challenges faced by students in applications and navigating administration, as well as the need to facilitate and assist the registration of masters and PhD students to complete their studies and contribute to the economy.

Nkabane inspected the agricultural and smart laboratories, underscoring the importance of modern facilities in enhancing educational outcomes.

Notably, she interacted with Luthando Jonas, an education bachelor student specialising in Mathematics and Science, highlighting the significance of STEM education in South Africa’s development.

In a move to promote inclusivity, Nkabane participated in the launch of two customised, wheelchair-accessible buses valued at R8.9 million.

This initiative aligns with the broader goal of making higher education accessible to all segments of society. Addressing administrative challenges, the minister has given the university’s management five days to devise a plan to resolve issues affecting hundreds of students.

Parallel to the minister’s efforts, Gondwe conducted an oversight visit to Stellenbosch University to assess its readiness for the 2025 academic year.

She engaged with the Student Representative Council (SRC), encouraging collaboration between student leaders and university management to effectively tackle challenges.

SRC President Roceshia Februarie expressed gratitude for the opportunity to engage meaningfully with senior officials from NSFAS and the department.

“It is important for government powers to see the everyday impact of policies and decisions that they make in parliament,” Februarie said.

This comes on the heels of a two-day stakeholder engagement last month, which focused on the readiness of the PSET sector.

Nkabane emphasised the need for students to align their studies with the country’s economic and skills demands to enhance employability and foster entrepreneurship.

INSIDE EDUCATION

By Johnathan Paoli

The Electricity and Energy Department has praised the launch of PowerUp as a major step in growing employment opportunities in the renewable energy sector.

Officially introduced at an event hosted by the Energy and Water Sector Education and Training Authority (EWSETA) and GreenCape, PowerUp is a key initiative under the South African Renewable Energy Masterplan (SAREM).

It is a pioneering online platform aimed at addressing critical skills shortages and preparing the workforce for the country’s growing green economy.

Electricity and Energy Deputy Minister Samantha Graham-Maré, praised PowerUp as a groundbreaking model of public-private collaboration focused on job creation and economic growth.

“This innovative new platform aligns with the collaborative ethos of SAREM, which prioritises skills development as a key driver in unlocking the growth potential of the renewable energy sector,” she said.

Graham-Maré also noted that SAREM was awaiting final Cabinet approval, but stressed that its success hinged on continued collaboration between government and private sector partners.

“I encourage all stakeholders to actively participate and demonstrate our commitment to the future of South Africa’s youth and renewable energy sector,” she concluded.

Developed as a collaborative effort between industry, academia and government, PowerUp seeks to ensure that South Africa’s workforce is equipped with the necessary skills to meet the increasing demand in the renewable energy sector.

The platform was created with the support of key stakeholders, including EWSETA, GreenCape, the South African Photovoltaic Industry Association, the South African Wind Energy Association, MerSETA, and the United Kingdom Partnering for Accelerated Climate Transitions (UK PACT), which provided funding for the initiative.

The platform serves as a hub that connects industry stakeholders with training institutions, facilitates the development of new qualifications and promotes employment opportunities within the renewable energy value chain.

The launch also featured discussions at the Africa Energy Indaba’s energy and investment hub, further emphasising its strategic importance to South Africa’s green economy.

British High Commissioner Antony Phillipson expressed his enthusiasm about the UK PACT’s involvement in PowerUp’s development.

“By engaging key stakeholders, PowerUp will help ensure the availability of skills for job opportunities in the green industry sector, foster greater collaboration between academia and industry and identify inclusive opportunities for youth and workers in transitioning regions,” he said.

EWSETA CEO Mpho Mookapele emphasised the platform’s role in ensuring that skills development aligns with industry needs.

“Success for PowerUp is not just about the number of users on the system but about seeing TVET graduates enter the job market with in-demand skills made possible through collaboration between PowerUp and industry,” she said.

Mookapele also highlighted the broader impact of the initiative, stating that its success would be measured by how well it contributed to the National Skills Development Plan 2030.

We are striving to achieve the objectives of the NSDP 2030, which aims to establish a credible mechanism for determining the demand for skills in South Africa,” she added.

As PowerUp moves forward, industry leaders, Post-School Education and Training institutions, Sector Education and Training Authorities and key funders are urged to support the initiative.

Mookapele called on industry leaders to take an active role in shaping the workforce by identifying critical skills needs and fostering talent development.

“Together, we can build a skilled, future-ready workforce to drive South Africa’s renewable energy sector,” she stated.

Electricity and Energy Minister Kgosientsho Ramokgopa underscored the vast opportunities that the renewable energy sector presents.

“The energy transition is not just about power generation; it’s an economic and industrialisation agenda that requires a highly skilled workforce. From mining and beneficiation of critical minerals to manufacturing and maintenance of renewable energy infrastructure, the skills required span multiple disciplines, creating immense opportunities for South Africans,” Ramokgopa said.

With strong backing from government, industry and academia, this platform has the potential to transform skills development and employment within the green economy.

INSIDE EDUCATION

By Thapelo Molefe

The Media, Information and Communications Technology Sector Education and Training Authority (MICT SETA) is under intense parliamentary scrutiny following the release of a Special Investigating Unit (SIU) report on irregular discretionary grant allocations between 2014 and 2018. 

The Portfolio Committee on Higher Education and Training has demanded urgent clarity on how the SETA is implementing the report’s recommendations and ensuring financial accountability.

The SETA appeared before the committee to present a report on its governance, financial performance and strategic initiatives for 2020 to 2025.

The public entity is facing concerns over its board vacancies and governance efficiency.

While its accounting authority consists of 13 members, two vacancies remain unfilled, raising questions about its decision-making capacity and representation.

The vacancies have been reported to Higher Education and Training Minister Nobuhle Nkabane.

The SETA operates with six committees, including the audit and risk committee and the executive committee, but the frequency and necessity of some meetings are now under review due to cost concerns. 

“In line with the approved annual governance calendar, the board and its committees meet on a quarterly basis except for Exco, which meets monthly in line with the approved constitution,” reads a report from MICT.

However, the portfolio committee is urging a review to cut costs.

Its financial stability has been notable, with revenue exceeding R1 billion annually since 2020. However, scrutiny has intensified over the board’s expenditure, particularly regarding chairperson fees and travel costs. 

In the 2023/24 financial year, chairperson Simphiwe Thobela’s expenses totalled R1.6 million, with R62,000 allocated to board fees and R1.051 million to travel and accommodation.

“The travel and accommodation expense of the chairperson is attributed to the fact that he resides outside Gauteng and travels from Kokstad, which is south-west of Durban and Flagstaff in the Eastern Cape, to attend MICT SETA meetings and engagements,” the report stated.

However, the committee raised concerns over the necessity of such high costs.

It also questioned fruitless and wasteful expenditure, despite the MICT SETA reporting no irregular expenditure for the period. The Supply Chain Management (SCM) department, praised for its 99% compliance rate, will now face additional oversight. 

“Over 98% of the SCM spend contributes towards historically disadvantaged SMMEs,” the SETA emphasised, pointing to its commitment to transformation.

While it achieved a Level 5 risk maturity assessment from the National Treasury, an independent investigation into misconduct allegations has highlighted internal governance tensions. 

“During the period under review, a misconduct allegation was made to the Chief Executive Officer. Subsequently, the board chairperson informed the minister and the board,” the presentation revealed.

Additionally, the SIU conducted a probe into discretionary grant allocations between 2014 and 2018, with the final report submitted to the Presidency in 2024. 

“A report on the steps taken by MICT SETA in implementing the recommendations was submitted to the Presidency and the office of the minister on 27 January 2025,” the report confirmed. 

MICT has invested R1.6 billion in bursaries, learnerships and internships, benefiting over 44,000 unemployed learners, with a focus on women and rural communities. 

“More than 60% of these learners were women, totalling over 26,875 individuals,” the report highlighted.

Despite these achievements, concerns remain over the effectiveness of its programmes, as the Tracer Study revealed that only 51% of graduates secured employment. 

“93% of learners who were unemployed before starting MICT SETA learning programmes gained practical experience during the training, and 51% of those learners obtained employment after the programmes,” it reads.

In MICT’s digital strategy, which includes its integrated learner management system (ILMS), the SETA aims to streamline operations and enhance reporting. 

“The ILMS is the first step in developing the shared services model which will be piloted within the SETA landscape prior to rolling it out into the post-school education and training sector,” the presentation stated.

While the initiative has received positive feedback, its expansion to other SETAs under a shared services model raises concerns over feasibility and cost-effectiveness. 

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has assured the country of her department’s determination to be more considerate of the implications of public-private sponsorship, despite its financial crisis.

Speaking during a parliamentary plenary on International Mother Language Day, Gwarube acknowledged concerns about corporate branding and advertising in schools and indicated that policies would be developed to regulate the nature of such partnerships to ensure that they benefited learners without exploiting them.

“We must have a policy that says how do we manage the kind of branding and advertisements that happen in schools in a way that doesn’t harm the learners but assist us with the gap,” she said.

Gwarube stressed the financial situation the department was in, highlighting the need for assistance from the private sector.

“I must point out that the future of partnerships, particularly corporate partnerships, is here because ultimately the government cannot meet the demand that our schools and our learners have,” the minister said.

The issue came to the forefront following the donation of McDonald’s-branded desks to two Cape Town schools, leading to a heated national debate about the role of private companies in education and the ethical implications of corporate branding in schools.

Gwarube defended the decision, stating that corporate partnerships were essential in addressing the financial shortfalls in the education sector.

With 13.5 million learners and 24,000 schools across South Africa, she said the government alone could not meet the growing demand for resources.

Section27, along with 21 other organisations, issued a joint statement last week condemning the move as a blatant form of marketing that targeted vulnerable children. They argued that allowing fast-food companies such as McDonald’s to brand school furniture was a covert advertising strategy that exploits children and normalizes unhealthy eating habits.

The debate around corporate influence in schools extended beyond food companies, with Rise Mzansi raising concerns about the involvement of gambling companies in education funding during the debate.

While gambling companies do not directly advertise in schools, they are required by law to contribute at least 1% of their gross revenue, approximately R15 billion per year, towards socio-economic development initiatives.

These funds often support education, health and youth development programmes.

INSIDE EDUCATION

By Alicia Mmashakana

The National Student Financial Aid Scheme (NSFAS) has revealed that Waseem Carrim will serve as its acting CEO, starting immediately.

NSFAS board chairperson Karen Stander said that with his proven track record at the National Youth Development Agency, he came well prepared to lead NSFAS during its transitional period.

She said the board was confident that Carrim would provide the stability and leadership needed to initiate the transition of NSFAS towards becoming an international best practice benchmark in student funding.

The appointment follows the conclusion of the term served by the administrator Freeman Nomvalo.

Carrim is presently the CFO of the scheme and has previously held the positions of CFO and CEO at the NYDA where he guided the agency to achieve nine consecutive clean audit reports and increased the organisation’s budget from R400 million to R1.5 billion.

He is a Chartered Accountant by profession and holds two master’s degrees. He is a member of the board of the Small Enterprise Finance Development Agency and the Unisa Enterprise.

In addition to overseeing day-to-day operations, Carrim will work closely with the board to develop a strategic vision for the future of NSFAS.

“His deep understanding of state-owned enterprise (SOE) operations, combined with a commitment to fostering innovation and growth, and a passion for youth development that is evident in everything he does, makes him the appropriate choice for this role. A role that requires the ability to turn around a fund, which he has demonstrated at the NYDA,” Stander said.

She said Carrim would ensure that the scheme provided outstanding value to all of its stakeholders and students.

INSIDE EDUCATION

By Thapelo Molefe

Despite years of discussions and recommendations, key challenges in South Africa’s education sector remain unresolved.

Over the weekend, the 10th Basic Education Sector Lekgotla was held. Despite a decade of meetings, stakeholders voiced their frustration at the slow pace of implementation, calling for urgent action to bridge the gap between policy and implementation.

“We cannot keep repeating the same discussions every year without tangible results,” University of Free State Dean of the Faculty of Education Loyiso Jita told the gathering in Ekurhuleni.

“It is time we pick two or three critical issues and commit to their resolution before the next lekgotla.”

From the chronic shortage of well-trained teachers to the widening digital divide between urban and rural schools, the challenges are well documented. 

This year, the theme for the three-day meeting was “Strengthening foundations for learning for a resilient future fit education system”.

Policymakers, educators and stakeholders tackled key issues plaguing the education system in six areas. They included foundational literacy and numeracy, early childhood development (ECD), care and support for teaching and learning (CSTL), educational professional development for a changing world, education using ICT, and mother tongue-based bilingual education (MTbBE).

A range of participants and delegates were adamant that more than ever it was now time to focus on implementation. Thirty years into the country’s democracy, South African learners were still battling with the basics such reading, numeracy and comprehension.

On foundational literacy and numeracy, delegates highlighted the widening gap between systematic evaluation assessments and school-based assessments. Among the solutions proposed were increasing mathematics instruction time, improving teacher support and embedding structured play-based learning to enhance literacy and numeracy.

On ECD, the commission urged that practitioners must have the right tools and support to lay the foundation for lifelong learning. They called for learning materials to be available in all the official languages.

Commission three, which focused on CSTL, delivered a stark warning that unaddressed trauma and adverse childhood experiences were crippling learners’ ability to succeed in school.

“A child living in fear can only process 30% of what they are taught,” Basic Education Department director for psychosocial support services, Sibongile Monareng, noted.

Recommendations included a five-year strategy to integrate psychosocial support into schools, with referral networks and teacher training to help address emotional and mental health challenges.

On teacher shortages and training gaps, which continue to threaten the quality of education, delegates called for micro-credentials for professional development, strengthening Professional Learning Communities and structured mentorship programmes.

“We need to value and incentivise continuous teacher development,” said acting deputy Director-General for Teachers, Human Resource and Institutional Development at the Basic Education Department, Enoch Rabotapi.

“Teachers are expected to adapt to new policies and methodologies, but where is the support to make that happen?”

While ICT has been recognised as a game-changer in education, the lack of infrastructure and security remains a roadblock. The country is already behind in digital transformation and without a clear ICT strategy, it risks falling behind even further.

Participants called for urgent collaboration with telecommunication providers to improve network access in rural schools. However, the theft of digital devices in schools has emerged as a serious challenge.

A security plan was proposed to safeguard ICT investments, but stakeholders demanded clear implementation timelines.

With Basic Education Laws Amendment Act mandating the expansion of MTbBE, questions around its execution dominated discussions. The commission recommended standardising terminology to align African language curricula with linguistic structures and expanding multilingual teacher training.

“We cannot promote mother tongue education without properly trained teachers and adequate learning materials,” said the department’s chief education specialist, Sello Galane.

The commission also emphasised the need for sustainable funding and strong policy advocacy to ensure effective implementation.

The frustration in the room was palpable. Delegates demanded an end to policy stagnation and called for urgent, measurable action.

Environmental concerns were also raised, with education official Fourten Khumalo from Mpumalanga calling for school policies that addressed climate-related challenges and safety issues. 

In his closing remarks, former education director-general Duncan Hindle urged all stakeholders to move beyond words and into action. 

“We must track progress and ensure commitments translate into real change,” he said. 

He called for the Human Resource Development Council to integrate key lekgotla insights into national education policies, particularly those focused on foundational learning and future-readiness.

The 2025 Lekgotla has sent a clear message that the time for talk is over. The education sector must move from policy debates to implementation to ensure real improvements for learners and teachers.

“Next year, we must be discussing progress, not repeating the same challenges,” Jita concluded.

INSIDE EDUCATION