By Lebone Rodah Mosima

Students’ Representative Councils (SRCs) at four major universities have called for the R52,000 annual NSFAS accommodation cap to be scrapped, saying that funding shortfalls are driving poor and working-class students into debt and putting their studies at risk.

In a joint statement released earlier this week, SRCs from the University of Cape Town (UCT), University of the Witwatersrand (Wits), University of Johannesburg (UJ), and Stellenbosch University (SU) called on the Department of Higher Education and Training (DHET), the National Student Financial Aid Scheme (NSFAS), and the Competition Commission to urgently address the student accommodation crisis.

They said the problems were not unique to the four institutions but reflected the experiences of students at public universities across South Africa.

ALSO READ: Gungubele calls for workplace learning to close digital skills gap

Last month, the Portfolio Committee on Higher Education and Training expressed concern about accommodation funding shortfalls contributing to student debt at UCT during a briefing on governance, administration, teaching and learning, and other matters.

“UCT indicated that student accommodation cap introduced by NSFAS was reducing the number of students able to access university accommodation,” the committee said.

The committee said NSFAS introduced the cap in 2023 as a measure to prevent private accommodation providers from inflating prices.

“The problem is that there are corrupt individuals and private property owners who charge ridiculous amounts for student accommodation,” committee chairperson Tebogo Letsie said.

The committee noted that UCT absorbed the full funding shortfall on behalf of students in 2023, while the UCT SRC accused NSFAS of failing to provide clarity on whether its proposed referral of private accommodation providers to the Competition Commission had been made and what had become of it.

“The SRC said it wanted NSFAS to exempt all UCT-owned residences from the accommodation cap,” the committee stated.

The committee also said some student debt arising from accommodation funding shortfalls was linked to negotiations and contracts entered into by the university with private providers, even though the university did not financially benefit from student accommodation.

ALSO READ: Applications open for €15,000 Herman Mashaba scholarship in Austria

In May, shortly after NSFAS was placed under administration, the scheme announced that more than R1.1 billion had been disbursed during that quarter for private accommodation payments, benefiting more than 100,000 students.

NSFAS said 95% of accommodation providers listed on its solution partner portals had verified their banking details and were included in direct payments for 2026.

The scheme said it was legally mandated to bring accommodation payment functions in-house from 2026, a move it claimed had helped resolve various system challenges.

According to NSFAS, the changes addressed delays by institutions in confirming students, the misclassification of students as transport-allowance recipients, and uncertainties around accommodation accreditation.

In a follow-up statement, the SRCs said that the continued enforcement of the accommodation cap, combined with a lack of regulation of accommodation pricing, had created an unsustainable environment that disproportionately affected poor and working-class students.

“Since the release of the original statement, it has become increasingly evident that this is a national higher education crisis requiring immediate and coordinated intervention,” they said.

“Students continue to face accommodation debt, threats of eviction, registration barriers, delayed academic progression, and uncertainty.”

They said the growing number of SRCs supporting the position demonstrated a collective belief across universities that the current system was failing students.

“This is no longer an issue affecting isolated institutions — it is a systemic crisis demanding national attention. We therefore reaffirm the demands contained in the original joint statement,” they said.

They called on DHET, NSFAS and the Competition Commission to remove the NSFAS accommodation cap, regulate student accommodation prices across the public and private sectors, and immediately announce the 2026 NSFAS meal and rental allowance rates.

“We remain committed to working collectively in defence of students and will continue to advocate until meaningful and lasting solutions are implemented,” they said.

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By Dumisani Tshabalala

Every World Youth Skills Day, South Africa performs the same ritual. We speak solemnly about the skills crisis and reach for a familiar list: electricians, plumbers, welders, mechanics and technicians. The concern is justified.

According to the Department of Higher Education and Training, South Africa produced 19,536 qualified artisans in 2022/23, while the National Development Plan sets a target of 30,000 qualified artisans annually by 2030. The shortage of qualified tradespeople is a brake on development. But we make a serious mistake when we allow the artisan shortage to define the entire conversation about skills.

An artisan is an occupation; a skill is a human capability. By confusing the two, we have reduced skills development to a pathway for some young people, rather than recognising it as the purpose of education for every young person. This misunderstanding is reinforced by the false divide between academic and vocational education. Schools, we imply, develop knowledge; colleges develop skills. One pathway is supposedly for thinking and the other for doing. Real life does not work that way.

A good electrician does not merely connect wires; they interpret a system, diagnose a fault and adapt when the problem changes. A good historian does not merely remember dates; they evaluate evidence, identify bias and construct an argument. Both are thinking, both are doing and both are skilled. The distinction that matters is not between knowledge and skills, but between knowledge that remains inert and knowledge that can be used.

Training grounds

School subjects should be understood as training grounds for human capability. Geometry develops spatial reasoning and disciplined argument; history teaches learners to reason from evidence and geography develops systems thinking. Languages develop interpretation, persuasion and clarity, while mathematical literacy strengthens numerical judgment. The question every teacher should answer is not only, “What content am I covering?” It is also, “What capability is this lesson developing?”

A learner who can repeat a method has not necessarily learnt to adapt it when the problem changes. Likewise, a high mark is not always proof that knowledge can travel beyond the examination paper. Artificial intelligence has made this distinction impossible to ignore. A machine can now produce an essay, summarise a report, generate code, analyse a spreadsheet and offer a plausible answer within seconds. Information is becoming abundant. Answers are becoming cheap. Judgment is not.

The educational response cannot be to race machines in producing first drafts, or to add coding lessons to an already crowded curriculum and declare learners future ready. Coding matters, but its deepest value is not the syntax of one programming language, which may change or be automated. Its enduring value lies in computational thinking: abstraction, decomposition, pattern recognition, logic and breaking a large problem into solvable parts.

The same is true of prompting, often described as a new technical skill. A prompt is reasoning made visible. To ask a powerful question, a learner must understand the problem, define the context, choose precise language, recognise assumptions and judge whether the answer is credible. Artificial intelligence does not remove the need for knowledge. It exposes the weakness of knowledge that has never been converted into judgment.

Giving every learner access to an AI platform will not transform education, just as giving every learner a calculator did not create mathematical understanding. A tool magnifies the capability of its user. Where reasoning is strong, it can extend possibility; where reasoning is weak, it can produce confident error at remarkable speed. According to the World Economic Forum’s Future of Jobs Report 2025, employers increasingly prioritise analytical thinking, problem solving, collaboration, communication and lifelong learning as work becomes more complex and technology driven. Technical requirements will keep changing, but these human capabilities will determine who moves with that change.

Diagnose rather than guess

South Africa needs more artisans, but it must also understand why outstanding artisans are outstanding. They diagnose rather than guess, work precisely, solve unfamiliar problems, communicate and take responsibility for their decisions. Those are not merely vocational qualities. They are equally necessary in an engineer, entrepreneur, researcher, nurse, teacher or software developer.

World Youth Skills Day should force us to ask a harder question than how many young people we are training for a particular occupation: are our classrooms deliberately developing people who can use knowledge when the script disappears?

That requires assessments that reward reasoning and application; teacher development that connects subject content to capability; stronger movement between academic, technical and vocational pathways; and classrooms in which curiosity, experimentation and revision are treated as serious intellectual work. South Africa’s skills crisis will not be solved by choosing vocational education over academic education, or by adding technology to unchanged teaching. It will be solved when we stop treating knowledge and skills as rivals. Knowledge is the raw material; skill is the ability to turn it into judgment, action, and value.

Artificial intelligence has not changed the purpose of education. It has stripped away our excuses for misunderstanding it. The nations that shape the future will not necessarily be those whose learners can recall the most information. They will be those whose young people can question it, connect it, test it and use it to solve problems that have not even been defined.

The question for South Africa is whether we will educate that generation or merely train it to consume what somebody else has built.

Dumisani Tshabalala is the Head of Academics at the Oprah Winfrey Leadership Academy for Girls.

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By Lebone Rodah Mosima

Learners from seven schools in the Cederberg will take part in a scientific experiment examining how exposure to space affects the germination and growth of rooibos seeds.

The Rooibos in Space programme, launched at Parklands College’s Innovation Centre in Cape Town last week, will see rooibos seeds sent to the International Space Station later this year.

The seeds are expected to be launched in October and exposed to microgravity and space radiation for several weeks before being returned to South Africa.

Learners will then plant the space-travelled seeds alongside a control group that remained on Earth. They will collect and analyse data on germination, plant growth, resilience and yield.

The participating schools are based in the Cederberg, where rooibos occurs naturally and is commercially cultivated. Learners will work with local rooibos farms as part of the structured scientific investigation.

A parallel experiment will be conducted at Parklands College to provide additional comparative data.

The initiative was conceptualised by the South African Rooibos Council and is being delivered in collaboration with space-focused STEM education company MaxIQ Space, with support from the South African National Space Agency.

It is intended to give learners practical exposure to space science, plant biology, sustainable agriculture and scientific data collection.

Said South African Rooibos Council director Dawie de Villiers: “Rooibos has long been part of South Africa’s agricultural heritage. This project places it within a broader scientific context, where plant biology, space research and education intersect. It also reflects the importance of investing in scientific literacy and skills development for the next generation of researchers and innovators.”

The participating schools will also take part in an extended STEM education programme aligned with curriculum outcomes.

The programme will introduce learners to the scientific method and show them how researchers develop experiments, record observations, analyse data and compare results.

MaxIQ Space founder and director Judi Sandrock said the initiative was designed to give learners experience of an authentic research project rather than only teaching space science as a theoretical subject.

“The value of this project lies in giving learners exposure to real research processes linked to space science. It provides a structured opportunity to develop scientific thinking, data analysis skills and an understanding of how experimentation works in practice.”

The project comes as international space agencies increase their research into the possibility of growing plants during long-duration missions.

Plants could potentially support future crews by providing food, contributing to oxygen production and helping to create more sustainable living systems during extended missions beyond Earth.

Previous experiments aboard the International Space Station have examined how crops including lettuce, peas and soybeans respond to microgravity and other environmental stresses.

Representatives from the Western Cape Education Department, SANSA, the University of Cape Town, the South African Radio Astronomy Observatory, the rooibos industry and the City of Cape Town attended the launch.

SANSA science engagement manager Thandile Vuntu said space science was increasingly connected to fields affecting people’s everyday lives.

“Initiatives such as this help build awareness of the skills required for future participation in the sector, but also align with national priorities around skills development, innovation capacity and strengthening South Africa’s position in emerging scientific fields. They further highlight the importance of collaboration between industry, government, academia and the science sector in building a strong pipeline of future scientists, engineers and researchers,” he said.

Dr Kelebogile Gasealahwe, a South African Radio Astronomy Observatory postdoctoral fellow at UCT, also addressed learners during the launch.

Gasealahwe, whose research focuses on X-ray binary systems, spoke about her journey from Kimberley to a career in astrophysics and encouraged learners to remain curious and consider the range of career paths available in science, technology, engineering and mathematics.

She also highlighted South Africa’s role in global astronomy research through facilities such as the MeerKAT radio telescope.

Learners outside the participating schools will be able to become involved by entering a national competition to design the official Rooibos in Space mission patch during July and August.

Organisers said public updates, learner activities and mission milestones would continue to be shared ahead of the planned October flight.

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By Lebone Rodah Mosima

University of KwaZulu-Natal (UKZN) student Andiswa Mbanjwa has been selected for a 15-member South African squad that will compete at the Commonwealth Kho Kho Championships in India.

The competition will take place from 6 to 13 October and is expected to attract teams from more than 24 Commonwealth countries.

Mbanjwa, 21, said she was proud to have made the national team after missing selection for South Africa’s squad for the inaugural Kho Kho World Cup in 2025.

“I failed to qualify for the South African team in 2025, but I’m so happy that my determination, hard work, and perseverance paid off this year, granting me an opportunity to represent my country with pride,” Mbanjwa said.

South Africa’s men’s and women’s teams won bronze medals at the inaugural Kho Kho World Cup in New Delhi in January 2025. Mbanjwa hopes to help the country build on that performance by challenging for gold at the Commonwealth championships.

Kho Kho is a traditional Indian tag sport played on a rectangular court. In the standard format, each side fields nine players, with teams alternating between chasing and defending. The chasing team attempts to eliminate defenders by tagging them with their hands.

UKZN said Mbanjwa was introduced to the sport in 2017 while she was still in primary school. She progressed to district level, representing uMgungundlovu in 2019, before competing for KwaZulu-Natal at national games in 2021 and 2023.

Mbanjwa is also a netball player and was selected for national top-35 under-18 and under-19 squads in 2022 and 2023 respectively. She currently plays for UKZN’s first-division netball team.

The third-year Bachelor of Education student, who specialises in Foundation Phase teaching, hopes to use her qualification to introduce young learners to sport, particularly indigenous games.

UKZN executive director of corporate relations Normah Zondo congratulated Mbanjwa on her selection and said the university was proud of student athletes who excelled academically and in competitive sport.

“Andiswa’s selection to represent South Africa in Kho Kho reflects not only her dedication and talent but also the spirit of excellence that defines UKZN,” Zondo said.

“We congratulate her on this remarkable achievement and wish her every success as she proudly represents both the University and South Africa at the Commonwealth Kho Kho Championships.”

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By Charmaine Ndlela 

The University of Limpopo (UL) has trained teachers to recognise early signs of vision problems among learners and refer them for professional eye examinations before untreated conditions begin to affect their classroom performance.

The university’s Department of Optometry hosted the training seminar under the National Research Foundation’s Knowledge Interchange and Collaboration project, “Early Detection of Visual Inefficiencies Within a School System”.

The event brought together teachers, researchers and optometry students to strengthen cooperation in the early identification and referral of learners experiencing possible vision difficulties.

Dr Pheagane Nkoana, a senior lecturer in the Department of Optometry at UL, said teachers played an important role in early detection because of the time they spent observing learners in the classroom.

“Teachers are often the first to notice when a learner is struggling with their vision. By equipping them with the right skills, we can ensure learners receive timely care and the support they need to succeed,” Nkoana said.

During practical training sessions, teachers learnt to identify warning signs of possible vision problems, including frequent squinting, excessive blinking, persistent headaches, holding books too close to the face and difficulty reading from the classroom board.

Learners displaying these signs can then be referred for professional eye examinations and appropriate care.

The programme is consistent with South Africa’s Integrated School Health Policy, which includes vision screening among the health services provided to learners during different phases of their schooling.

The policy aims to assess learners at least once during each educational phase and allows for additional assessments when concerns are raised by teachers, parents or learners.

The World Health Organisation says vision impairment can affect educational achievement and quality of life, while uncorrected refractive errors remain a leading cause of vision impairment among children.

The UL seminar also highlighted research conducted through the university’s Optometry Clinic on visual conditions found in Limpopo communities, including vernal keratoconjunctivitis and keratoconus.

Both conditions can affect children and interfere with their learning when they are not diagnosed and treated.

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By Levy Masiteng 

As millions of public-school learners returned to classrooms on Tuesday, a Hammanskraal mother was still waiting for her 16-year-old son to come home from an initiation school.

Kgomotso Raphetane, of New Eersterus View, disappeared from the Bra Happy Initiation School in New Eersterus on 6 July, according to his family and police.

More than two weeks later, his whereabouts remain unknown. His younger brother, who attended the initiation school with him, returned home on Saturday.

ALSO READ: As schools reopen, Hammanskraal family still waiting for missing initiate

Police have opened a missing-person case with the Family Violence, Child Protection and Sexual Offences unit and said investigators were following all leads.

For Kgomotso’s mother, Pauline Raphetane, the return of her younger son was overshadowed by the absence of his brother.

“I just want to know where my child is,” she said.

Raphetane had expected to welcome both of her sons home after their initiation but was able to embrace only one.

Questions about what happened to Kgomotso have intensified following claims by Happy Mhlongo, the owner of the initiation school, during an interview with Kasi Lifestyle Podcast.

Mhlongo, known as Bra Happy, alleged that several unusual incidents occurred before Kgomotso disappeared.

He said an initiation school master woke those at the school at about 2am and instructed them to pray without explaining why. When questioned, the man allegedly apologised and left.

Mhlongo claimed that a monkey appeared at the school two days later and was chased away.

He also alleged that the same initiation school master was later found behind the school at about 2am and said he had been patrolling the area. According to Mhlongo, the man could not explain why he had not told anyone else that he was going on patrol.

ALSO READ: Nel warns law students against overreliance on AI in legal studies

Mhlongo further alleged that shortly before Kgomotso disappeared, the teenager soiled himself while sleeping and continued to do so while being escorted outside to relieve himself.

The allegations were made during the podcast interview. Police have not publicly confirmed whether they form part of the investigation or whether investigators have established any connection between the incidents and Kgomotso’s disappearance.

Mhlongo has separately said a baboon was seen near the initiation school in June, an incident he said had shocked those at the school. Baboons have historically been associated with witchcraft or supernatural activity in parts of Southern Africa.

Mhlongo said Kgomotso disappeared while initiates were collecting firewood. According to an account given to the family, other initiates called his name twice and heard him respond, but received no answer when they called a third time.

The teenager’s disappearance has drawn attention to the safety of initiates as the winter initiation season winds down after dozens of deaths, hospitalisations and rescues from illegal schools.

The Department of Cooperative Governance and Traditional Affairs (Cogta) said earlier this month that preliminary reports from provincial initiation coordinating committees showed that 43 initiates had died during the 2026 winter season.

The deaths included 18 in Mpumalanga, 14 in the Eastern Cape, four in North West, three in Limpopo and two each in Gauteng and the Free State.

Twelve abductions were recorded, and 58 illegal initiation schools had been recorded, 42 of which had been closed.

Cogta said 180 initiates had been rescued and 75 hospitalised. Three assault cases and one injury had also been recorded.

Police had opened 150 criminal cases and arrested 40 people.

“These figures are deeply concerning and serve as a stark reminder that much more must be done collectively to eliminate preventable deaths, injuries and criminal activities associated with customary initiation,” Cogta Minister Velenkosini Hlabisa said.

ALSO READ: Mhaule says AI labs will prepare learners for jobs of the future

Hlabisa called on parents and guardians to ensure that children attended legally registered initiation schools and that traditional surgeons and nurses were properly authorised.

“Parents should remain actively involved throughout the initiation process and report any suspicious or illegal activities to the relevant authorities. Parental neglect and the failure to verify the legitimacy of initiation schools place young lives at unnecessary risk,” he said.

The Customary Initiation Act requires initiation schools to be registered and provides for inspections, oversight and enforcement against those who operate outside the law.

“Respect for tradition must go hand in hand with respect for the law and every initiate’s constitutional rights to life, dignity and safety,” Hlabisa said.

“Every initiate deserves to return home safely and with their dignity intact. This requires all of us to play our part.”

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By Levy Masiteng 

Court proceedings were held on Monday in the criminal case involving the alleged sexual abuse of a learner at Karabo Primary School, with the accused educator remaining in custody, the Gauteng Department of Education said on Tuesday.

Soweto TV reported in June that the educator was facing a rape case involving a 13-year-old learner at the school. It later reported that a second complaint alleging sexual harassment had been lodged against the educator. It was not immediately clear whether the second complaint had resulted in a separate criminal charge.

Community leader Thokozani Shoba Simelane told the broadcaster that the learner had allegedly reported to her uncle that she had been raped by a teacher, prompting residents to call for justice.

ALSO READ: As schools reopen, Hammanskraal family still waiting for missing initiate

Gauteng MEC for Education, Sport, Arts, Culture and Recreation Lebogang Maile said the department responded immediately after the incident was reported on 28 May.

The matter was reported to police without delay, while the learner received medical attention and psychosocial support through the Thuthuzela Care Centre, Maile said. The educator was subsequently arrested and remains in custody.

“As this matter is now before the courts, it would be inappropriate to comment on the merits of the criminal proceedings. We have full confidence in the South African Police Service, the National Prosecuting Authority and the judiciary to discharge their constitutional responsibilities independently and without interference,” Maile said.

While the accused was entitled to procedural fairness and the constitutional presumption of innocence, Maile said those rights did not diminish the department’s obligation to protect learners and institute appropriate administrative and disciplinary processes where warranted.

“The protection of learners remains our foremost priority. Every child has the constitutional right to dignity, safety and a learning environment free from abuse, exploitation and violence. We will continue to provide the necessary psychosocial support to the learner and cooperate fully with all law enforcement authorities until the matter has been finalised,” Maile said.

He reiterated the Gauteng provincial government’s zero-tolerance approach to sexual abuse, gender-based violence and other forms of violence against children, and called on communities to report suspected abuse immediately.

ALSO READ: Nel warns law students against overreliance on AI in legal studies

“The safety of our children cannot be left to government alone. It requires the active involvement of parents, families, educators, communities, religious institutions, civil society and law enforcement agencies. This is precisely why we continue to champion the ‘It Takes a Village to Raise a Child’ campaign,” he said.

The case comes amid continuing concern about sexual violence against children and misconduct in schools.

A South African Human Rights Commission report released in June, citing information from police and education regulators, said SAPS recorded 2,826 child sexual-offence charges nationally in 2024/25. The South African Council for Educators recorded 826 sexual-misconduct complaints between 2021 and 2025.

The national police figure was not limited to offences committed at schools, while complaints recorded by SACE do not necessarily represent criminal charges or convictions.

Maile said protecting children was a shared constitutional and moral responsibility and that schools should remain places of “safety, dignity and hope”.

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By Charmaine Ndlela

ActionSA president and Johannesburg mayoral candidate Herman Mashaba has urged South African graduates to apply for a scholarship that cuts annual tuition fees by €15,000 for selected master’s programmes in Austria.

Click here: Herman Mashaba scholarship

Applications for the 2027 Herman Mashaba Scholarship at MCI | The Entrepreneurial School in Innsbruck close on 31 March 2027.

Successful applicants will pay a reduced tuition fee of €1,500 for their first year of study. The €15,000 award is applied as a tuition-fee reduction and cannot be redeemed for cash.

Speaking to Inside Education, Mashaba encouraged aspiring postgraduate students to take advantage of the opportunity.

“Education is the future of any nation. I really hope that South Africans will take advantage of this opportunity because MCI is one of the best business schools in Europe. It is a privilege to study at such an institution,” he said.

Mashaba said the scholarship originated after he was invited to deliver guest lectures at MCI several years ago. Instead of accepting payment for his speaking engagements, he said, the institution established a scholarship in his name for South African students.

“I was invited to speak there a few years ago and, as part of my reward, the university decided to establish this scholarship. Every year they take two South African students, which is really commendable,” he said.

Mashaba said the university independently managed the selection process to protect its academic integrity.

“I have deliberately stayed away from the selection process because I am not an academic. The university has professionals who assess the applications and interviews to ensure that deserving students with the greatest potential are selected,” Mashaba said.

Applicants are assessed on their academic record, motivation and prospects of successfully completing their studies.

The scholarship is available for selected programmes, including Biotechnology; International Business and Management; International Business and Law; Entrepreneurship and Tourism; Environmental, Process and Energy Engineering; Management, Communication and IT; International Health and Social Management; Mechatronics – Smart Technologies; Medical and Sports Technologies; and MBA General Management.

The scholarship may be renewed for subsequent years, subject to academic performance and engagement. Different conditions may apply to the MBA General Management programme.

Prospective recipients must first apply for admission to an eligible MCI programme before submitting a scholarship application.

They must provide a motivation letter explaining their commitment to entrepreneurship, society and good governance, how studying at MCI supports their career goals and why they require financial assistance.

Applicants must also submit a curriculum vitae, degree certificates, proof of language proficiency, a passport copy and documentation showing their South African background.

Mashaba said recipients were not required by him to return to South Africa after completing their studies.

“We don’t place any conditions on what students must do after graduation. One of the recipients is currently teaching English in Japan. What they do afterwards is entirely their decision,” he said.

However, he expressed hope that the skills and knowledge gained abroad would ultimately contribute to South Africa’s development.

“We hope that those who receive this education will, in the long term, benefit our country. If we are not going to educate our young people, then we have no future,” Mashaba said.

Mashaba also said he had personally committed to assisting successful students if they faced additional funding needs.

“The scholarship covers up to €15,000, which includes boarding, lodging and some travel costs. If there is any shortfall, I have pledged that I am available to help cover it,” he said.

Applicants may apply for more than one eligible master’s programme but must provide a separate motivation for each application.

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