By Dr Alucia Mabunda  

In the wake of the year-end exams, countless high school students and their parents are faced with the reality that they may need to make a call on whether to continue with Pure Maths or change to Maths Literacy.

It’s a double-edged sword, as Pure Maths opens more doors when considering study options; however, Maths Lit might translate to better performance, and therefore improve chances of receiving a Bachelor’s pass.

There are a number of considerations that should inform this important decision and will assist parents and students in making an informed choice.

Is pure maths only for gifted students?

The first myth that needs to be dispelled is the idea that Pure Maths is just for gifted students.

With appropriate development, structured support, and encouragement, all learners are capable of engaging successfully with the subject. Mathematics is not inherently difficult; rather, the challenges often arise from the manner in which it is taught and the way in which learners perceive it.

Establishing a solid foundation in the early years of education is essential. Unfortunately, some adults recall being discouraged from pursuing Mathematics, having been told that it was too difficult. Such stereotypes have fostered a culture of fear that continues to influence students negatively. Overcoming these misconceptions through effective pedagogy and positive reinforcement enables all learners to realise their potential in Mathematics.

Degree access and early parental support

It is true that Pure Maths opens more study and career pathways, but that is not a reason alone to opt for the subject.

The starting point should be a discussion about the child’s aspirations and career interests, ideally beginning in primary school rather than being left until secondary education. Early conversations enable parents to identify suitable subject pathways aligned with the child’s intended field of study.

While Mathematics indeed opens access to a wide range of degree programmes and fosters valuable analytical and critical thinking skills, it should be pursued in a supportive manner. If a chosen career requires Mathematics, parents ought to provide early and consistent academic support, while also fostering a positive attitude towards the subject so that the child’s motivation is aligned with their long-term goals.

When to choose Maths Lit

Students who intend to pursue qualifications that do not require Mathematics as an admission prerequisite may benefit from opting for Mathematical Literacy. This option may also be appropriate for learners who find little interest in Mathematics or who lack access to well-qualified teachers with expertise in the subject.

Choosing Mathematical Literacy reduces the academic pressure often associated with Pure Mathematics, thereby allowing students to dedicate more time and effort to other subjects that are directly aligned with their future studies. In this way, Mathematical Literacy remains a practical alternative that still fosters problem-solving skills while supporting broader academic success.

The range of degrees and tertiary courses available to students who have taken Mathematical Literacy depends largely on the admission policies of individual institutions.

In many cases, higher achievement levels are required for Mathematical Literacy than for Mathematics. For example, a qualification that requires 50% in Mathematics may require a minimum of 70% in Mathematical Literacy for admission.

Despite these higher thresholds, there has been a notable shift in recent years, with many degrees now accommodating applicants with Mathematical Literacy. These include programmes in Education, Law, selected Accounting and Commerce fields, the Human and Social Sciences, Tourism, Humanities, and Business Studies. However, fields such as Engineering, Medicine, and Actuarial Science continue to require Pure Mathematics as a compulsory prerequisite.

Overall, learners who have taken Mathematical Literacy still have access to a wide pool of qualifications, provided that their subject choices and performance levels are aligned with the entry requirements of their institution and chosen field of study.

If Pure Maths is a must, but the struggle is real

Students who struggle with Mathematics but wish to pursue a degree that requires it should begin by investing significantly more time in mastering the subject.

This may involve engaging a tutor, attending additional classes, and making full use of available learning resources. Ultimately, success depends on the student’s determination and commitment to achieving the required marks for entry into their chosen field.

But equally important is cultivating a positive attitude and perhaps a mindset adjustment towards Mathematics.

A negative outlook can hinder progress, while a constructive mindset can enhance confidence and performance. For instance, in my own experience, I initially struggled with Mathematics due to a negative attitude. However, with renewed motivation in Matric and the guidance of a highly committed teacher, I achieved strong results. This demonstrates how persistence, support, and a change in mindset can transform performance.

By Dr Alucia Mabunda is Campus Head at IIE Rosebank College.

INSIDE EDUCATION

By Lebone Rodah Mosima

The University of the Witwatersrand (Wits) plans to introduce two new postgraduate qualifications in 2026 in order to bolster Africa’s cybersecurity capability.

“The two new fully accredited programmes – the Bachelor of Science Honours (BScHons) and the Master of Science (MSc) in Cybersecurity – are available on the Wits online application system, with applications for the 2026 intake open until 31 December 2025,” Wits said.

“Both programmes are designed to prepare graduates for advanced careers in cybersecurity, data protection and trustworthy artificial intelligence (AI), combining rigorous academic foundations with real-world applications.”

Professor Richard Klein, Deputy Head of Wits School of Computer Science and Applied Mathematics, said that the postgraduate qualifications in cybersecurity “will focus on advanced cybersecurity principles and technologies; artificial intelligence and machine learning for digital security; ethical and legal aspects of information security; and applied research addressing local and global cybersecurity challenges”.

Wits said that the degrees will strengthen the university’s position as a “continental leader in cybersecurity education”, and will bring together academic training, cutting-edge research, and industry engagements.

The degrees will be delivered in collaboration with two globally recognised organisations: the CISPA Helmholtz Center for Information Security in Germany, and South Africa’s own MWR CyberSec.

Tinus Green, Head of Consultancy at MWR CyberSec, welcomed the initiative.

“Developing local expertise is vital to strengthening South Africa’s resilience against evolving cyber threats, and we believe this initiative will play a key role in building the next generation of cybersecurity experts,” Green said.

Dr Lea Schönherr, Tenure-track faculty, CISPA Helmholtz Center for Information Security, said: “Strengthening global cybersecurity requires strong international collaborations, and we see immense potential in supporting the development of highly skilled cybersecurity professionals in South Africa. These programmes will help cultivate new research talent, expand global knowledge exchange, and contribute to a more resilient digital future.”

Wits Vice-Chancellor and Principal, Professor Zeblon Vilakazi, said that “cybersecurity is one of the defining challenges of our time”.

“These new programmes position Wits at the forefront of digital innovation and resilience in Africa. Through our collaboration with CISPA and MWR CyberSec, we are creating pathways for students to engage with global expertise while addressing the urgent cybersecurity needs of our society,” he said.

Dean of the Faculty of Science, Professor Nithaya Chetty, added that the qualifications will directly support South Africa’s capacity, such as data and information systems, to protect critical infrastructure and fuel the country’s digital economy.

The partnership between Wits and CISPA is formalised through a Memorandum of Understanding, to initiate joint research, academic exchanges, and co-supervision of postgraduate students in cybersecurity, AI, machine learning, and cryptography.

According to Faith Blakemore, Head of International Affairs and Science Relations at CISPA, the collaborations will open new international research pathways and strengthen scientific engagement across Africa and other continents.

“These Memoranda of Understanding will now serve as the foundation for further exciting and equally beneficial activities, including research opportunities for members of all our institutions,” Blakemore said.

INSIDE EDUCATION

Police in KwaZulu-Natal have launched a manhunt for 29-year-old Sduduzo Mavundla, who is wanted for the attempted murder of his nine-year-old nephew in Chesterville, and have appealed to the public for help in tracing him.

The boy was attacked on 4 January 2024 in the Phola area of Chesterville after going to visit his grandfather, the South African Police Service (SAPS) said on Monday.

Police said Mavundla allegedly lured the child into nearby bushes on the pretence of buying him snacks, confronted him over a family dispute, and then strangled and stabbed him repeatedly in the face, leaving him unconscious.

The child later regained consciousness, crawled to the roadside and was taken to hospital by passers-by. By that time, police say, Mavundla had allegedly persuaded a family member to open a missing-person case for the boy at Cato Manor police station.

In their statement on Monday, police said Mavundla was arrested “but somehow released on bail”, and did not appear in court.

A warrant for his arrest was issued in September 2024, and officers have been searching for him since.

Police crime statistics show that in the second quarter of the 2024/25 financial year, 315 children were murdered and 490 were victims of attempted murder nationwide – roughly nine children a day caught up in killings or attempted killings.

Civil society group Action Society have said that the Western Cape, KwaZulu-Natal and Gauteng together account for more than 60% of all child murders in the country.

More than two-thirds of child murder victims are killed by someone they know, such as a parent or relative, said Action Society.

KwaZulu-Natal police have urged anyone with information on Mavundla’s whereabouts to contact Investigating Officer Captain Ndlovu on 082 411 5609 or the SAPS Crime Stop line on 08600 10111.

INSIDE EDUCATION

By Levy Masiteng

Grade 4 learners across South Africa began writing Mother Tongue-based Bilingual Education (MTbBE) assessments in Natural Science and Technology on Monday.

The pupils will write mathematics on Tuesday.

The Department of Basic Education (DBE) says this is a major step in strengthening foundational learning.

The assessments follow the introduction of the MTbBE programme last year, which is designed to improve learner comprehension and build a more equitable and effective education system.

Under the programme, learners are taught and assessed in their home language alongside English to boost understanding, deepen concept mastery and support stronger literacy and numeracy outcomes, the DBE said.

Minister of Basic Education Siviwe Gwarube welcomed the start of the “historic writing” of the assessments.

“Mother-tongue instruction is one of the most powerful tools available to improve learning outcomes. When learners understand the language of teaching and learning, they engage more confidently, grasp concepts more deeply, and progress more successfully through the system,” she said.

According to the department, a total of 11 948 schools across all nine provinces are implementing Mother Tongue-based Bilingual Education.

In KwaZulu-Natal, 3 558 schools are offering MTbBE in Afrikaans, IsiXhosa, IsiZulu, and Sesotho.

The Eastern Cape has 3 860 schools offering Afrikaans, IsiXhosa and Sesotho, while Limpopo has 2 229 schools offering IsiNdebele, Tshivenda, IsiZulu, Sepedi, Setswana and Xitsonga.

Gwarube thanked teachers, school managers, provincial departments and parents for their support of the programme.

“This work is part of our broader commitment to ensuring that every child is supported to read for meaning and to excel in mathematics and science,” she said.

INSIDE EDUCATION

By Johnathan Paoli

Limpopo Impala Cricket (LIC) celebrated the province’s rising cricket stars last week during a vibrant capping ceremony held in Polokwane ahead of Cricket South Africa’s (CSA) annual national youth week.

LIC president Sakie Mabala Kwakwa congratulated the squads and encouraged them to embrace the pressure and pride of representing Limpopo on the national stage.

“You were the chosen ones out of hundreds. Your hard work has brought you here, and we believe you’ll make us proud. Good luck. Carry our dreams and the pride of Limpopo onto the national stage,” Kwakwa said.

The event honoured boys and girls selected to represent Limpopo in the under 13, 16 and 19 divisions at the national tournaments taking place across the country in December.

The ceremony marked a major milestone for the young athletes, who were chosen from hundreds of players across the province, a testament to their hard work, consistency, and talent.

Families, coaches and officials gathered at LIC headquarters to witness the symbolic moment each player stepped forward to receive their provincial cap.

Among the under 16 girls, Hoërskool Nylstroom’s Mpule Sebele expressed her determination to help her team break new ground.

She said she was looking forward to achieving something the U/16s haven’t achieved in a while.

“We want to surprise teams and show Limpopo we can do this,” Sebele said.

Her teammate from Mahwahwa High School, Pontsho Mopai, said unity would be key.

“I look forward to winning all the games. Even if we don’t win, we must show off our talent. We should support one another, and we will represent Limpopo well,” she said.

At U/19 level, Hoërskool Frikkie Meyer’s Mahlako Mamabolo said she is motivated by the chance to shine at national level.

“I’m looking forward to representing LIC and making my province proud by working hard with my teammates,” she said.

The ceremony also reflected LIC’s broader mission of developing cricketing excellence in Limpopo.

Established in 2006, the organisation has grown into the province’s central hub for cricket development, uniting schools, clubs and communities through a shared passion for the sport.

LIC’s history includes securing first-class status in 2006–07 and making a notable return to top-tier competition in the 2022–23 season.

The association continues to focus on nurturing young talent, promoting diversity, and building a cricket culture that inspires the next generation.

INSIDE EDUCATION

Buti Manamela

The G20 Leaders’ Summit concluded this weekend with the usual choreography of diplomacy, but behind the photo-ops and the carefully weighted communiqués lies a deeper shift that deserves attention, especially from those of us on the African continent.

For once, education did not appear as a footnote to economic policy; it emerged as a structural pillar of global development. With the adoption of the Leaders’ Declaration, the G20 has signalled that the future of higher education in Africa is no longer a regional concern. It is a global priority.

This new posture is long overdue. Africa’s population is young, dynamic and growing, and by 2050 one in every four young people entering the world’s labour markets will be African.

Whether viewed through the lens of economics, geopolitics or human development, this demographic shift represents the single most consequential trend of the 21st century. The G20 finally acknowledges this as an opportunity that depends entirely on the decisions we make in education today.

The Declaration recognises what African policymakers and students have known for decades: that access to higher education remains deeply unequal and, without intervention, will widen the chasm between those who benefit from the knowledge economy and those who remain trapped outside it.

The reality is stark. Africa south of the Sahara still has the lowest tertiary enrolment levels in the world. Rural communities remain underserved, digital access is uneven, and too many young people enter the labour market without the skills demanded by a fast-changing world. The G20 has now placed these issues on the global agenda with unprecedented clarity.

What stands out in this year’s commitments is the centrality of digital transformation. The world has moved beyond seeing online learning as a temporary solution introduced during COVID-19. It is now recognised as a structural enabler of mass inclusion.

Digital platforms open the doors to students who live far from campuses or who balance work and study. They lower costs, enable new forms of personalised learning and allow institutions to expand without relying solely on physical infrastructure. For a continent like Africa, where the demand for higher education far outstrips the ability to build campuses, the commitment to digital ecosystems is not an innovation—it is a lifeline.

Equally significant is the emphasis on educational mobility. The commitment to improve the recognition and portability of qualifications, to expand micro-credential frameworks and to enable learners and workers to move more freely across borders is transformative.

For countries like South Africa, and for millions of African students, mobility is the difference between being confined to local opportunities and being part of a genuinely global workforce. The Leaders’ Declaration positions mobility as a strategic necessity for a world seeking resilience, innovation and talent. 

These global commitments align closely with what we have been pursuing through South Africa’s G20 Presidency. Our focus on solidarity, equality and sustainability has shaped the education agenda from early childhood development to higher learning, from digital governance to skills recognition, and from teacher professionalisation to international partnerships.

At home, we are modernising curricula, expanding occupational qualifications, strengthening NSFAS, transforming the TVET system, and building international partnerships that connect our institutions to global knowledge networks. The G20’s commitments validate this direction and create a platform for accelerating our reforms.

Perhaps the most important shift reflected in the Declaration is the recognition that higher education is fundamental to economic transformation. It is no longer acceptable to imagine universities and colleges as institutions that merely produce graduates.

They must become engines of innovation, hubs of research and experimentation, and catalysts for entrepreneurship. They must develop the scientific, digital, cognitive and creative capabilities that African economies will depend on in the decades ahead. They must prepare not only job seekers, but job creators.

There is, of course, a gap between commitments and implementation. Declarations do not change systems; governments do. The test for the global community and for African governments in particular, will be whether these commitments find expression in budgets, partnerships, and sustained reforms.

For South Africa, this means deepening digital infrastructure, strengthening cross-border recognition mechanisms, expanding access to blended learning, transforming the TVET sector, and continuing the difficult work of ensuring that NSFAS serves the students who need it most.

Yet despite these challenges, this G20 Summit marks a quiet turning point. For the first time, the world’s most influential economies have acknowledged that Africa’s education challenges and opportunities are global determinants of growth.

They have recognised that access is not a matter of charity but of shared prosperity. They have implicitly accepted that the future of global labour, innovation and stability will be shaped in classrooms, lecture halls, training workshops and digital platforms across our continent.

The task now is to turn the Declaration into action. If we do so with urgency and ambition, the G20 Summit of 2025 will be remembered as the moment when the world finally understood that Africa’s young people are not a problem to be solved, but a potential to be unlocked, and that higher education is the key that opens that door.

Buti Manamela is the Minister of Higher Education and Training

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has welcomed the endorsement by the leaders of India, Brazil, and South Africa for the establishment of the IBSA Network on Quality Foundational Learning, describing it as a significant step toward uniting Global South partners behind stronger early learning systems.

The announcement was made on the sidelines of the G20 Leaders’ Summit, where President Cyril Ramaphosa reaffirmed the three countries’ commitment to deepening cooperation in foundational literacy, numeracy, and early childhood development.

Gwarube said the leaders’ acknowledgement of work undertaken by the three education ministries reinforced the priority placed on early cognitive, socio-emotional and foundational skills.

“I commit myself, my department and the whole country to playing a leading role in mobilising global support for quality foundational learning as the cornerstone of human development and economic growth,” she said.

The new Network will act as a collaborative platform, uniting IBSA countries in advancing strong early learning outcomes from the earliest years through the early primary grades.

While the full modalities of participation are still to be finalised jointly by the three nations, South Africa has already signaled that it sees value in enabling broader international collaboration over time.

The Basic Education Department believes that, through consensus, opportunities could be created for participation by other countries, development partners, international organisations and philanthropies working toward similar goals.

“South Africa stands ready to drive the next phase of cooperation, deepening the exchange of evidence-based policies and practical solutions across the Global South and beyond, and supporting stronger early learning systems that work for all children,” said the minister.

Ramaphosa echoed this sentiment during his remarks at the IBSA Leaders’ Dialogue, noting that the three countries were actively shaping global governance rather than merely participating in it, and that education cooperation would be integral to building a more equal and sustainable global future.

“I am therefore delighted that we will be signing a collaboration agreement on foundational learning as a follow up of the agreement that has been signed by the three IBSA Education Ministers,” he said.

The G20 Summit’s focus on quality Early Childhood Care and Education (ECCE), strengthened teaching, improved foundational competencies and more inclusive learning systems closely aligns with the objectives of the IBSA Network.

This alignment, Gwarube said, reflects growing global recognition that early childhood development and strong early-primary schooling were among the most important investments any country can make in its social and economic wellbeing.

The minister also noted that the Network’s ambitions dovetail with South Africa’s national priorities, including better learning environments, improved access to digital tools, strengthening teacher support and addressing the barriers facing children in rural and vulnerable communities. She said that strengthening teaching, improving instructional quality, expanding inclusive digital access and ensuring that no child is left behind remain central to this commitment.

The department plans to use the presidency to accelerate coordinated action across partner countries, ensure that the Network gains momentum, and position foundational learning as a driving force behind human development in the Global South.

She added that South Africa is honoured to lead this effort at a time when global education systems face persistent inequalities, learning losses and resource constraints.

The Network, she explained, will serve as a mechanism to share innovations, strengthen capacity and build more resilient early learning systems capable of supporting every child to develop strong literacy and numeracy foundations.

With IBSA education ministers already having signed a cooperation agreement earlier in the year, Gwarube said the leaders’ endorsement at the G20 Summit strengthens momentum for implementation.

The department said it will focus on outlining the Network’s structure, establishing areas of joint work, and expanding mechanisms for technical exchange among the three countries.

INSIDE EDUCATION

By Johnathan Paoli

South Africa’s 2025 G20 presidency has placed education firmly on the global agenda, with the Leaders’ Declaration outlining ambitious commitments to transform the early learning environment and strengthen international cooperation in higher education.

The declaration emphasises that Early Childhood Care and Education (ECCE) and the recognition of qualifications across borders are foundational to building equitable, future-ready societies.

Early Childhood Development (ECD) emerges as a key pillar of the G20’s education priorities and the world leaders endorsed a comprehensive approach to ECCE policy development that draws on both government and community values.

The declaration stresses that investment in early learning is essential not only for children’s cognitive and social development, but for countries’ long-term economic resilience.

It commits G20 members to strengthening the ECCE workforce, improving professional recognition and confronting persistent teacher shortages, especially in early and basic education.

This focus aligns closely with the country’s domestic education agenda, where foundational learning has been prioritised as the most effective intervention to reverse learning losses and improve long-term outcomes.

By supporting the integration of 21st-century teaching competencies and updated pedagogies, the declaration reinforces the need to empower early-years practitioners with the tools required to prepare learners for an increasingly complex world.

Technology inclusion is another major theme, with leaders warning that without decisive action, digital divides will continue to undermine educational equity.

The declaration calls for expanded connectivity, appropriate digital infrastructure and inclusive access to learning technologies.
For ECCE, this means ensuring that even the earliest learning environments benefit from age-appropriate digital tools, while safeguarding equity across rural and low-income settings.

Beyond foundational learning, the G20 has also sharpened its focus on higher-education cooperation.
Clause 111 of the declaration reaffirms global support for the UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education, urging greater cohesion among regional and international frameworks.

Leaders commit to advancing mutual recognition processes during the 2025–27 work programme, subject to national standards and regulations.

For South Africa, whose G20 education themes include Mutual Recognition of Qualifications, this commitment is significant.
It positions the country to champion a more coherent global qualifications ecosystem, enabling South African graduates to access international study and employment opportunities more easily, while attracting foreign talent to local institutions.

The declaration’s combined emphasis on early childhood development, educator professionalisation, digital inclusion, and qualifications mobility reflects the interconnected nature of modern education systems.

As South Africa concludes the G20, its presidency is expected to translate these high-level commitments into coordinated global policy actions.

With foundational learning, teacher development and higher-education alignment now embedded in the G20’s shared agenda, many hope the coming year offers a pivotal opportunity to reshape the global architecture of learning, beginning in the earliest years and extending across borders.

INSIDE EDUCATION

By Levy Masiteng 

The Deputy Minister of Higher Education and Training, Mimmy Gondwe, has shut down the Mhlabuhlangene School of African Medicine in Ladysmith, KwaZulu-Natal, for operating illegally and offering unaccredited qualifications. 

The department also opened a case against the institution at the Ladysmith Police Station.

The shutdown followed multiple warnings and instructions issued to the owner to register the institution with the DHET and obtain proper accreditation, all of which were ignored. 

The department said that the institution had been offering programmes ranging from a Diploma in African Medicine for R8,500 to a PhD in Healing Science and Facilitation for R18,500, none of which were recognised or accredited.

Upon arrival, Gondwe found that the institution was still operating, and an employee called the owner, who spoke directly with her. 

Gondwe instructed that the institution be closed with immediate effect to protect students from fraudulent programmes. According to the department.

“We are not against African or traditional medicine, but we strongly oppose unregistered institutions offering unaccredited qualifications that mislead and exploit learners,” said Gondwe.

The campaign was conducted in partnership with Alfred Duma Local Municipality, the South African Police Service (SAPS), the South African Qualifications Authority (SAQA), the Council on Higher Education (CHE), the Department of Home Affairs, and the Department of Employment and Labour.

“The campaign is aimed at protecting students and parents from unregistered institutions offering unaccredited qualifications including fraudulent PhD programmes,” Gondwe said. 

“This is the fourth awareness campaign led by the Deputy Minister this academic year across three provinces with large student populations,” said Essack Shaheeda, the director of Private Higher Education in the DHET. 

“We are committed to protecting students and communities from illegal and unregistered institutions operating outside the law.”

The department urged students and parents to verify the accreditation and registration of institutions before enrolling.

INSIDE EDUCATION