By Edwin Naidu

The post-matric focus will swing sharply to the future for thousands of South African matriculants.

Now, it inevitably falls on the National Student Financial Aid Scheme’s (NSFAS) ability to ensure a smooth start to the academic year.

One hopes that the Portfolio Committee on Higher Education wields a bigger stick in dealing with the country’s education administrators.

The lawmakers allowed him an easy ride for all that went wrong under the watchful eye of former minister of Higher Education and Training, Dr Blade Nzimande.

Although his demotion as minister of Science and Innovation ensured he remains in the gravy, his legacy in higher education continues to cast a shadow.

The committee convened in Parliament to receive briefings from the Department of Higher Education and Training (DHET) on its quarter 2 performance report for the 2024/25 financial year. DHET was asked to prepare a presentation on the shortcomings of the sector’s legislative provisions.

However, the committee said it was unsatisfied with the lack of information. It suggested that specific problematic provisions, their limitations and DHET’s proposals for addressing these be included.

In fairness to the new Higher Education and Training Minister Dr Nobuhle Nkabane, the criticism levelled at the department would have become her responsibility after she assumed the role on 3 July.

In November, the committee members criticised the department for its lack of timely and comprehensive written responses, which were often delayed and left members more confused.

These are legacy issues which go back to Dr Nzimande.

Members criticised DHET for its inability to monitor and oversee its entities effectively. They were also puzzled that the DHET assigned the critical infrastructure expenditure function for Technical and Vocational Education and Training (TVET) colleges to the National Skills Fund. This entity struggles to report on its activities and submit its annual report.

Dr Nzimande never addressed the various allegations around the NSF. Some skeletons refuse to go away.

Members were frustrated by DHET’s inability to fill vacancies and its reporting of quarterly targets. The information did not clearly show how DHET addressed its vacancies.

At one point, the department had over 4000 vacancies and returned R580 million to the National Treasury for funded posts.

The same committee, mindful of these issues, allowed Dr Nzimande to leave office without accounting to Parliament.

Members urged the department to improve. As the 2025 academic year readies for the influx of new matriculants looking for study opportunities at tertiary institutions, one hopes the NSFAS will make the process smoother.

Above all, what hope is there when the country’s lawmakers operate tardily and do not hold the very people who are meant to deliver accountable?

The committee questioned why the NSF procured its ICT system through the State Information Technology Agency (SITA) rather than pursue competitive bidding in the market.

The NSF clarified that this approach would expedite the system’s development, and that procurement of ICT systems must be conducted through SITA. The procured service provider will develop an ICT system linked with NSF data and project management systems, scheduling, learner performance and other crucial data.

Numerous media reports have been about the NSF’s many failings. One hopes that Minister Nkabane will investigate all that her predecessor glossed over.

However, she must do something urgent about the number of people in acting positions, especially since R580 million was returned to the National Treasury over the last two years due, suggesting that the department lacks urgency in addressing this issue.

The vacancies had been a recurring audit found by the Auditor-General. Yet, the committee never grilled the former minister about this, considering there seemed to be poor monitoring and accountability in the department during his time.

While the excitement about matriculants will dominate, Minister Nkabane will increasingly find her work cut out in ensuring that the department delivers, is adequately staffed, and, above all, holds all entities under its watch accountable. South Africa expects as much from the department.

One also expects the portfolio committee to grill education entities on how they’re making a difference to the country’s landscape. The more we interrogate whether South Africa is getting bang for its buck, the more we may see better use of public resources.

Is it shocking that the education department returns half a billion rand to the Treasury because it failed to fill vacancies — and nobody finds anything wrong?

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Akani Nkuna

The Department of Basic Education is being urged to prioritise its core responsibilities, specifically school admissions and teaching, on the first day of the new school year.

Makhi Feni, the chairperson of the Select Committee on Education, Science and Creative Industries, said that this would ensure a smooth start to the academic year.

“On behalf of the committee, we trust Minister Siviwe Gwarube and her team will ensure the reopening of schools runs smoothly,” said Feni.

He highlighted ongoing concerns and campaigns surrounding scholar transport and other pressing issues, including the proposed reduction of teacher posts, arguing that they should not affect teaching, especially on the first day.

“These are side shows that need not impact the reopening of schools, and the necessary learner and teacher support should be provided to all schools so that they are geared for effective learning on the first day,” he said.

Feni emphasised that the first day of school should prioritise the basics, which were enrolment, registration and providing students with necessary curriculum-aligned materials.

Feni also addressed concerns that matric results were being sold online for a fee, sparking concerns about the integrity and accessibility of the results.

“The issue around paying a fee to view results is another form of extortion and should not be entertained,” he said.

Feni emphasised that the Basic Education Laws Amendment Act was focused on shaping the future of South African education, rather than catering to special interest groups nostalgic for the past.

He further expressed confidence that Gwarube would be transparent with Parliament and avoid politicising the implementation of the legislation.

“We trust that Minister Gwarube will not seek to use the regulations for political gain of BELA opponents. The president has ordered a complete implementation in the presidential ascension to the BELA Act. It is such a comprehensive piece of legislation that need not be viewed with narrow minds,” he said.

South African schools are set to reopen this week. The Class of 2024 will get their results on Tuesday.

INSIDE EDUCATION

By Johnathan Paoli

Expectant learners, joined by parents, teachers and education officials, have celebrated the country’s top achievers ahead of the release of the matric results.

Gathered at the MTN Innovation Centre in Johannesburg on Monday, Education Minister Siviwe Gwarube and Deputy Minister Reginah Mhaule joined the matriculants at a ministerial breakfast.

The event, hosted by MTN, celebrated the matriculants, despite their results only being released on Tuesday.

Pupils, parents, officials and the media mingled with an air of excitement to celebrate the top 39 learners of the country.

MTN CEO Bradley Swanepoel welcomed the learners, and said the aim of the event was to recognise their achievements and hard work.

He said investment in education was the core focus of MTN’s foundation to ensure access to quality education and the training of tomorrow’s leaders.

Mhaule praised the learners as a class on its own, in light of being “the Covid generation”.

The deputy minister thanked the parents and communities who supported the learners during the challenges of embarking on high school during the height of the Covid-19 pandemic.

“Your children carry the whole basic education system on their shoulders. Their achievements will remain forever in the history books,” she said.

Gwarube similarly praised the matriculants as well as teachers for helping cultivate learning during difficult times.

“Teachers are truly the backbone of our education system, they are the bulwark, the last line of defence in our system,” Gwarube said.

She stressed that education was something that continued beyond the classroom, and that the top achievers signified the resilience of the human spirit in the face of adversity.

“Learners, we are here to celebrate your brilliance. The spotlight belongs to you. Many of you began your high school journey in 2020, at the start of the pandemic and navigated a world in which learning and teaching became exceedingly difficult,” Gwarube said.

She highlighted the importance of the Special Ministerial Award, which would be awarded to two learners for overcoming extreme challenges and achieving immense success.

Gwarube stressed that the inequality of the country would only be undone if the department could ensure that learners left with a better potential for their future than when they came in.

She reminded the matriculants about the value of hard work, perseverance and integrity, and called on them to be leaders who were innovative, hard working and ethical.

“As you take on the new chapter in your life, be an ethical leader, and let what you learned at home and at school be your guiding light,” Gwarube said.

INSIDE EDUCATION

By Louis Volante, Don A. Klinger and Joe Barrett

In Roman mythology, Janus was the god of doors, gates and transitions. Able to see in two directions, Janus was associated with passages, beginnings and endings.

In January, the month named for him in the western calendar, it’s fitting to consider how, in many respects, compulsory education systems require new beginnings in terms of envisioning broader objectives for their student populations.

While students need to read, write and do arithmetic, the “back to basics” approach to promoting educational excellence, formulated hundreds of years ago by the Prussians, will no longer suffice.

Schools and societies have seen seismic technological, environmental, cultural and social changes. Kindergarten to Grade 12 systems must embrace a more multifaceted vision of educational excellence that includes the promotion of both cognitive and non-cognitive skills.

These “two faces” — cognitive and non-cognitive — helps prepare students for their futures, not our past.

Cognitive versus non-cognitive skills

Achievement in traditional subject areas like English and French, mathematics and science has long been recognized as important for students’ cognitive skills. Many parents, teachers and policymakers become concerned when provincial or national test results suggests deteriorating or stagnant performance in these curriculum areas.

Yet even the Organisation for Economic Co-operation and Development (OECD) is now quick to point out that cognitive achievement is necessary, but insufficient, for student success. The OECD, which runs the largest and most influential international test of reading, science, and mathematics — the Programme in International Student Assessment (PISA) — is also considering the value of other kinds of learning.

A recent working paper published by the OECD, Beyond Literacy: The Incremental Value of Non-Cognitive Skills, points out how a broad category of non-cognitive skills predict important life outcomes such as educational attainment, employment, earnings and self-reported health and life satisfaction.

Growth mindset

Non-cognitive skills, sometimes called “soft skills,” include attributes such as “growth mindset.” This refers to a general belief that success is based on hard work and dedication, and is less related to innate and fixed qualities.

A person with high-growth mindset would agree with the statement: “Math doesn’t come easy to me, but if I try hard, I will be successful.” Interestingly, countries that have relatively higher levels of growth mindset also tend to do better academically.

Emotional intelligence

Another frequently noted non-cognitive skill includes social-emotional learning or what is sometimes referred to as emotional intelligence. The latter allows students to self-regulate and ultimately become more resilient in the face of adversity and changing times.

Although there are various factors that shape a child’s emotional makeup, social-emotional learning can be developed in classrooms with the right supports.

Physical health and well-being

Finally, physical health and well-being is also a critical non-cognitive ability, one that is often overlooked in Canadian education systems.

As our research with colleagues suggests, provincial systems devoted relatively little policy attention to the development of physical health during the initial waves of the COVID-19 pandemic as well as during the recovery phase.

Admittedly, this disturbing trend existed well before the outbreak of COVID-19. In some respects, we are now facing an impeding epidemic of mental and physical health in our schools without the benefit of adequate interventions.

Ideals and practices

Each province in Canada is fully autonomous in developing and implementing education policies, as well as outlining the main purposes of education.

In Ontario, for example, the provincial Education Act says “the purpose of education is to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to their society.” Other provinces provide similar education guidance that underscores the importance of developing students’ knowledge, skills and attitudes.

What is clear from these various legislative mandates is that provinces have seemingly endorsed a holistic view of student development. Unfortunately, goal statements that align with holistic student development may look good on paper but are rarely realized in practice.

Teacher education programs, for example, vary significantly within and across Canadian provinces and American states, with limited attention devoted to mental health-related certification standards, including socioemotional learning.

Fragmented approaches

Provincial approaches to assessing non-cognitive skills are also fragmented, suggesting more innovative and integrated assessment systems are needed. It is hard to address a problem without the benefit of reliable and valid data sources.

Similarly, less than half of Canadian children meet daily physical activity requirements, despite mandatory policies in provinces such as Ontario, Alberta and British Columbia. Given the close association between child and adult obesity rates, lack of attention to physical activity will have lasting negative consequences.

Research also suggests no new mental health policy developments occurred in half of Canadian provinces in the aftermath of the pandemic. It appears provincial education systems have been lagging in targeted policy developments and implementation efforts related to non-cognitive skills.

Clearly, there is an urgent need to embrace, in concrete terms, the dualities of cognitive and non-cognitive skills within our schools. Sometimes being two-faced can be a good thing.

Volante is a Distinguished Professor, Faculty of Education, Brock University, Klinger is Deputy Vice-Chancellor, Education, Murdoch University; Professor of Measurement, Assessment and Evaluation, Murdoch University and Barrett is Associate Professor — School Health Policy & Health and Physical Education Pedagogy, Brock University.

The Conversation

By Johnathan Paoli

Education Minister Siviwe Gwarube has confirmed reports of a possible leak of matric results.

Speaking during an urgent media briefing before a ministerial breakfast in Johannesburg on Monday, Gwarube said that the department had identified a breach in its system.

“If the leak is from our side, we will deal with it. If it is from processes outside the department, we will deal with it. But either way, we will take this breach seriously,” Gwarube said.

She said that certain platforms have attempted to sell what they call “authentic” results of the 2024 National Senior Certificate (NSC) exams.

Gwarube, however, stressed that while the department acknowledged the incident, it occurred at the “tail-end” of the process, and would consequently not affect the integrity of the results.

The minister outlined the way forward, saying that should investigations identify the leak within the department, it would proceed with internal investigation under the Director-General.

She said that if the leak should be found outside the department, they were obligated to share the information with the Hawks to investigate the matter.

The minister said that the reason the department has remained silent on the issue was to respect the integrity of the investigation.

She said authorities could confirm that the investigation was at an advanced stage, and the department would announce further details concerning the breach.

Gwarube said that while it remained concerning, it should not mar Monday’s event which sought to celebrate learners.

INSIDE EDUCATION

By Johnathan Paoli

The KwaZulu-Natal government has confirmed its inability to supply learning and teaching support material (LTSM) to certain districts due to financial challenges as a result of budget cuts.

Education HOD Nkosinathi Ngcobo said that his department would proceed with payments to service providers for LTSM that have already been delivered to certain schools.

“Schools must refer these cases to district offices for further resolution, which shall be made in consultation with schools to ensure that learners are not prejudiced,” Ngcobo said.

The HOD said that districts would convey the undertaking to suppliers which were awarded orders for the supply of LTSM through seeking feedback whether deliveries shall be forthcoming.

Ngcobo said in cases where deliveries were made, schools were reminded to ensure that invoices were adequately signed, stamped and dated in order to confirm accountability.

He said that once invoices were uploaded onto the online platform, his department would verify deliveries against orders placed and prioritise the transfer of funds to schools within 30 days.

Ngcobo called for the cooperation of all stakeholders to uphold the rights of learners.

This follows claims by the department that the supply of materials was on track ahead of the 2025 academic year.

Education MEC Sipho Hlomuka maintained that his department was almost complete in the delivery of resources, saying last week that 99% of textbooks and 76% of stationery had been delivered across the province for pupils in 4174 schools.

Unions in the province questioned this claim, with the National Professional Teachers’ Organisation of SA (Naptosa) maintaining its inability to confirm Hlomuka’s assertion.

Naptosa provincial CEO Thirona Moodley said the organisation remained concerned that schools were under resourced for the previous year and that this would be carried over to the upcoming year.

“Schools are in arrears with municipal bills and are unable to keep the operations of the school afloat. School principals can no longer take on the financial burden of the department,” Moodley said.

The Public Servants Association also condemned the department for failing to deliver LTSM on time.

PSA provincial manager Mlungisi Ndlovu stressed the impact this would have on learners. While acknowledging that some progress has been made, he highlighted that the incomplete and delayed allocation of LTSM posed a serious threat to the operational readiness of schools.

Hlomuka previously admitted that delivery failures were due to security concerns at certain schools, claiming that the department was actively working with authorities to curb potential theft and other forms of crime in order to safeguard delivery.

INSIDE EDUCATION

By Simon Nare

Umalusi CEO Dr Mafu Rakometsi has given the Department of Basic Education the green light to release the 2024 matric results despite revelations that 407 cases of cheating were detected during the exams.

They were mainly in KwaZulu-Natal and Mpumalanga.

Rakometsi said that even though the cases were less than the 945 reported in 2023, Umalusi remained concerned, especially as the two provinces had once again topped the list. There were 195 cases in KwaZulu-Natal and 74 in Mpumalanga.

Addressing a media briefing on the matric results on Monday, Rakometsi said the results were credible and were monitored be several independent bodies and three bodies from neighbouring countries Lesotho, Zambia and Malawi.

He cautioned against cheating tendencies.

“I want to state emphatically that cheating does not pay. This finds support in the judgment of the Mpumalanga Division of the High Court which was delivered on 12 August 2024 in respect of 448 learners from a number of schools in the Mpumalanga Province who cheated during their NSC examinations during October/December 2022,” he said.

Umalusi also received a report from the department that an independent school allowed 30 candidates who did not pass Grade 11 to register for the Grade 12 examinations. The school’s registration has been revoked.

Rakometsi said that Umalusi had learnt from reports presented by the Department of Higher Education and Training that 128 private colleges administered the N2-N3 examinations despite the colleges not being accredited by Umalusi.

It has directed the department to investigate the matter and furnish it with a full report.

He said a total of 1,060,852 learners sat for end of the year examinations. The National Senior Certificate accounted for 832,993 candidates.

The remaining 227,859 were spread across three qualifications with 138 000 writing the national certificate vocational L2-L4 examinations, 49,421 the N2-N3 examinations, and 40,438 wrote the GETC: ABET examinations.

The exams were administered at 9,566 examination centres across the nine provinces.

Rakometsi said that he was confident about that the standardisation of the exam results.

“Crucially important, I want to assure you that there were no deviations from the standardisation principles in the manner in which the ASC (Assessment Standards Committee) standardised the 514 subject results.

“This makes it abundantly clear that the ASC carries a great responsibility on its shoulders, i.e. to ensure that Umalusi truly honours its vision of being a trusted authority in fostering high education standards in General and Further Education and Training (GFET),” he said.

INSIDE EDUCATION

By Sumayya Khan

Sport is a unifying force, transcending race, class and nationality boundaries. Athletes’ achievements on the global stage serve as a powerful reminder of our shared humanity.

From the crowd’s roar in a packed stadium to the collective pride felt when a national team and individual athletes triumph, sport uniquely brings people together.

It fosters a sense of belonging and community, promoting social cohesion in ways few other activities can. As we celebrate these moments of triumph, we also celebrate the power of sport to bridge divides and build a more inclusive society.

2024 has been a phenomenal year for SA sports, filled with remarkable achievements and memorable moments. Some of the highlights of the major codes of sport and Team South Africa’s performance at the Olympic and Paralympic Games bear testimony that we are indeed a winning nation.

Olympics and Paralympics: SA won six medals at the Paris 2024 Olympics and six at the Paralympics, showcasing the talent and dedication of our athletes. Tatjana Smith, SA’s most decorated swimmer, won gold in the 100-metre breaststroke and silver in the 200-metre breaststroke. Other outstanding performances came from athletes Akani Simbine and Bayanda Walaza, whose performance in the 4x100m relay earned the team a silver medal with a time of 37.57 seconds, setting a new African record.

Rugby: The Springboks won the Rugby Championship, while the women’s team made their Olympic debut and won the Rugby Africa Women’s Sevens title.

Football: Bafana Bafana came third at the Africa Cup of Nations (Afcon) and won a bronze medal. Ronwen Williams was named Goalkeeper of the Tournament and earned recognition as one of the world’s top goalkeepers.

Cricket: The men’s and women’s teams reached the finals of their respective ICC T20 World Cup matches. Kagiso Rabada became the fastest bowler to reach 300 Test wickets, achieving this milestone in just 11,817 balls.

Netball: The Spar Proteas recently faced off against the Malawi Queens in a thrilling netball series in Johannesburg. SA showcased their skill and teamwork with standout performances.

Athletics: Bayanda Walaza, 18, won a silver medal as part of SA’s 4×100-metre relay team at the 2024 Paris Olympics. He also clinched gold in both the 100 metres and 200 metres at the 2024 World Athletics U20 Championships in Lima, Peru.

Swimming: Chad le Clos became the most decorated swimmer at the Swimming World Cup, capping off an iconic haul of one gold, two silver and one bronze.

These outstanding athletes started their journey at schools offering physical education and sports. Grassroots programmes and community sports initiatives are vital in identifying and nurturing talent from a young age, ensuring a steady pipeline of athletes who can compete at higher levels.

Mass participation and development in sports are crucial for fostering a healthy and active society. We can promote physical fitness, mental well-being and social cohesion by encouraging people of all ages and backgrounds to engage in physical activities.

In September 2024, Sports Minister Gayton McKenzie and Basic Education Minister Siviwe Gwarube signed a Memorandum of Understanding to formalise the relationship, identify the partners and stakeholders, and articulate the roles and responsibilities in providing access to sports programmes in schools nationwide.

School sports is the bedrock of sports development in SA and the platform to transform it from a dominant minority representation to a majority inclusive reality.

The Eminent Persons Group report highlights several critical issues and areas for improvement in our school sports system. According to the report, less than 10% of the country’s 25,000 schools participate in sports, which is a significant concern.

The report emphasises the need for increased collaboration between the departments of sport and basic education to address these challenges. The lack of resources and opportunities in underprivileged areas makes it difficult for young talent to be nurtured properly.

The report calls for a more inclusive and equitable approach to ensure all learners can participate and excel.

Physical education and sports must be offered in every school to ensure learners develop skills early. Sports federations must identify the talent, take custody of young athletes and develop and prepare them for their rightful places in the national, continental and Olympic teams.

The commitment from Minister McKenzie to provide sports equipment and attire worth R67 million, the adoption of regular participation guidelines to promote school sports leagues at a local level, and the hosting of school sports activities are positive steps. However, they must be supported by an enabling environment of provision of infrastructure, access to opportunity, and commitment from all role-players.

Minister McKenzie has articulated his efforts to aggressively engage the private sector’s contribution to sports development and lobby for tax incentives for those contributing to sports.

In a speech at the National Sports Indaba in 2011, Gert Oosthuizen MP, then the Deputy Minister of Sport and Recreation, stated: “No country can expect to achieve and sustain success at an elite level without a strong participation base in the community, as that is the beginning for every champion.”

Sports administrator Sumayya Khan is a former Deputy Director General in the Department of Sports, Arts and Culture.

INSIDE EDUCATION

By Edwin Naidu

Dr Rakeshnie Ramoutar-Prieschl, a former top achiever at Burnwood Secondary School in Clare Estate, Durban, is a Deputy Director-General in the Department of Science and Innovation.

She attended Burnwood from 1990 to 1996, earning the Good Fellowship award in matric, and completed her formative years at Sydenham Primary.

Ramoutar-Prieschl is currently on secondment to the DSI from the University of Pretoria, where she is Head of Department: Research Capacity Development, responsible for the portfolio that includes grants management, early career training and mentorship, and driving strategic partnerships in support of staff doctoral candidates.

She is also a research associate in the Faculty of Humanities and holds several grants, including from the National Research Foundation, the Department of Higher Education and Training, and the US Embassy.

The mother of two has been the architect and driver of the University of Pretoria’s annual Women in Science event, which celebrates the achievements and advancements made by women in the field. She has consistently championed opportunities, participated in dialogues about empowering women in science, and participated in countless webinars that have put South African and African sciences on the map.

Before joining the university, she led the research infrastructure portfolio for over 11 years at the National Research Foundation. During her tenure, Ramoutar-Prieschl advocated several policies, strategies and frameworks that have since provided the foundation for establishing, nurturing and sustaining various research platforms in the country.

Ramoutar-Prieschl also led Phase II of the Science Granting Council’s Initiative, where she authored three manuals on research and innovation excellence, research ethics and digital grants management systems, which advocates for the safeguarding of intellectual property and know-how whilst complying with best practices in the said research areas. 

Over the course of her career, Ramoutar-Prieschl has lectured, tutored and mentored researchers and university staff at several African universities, spanning Botswana, Kenya, Ghana and Malawi. She has also supported capacity development needs at historically disadvantaged institutions in South Africa.

Ramoutar-Prieschl has also been part of the expert team identified by the African Academy of Sciences and the Association of Research Managers and Administration in the United Kingdom to lead research & innovation training in the International Research Management Development Programme across universities in Africa and the United Kingdom. In recognition of her work, she was awarded the 2022 SARIMA Excellence Award for making a distinguished contribution to the research management profession in Southern Africa.

Ramoutar-Prieschl has participated in the United Nations Science Technology and Innovation forum on a subject that is very close to her heart: Building Structural Equity and Inclusion in Open Science Practices and is a strong advocator for the equitable, fair and inclusive access to information wherein she coined the concept #UbuntuforOpenScience.

What was the name of your favourite teacher?

Mr Deena Pillay was my hero at Burnwood Secondary School, which I attended from 1990 to 1996.

How did Mr Pillay endear himself to you?

Certain individuals leave an indelible mark on the education journey, shaping our understanding and inspiring us to reach our potential. For me, that person was Mr Pillay. A man of remarkable dedication, he epitomised the perfect blend of strictness and kindness, transforming the landscape of mathematics for his students.

From the first day in his classroom, it was evident that Mr Pillay had high expectations. His rigorous approach demanded hard work and commitment but was never without purpose. He believed that every student had the potential to excel, urging us to push beyond our limits. His strictness was not a barrier; rather, it served as a pillar of support. With each challenge he presented, he taught us resilience and the value of perseverance.

What subjects did he teach you?

What truly set Mr Pillay apart was his passion for mathematics. He could uniquely break down complex concepts into manageable, engaging lessons. Through his innovative teaching methods, he made mathematics understandable and enjoyable. He would often relate mathematical concepts to real-life situations, allowing us to see the subject’s relevance and application beyond the classroom walls.

Has this influenced your choice of career?

Mr Pillay was more than just a teacher; he was a mentor who cared deeply for his students’ growth. He took the time to understand our struggles and celebrated our achievements, big and small. His encouragement instilled confidence in us, nurturing a love for learning that extended far beyond mathematics. His belief in us motivated many to pursue careers in science, technology, engineering, and mathematics.

Reflecting on my school years, I realise how fortunate I was to have Mr Pillay as a teacher. His influence shaped not only my understanding of mathematics but also my approach to challenges in life. He taught me that with dedication, hard work and a little guidance, I could solve even the most complex problems.

In honouring Mr Pillay, I recognise the profound impact one teacher can have on countless lives. His legacy inspires me to strive for excellence, practice kindness, and, like him, to believe in the potential of others. Mr Pillay is more than just my favorite teacher; he is my hero, a beacon of inspiration and a testament to the power of education.

Have you kept in touch with your favourite teacher?

I haven’t had any contact with Mr Pillay since leaving school, but I once saw him at Sparkport Pharmacy in Overport. I did not recognise him at first, as he had shaved off his beard. However, when we talked, I told him I had finished studying for my master’s and was in Cape Town at the time. He was so proud. He hugged me. I never met him again, but I would love to find him and have a chat or coffee with him.

INSIDE EDUCATION