By Joanne Orlando

The start of the school year means some parents will be asking a big question: is it time for a child’s first phone?

Safety concerns, particularly around travel to and from school, or being home after school without a parent, often drive this decision. There can also be huge social pressure if many of a child’s friends have a phone.

But it doesn’t have to be inevitable. How can you tell if your child is ready for a smartphone? What are the alternatives? And how do you set achievable, healthy boundaries if your child does get a phone?

Why a phone is a big decision

Many parents will be aware of the concerns about children’s wellbeing around technology, including potential harms to mental health, if they are exposed to inappropriate content, bullying or simply use the phone too much.

Studies also show it can lead to dependence on the phone and distraction or lack of focus at school and in general. So, it’s important to make good choices and provide family support alongside this.

How do you know if your child is ready for a phone?

Appropriate phone ownership does not necessarily depend on a child’s age but on a child’s readiness and family circumstances.

Recent studies show children who receive phones based on readiness rather than age show better long-term digital habits. These include managing the constant distraction of phones and good judgement around the content they regularly browse and engage with.

You can look at a child’s readiness for a phone in several ways:

How responsible are they with the technology they already use?

Do they follow family guidelines around screen time?

How willing are they to discuss their online experiences with you? Do they come to you if there is a problem or something they don’t understand?

Do they have a basic understanding of digital privacy and security?

What’s their decision-making like offline? What are they like with family, friends and other responsibilities?

Non-phone options

If you decide yes, your child is ready, they don’t necessarily have to go straight to a smartphone with all the bells, whistles and apps.

For basic safety requirements, such as travel to school, a smartwatch or basic phone can allow your child to receive and make calls and texts, but without accessing the internet.

If you want to prioritise social connection (so a child isn’t left out with friends), you could start with a shared family tablet featuring supervised messaging apps. This allows children to maintain friendships within set boundaries.

How to manage the transition to a phone

As children demonstrate growing independence and digital maturity, they can progress to restricted smartphones with parental controls, gradually earning more privileges through demonstrated responsibility.

Or your child could have a smartphone with regular “check ins”. Here, parents and the child discuss and review common challenges such as managing notifications, apps the child is permitted to use and where the phone can be used.

This approach acknowledges full smartphone access isn’t an immediate necessity but rather the final stage in a thoughtful digital progression.

Research indicates families who implement this graduated approach report fewer conflicts around technology as well as better long-term digital habits in their children.

The key lies in matching technology access to genuine needs rather than perceived social pressure, while maintaining clear boundaries and open communication.

Three vital ‘new phone’ conversations to have

Even though many schools now have phone restrictions during school hours, planning for healthy use outside of school is extremely important.

There are three vital “new phone” conversations to have with your child, to make sure things get off to the right start.

1. Friend requests: these can be over the top and often overwhelm children and parents. You do not have to say yes to all of them. Decide how to manage the continuous stream of requests and how to cull unnecessary contacts.

2. Screen time: there will likely be a “screentime spike” when your child gets their own device. This is exacerbated by the constant temptation to just zone out and browse content. Decide together on workable “no-tech” times and zones in the home. For example, no phones in the car and no phones after 9pm, or restrictions on browsable content such as YouTube or Tiktok. Parents can assist children to use in-built screentime features in the phone that shut down such apps during restriction times.

3. Notifications: because of multiple group chats and new friends, there will be never-ending pings and notifications. This will encourage even more screen time, sometimes well into the night. Go into the phone settings with your child and together decide which notifications to turn off (ideally, most of them). This will mean children have fewer distractions and more sleep, and the entire household will be more peaceful.

Orlando is a Researcher for Digital Literacy and Digital Wellbeing, Western Sydney University.

The Conversation

By Johnathan Paoli

An agreement seeking to strengthen higher education institutions, address sectoral challenges and enhance university-industry engagement has been signed by Universities South Africa (USAf) and the Technological Higher Education Network South Africa (THENSA).

The Memorandum of Understanding will explore universities’ engagement with industry beyond traditional bursary support, with USAf CEO Phethiwe Matutu highlighting the need for work-integrated learning as a potential foundation for bridging the gap between graduates and the job market.

“Many school leavers know nothing about life post-school; many are clueless about the National Student Financial Aid Scheme and applying to universities or TVET colleges.

“Similarly, at universities, some students struggle to see the link between acquiring qualifications and understanding where to apply their skills in industry, despite having careers offices at each university,” she said.

The CEO advocated for a structured approach to equipping students with career-readiness skills through internships, mentorship programmes and hands-on learning opportunities in collaboration with industry leaders.

THENSA CEO Henk de Jager echoed these sentiments, asserting that universities must actively ensure graduates were work-ready.

De Jager reaffirmed the consortium’s commitment to engaging with industry stakeholders to enhance employability and skill development initiatives within the higher education sector.

Another key focus of the MoU is the acute shortage of space for students at universities.

Matutu stressed the necessity of collaborating with the Higher Education and Training Department to find innovative solutions to accommodate increasing student enrolments.

“We, therefore, need to look into how we could enhance the capacity of universities to absorb more school leavers. What can the DHET do from their side to capacitate universities, and what can we, as universities, do on our end in preparation for 2026? We need to explore what is possible,” she said.

Engagements with the department are expected to focus on infrastructure expansion, increased funding and alternative educational pathways to mitigate the growing demand for higher education.

De Jager agreed that given limited resources, collaboration and strategic planning with the government and private sector partners was essential for sustainable expansion.

Under the MoU, joint learning programmes will be implemented to foster entrepreneurial skills among university students.

It calls for the pooling of resources to secure funding from both local and international partners.

It stresses the need for strengthening regional global partnerships to enhance knowledge exchange, as well as facilitating initiatives to support innovation, incubation and commercialisation in higher education.

The agreement further calls for developing models to assess the effectiveness of academic and industry partnerships as well as any additional projects that support the advancement of the country’s higher education sector.

One of the key international programmes highlighted during the signing was the Erasmus Plus initiative of the European Union. This programme offers opportunities for student and faculty, youth exchanges and capacity-building projects.

De Jager emphasised that participation in such initiatives would strengthen South African universities and enhance their global competitiveness.

Additionally, THENSA has established collaborations with the United Kingdom, Finland, Germany, Ireland, Switzerland and the United States.

These partnerships focus on entrepreneurship, climate change response and technology transfer, areas where the synergy between USAf and THENSA could yield significant benefits.

USAf director of Entrepreneurship Development in Higher Education (EDHE), Edwell Gumbo, stressed the importance of integrating entrepreneurship into university curricula.

Gumbo highlighted the reliance on departmental funding, which currently accounted for 80% of EDHE’s financial support, and emphasised the need to attract additional private sector investment.

THENSA operations and partnership director Christelle Venter revealed that a US Fulbright scholar would be assisting universities in the ethical use of Artificial Intelligence in 2025, an initiative to be extended across all 26 public universities through USAf.

Beyond the MoU, the two organisations discussed multiple avenues for further collaboration, including expanding engagement with universities in India to strengthen academic and research partnerships, as well as PhD training opportunities in Ireland through the Irish Consulate.

Additionally, the UK-sponsored Research and Innovation Systems Africa programme was identified, which THENSA recommended expanding through USAf.

The USAf-THENSA partnership marks a critical step in fostering innovation, expanding higher education access and ensuring graduates are well prepared for the evolving job market.

The organisations have stressed that this collaboration promises to drive transformative change in the country’s higher education landscape, ultimately benefiting students, universities and industry stakeholders alike.

INSIDE EDUCATION

By Johnathan Paoli

A new report from the Stellenbosch University has underscored concerning challenges behind the recent matric exams, including grade promotion leniency, failure in mastering foundational skills and uneven learner development.

The Research on Socioeconomic Policy study, authored by Servaas van der Berg, Chris van Wyk and Martin Gustafsson, offers an analysis of the education system, revealing that while the Covid-19 pandemic disrupted learning and influenced promotion policies, the long-term effects could be detrimental.

“The report highlights how policy decisions, systemic challenges and learning disruptions, exacerbated by the Covid-19 pandemic, have shaped educational outcomes,” the report states.

During the pandemic, the report found that leniency in grade promotion was implemented to counteract learning disruptions caused by school closures.

While reducing grade repetition and increasing matric pass rates, it also led to unintended consequences.

By 2022, matric pass rates were 21% higher than pre-pandemic projections; however, the data suggests that three-quarters of this increase resulted from policy changes rather than actual academic improvement.

Learners, particularly in no-fee schools and poorer provinces, advanced without fully mastering foundational skills, creating significant learning gaps in key transition years, such as Grade 4 and Grade 10.

The report also examined the implications of early entry into Grade 1.

South African policy allows learners to start Grade 1 after turning five-and-a-half-years old, but application of this rule varies widely across provinces.

In wealthier provinces and quintile 5 schools, stricter adherence to a calendar-year rule ensures that children start school closer to age six.

However, in provinces like KwaZulu-Natal and Limpopo, higher numbers of younger learners enter Grade 1, leading to increased repetition rates, particularly among boys who may not be developmentally ready.

Grade 4 represents another critical transition, as it marks the shift from instruction in the Home Language to English as the primary language of learning.

The report confirmed that learners with poor Grade 3 Home Language proficiency are more likely to struggle in Grade 4, leading to higher repetition rates and weaker performance.

Boys are disproportionately affected by these challenges, further widening gender disparities in learning outcomes.

Subject selection in the Further Education and Training phase (Grades 10–12) plays a pivotal role in shaping learners’ future career opportunities, with the choice between Mathematics and Mathematical Literacy particularly consequential.

While Mathematics is a prerequisite for STEM (Science, Technology, Engineering, and Mathematics) and commerce-related university programmes, many learners, especially in underprivileged schools, opt for Mathematical Literacy to improve their pass rates.

The report highlights the urgent need to strengthen early-grade mathematics instruction to better prepare learners for high school and beyond.

It provides new insights into teacher deployment patterns using South African School Administration and Management System data from six provinces, examining two key aspects.

The “learner-following” approach in Foundation Phase (Grades 1–3), referring to the practice of a teacher following the same learners across multiple grades, with evidence suggesting that this strategy can reduce grade repetition and improve learning continuity.

On teacher specialisation in the Intermediate Phase (Grades 4–7), the report finds that school size strongly influences subject specialisation, with smaller schools offering fewer opportunities for subject-specific teaching.

This has implications for teacher training and deployment, particularly in rural areas.

The findings emphasise the need for targeted interventions to address systemic challenges in South Africa’s education system.

Strengthening early-grade literacy and numeracy is essential to ensure that learners progress with a solid academic foundation. While reducing grade repetition is beneficial, the report finds that promotion policies must be balanced with adequate learning support to prevent knowledge gaps.

It says more support is needed for learners moving from Home Language instruction to English in Grade 4, and improving Mathematics education in earlier grades can help more learners pursue STEM-related careers.

Expanding learner-following practices and increasing subject specialisation in smaller schools can enhance teaching effectiveness, the document reads.

The report finds that by leveraging robust data systems, policymakers, educators and stakeholders can develop more effective strategies to support learner success and drive long-term improvements in South Africa’s education system.

INSIDE EDUCATION

By Edwin Naidu

Given his love for the limelight, there is no doubt that the former Minister of Higher Education, Dr Blade Nzimande, loves being in the spotlight.

Under his watch, the Department of Higher Education and Training spent R80 million over five years on various workshops. Since January 2024, the DHET has spent close to R40 million on events.

Nzimande passed the baton to Dr Nobuhle Nkabane on 3 July following her appointment to the Government of National Unity portfolio.

However, during his tenure, the department spent millions on national chains, smaller boutique hotels and conference centres for events and workshops involving government officials, schools and academics. Not all this was the Minister’s choice, but it was under his stewardship. He should have kept a close eye on the government purse strings.

As Minister of Science, Technology and Innovation, Nzimande’s many forays in South Africa and abroad will surely be scrutinised soon. He must be one of the most prolific government officials on social media. But questions about oversight under his watch at DHET are just starting.

On 7 January 2025, MP Tabiso Wana asked him about the costs of hiring venues.

Specifically, the question sought detailed information on the expenditure by the Minister’s department and each entity reporting to him over the past five years and since January 1, 2024.

The inquiry asked for a comprehensive breakdown of costs, including the name and address of each venue, the reason for the hire, the attendees, the total price and any additional related expenses.

The Minister responded by stating that a consolidated input report detailing the departmental events and associated costs was prepared in response to the question.

While one does not dismiss these as a waste of time, one must consider the amount of time spent on deliberations, not to mention the expense. In many cases, the motivation was that the department in Pretoria could not host meetings for more than 50 attendees. Hence, alternative venues in the city were needed at luxury hotels. Occasionally, delegates were accommodated at these hotels over two to three days during workshops.

While the DHET has long been in disarray, with senior officials in acting positions, Parliament has heard that they have been tardy in filling hundreds of posts. But it has no problems spending millions of taxpayers’ monies on conferences at five-star venues.

This summary encapsulates the essence of Ms Wana’s inquiry and the Minister’s response, focusing on the financial aspects of venue hiring for departmental events in recent years.

This piece by no means suggests any wrongdoing. Still, when the government has been talking about tightening the purse strings, it does not make sense to dish out millions to luxury hotels and conference venues when the Department of Public Works should have facilities it can use for such purposes.

Universities and Technical Vocational Education and Training (TVET) colleges also have large venues that could be used better and cost-effectively. Nzimande’s leadership of the South African Communist Party should have made him uncomfortable with making the capitalist hoteliers rich through these expensive gatherings. But then the Minister who reportedly loves his Merlot – and Beemer can’t park a government luxury vehicle anywhere, right?

Therefore, as some would argue, white monopoly capital is the biggest beneficiary of government spending, which is, to put it mildly, a disgrace because, on the one hand, the government talks about transformation but supports the status quo by making the fat-cat owners richer.

Full marks to his successor, Dr Nkabane, for making this information available transparently. It’s a positive step to unpacking how the DHET deals with its venue hire or accommodation challenges.

This becomes imperative when one considers the country’s financial challenges. According to the International Monetary Fund, the government’s high debt burden and debt-servicing costs are draining the economy, along with high unemployment and slow economic growth.

Venue hiring and luxury hotels are not necessities. Government departments should rein in spending that appears to have gotten out of control. Why pay tens of millions for facilities that the State has in abundance? One can imagine millions would be saved.  

Let’s hope DHET will better manage taxpayers’ resources under Minister Nkabane’s guidance and communicate its work at these conferences so the public understands how it contributes to the national learning agenda.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Prof. John Molepo 

It is with great pride and a profound sense of humility that I stand before you today. This moment is not just a recognition of personal achievement, but a celebration of our collective journey as a generation of proactive youth determined to shape the future of South Africa and the continent.

We have arrived at this juncture through hard work, resilience, and the shared vision that tomorrow’s success begins with the actions we take today. 

As recipients of this prestigious award, it is important to note that receiving this award is a humbling recognition of the hard work and determination that fuels our shared vision, and it reinforces our responsibility to continue pushing boundaries and building a better tomorrow

As young people, we are often told that we are the leaders of tomorrow. But I stand here to challenge that narrative. We are not the leaders of tomorrow. We are the leaders of today. The opportunity to build a better future is not some distant reality; it is right in front of us. Each day, we have the power to decide how we will shape the world we inherit. Each decision we make today will echo for generations to come.

Our country, South Africa, faces an array of pressing challenges — from poverty and unemployment to social inequality and environmental degradation. Yet, in the face of these challenges, we cannot afford to stand idly by. The urgency of our time demands proactive leadership. It demands that we rise to the occasion, not as passive observers, but as active participants in shaping our destinies and the future of our nation.

Africa, throughout its history, has produced figures who exemplify the power of taking action against seemingly insurmountable odds. Nelson Mandela, a man whose name is synonymous with resilience and leadership, spent 27 years in prison fighting against apartheid. Yet, despite the immense adversity he faced, Mandela emerged as a unifying force, showing us that courage in the face of injustice can transform a nation. His leadership reminds us that activism and perseverance are key to breaking down the barriers that divide us.

Wangari Maathai, an environmental and women’s rights activist, faced both political and societal opposition when she initiated the Green Belt Movement in Kenya. She was told that a woman could never lead a large-scale environmental movement. Yet, Maathai’s determination and courage earned her the Nobel Peace Prize and proved that one voice — one person — can change the course of history. Her example teaches us that the pursuit of justice, no matter how difficult, is always worth the effort.

Closer to home, we have South African leaders like Mamphela Ramphele — an academic, medical doctor and activist — who has been a vocal advocate for the empowerment of youth and the transformation of our educational systems. Ramphele faced the struggle of apartheid and became a voice for change in the health and education sectors. Her legacy, like that of many others, reinforces the belief that young people have the power to rise above any circumstance and lead the way in times of crisis.

As we look to these leaders and scholars, we are reminded of the powerful words of the late Kwame Nkrumah, one of Africa’s foremost political thinkers and scholars. He once said: “The task of the youth is not just to inherit the legacy of the past, but to create their own legacy for the future.”

This profound statement underscores the urgent need for proactive leadership from young people today. We are not simply inheritors of a legacy shaped by those before us; we are the architects of the future, tasked with creating a legacy that will define our time.

In addition, I want to share a powerful Swahili proverb that encapsulates the spirit of collective action and determination: “Haba na haba hujaza kibaba.” This translates to, “Little by little fills the measure”. It reminds us that even the smallest steps, when taken consistently and with purpose, add up to monumental change. No effort is too small. No action is insignificant. It is through our collective, consistent efforts that we will see real transformation.

We live in a world where the lines between opportunity and challenge are often blurred. Yet, it is in these moments of uncertainty that we must rise up with purpose. The education we receive, the resources at our disposal and the creativity that flows through us are not privileges to be taken for granted. They are tools — tools with the power to ignite change, to challenge the status quo and to build a future that reflects our collective aspirations.

As we navigate the complex issues facing South Africa today, we must remember that the future we desire will not come to us passively. We must step forward with courage and a sense of duty. It is in our hands, as the youth, to forge a path forward, to lead with purpose, and to work in unity.

There is an African proverb which says “If you want to go fast, go alone. If you want to go far, go together”, and this reminds us that the work of creating change is not a solitary endeavour. It is a collective effort, one that requires cooperation, collaboration and community.

In this spirit, I encourage all of us — fellow Shining Stars — to embrace the responsibility we have been given. We must be proactive, not apathetic. We must take ownership of our futures, not wait for others to lead. Every small action, every courageous decision, and every step we take today will shape the tomorrow we want to see.

So, as we stand on the precipice of our futures, let us honour the legacy of those who came before us by taking action. Let us build tomorrow, today. 

As the renowned African scholar Chinua Achebe once said: “The problem of the nation is the problem of the individual. Until we solve the problem of the individual, we cannot solve the problem of the nation.”

This final thought reminds us that the change we seek in South Africa — and in Africa as a whole — begins with us. It is only through our individual and collective commitment to growth, leadership and action that we will truly shape the future we desire.

As we navigate the challenges before us, I want to remind my fellow young people not to lose faith in ourselves, in each other, or in the possibilities that lie ahead. There will be moments of doubt, obstacles that seem insurmountable, and setbacks that threaten to derail us. But it is precisely in these moments that our resilience must shine the brightest.

Consider the words and actions of those who never gave up, even when the weight of the world seemed to bear down on them. Take, for example, the indomitable spirit of Steve Biko, whose philosophy of Black Consciousness ignited a movement of empowerment during apartheid. Despite facing brutal violence, imprisonment and ultimately losing his life for his beliefs, Biko’s message of self-empowerment and pride in our identity continues to inspire generations. His words, “The most potent weapon in the hands of the oppressor is the mind of the oppressed”, remind us of the power of belief and the necessity of never losing faith in ourselves.

We can also draw inspiration from the resilience of Ellen Johnson Sirleaf, Africa’s first elected female president. Facing an array of political and societal challenges, including cnivil war and discrimination, Sirleaf’s resolve and unwavering commitment to peace, democracy, and women’s rights led Liberia out of its darkest hours. Her message to us is clear: “The size of your dreams must always exceed your current capacity to achieve them.” And that no matter how impossible the future may seem; persistence and vision can turn dreams into reality.

Closer to home, we have the unforgettable example of Winnie Madikizela-Mandela, a South African icon who embodied strength, defiance and determination. Known as the “Mother of the Nation”, Winnie was a fierce advocate for justice, never bowing to the apartheid regime even as it sought to break her spirit. She faced imprisonment, torture and immense personal loss, yet she remained steadfast in her commitment to the liberation of her people. Her message to us resonates deeply today: “I am the product of the people, the people who fought for liberation.”

Winnie’s legacy teaches us that no matter how painful the struggle, we must stay true to the cause and believe in the power of collective action to bring about real change and never forget our communities. 

These leaders and many others have shown us that even in the face of adversity, our will to persevere and our belief in a brighter future can drive the changes we seek. So, my fellow youth, I urge you — no matter how difficult the path may seem, do not lose faith. The same determination that carried these African icons through their struggles is the strength we carry within us today.

To my fellow young Shining Stars, stay hopeful. Keep the flame of possibility alive in your hearts and continue to be the beacon of light that guides the way forward. The future is not only ours to inherit; it is ours to create.

As I conclude, I want to encourage my fellow shinning stars, to keep shinning, to also encourage others to shine and make this country a shining star. 

Molepo delivered the keynote address at the Inside Education Foundation’s 100 South African Shining Stars 2024. He is an Associate Professor at the Tshwane University of Technology.   

INSIDE EDUCATION

By Johnathan Paoli

The KwaZulu-Natal education department has confirmed reports of possible religious intolerance at the Drakensberg Secondary School in Estcourt.

Department spokesperson Muzi Mahlambi said on Sunday that initial reports indicated two Hindu pupils at the school were asked to remove their red Lakshmi prayer strings or cover them during school hours.

Mahlambi confirmed that under the Constitution, schools were under a legal obligation to allow students the right to freedom of religion.

“Religious observances can take place at state-aided or state institutions, but they must be conducted fairly, follow public authority rules, and be free and voluntary, hence, all schools must adhere to the precepts contained in our Constitution,” he said.

Mahlambi announced that the department has sent officials to the school for further investigations and to understand the allegations in more detail.

He, however, noted that the department would not rush to make a finding, differentiating between deliberate discrimination and ignorance.

Religious body, the South African Hindu Maha Sabha (SAHMS) has expressed outrage at the reports, stating that religious intolerance at schools was unacceptable.

SAHMS president Ashwin Trikanjee said that while mistakes in implementing constitutional principles in school might occur, the body would not let the matter rest should wilful discrimination be proven.

“I feel that the time may well come where when you get perpetrators who are deliberately flouting these principles that are enshrined in our Constitution, then we must seriously consider laying criminal charges against them,” Trikanjee said.

Meanwhile, school principal Sunjai Sewlal confirmed that in addition to the departmental investigation, the school commenced an internal investigation on 21 January, which was still underway.

Sewlal said that neither the school nor the school governing body would be able to comment on social media regarding the issue until the investigations have been concluded.

INSIDE EDUCATION

By Amy Musgrave and Edwin Naidu

The practice of universities collecting application fees from students who make it or not into their institutions has been called into question by the Portfolio Committee on Higher Education.

The committee, which has been visiting various institutions of higher learning in the North West and Gauteng to establish their readiness for the 2025 academic year, says honest and transparent discussions needs to take place.

Universities receive thousands of applications every year, but they are unable to accommodate most students due to limited space. However, many of these institutions do not refund the application fees of those who are not admitted.

Following an oversight visit to the University of Tshwane (TUT), the committee said in a statement over the weekend that open and candid discussions about non-refundable university application fees were needed.

“The committee raised concerns about the practice of universities collecting application fees regardless of whether a student is admitted or not. It emphasised the need for greater transparency.

“The committee also questioned how these funds are utilised and the total amount collected annually. It highlighted the importance of accountability on funds collected from student applications fees,” the statement read.

TUT Vice-Chancellor Prof. Tinyiko Maluleke told the committee that processing applications involved significant work, including verification and communication, regardless of the outcome.

This highlighted the administrative effort required to handle applications, even if they were unsuccessful, the statement said.

Last month, it was reported that the University of Witwatersrand received more than 140,000 applications for the 2025 academic year, but placed 6300 new students, showing the heavy demand for places.

It charges R100 for each online application, while non-South Africans, mainly from the continent, pay R700 for the privilege.

Wits, which is one of the country’s top universities and beneficiary of generous donations, makes around R15 million through rejected applications. However, the online application process is not unique to Wits; every institution is tasked with accepting applications in this manner.

Responding on social media, Wits head of communications, Shirona Patel, said that like other universities, it charged an application fee of R100 per applicant as approved by the education department.

“Wits University’s application fee has remained the same for the past six years. The university employs hundreds of assistants, senior students and part-time staff to assist with the application, administration and orientation programmes at the beginning of the year. In addition, online platforms and concomitant technology requires licensing and technical attention,” she said.

She said not only was it a huge task to process all these applications, university was a non-profit institution, and all proceeds go went the academic project and student support.

While some universities have waived application fees for local students, institutions with application fees include the University of Cape Town, whose application fee in 2025 is R100 for South African and Southern African Development Community (SADC) applicants and R300 for other international applicants. Universities that charge a fee include:

The University of Pretoria application fee for 2025 is R300

University of Johannesburg: application fee is R200 for hardcopy applicants, free for online applicants.

University of South Africa’s fee is R140 for online applications

Tshwane University of Technology’s fee is R240

Universities with no application fees are:

University of the Western Cape: Free online application

University of Limpopo: Free online application

Central University of Technology: Free application

Nelson Mandela University: Free for South African citizens

University of Free State: Free application

Walter Sisulu University: Free application for local students

Meanwhile, the deputy director-general for the university education branch at the Department of Higher Education and Training (DHET), Marcia Socikwa,

underscored the need for standardisation across the sector to streamline student interface systems.

According to DHET, 24 out of the 26 universities use similar student interface systems and that these existing systems should facilitate easier integration and improve efficiency. Standardisation could also reduce administrative burdens and enhance the overall student experience.

While the committee commended TUT for its efforts and progress, it expressed concern over students who wake up early and queue for hours for problems that could be addressed within an hour.

It urged the university to prioritise improving its service delivery and ensure that students have access to efficient and timely support.

Furthermore, it called for greater attention to the maintenance and management of university-owned residences, which were critical for student welfare.

On financial matters, the committee noted that the TUT received an unqualified audit opinion for its 2023 standalone annual financial statements. However, challenges remained regarding the financial statements of the Tshwane University of Technology Enterprise Holdings. TUT university assured the committee that it was working on resolving these issues.

On student funding, committee chairperson Tebogo Letsie said: “We eagerly anticipate the appointment of the new board at NSFAS (National Student Financial Aid Scheme) and remain hopeful that this will bring much-needed stability to the institution. It is our expectation that NSFAS will soon be in a position to effectively fulfil its critical mandate of providing financial support to students especially those who come from disadvantaged backgrounds.”

He said added that addressing these issues would not only improve the student experience, but also strengthen public trust in the system.

Open dialogue and collaboration between universities, government bodies and stakeholders were essential to drive meaningful change, Letsie said.

INSIDE POLITICS

By Johnathan Paoli

Deputy President Paul Mashatile has highlighted the role of education in community development, praising the Vincent Tshabalala Education Trust (VTET) for remaining a beacon of hope in Johannesburg’s Alexandra community and beyond.

Mashatile was addressing the annual VTET Bursary Awards at San Kopano, recognising outstanding academic achievements and stressing that education assists in bridging gaps and creating opportunities for future leaders.

The trust, named after the late struggle hero, Congress of South African Students chair and founder of the Alexandra Youth Congress who was killed in 1985, has provided financial aid and academic support to deserving students for over two decades.

Mashatile said that as the country commemorated 40 years since his passing, the trust continued to honour his vision of education as a transformative tool for youth empowerment.

“Comrade Vincent had a deep appreciation for education and a strong desire to see all young people acquire an education of the highest possible standard. He believed that education is the greatest equaliser,” he said.

The deputy president lauded the Class of 2024 for achieving a historic 87.3% matric pass rate, highlighting continued progress in dismantling apartheid-era inequalities.

This year, 52 students will receive bursaries, bringing the total number of beneficiaries to 663, comprising 348 female and 263 male recipients.

The trust has also awarded prizes to 810 Grade 10 and 11 learners, encouraging them to excel in their studies and strive for further opportunities.

Mashatile underscored the importance of partnerships in sustaining the trust’s initiatives.

The VTET School Sports Festival, launched in collaboration with soccer legends Sibusiso “Cosmos” Zwane and Maimane Phiri, has provided a platform for 17 schools to showcase their talent.

The festival saw Minerva Secondary School, Tshabala’s former school, emerge victorious in both netball and boys’ soccer.

Additionally, the trust’s career guidance workshops, featuring over 40 professionals from various industries, have guided more than 1200 Grade 12 learners, equipping them with essential knowledge for their future endeavours.

The VTET Leadership Development Programme, facilitated in partnership with Upward Bound, has empowered 180 young leaders.

Collaborations with St Stithians College, Connect Hub and the African Youth Literature Institute have further enhanced mentorship and literacy initiatives in Alexandra schools.

The trust also hosted its inaugural breakfast seminar, where education experts, including Vaal University of Technology Chancellor, Zweli Mntambo discussed the role of education in economic and social sustainability.

Beyond secondary education, the trust has partnered with the Nelson Mandela Foundation to promote literacy through the “Making Reading Fun” initiative in five primary schools.

Additionally, the Lumohawk Foundation has provided eye screenings for nearly 6000 children, supplying 189 with corrective glasses.

The trust has also distributed dignity packs and groceries to vulnerable families, reinforcing its commitment to holistic community support.

Despite the country’s impressive matric pass rate, Mashatile expressed concern over the declining student retention rate, which stands at 64.5%.

He called for collective action to combat school dropouts driven by teenage pregnancy, substance abuse financial hardship and academic struggles.

Mashatile congratulated the bursary recipients and encouraged them to pursue their aspirations with determination.

“This annual bursary award is not only a testament to your achievements, but also a symbol of our shared conviction that you have the potential to accomplish greater things in the future,” he said.

The deputy president implored the recipients to set ambitious goals for themselves and strive to achieve greater heights.

INSIDE EDUCATION

By Xolisa Phillip

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, the Insurance Sector Education and Training Authority (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 2023-24 INSETA 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 in the 2023-24 reporting period 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 INSETA’s 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 nod 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 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 are 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,” she 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.

“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.

At present, “we are hard at work making preparations for the Skills Insurance Indaba scheduled to take place in March 2025,” the CEO said, adding that the meeting was part of INSETA’s commitment to serving its stakeholders with excellence. 

INSIDE EDUCATION

By Reuters

China is aiming to beef up physical education in schools, making it core to the curriculum rather than a secondary subject, authorities said as they push for a more “holistic education” amid growing concerns about the rise in childhood obesity.

Primary and secondary schools must ensure physical education teachers are treated “the same as their colleagues in subjects such as Chinese, math and English, and intensify efforts to develop key sports such as soccer, basketball and volleyball,” the official Xinhua news agency said, citing the country’s Ministry of Education.

“These measures are part of a broader push for a more holistic approach to education, integrating physical fitness with academic development to cultivate well rounded students who are prepared for the future,” the Ministry said.

The measures come after China issued its first national plan in January to build a “strong education nation” by 2035. The policies included mandating primary and secondary school students to have at least two hours of physical activity daily, to effectively control myopia, or nearsightedness and obesity rates.

In mid-2022 there was a nationwide shortage of around 120,000 physical education teachers, with rural areas the most affected, Xinhua said, adding that the new measures would encourage the recruitment of retired athletes and military veterans to help close the gap.

Physical education teachers will receive equal compensation to their peers in other subjects, with performance based salary adjustments for after-school sports duties and team coaching, it said.

Youth obesity has accelerated since 2019 due to decreased physical activity during COVID lockdowns and more online ordering of junk food.

Doctors expect obesity to rise over the next 10-12 years as the economy slows and suffers structural changes that lead to poor eating habits and less physical activity.

The proportion of obese boys in China jumped to 15.2% in 2022 from 1.3% in 1990, trailing the United States 22%, but higher than Japan’s 6%, Britain’s and Canada’s 12% and India’s 4%. Obesity in girls rose to 7.7% in 2022 from 0.6% in 1990.

“Obesity has become a major public health issue in China, ranking as the sixth leading risk factor for death and disability in the country,” the country’s National Health Commission said in October.

Reuters