By Johnathan Paoli

Parliament erupted into a heated debate as MPs confronted one of South Africa’s most contentious education questions, whether the country should finally scrap the idea of the 30% minimum pass level in matric.

The debate, initiated by Build One SA (BOSA) leader Mmusi Maimane on Friday, saw wide support across political benches for the argument that the current low subject threshold fails learners.

However, the MPs differed sharply on causes, solutions and potential consequences for the schooling system failures.

Tabling his motion, Maimane urged the National Assembly to move the pass mark from 30% to 50% progressively, saying that the country must embrace higher expectations if it hopes to build a competitive, future-ready generation.

“Ending the 30% pass rate is not only reform, it signals the seriousness we hold about standards. When we tell learners that 30% is enough, we are ignoring 70% of their potential,” he said.

Maimane linked the low standards to ongoing failures in early childhood development, overcrowded classrooms, literacy crises and unequal infrastructure.

Raising the bar, he said, must accompany reforms that address the roots of underperformance.

Despite differing political ideologies, most parties backed the call to scrap the 30% minimum in individual subjects, with several MPs describing it as an insult to young people’s capabilities.

uMkhonto weSizwe Party (MKP) MP Sihle Ngubane said the 30% standard embraced mediocrity. He condemned it as a barrier to black children reaching their full potential.

Economic Freedom Fighter (EFF) MP Mandla Shikwambana delivered one of the most blistering attacks, saying the low bar buried the potential of black children.

“Our children are not failing; they are being failed by overcrowded classrooms, schools without laboratories, and teachers who themselves came through a broken system,” he said.

The EFF insisted the pass benchmark should rise to 50% across subjects.

Inkatha Freedom Party (IFP) MP Busaphi Machi warned that communicating 30% as acceptable was preparing children for disappointment, reinforcing failure rather than ambition.

While acknowledging the need for higher standards and stronger outcomes, Basic Education Minister Siviwe Gwarube warned against potential misrepresentations of the National Senior Certificate (NSC) system.

She said that “there is no such thing as a 30% overall pass mark in the NSC”.

She said that matriculants must satisfy a three-tier set of requirements; 40% in home language, 40% in two additional subjects, and 30% in three more.

Only 189 of the 724,000 learners who wrote matric last year passed with this absolute minimum combination.

She said that the overwhelming majority exceed these thresholds, warning that simply raising the Grade 12 bar could push dropout rates higher if foundational literacy and numeracy gaps remain unaddressed.

Gwarube urged Parliament to focus on early-grade interventions, teacher development and curriculum strengthening.

“Raising the matric pass rate alone will not solve the foundational learning crisis. If a child cannot read for meaning by Grade 4, their chances of succeeding beyond diminish sharply,” she said.

She highlighted the newly established National Education and Training Council as a key body for reviewing progression requirements.

Not all MPs agreed that raising the pass percentage alone would transform outcomes.

Rise Mzansi’s Makashule Gana cautioned Parliament against becoming “obsessed with thresholds”, saying the country risked creating a system where certificates appear impressive but reflect shallow learning.

“We cannot reduce education to a number. The question must remain of what competencies do our learners actually have,” he said.

Democratic Alliance (DA) MP Nazley Sharif echoed concerns about distortion, calling for a clear, honest and evidence-based conversation rather than relying on soundbites or political performance.

INSIDE EDUCATION

By Marcus Moloko

South Africa’s latest crime statistics painted a harrowing picture, with nearly 200 rapes recorded on school grounds in the first two quarters of the 2025–2026 reporting year, an indication of the collapse of safety in spaces meant to protect children.

The latest crime stats confirmed the reason for marches, where protesters called for President Cyril Ramaphosa to declare gender based violence a national disaster.

A shocking revelation in the statistics, which were released last week, was the almost 200 rapes committed on school grounds between April and September 2025.

Political parties warned that schools were increasingly becoming sites of violent trauma.

The Democratic Alliance had previously described schools as a “bloodbath,” citing murders, assaults, and rapes within educational institutions.

“Between October and December last year, there were 7 murders, 24 attempted murders, 252 cases of assault/grievous bodily harm (GBH), and 61 rapes on the premises of schools, universities, colleges, day care/after care facilities,” the party said in a statement.

Fast forward to the current stats, and Action SA’s MP Dereleen James insisted that crime stats were not mere numbers but essential tools for policy decisions and public oversight.

James warned that the country was being captured by rampant lawlessness as murder, GBV, and gang-related killings continued to escalate.

She reiterated how the statistics painted a grim picture of a nation under siege and said that the release coincided with the 16 Days of Activism Against Gender-Based Violence, yet the data showed that GBV had increased across both quarters.

“Even schools are not being spared. Almost 200 rapes were recorded on school grounds during this period,” James said.

The party noted the delayed release of the 2025/2026 first and second quarter crime stats to argue that they revealed how GBV had increased across both quarters, confirming that vulnerable South Africans continued to face escalating danger in communities across the country.

James said ActionSA had continuously raised the alarm on escalating gang violence in the Western Cape, which had continued to rise, with data indicating 282 gang-related murders between April and June, followed by 293 between July and September, “making [it] clear that communities remain dangerously vulnerable to warring gangs”.

“In Cape Town, the picture becomes even more troubling. Four of the top five murder stations in the country fall within the city, making clear that it remains the epicentre of a deeper failure to end the violence terrorising forgotten communities.”

She said the delayed release of the crime stats inspired little confidence that government remained properly capacitated to deal with violent crime.

“[I]t is increasingly clear that South Africa has been captured by rampant lawlessness,” she said.

The latest crime stats showed that sexual offences remained high, with rape cases on the rise despite years of activism.

While civil society groups such as Women For Change, behind the nationwide shutdown, welcomed Ramaphosa’s declaration of GBV as a national disaster, activists said that government had failed to translate declarations into meaningful interventions.

Education unions and child protection organisations had demanded stronger safety measures, including the automatic inclusion of abusive educators in the Child Protection Register and the provision of psycho-social support in high-risk areas.

In August 2025, social justice group Section27 said School Governing Bodies (SGB), provincial and national departments of education, teacher unions, and policy makers needed to be unified in fighting a battle of violence seen in schools, as they were mirrors of deep-rooted issues facing society.

“In South Africa, high levels of gender-based violence, poverty, unemployment, and substance abuse create an environment where violence can take root and spread. This reflects within schools where we see both learner-on-learner violence and violence perpetrated by adults on learners.

“To truly make our schools safe for learners and teachers, the various stakeholders within our education system responsible for implementing policies need to play their role,” said Section27.

INSIDE EDUCATION

By Charmaine Ndlela

The Free State Department of Education on Monday launched a seven-day Holiday Support Programme for Grade R–9 learners at Tjhebelopele Primary School in Bloemfontein, aiming to keep pupils safe and engaged during the festive season while preparing them for the 2026 academic year.

According to the department’s spokesperson, Howard Ndaba, the initiative, led by MEC Dr Mamiki Julia Maboya, is designed to protect learners during the high-risk holiday period while supporting their academic and physical development.

“The programme brings together curriculum reinforcement, values-based education, social cohesion activities, and structured sporting sessions that also support early conditioning for the upcoming Athletics season.”

During her keynote address at the launch of the programme, Maboya stressed the importance of caring for learners beyond the classroom.

“No child should be idle, unsafe, or left vulnerable while the world around them becomes more dangerous,” she said.

“We must provide them with the knowledge that shields, the discipline that anchors, and values that guide.”

The department said the initiative aligns with South Africa’s national theme for the 2025 16 Days of Activism for No Violence Against Women and Children, because it places learner protection and wellbeing at the centre of public action.

The department called on parents, caregivers, traditional leaders, faith-based organisations, youth movements and community structures to work with schools to ensure that children remain safe, supervised and supported during the holidays.

Maboya said the programme’s impact extends beyond the festive period.

“A Safer child becomes a stronger learner. A stronger learner becomes a capable adult and builds a prosperous province – this programme is about the future of the Free State,” she said.

INSIDE EDUCATION

By Gift Khumalo, Bokang Lipholo and Nosipho Faith Makhakhe

School violence is a global public health phenomenon. This is when learners and teachers are the victims of physical and psychological abuse, cyber threats and bullying, fights, gangsterism, and the use of weapons at school.

The consequences of school violence are dire. There are implications for learners, teachers, the school and the community. Violence undermines the learners’ and teachers’ safety. It causes stress, academic decline and behavioural problems. It can contribute to a broader cycle of violence in communities.

School violence is a problem across southern Africa. This includes South Africa, Zimbabwe, Mozambique and Namibia.

In 2008 the regional body, the Southern African Development Community adopted Care and Support for Teaching and Learning framework. It was to prevent violence, create safer schools and foster a positive school ethos.

But there has been limited research unpacking factors that contribute to school violence. We recently undertook a review project to identify and understand those contextual factors.

Our research stems from our shared scholarly interest in issues of violence in educational settings. Our professional backgrounds include school social work, health promotion, social services with children and adolescents, and teaching general education modules at a South African university.

The review of studies of violence suggests that a range of factors contribute to school violence. These include: exposure to domestic violence, socio-economic status, poor family communication, lack of appropriate disciplinary processes at school, intolerance of individual and social differences, and exposure to alcohol and substance use in the community.

What’s needed are clear school policies, teacher training and deployment of school social workers.

The scope

Our project reviewed 24 studies of violence in Southern African Development Community schools. Most of the studies were done in South Africa but some were in Eswatini, Zambia, Malawi and Angola.

We focused on this region for the following reasons.

The region comprises low- and low-middle-income countries. Learners experience various socio-economic challenges and structural disparities within their communities and schools.

Previous research suggests that communities in the region face crime and violence, gangsterism, high unemployment rates and poverty.

Our findings from the papers we reviewed indicate that factors contributing to school violence are present in learners’ home environments, communities and schools.

Family environment

Disrespect towards teachers and physical fights are linked to witnessing domestic violence. The family unit’s socio-economic standing is significant.

Compared to better-off learners, those from less privileged environments are more likely to violate school rules, steal other learners’ belongings, and bully others for their lunch meals. Learners from food-insecure families enter into transactional relationships with teachers for financial support and “free” groceries.

Research shows that the inability of parents to support and talk to their children results in children succumbing to peer pressure and becoming involved in gangs and fights. Parents sometimes incite school violence by defending their children’s misconduct and blaming teachers for their children’s behaviour.

We also observed that in schools with children who have disabilities, some parents arrange intimate relationships for their children with other learners, to shield them from exploitation by community members. However, this exposes them to unintended sexual violence in those relationships, as sexual boundaries and consent are not adequately explained to the young couples.

Community environment

The studies we reviewed indicate that the surrounding community has a role in school violence. Learners’ exposure to alcohol and substance use can lead to violence.

Specifically, community members sell substances to learners, who then return to school intoxicated, disrupting teaching and learning. In some instances, fights among the boys that start outside school continue in the school premises.

School environment

Different types of bullying occur among learners. Research shows that most of the perpetrators are boys, ridiculing girls for their achievements and using violence to “prove masculinity” and gain popularity.

Boys are ridiculed for not having romantic partners, which often leads to aggression.

Peer pressure also causes boys to verbally abuse girls who refuse their advances, and resort to behaviours such as taking pictures of their underwear in class or through toilet windows. Gangs are common and contribute to violence, serving as venues for violent interactions among boys.

Another factor fuelling school violence is lack of understanding and intolerance of demographic and individual diverse identities – like nationality, gender and sexual orientation, physical appearance, culture and religion.

Migrant learners are subjected to xenophobic attitudes where they are body shamed and insulted. Learners are the target of homophobic statements because of their gender and sexual identities. Dark-skinned and slender learners are often targeted, with teasing guised as humour.

Way forward

The purpose of this review project was to map the literature on factors contributing to school violence in the Southern African Development Community region. It could be useful in other similar regions too.

We suggest education ministries and schools countries could consider:

implementing clear school policies on how to report and respond to incidents of school violence

training teachers and school administrators on national and school policies for addressing school violence and promoting professionalism

documenting incidents of school violence and developing strategies to create safe environments

collaboration among schools, parents and psychosocial support personnel, such as school social workers, to reduce violence in schools.

We argue that different intervention programmes and services need to be adopted to address the root causes of violence. Deploying more school social workers would be part of this effort.

By Gift Khumalo, Lecturer at Durban University of Technology; Bokang Lipholo, Senior HTS Coordinator; and Nosipho Faith Makhakhe, Senior Lecturer at Durban University of Technology

THE CONVERSATION

OPINION

By Dr Gillian Mooney

AI has emerged as a beacon of hope for education on the continent, promising to personalise lessons for a child in a remote village or automate grading for overworked teachers in urban townships.

An initiative like the Invigilator App, which keeps online exams rolling even during loadshedding, is a homegrown solution that demonstrates that AI isn’t some distant Silicon Valley import.

However, without urgent and bold action, AI threatens to widen divides, rather than bridge them.

On a continent where billions lack reliable electricity or affordable smartphones, rolling out AI without addressing these basics, risks leaving the most marginalised behind.

The media spotlight often fixates on flashy AI breakthroughs, but the real story is the urgent need for public-private partnerships to make this tech work for Africa.

While companies like ADvTECH are leading with platforms that track student progress in maths and science overnight, spotting struggles before class even starts, scaling this kind of technology requires governments, universities, and businesses to collaborate urgently, to ensure equitable access.

AI’s magic in education starts with personalisation — tailoring lessons to a student’s pace, style, and needs. This isn’t sci-fi; it’s happening in South Africa’s top schools today, where AI acts as a 24/7 assistant, freeing educators for what they do best – inspiring young minds.

By analysing job market trends, AI can even steer curricula toward skills like coding or sustainable farming, linking classrooms directly to tomorrow’s opportunities across Africa and beyond.

The promise versus the problems

For under-served communities, the impact could be revolutionary. Students with disabilities get adaptive tools that read aloud or simplify complex texts; AI tutors immerse students in Xhosa while building global tech savvy. Vocational training gets a boost too, with simulations for welding or entrepreneurship that feel as real as hands-on practice. The result? A generation equipped not just to survive, but to thrive in a world demanding adaptability.

Yet, starry-eyed visions must confront harsh truths.

The digital divide looms large. Without widespread internet, solar-powered devices, or off-grid solutions, AI remains a luxury for city elites. In South Africa alone, loadshedding or unplanned outages disrupt learning daily, so how do we build AI that laughs in the face of blackouts?

Bias is another beast. If training data echoes pre-democracy prejudices, AI could reinforce racial or gender stereotypes in grading or recommendations. We’ve seen it before with facial recognition tech failing darker skin tones — education can’t afford such blind spots.

Teachers, the heart of our systems, aren’t immune either. Fears of job loss or “de-skilling” are valid, but AI should empower, not replace. Training programmes must reframe educators as guides in AI-augmented classrooms, handling the human elements machines can’t touch — empathy, ethical debates, cultural nuance.

This transformation demands African leadership. No more importing off-the-shelf solutions. We need local developers crafting tools infused with our stories, from Ubuntu-inspired collaboration apps to climate-resilient learning platforms. Leapfrogging outdated models, we can pioneer paths that blend tech with tradition.

The pillars to support AI in Africa

To make this real, the following is required:

Robust Policy Frameworks: Governments crafting rules for ethical AI, from data rules to accessibility mandates.

Infrastructure Investment: Pouring funds into broadband, cheap devices, and renewable energy to connect every corner.

Teacher Empowerment: Hands-on training to weave AI into daily teaching, boosting confidence and innovation.

Research and Development: Homegrown AI hubs fostering African talent and interdisciplinary breakthroughs.

Public-Private Partnerships: Teaming government with leading public and private educational institutions for scalable, context-specific solutions.

The future of African education, empowered by AI, is not a distant dream; it is an unfolding reality. It is a future where every child, regardless of their location or background, can have access to quality, personalised, and relevant learning experiences.

But what must happen — with urgency — is for Africa to seize this moment with courage, wisdom, and a shared commitment to building an educational future that is truly transformative, truly African, and truly human.

Dr Gillian Mooney is Executive: Teaching & Learning at The IIE’s Academic Centre of Excellence. This article is based on Dr Mooney’s keynote address delivered at the Global AI in Education Conference.

INSIDE EDUCATION

By Charmaine Ndlela

Teachers are “the connective tissue between constitutional aspirations and learners’ lived experiences,” and their voices must shape education policy rather than being reduced to tick-box exercises.

This is according to South African Council for Educators (SACE) Manager for Planning and Research and Acting Head of Ethics and Professional Development, Tuzana Sophethe, who addressed Day 1 of SACE’s two-day Hybrid Teachers’, Practitioners’ and Researchers’ Colloquium at the President Hotel in Bloemfontein, Free State.

Reaffirming the central role of teachers in shaping the future of education, Sophethe said the sessions were held under the UNESCO-declared theme: “Valuing teachers’ voices: towards a new social contract for education.”

“The theme emphasises the need to recognise teachers as co-creators of educational futures, not just implementers of policy,” she said.

Sophethe added that professional development should empower teachers to reflect, innovate and build solidarities.

“Education is a battleground of ideas, and teachers’ voices are crucial in consolidating democracy. We must work together towards a new social contract that prioritises teacher agency, reflective practice and education as a public good,” she said.

Thiboloha Special School teacher–practitioner researcher T. Chaka presented on the importance of effective learning and the qualities required for strong educational leadership.

Leadership, he argued, is not a title but a responsibility rooted in character, vision and a commitment to excellence.

Preparation for teaching, he added, demands meticulous planning and thoughtful adaptation.

Reflecting on the recent G20 Summit, Chaka said continuous learning and engagement remain essential to achieving the goals of the NDP 2030. Creativity, adaptability and collaboration, he noted, are key to high-quality education—along with accountability and sustained professionalism.

His aspiration is to help mould future generations of teachers and leaders who will strengthen the sector.

Researcher Lerato Mohale presented on inclusion, diversity and equity, warning that the sector still lacks adequate support for inclusive education. “At times we have non-functional SBSTs because we do not have outside stakeholders,” she said.

Another presenter, Kenneth Khantsi, shared research on how collaborative leadership improves school governance in township secondary schools.

Award-winning educator Luyanda Buthi, national runner-up for Excellence in Secondary School Teaching, called for stronger mental-health support for teachers and departmental heads.

“As teachers, physiologically and mentally, we are not well. We recently lost a colleague to suicide. On the same day, learners were writing Physical Science Paper 3. As I mourned, it was business as usual—I had to invigilate,” she said.

Buthi stressed that teachers are expected to perform despite insufficient wellbeing support.

SACE encouraged student teachers, teacher educators, instructional designers and those who missed the orientation to follow the sessions online and continue engaging with the discussions.

INSIDE EDUCATION

By Palesa Nguqu

Gauteng’s failure to complete key school construction projects is putting readiness for the 2026 academic year at risk, the Democratic Alliance (DA) has warned, citing the provincial government’s own performance figures.

In a statement issued by Nico De Jager, the DA’s spokesperson for Infrastructure Development, the party said that, with only two months before schools reopen, the Gauteng Department of Infrastructure Development (GDID) “cannot show a single project that has been completed and handed over to the Department of Education for this year”.

Several major school construction projects remain incomplete, despite repeated promises that they would be ready in time.

According to the DA, GDID’s second-quarter performance report shows “troubling delays across several school projects that are essential for easing overcrowding in classrooms across the province”.

Thubelihle Intermediate School in Soweto is only 35% complete, while Hoërskool Elsburg in Ekurhuleni stands at less than 50%. Schools intended for learners with special educational needs, such as Bafeti LSEN School in Mabopane, remain far behind schedule, even though they are meant to replace “outdated and inadequate buildings that no longer meet learners’ needs”.

The department’s overall performance “has regressed by 6% to 67% against the performance from the previous financial year because of poor project management, bad planning, contractors abandoning sites or contractors just not being qualified to do the work,” De Jager said.

“The department continues to rely on recovery plans yet experiences the same problems each quarter without us seeing any improvement.”

The Gauteng Infrastructure Financing Agency’s (GIFA) Schools Programme is “facing similar challenges,” the statement continues.

Several schools expected to open in the new year are still awaiting critical approvals, including site development and building plans, which has slowed construction. GIFA’s own documentation notes that six priority schools are earmarked for completion by the end of the financial year, but administrative delays make this “increasingly unlikely”.

De Jager said that “the consequences of these failures are predictable and preventable”.

Learners may again be placed in overcrowded classrooms or temporary structures, he said.

The DA called for urgent intervention from the Premier and Provincial Treasury “to unblock the delays and to ensure that every rand allocated to school infrastructure delivers real value”.

INSIDE EDUCATION

By Levy Masiteng 

Marking of the 2025 National Senior Certificate (NSC) examination scripts will start on Tuesday 2 December and conclude on 12 December, according to KwaZulu-Natal MEC of Education, Sipho Hlomuka.

All Grade 12 learners had completed their exams, Hlomuka said at a media briefing on Thursday.

“We thank our principals, educators, examination officials, and district directors for the professionalism they have shown,” he said.

A total of 195,592 candidates were registered for the exams, with 180,454 being full-time candidates, according to the department.  

Hlomuka said that the average absentee rate for the exams was 2%, consisting mostly of part-time candidates. 

The absenteeism rate was so low, he said, because the department deployed monitoring teams across districts to assess preparedness, and to confirm that examination centres were fully operational.

Challenges during the exams included a car accident involving a candidate, an assault incident, and arson attacks on examination centres. 

“We have extended psychosocial support to the affected candidates, and they will be given a second opportunity in the June 2026 examination period,” Hlomuka said.

A total of 7,889 markers, 202 examination assistants, 1,578 senior markers, 835 chief markers and deputies, and 87 internal moderators have been vetted and trained to ensure accuracy and consistency in the marking process.

Hlomuka thanked the educators, invigilators, and stakeholders for their dedication and professionalism. 

“We extend our heartfelt appreciation to all educators who have worked tirelessly throughout the year, and who continue to serve as invigilators and support staff during this period,” he said.

Speaking to the class of 2025, he said: “I wish to congratulate you on getting this far, because reaching this stage is a milestone on its own, but it is not the end. Now, more than ever, you need to maintain momentum and focus.

“Stay focused, use your time to reflect carefully, and believe that you have applied the knowledge and skills you have acquired to your exam.”

The final results are scheduled for release in January 2026, with Umalusi overseeing moderation and quality assurance processes.

INSIDE EDUCATION

By Lebone Rodah Mosima 

Minister of Higher Education and Training (DHET) Buti Manamela highlighted the importance of skills development and industry partnerships at the launch of the Boilermaker Centre of Specialisation at the Northlink College Bellville Campus.

In his keynote address, Manamela said the department must move quickly “to ensure that training is linked to employment” so that every TVET student can secure either a work opportunity or an entrepreneurial opportunity after their studies.

He acknowledged the collaboration between the college, the Sector Education and Training Authority (merSETA), and 30 primary industries across the country, while welcoming students and apprentices from Gauteng, Durban, the Northern Cape, and beyond.

“This shows what can happen when public institutions, sector education and training authorities, and the private sector come together in order to make sure that we have a skills programme that is impactful,” Manamela said. 

“With SETAs, it’s not just bringing in the resources, but the expertise, and ensuring that we sustain this set of specialisations in boiler making,” he said.

“With the college providing that platform and industry linking the students with workplaces, work opportunities, we see the importance of building an ecosystem, and I think we need to encourage that.”

Manamela congratulated the college council and principal for turning the vision of a Boilermaker Centre of Specialisation into a reality.

He called on institutional leaders to cultivate strong leadership at every level, reminding them that their core mission is to build futures, restore hope for young people, and place skills development at the heart of the department’s education agenda.

Representing the student body, SRC Chairperson of the Bellville Campus, Balulwa Jantjies, said: “We are proud to be a college that doesn’t just talk about excellence, we consistently demonstrate it. This Centre of Specialisation is living proof of that commitment.”

Jantjies expressed gratitude to all partners, saying they were “founders of futures, shapers of careers, and true partners in producing the next generation of highly skilled artisans” for South Africa.

“Today’s job fair is not only an opportunity to hand out CVs, it is your chance to step into the world you’ve been preparing for,” she said.

“Engage with the companies, ask questions, be curious, be courageous. Whether you are starting to become a boilermaker, welder, electrician, or pursuing any other trade, remember that you are needed in South Africa, and the industry needs you”. 

INSIDE EDUCATION