By Charmaine Ndlela

Deputy Minister of Justice and Constitutional Development Andries Nel has warned law students against relying on artificial intelligence (AI) to complete university assignments, saying the technology should be used to support, not replace, critical thinking, ethical judgment and personal responsibility.

Addressing aspiring legal practitioners during the Career Day for Law Students at North-West University’s Mahikeng Campus on Friday, Nel said students who fail to understand both the capabilities and limitations of AI risk undermining their professional development.

“Don’t go and ask ChatGPT to write your assignment,” Nel said.

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“Sit. Think. Think deeply about what you need to do. Write out a proper, detailed, well-thought-through and well-constructed prompt. Let AI do its thing. But once the output comes out, the responsibility rests with you to read it, interrogate it and engage with it critically. That is making smart use of technology,” he said.

Nel said AI has transformed the legal profession by enabling practitioners to search vast quantities of case law, summarise judgments, draft contracts and analyse legal information more efficiently.

However, he cautioned that AI could also generate inaccurate information, including fabricated legal authorities, making it risky for legal professionals who rely on it without verification.

“You don’t want to be the advocate or attorney who stands up in the Constitutional Court and gives judges the citation to a case that has never existed in the history of the world. AI is very capable of making you do that,” he said.

While encouraging students to embrace technological innovation, Nel stressed that the legal profession would continue to require qualities that machines cannot replicate.

“A machine can process information, and AI is incredibly good at doing that. Let’s be clear, it can do amazing things. But it cannot possess integrity. It can identify precedent, but it cannot understand the moral weight of a decision. It can analyse evidence, but it cannot fully appreciate the fear of a witness, the vulnerability of a child or the dignity of an accused person.

The future will not need lawyers who compete with machines at processing information. It needs lawyers who bring to technology what technology cannot supply — judgment, empathy, ethics, courage and human understanding,” Nel said.

Beyond technology, Nel reminded students that a career in law is ultimately about public service and safeguarding democracy.

Reflecting on South Africa’s constitutional democracy, he said every generation has a responsibility to continue building a society founded on democratic values, social justice and human rights.

“These are not abstract promises. They are tasks. Those tasks remain urgent and unfinished,” he said.

Nel said law graduates would play different roles in society, but all would contribute to shaping justice in South Africa.

“Some of you will become attorneys. Some will become advocates. Some will prosecute organised crime and corruption. Some will defend people who cannot afford legal representation. Some will draft legislation. Some will advise government. Some will conduct research and teach the next generation. Some of you may sit on the bench as judges. But every one of you will help shape the meaning of justice in South Africa,” he said.

He urged students to view the career exhibition as more than an opportunity to secure employment.

“A career is about what you do. A calling is about why you do it. South Africa needs lawyers who understand both,” Nel said.

Reflecting on South Africa’s democratic journey, Nel acknowledged declining levels of trust in public institutions, particularly among young people, but argued that this should motivate future lawyers to strengthen democracy rather than abandon it.

He said democracy is reinforced whenever prosecutors act independently, attorneys serve clients honestly, judges deliver fair judgments and legal professionals help ordinary citizens understand and exercise their constitutional rights.

Nel also encouraged students to explore the wide range of legal career paths available, including opportunities in government, Legal Aid South Africa, the National Prosecuting Authority, academia and private practice.

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He noted that although many graduates aspire to join large commercial law firms, the majority of South Africa’s more than 35,500 attorneys work in small firms that provide essential legal services to communities while training the next generation of legal professionals.

“But the reality is that the vast majority of legal practices in our country are small firms, with thousands of attorneys practising on their own. These smaller firms and social practitioners are often the first and only point of legal assistance available to communities,” Nel said.

He encouraged students to use networking opportunities to build their careers.

“Every conversation today could open a door tomorrow, but remember that no institution can build a career for you,” he said.

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By Charmaine Ndlela

Deputy Minister of Basic Education Reginah Mhaule has called for stronger collaboration between government, business and communities to prepare South African learners for the digital economy, saying partnerships are critical to ensuring no child is left behind in the age of artificial intelligence.

Speaking at the launch of an Artificial Intelligence (AI), Coding and Robotics Laboratory at Khulile Primary School in Motherwell, Eastern Cape, on Thursday, Mhaule said the facility would equip learners with the digital, coding and critical-thinking skills needed to succeed in an increasingly technology-driven world.

The laboratory, established through a partnership between the Department of Basic Education (DBE), Isuzu Motors South Africa and Sifiso EdTech, provides a dedicated space for learners to explore AI, coding and robotics through practical learning. It also includes specialised training for educators to integrate the subjects into classroom teaching.

Quoting the African proverb, “If you want to go fast, go alone. If you want to go far, go together,” Mhaule said collaboration between the public and private sectors was essential to expanding access to future-focused education.

“This laboratory gives our learners the opportunity to become creators, innovators and problem-solvers. It equips them with the digital, coding and critical-thinking skills they need to thrive in an evolving economy,” she said.

Mhaule said AI, coding and robotics are transforming industries worldwide, making it increasingly important for learners to develop technological skills from an early age.

She said initiatives such as the new laboratory would enable learners to become active participants in the technological revolution rather than passive consumers, while preparing them for careers in engineering, medicine, aviation and other emerging professions.

The investment, she said, supports government’s goal of equipping young people with the innovation, creativity and digital skills required for the Fourth Industrial Revolution.

Mhaule added that the project demonstrated how partnerships between government and the private sector could help reduce educational inequalities by giving township learners access to the same technological opportunities as those in more affluent communities.

She commended Isuzu Motors South Africa for its continued investment in education in the Eastern Cape.

Since 2024, Isuzu has partnered with the READ Educational Trust to strengthen literacy through library resources, digital devices, teacher development and parent training. The programme has benefited more than 1,390 learners through an investment of nearly R2.8 million.

Mhaule also highlighted Isuzu’s partnership with the Govan Mbeki Mathematics Development Centre, launched in 2021 to improve Mathematics and Physical Sciences teaching at KwaZakhele, Newell and Sophakama high schools.

According to Mhaule, the programme has delivered measurable results, with the 2025 Grade 12 cohort recording a 30% improvement in Mathematics and a 39% improvement in Physical Sciences.

She said Khulile Primary School, which has served the Motherwell community since 1990, was a fitting location for the initiative, describing the new laboratory as another example of how strategic partnerships can expand educational opportunities and prepare learners for a rapidly changing global economy.

“Together, government and the private sector can ensure that South Africa’s children are prepared and equipped to thrive in the age of artificial intelligence,” Mhaule said.

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By Hubert Mathanzima Mweli

South Africa’s education system cannot afford distraction when it comes to one of its most urgent priorities: improving reading outcomes in the Foundation Phase.

The recent release of the Department of Basic Education’s (DBE) Learning and Teaching Support Material (LTSM) catalogue is a critical intervention aimed at addressing precisely this challenge.

Yet, instead of constructive engagement, the release of the catalogue may be derailed by allegations of corruption and impropriety.

These misguided claims, amplified by sections of the media, risk distorting public understanding of what is, in fact, a structured and quality-driven reform process.

At the centre of the controversy is a fundamental and consequential error: a misunderstanding of how and why the catalogue is created.

Over a two-year period, following an open call for submissions in 2024, the department oversaw the development and screening of learning materials aligned to evolving evidence on how children learn to read, particularly in African languages, where historically there has been a shortage of high-quality, culturally relevant resources.

Let’s turn to the procurement part driving the media discussion.

The allegations of a “corrupt tender” rest on a false premise.

The government’s procurement of goods or services does not only follow a traditional tender process.

Depending on the model and need, different processes are used, and this is one of those occasions.

The catalogue serves as a procurement process managed through creating a vetted pool of approved materials from which provinces and schools may later select and procure textbooks and readers according to their needs and budgets.

The work done so far means that the DBE has identified approved LTSMs for purchase based on the quality of the books and textbooks, but no specific contract with an amount has been signed or paid.

It is important that this point be cleared. Every reader of this article would agree that LTSM books guiding learners and teachers are a core educational deliverable. We can also agree that we all want the best quality materials in the hands of children. The integrity of the selection process, therefore, becomes critical, and our design is deliberate and robust in addressing this.

The Terms of Reference governing submissions are publicly available and aligned to National Treasury principles, including value for money, fairness, transparency, accountability, and open competition.

The Department issues an invitation for publishers or aspiring publishers, small and big, to indicate their intention to submit materials as per the guidelines. All publishers or aspirant publishers were then given about four months, equally, to develop the materials that they indicated in their “intention to submit”. More importantly, all materials undergo blind screening: manuscripts are anonymised, stripped of logos, branding, and any identifiers that could introduce bias.

This ensures that evaluation is based strictly on content quality and curriculum alignment, not on publisher reputation or market dominance. The evaluation itself is conducted by curriculum and pedagogy experts, primarily provincial subject advisors, whose role is to determine whether materials meet the required educational standards. Only once this quality threshold is met does pricing enter into consideration in line with the principle of value for money.

All this helps as preparatory information for provinces that will later undertake purchasing. This sequencing reinforces the central point: quality first, procurement later. In my experience, this cataloguing process has led to savings of up to 50%, allowing us to buy more books for more learners. Let’s turn to the publishers we choose.

The publishing industry is dominated by a handful of publishers, but textbooks make up 60% of books published and would therefore correctly draw the attention of major and minor players in the field.

While a select few large publishing companies with a national and/or international publishing footprint have dominated the textbook space for more than 15 years since we started developing national catalogues, we have encouraged all kinds of book developers to participate — large and small publishers, independent publishers, NGOs, individuals, academics, and universities.

The DBE’s position has always been about ensuring the best quality, at the best price, regardless of the publisher. Some wild exaggerations claim there are 1,700+ titles in the catalogue. This claim is misleading because it is based on counting individual components such as readers, posters, and teacher guides rather than complete subject packages.

In reality, each submission represents a structured set of materials aligned to specific grades, languages, and pedagogical requirements. Presenting these components as separate “titles” artificially inflates the scale and distorts the public understanding of the catalogue, as purchasing would be by package.

Further, the amount a company will get will be based on school/district/province decisions after bargaining on prices and delivery plan feasibility.

Once the selection is finalised, the delivery plan with milestones and delivery notes is agreed on and implemented between the province and publishers with DBE oversight.

As seen in the last 14 years, delivery has been above 90%. It is a well-oiled process, and I expect nothing less in this round.

I welcome the opportunity to share details on how the LTSM catalogue happens, and as the DG, I welcome all efforts to enhance transparency and scrutinise the process.

Hubert Mathanzima Mweli is the Director-General of the Department of Basic Education.

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By Charmaine Ndlela

The Ministry of Higher Education and Training has defended the approximately R9.9 million in combined annual remuneration allocated to four technical advisers appointed to support the administration of the National Student Financial Aid Scheme (NSFAS), saying the structure is smaller and less costly than previous governance support arrangements.

The clarification follows public criticism of expenditure associated with the administration led by Professor Hlengani Mathebula, who was appointed after NSFAS was placed under administration on 4 May.

The ministry said scrutiny of public spending was legitimate and necessary, but maintained that the debate should be based on verified information and an understanding of the different governance arrangements under which NSFAS had operated.

NSFAS administers more than R50 billion annually in financial assistance to university and technical and vocational education and training college students.

The current administration has adopted a technical support structure comprising four specialist advisers appointed to help Mathebula implement a time-bound programme aimed at stabilising the institution.

“The combined annual remuneration of these four advisers is approximately R9.9 million,” the ministry said.

It said the amount compared with technical support costs of approximately R16.5 million a year under a previous administration and about R19.6 million annually under an earlier administration.

The ministry also said the former NSFAS board and its committee structures received approximately R31 million in remuneration during the 2025/26 financial year.

The ministry said that the structures performed different statutory functions and were therefore not directly comparable.

It nevertheless argued that the figures showed that the current administration had chosen a smaller technical support structure while retaining the specialist expertise required to implement reforms.

“The purpose of these appointments is not to create additional bureaucracy, but to restore governance, strengthen financial controls, improve operational performance, modernise systems and rebuild institutional capability,” the ministry said.

Questions have also been raised about compliance with Section 17C of the NSFAS Act, which provides that the remuneration and allowances of an administrator and other people appointed to assist the administration may be determined by the Higher Education Minister with the approval of the Finance Minister.

The ministry said the appointment of the administrator and the approval of technical advisers were separate from the statutory process governing their remuneration and allowances. It said it had engaged Finance Minister Enoch Godongwana in accordance with the Act and would cooperate with lawful oversight processes.

It urged the public to assess the administration according to measurable improvements in governance, accountability and services rather than solely on the appointment of technical advisers.

NSFAS has faced repeated governance, financial and operational failures, including weak internal controls, unreliable data, delayed payments to students and institutions, unresolved appeals and problems with its information technology systems.

Former NSFAS chief executive Andile Nongogo’s employment was terminated in 2023 following investigations into his involvement in the appointment of companies contracted to make direct payments to students.

The NSFAS board was dissolved in April 2024 after it failed to implement fully recommendations concerning the direct-payment contracts and continued to face problems with student allowance payments, internal capacity, information systems and responses to student queries.

The scheme was again placed under administration in May after several board members resigned and Higher Education and Training Minister Buti Manamela concluded that the remaining board could not provide the leadership and oversight required to stabilise the institution.

Manamela appointed Mathebula as administrator and gave him full executive authority over NSFAS.

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By Charmaine Ndlela 

The KwaZulu-Natal Department of Education has ordered an investigation into job-selling and sex-for-jobs allegations against its spokesperson, Muzi Mahlambi, despite Mahlambi and his wife saying the video containing the claims was recorded four years ago and was not factual.

Head of Department Nkosinathi Ngcobo directed that a full investigation be commissioned through an independent body after the video, which shows Mahlambi arguing with his wife, Metu, circulated widely on social media.

Kuningi
Muzi Mahlambi, the spokesperson for the KwaZulu-Natal Department of Education, involved in an argument with his wife. In the video, his wife makes serious allegations, claiming that Mahlambi sells teaching posts and has sexual relationships with applicants. https://t.co/ZXF2aXxYw9 pic.twitter.com/70K6BANLnm

— Lwammie (@AladyPL) July 13, 2026

In the footage, Metu alleges that her husband was involved in selling teaching posts and had sexual relationships with educators seeking employment. She also alleges that he avoided publicly addressing claims about the sale of posts because he was implicated in the practice.

Mahlambi is the department’s Head of Communications, while his wife serves as its Umlazi District Director.

In a joint statement issued before the department announced its investigation, the Mahlambis said the footage had been recorded four years ago during a private marital dispute.

They expressed regret that an “intensely emotional moment” had entered the public domain and said many of the allegations and remarks made during the argument were emotional expressions arising from hurt, frustration, and anger rather than factual representations.

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“They should not be taken as an accurate account of our relationship or of either of our characters,” the couple said.

They apologised to members of the public who had been offended or disappointed by the contents of the video.

They said they had since worked through their personal differences through honesty, forgiveness and commitment and remained together and “stronger and more united than before”.

But the department said the seriousness of the allegations required a fair, credible and impartial investigation to determine whether they were true.

“The investigation will be conducted without fear, favour or prejudice, and all relevant evidence will be considered,” the department said.

It urged the public not to draw conclusions before the investigation was completed, saying all parties were entitled to due process.

The department said it would cooperate fully with the independent investigation and act decisively after receiving its findings.

It also appealed to anyone with credible information relevant to the allegations to provide it to the investigating body or the appropriate law enforcement authorities so that the matter could be thoroughly investigated.

The Democratic Alliance in KwaZulu-Natal has separately called for an urgent independent forensic investigation into the claims.

DA KZN education spokesperson Sakhile Mngadi said the party was not making a finding of guilt against any individual, but added that the seriousness of the allegations and their potential implications for the department required an immediate independent investigation.

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Mngadi said the allegations, if proven, would represent a betrayal of qualified unemployed educators who had spent years seeking work through recruitment processes they believed were fair and transparent.

The DA said it had written to KwaZulu-Natal Education MEC Sipho Hlomuka requesting a forensic investigation and the preservation and examination of all potential evidence, including the circulating video and any supporting information.

The party said any criminal conduct identified during the investigation should be referred to the Hawks and the National Prosecuting Authority without delay.

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By Lebone Rodah Mosima

The Department of Basic Education (DBE) is launching a national literacy-promotion toolkit aimed at coordinating efforts to encourage reading in homes, schools and communities.

The Department is launching the National Literacy Promotion Toolkit Initiative with the National Education Collaboration Trust and other literacy organisations at a three-day capacity-building workshop at Emperors Palace in Kempton Park, Ekurhuleni. The launch started on Tuesday.

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The workshop, held under the theme “From Plans to Implementation: Building a Reading Culture Together”, marked the official rollout of the toolkit following an earlier process in which education officials and literacy partners tested and refined its contents.

The initiative forms part of the South African National Literacy Strategy and Plan for 2024-2030. It is intended to support the strategy’s fourth pillar, which focuses on the involvement of parents and communities in children’s literacy development.

“Reading is more than a skill, it’s the foundation for lifelong learning,” the department said.

The launch comes amid continued concern about South African children’s reading ability.

The DBE’s 2025 Funda Uphumelele National Survey found that 31% of Grade 1 learners reached the expected home-language reading benchmark. About 33% of Grade 2 learners and 31% of Grade 3 learners reached the benchmarks set for their grades.

By Grade 4, only 46% of learners had reached the Grade 3 home-language reading benchmark, underscoring the scale of the foundational learning challenge the toolkit is intended to help address.

The toolkit itself is a planning and implementation framework rather than a standalone intervention. Its success will depend on sustained implementation by provinces, education districts, schools and community partners, as well as access to resources and effective monitoring.

Opening the workshop, DBE Deputy Director-General for Delivery and Support Simone Geyer described the toolkit as a practical instrument for building a sustainable reading culture across the country.

Geyer said literacy development extended beyond the classroom and required the involvement of parents, communities, schools, libraries, civil society organisations and the private sector to ensure children had access to reading opportunities from birth.

“We can’t do it alone, and we can’t do it in a classroom alone. We have to work with everyone,” Geyer said.

“It is everyone’s responsibility to ensure that the child is developed right from birth.”

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DBE Director for Reading Dr Nompumelelo Nyathi-Mohohlwane said the initiative was rooted in the national literacy strategy and aimed to promote reading in homes and communities through practical, evidence-informed resources.

“Literacy is a social practice. It’s shaped by culture, by language and daily experiences, and it is important to leverage home languages as a gateway to literacy rather than something to be overcome,” Nyathi-Mohohlwane said.

She introduced District Reading Collectives as the initiative’s implementation structure at district level.

The collectives are expected to bring together government departments, schools, libraries, community organisations, faith-based groups, businesses and literacy partners to coordinate reading-promotion programmes and reduce duplication.

“The toolkit provides a shared national framework for literacy promotion, including guidance on establishing reading clubs, creating print-rich environments, celebrating national literacy events, and supporting initiatives such as the reinstated DBE National Spelling Bee,” she said.

Nyathi-Mohohlwane said the initiative was not intended to be a once-off project, but a sustained programme aimed at embedding literacy promotion in the education system through to 2030.

DBE Chief Director for Foundations for Learning Kulula Manona said literacy development started before children entered formal schooling.

“Literacy begins long before a child enters Grade R or Grade 1. It starts at home, in conversations, songs, stories, play, pictures, and books,” Manona said.

Manona stressed the importance of investing in children’s early years as the foundation for lifelong learning and the development of a lasting reading culture.

She said the toolkit was intended to provide a practical framework through which different organisations and institutions could coordinate their literacy-promotion activities and help children become confident readers.

“Our goal is a child who chooses to read, a caregiver who tells stories, a teacher who inspires a love of books, a community that celebrates literacy, and a society where reading becomes part of everyday life,” she said.

Three flagship literacy programmes are due to be showcased during the workshop: Nal’ibali Reading Clubs and Reading Campaigns, Room to Read’s School Library Development programme and the DBE National Spelling Bee Programme.

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