Des Erasmus

Early childhood development (ECD) will receive an additional R12.8 billion over the next three years, Finance Minister Enoch Godongwana said on Wednesday while delivering his budget speech.

This would expand services to an extra 300 000 children while maintaining a per-child, per-day subsidy of R24, he said.

ALSO READ: Only 3 in 10 pupils read at grade level in early years, Reading Panel says

Godongwana said the extra funding forms part of wider education allocations, with spending on education the largest component of consolidated expenditure at 23.7% over the medium term.

Basic education will receive R22.7 billion for carry-through costs announced in May 2025, with ECD receiving the majority of those funds, he said.

He said that R9.9 billion would support “employee compensation and other pressures in education”.

He said increased allocations would align the National School Nutrition Programme to food inflation to keep meals flowing to over 9.9 million learners in almost 20 000 schools.

Godongwana said additional allocations to the provincial equitable share included R342 million to “progressively equalise Grade R teacher pay”, alongside other items such as funding for the presidential employment initiative.

He said basic education was a pillar of the social wage, and that it, together with health and social protection, would make up 70.3% of the social wage in 2026/27, supporting 13.6 million school children.

ALSO READ: Deputy ministers back local suppliers after visit to disability employment factories

Regarding skills and training, he said government was reforming the national skills ecosystem.

The skills development levy, Sector Education and Training Authorities and the National Skills Fund “have not yielded the outcomes we expected”, he said.

He said government would explore reorganising training through “a dual-training skills acquisition system” and look at how institutions could equip job-seekers and graduates with artisanal skills.

Addressing long-term higher education infrastructure needs, he called for proposals under the Budget Facility for Infrastructure that could include “the development of new tertiary institutions like the proposed Ekurhuleni University and student accommodation”.

INSIDE EDUCATION

By Charmaine Ndlela

Only about 30% of pupils in Grades 1 to 3 can read at the expected level, while 15% of Grade 3 pupils cannot read a single word correctly, the 2030 Reading Panel said on Tuesday as it released its 2026 report on early-grade literacy.

The report found the share of Grade 3 pupils unable to read a single word increased to about 25% in Sepedi and Xitsonga.

ALSO READ: Deputy ministers back local suppliers after visit to disability employment factories

The panel was convened by former deputy president Phumzile Mlambo-Ngcuka. It meets annually to drive progress towards the goal that children can read for meaning by age 10 by 2030.

The Umlambo Foundation, which hosts the Reading Panel conference and works with the panel around the convening, is a non-profit founded by Mlambo-Ngcuka. It focuses on  improving education outcomes in public schools.

Basic Education Minister Siviwe Gwarube said during her keynote address at the event, held at Melrose Arch in Johannesburg, that the findings reinforced that South Africa’s learning crisis starts early, not in later grades.

“International and national assessments have long indicated that learning gaps begin in the early grades and not in matric, not in the intermediate or senior phase, but in the foundation phase itself,” she said at the event.  

“The survey gives government a clearer picture of where children are falling behind. It shows specific weaknesses in areas such as letter-sound recognition and oral reading fluency.  

“Literacy is the only way we can unlock economic opportunities for our learners in the future,” she said.

ALSO READ: Lesufi moves to ease placement crisis with 18 new schools

She called for more community involvement and urged parents and caregivers to read with children at home. “It all starts in the home,” she said.

The country’s early literacy challenges have also been flagged in international assessments. The PIRLS 2021 study, released in 2023, found that 81% of South African Grade 4 learners could not read for meaning in any language.

INSIDE EDUCATION

By Lebone Rodah Mosima

Supported Employment Enterprises (SEE) took the spotlight during a joint oversight visit by Deputy Minister of Employment and Labour Judith Nemadzinga-Tshabalala and Deputy Minister of Basic Education Makgabo Reginah Mhaule this week, as government looks to expand disability-inclusive procurement and job creation.

President Cyril Ramaphosa has called for the public service to raise its employment equity target for persons with disabilities to 7% by 2030, and for government and public entities to set a 7% preferential procurement target.

ALSO READ: Lesufi moves to ease placement crisis with 18 new schools

The deputy ministers visited SEE’s Rand and Springfield factories in Johannesburg — a public entity under the Department of Employment and Labour — after conducting a back-to-school oversight visit at Elethu Themba Combined School in southern Johannesburg, where they handed over donations including 100 pairs of shoes and 30 trees.

At the factories, the department said the deputy ministers saw first-hand the work produced by persons with disabilities, as SEE positions itself as a capable supplier to the public sector.

SEE’s mandate is to create sustainable employment opportunities for persons with disabilities.

It operates 13 factories across eight provinces and produces goods including office furniture, metal safes, school and household furniture, hospital linen, protective clothing and uniforms, embroidery, screen printing, upholstery, cupboards and bookbinding.

ALSO READ: R113m Mpumalanga school repair corruption: 33 suspects appear in Nelspruit court

Mhaule said the Department of Basic Education is considering using SEE as a supplier, particularly for school furniture. She said SEE, as an “arm for government”, needs support given its role in supporting the socio-economy and creating opportunities for persons with disabilities.

Mhaule said the outcome of the engagement would be taken forward with the development of a formal memorandum.

INSIDE EDUCATION

By Thapelo Molefe

Premier Panyaza Lesufi has announced the construction of 18 additional schools in Gauteng as the province grapples with a placement crisis that has left about 2,000 learners still without classrooms.

Delivering the 2026 State of the Province Address on Monday, Lesufi framed education as central to social mobility and economic transformation, while acknowledging mounting pressure on the admissions system.

“Education is a great equaliser. It accounts for the difference between poverty and social mobility,” he said.

The new schools form part of efforts to ease overcrowding and reduce the annual admissions backlog that continues to frustrate parents across the province.

“Our school admission online registration process will be improved and strengthened to ease pain and frustration of our parents,” Lesufi said. 

“The online registration is an important transformation tool to ensure all our schools are accessible to all our children. To ease this pain, we are constructing 18 additional new schools.”

Gauteng’s rapid population growth has placed severe strain on infrastructure, particularly in township communities. Each year, thousands of parents compete for limited spaces, and this year around 2,000 learners remain unplaced.

Lesufi confirmed that two new schools opened in January, with another set to open next month.

“In January, we opened two new schools, and next month we will open Ratanang Primary School in Hammanskraal,” he said.

He described the Hammanskraal school as a flagship facility.

“This top school features 28 classrooms, computer labs and a fully digitised teaching environment, sports facilities and learner-friendly combi courts. No one invests better in township school infrastructure than us.”

The Premier also highlighted strong matric outcomes as evidence that infrastructure investment is paying off.

“Allow me to also congratulate the matric class of 2025 on attaining 89.06%, the highest ever overall pass rate achieved by the Grade 12 cohort since the introduction of the NSC qualification,” he said.

He added that 20 township schools achieved a 100% matric pass rate, with Lufhereng Secondary School and Siyabonga Secondary School producing exceptionally high Bachelor pass rates.

While celebrating these achievements, Lesufi acknowledged safety concerns following the scholar transport tragedy in Vanderbijlpark that claimed 14 learners’ lives.

“We must do so much more to ensure that the lives of our children are safe and sound,” he said. “We are focusing on ensuring that all scholar transport in the province is safe and compliant.”

With thousands of learners still awaiting placement, pressure remains on the provincial government to ensure the new schools come online quickly enough to stabilise the system and prevent future admissions crises.

INSIDE EDUCATION

By Charmaine Ndlela

The Department of Basic Education is hosting a vocational and occupational skills training workshop at Resolution Circle in Johannesburg, aimed at boosting teachers’ technical expertise and improving classroom delivery of vocational subjects.

The programme has brought together teachers for an intensive, hands-on learning experience designed to strengthen technical skills, build professional confidence, and improve the delivery of vocational and occupational subjects.

Over the course of the five-day workshop, teachers are engaging in practical training across key trades including electricity, plumbing, bricklaying, panel beating and spray painting.

The training is conducted by qualified artisans, assessors and moderators to ensure participants receive industry-standard, state-of-the-art instruction.

According to the department, the workshop forms part of a pilot curriculum developed by the DBE, supported by comprehensive training manuals. To date, 1,100 teachers have been trained in Occupational and Vocational subjects within the Engineering and Manufacturing Technology organising field. 

The 2026 training programme continues to focus on bringing together enthusiastic and committed teachers for an immersive learning experience that strengthens practical competencies aligned with industry demands.

In September 2017, the Council of Education Ministers (CEM) approved the extension of the Three Stream Model (TSM) pilot to all Public Ordinary Schools, including schools offering Technology subject specialisations.

The training initiative supports the implementation of this model by equipping educators with the necessary skills to effectively deliver vocational and occupational streams.

The DBE says the workshop represents a significant step towards strengthening technical education and ensuring learners are better prepared for the world of work.

INSIDE EDUCATION

Shaakira Abrahams

As the school year is underway, now is a good time to make sure your child’s immunisations are up to date.

Immunisation helps protect your child against serious illnesses such as whooping cough, diphtheria and tetanus. These are not just old diseases from the past, they still exist in South Africa and may spread fast, especially when children have missed some of their doses or their protection has worn off.

When one child gets sick, the disease can easily spread to other children at school, in crèches and at home.

Why immunisation matters

When your baby is small, the clinic gives them immunisations that teach their body how to fight dangerous diseases. But this protection does not last forever. Over time, immunity can decrease. That’s why children need booster doses at school age, not just when they are babies.

Children in South Africa receive immunisation against diseases such as whooping cough (pertussis), diphtheria and tetanus in a series of doses as they grow.

These work best when they are given on time – in line with the Expanded Programme on Immunisation (EPI) from the National Department of Health.

Parents can ask Primary Healthcare Clinics and Health Care providers for guidance on the specific ages at which immunisations should start (e.g. from 6 weeks after birth) and at which ages they should be repeated (e.g. at 6 years of age).

Early immunisation doses help protect babies and young children when they are most at risk.

As children grow older, their protection can weaken. That is why repeat (booster doses) are needed at school age.

If your child misses any of these, they may not be fully protected, even if they look healthy and well.

What can happen if a child is not immunised?

Some parents might think these illnesses are mild. They can, unfortunately, be serious.

Diphtheria can form a thick layer in the throat that makes it hard to breathe or swallow. It can damage the heart and nerves and can spread from person to person.

Tetanus enters the body through cuts or wounds. It causes painful muscle tightening, stiff jaws and trouble breathing, and can be fatal.

Whooping cough causes long, painful coughing fits that can last for weeks. Babies and young children can struggle to breathe, vomit after coughing, or in severe cases stop breathing for short moments.

Check your child’s Road-to-Health card

Take out your child’s Road-to-Health booklet or clinic card and look at the pages where the immunisations are written.

If you are not sure what the dates mean, the nurses at the clinic can help you understand them. If your child is behind, they can be given the missed doses.

If you have lost the card, do not panic. You can go to your nearest primary healthcare clinic and ask for a replacement. The clinic will help you rebuild your child’s record.

Where to go for help

You do not need money or private doctors. Routine childhood immunisations are free at government clinics as part of the Expanded Programme on Immunisation. You can go to your nearest primary healthcare clinic for help.4

Some schools also offer school immunisation days, especially for children who may have missed earlier doses.

Checking your child’s immunisations is one of the easiest ways to protect their health. Routine immunisations help protect against serious illness. If the card is missing, you can get a replacement at your local clinic. Keeping immunisations up to date helps safeguard your child, their classmates and your community.

You do a lot to get your child ready for school, checking their immunisations is one more way to protect them.

A short visit to the clinic could help shield your child from serious illness and keep them healthy throughout the school year.

Shaakira Abrahams is the Medical Manager at Sanofi South Africa.

INSIDE EDUCATION

Staff Reporter

Hilton College signed off the Independent Schools Cricket Festival’s final day on Sunday as the only unbeaten side after switching smoothly into the festival’s closing T20 format.

Hilton opened the day by restricting hosts St Alban’s to 108/9, with Obakeng Motsepa ripping through the top order on the way to 4/19, backed up by Cameron Hargroves’ 2/13.

St Alban’s top score was Reabetswe Mokoka’s 26, but Hilton’s reply was controlled rather than frantic, with opener Ben Wilson guiding the chase with 39 not out as Hilton reached 110/4 inside 16 overs to win by six wickets.

St Alban’s recovered quickly in their second T20, rolling St John’s College (Harare) for 91 and then completing an eight-wicket chase. Will Hewitt delivered the key burst with 4/8, while St Alban’s reply was anchored by Kyle Block (27) and Mokoka (24).

Elsewhere, St David’s Marist Inanda finished strongly against Prestige College, piling up 171/5 with Jonah Gruskin lighting up the innings with 80 off 57 balls. Prestige were then dismissed for 81, with Kyle Butler (3/5) leading a tight bowling effort.

In another final-day highlight, Clifton College posted 177/5 against Woodridge and defended it by 28 runs, driven by opener Daniyaal Klinck’s 79 and a sharp spell of 3/6 from left-armer Blake Johnson.

Michaelhouse also ended on a high, cruising to a nine-wicket win over St Benedict’s after bowling them out for 101, then chasing down 102/1 with unbeaten half-centuries from Ben Heuer (51*) and Graydon Leslie (51*).

INSIDE EDUCATION

By Charmaine Ndlela

Thirty-three suspects appeared in the Nelspruit Magistrate’s Court in Mpumalanga on Monday on charges of fraud, corruption and money laundering linked to a R113 million school repair tender scandal.

The arrests were carried out by the Directorate for Priority Crime Investigation, also known as the Hawks, in Nelspruit on Sunday morning.

The operation targeted 41 suspects allegedly implicated in corruption, theft and fraud relating to emergency school repair tenders dating back to 2018. One of the suspects has since died.

Among those arrested are government officials and service providers believed to be connected to irregular tender processes within the Mpumalanga Department of Education.

Investigators also conducted search and seizure operations at the home of a Barberton-based pastor believed to be linked to the scheme.

Speaking to Inside Education, Hawks spokesperson Lieutenant Colonel Magonseni Nkosi confirmed that 33 suspects appeared in court.

“You will recall that we initially had 41 suspects. By this morning, 23 had already been arrested, and as we speak, the number has increased to 26 arrests. Today, 33 appeared in court,” said Nkosi.

Nkosi added that bail proceedings prioritised suspects with medical conditions.

A wheelchair-bound woman was granted bail of R50,000 and is expected to reappear in court on 26 March. The Chief Financial Officer, a former Chief Director, and a company owner and director were also granted bail of R50,000 each due to medical reasons.

Another female suspect, who is reportedly breastfeeding, was also granted R50,000 bail on health grounds.

One of the accused, Jabulani Nkosi, is the former Acting Head of the Mpumalanga Department of Education. He currently serves as Chief Director for Human Resource Management and Development in the Mpumalanga Department of Health.

The remaining suspects are expected to appear in court on Tuesday for their bail applications, including three individuals who were arrested later on Monday.

INSIDE EDUCATION

By Dr Mario Landman

The classroom is undergoing its most profound transformation in generations.

Gone are the days when universities could graduate students armed primarily with theoretical knowledge and expect them to thrive in a fast-evolving job market.

Today’s employers demand more: graduates who can do, think critically, adapt swiftly to change, and collaborate effectively across teams and disciplines.

– WATCH: Gwarube says mother tongue learning is bridge to stronger literacy, numeracy foundations

This means universities must urgently work to close the gap between what they traditionally offered, and what the future of work demands.

As artificial intelligence reshapes industries, and the World Economic Forum projects that 39% of core job skills will shift by 2030, higher education institutions worldwide are racing to redesign curricula that prioritise real-world application over rote memorisation.

This shift is breaking down traditional disciplinary boundaries. Universities are increasingly blending fields to prepare students for complex, interconnected challenges: data science fused with business strategy, cybersecurity intertwined with legal frameworks, artificial intelligence integrated with ethics, and engineering combined with entrepreneurial thinking.

At institutions like Wharton, MIT, and emerging programmes across the US and Europe, interdisciplinary majors and concentrations in AI for business or ethical AI are surging in popularity, reflecting both explosive industry demand and the need for well-rounded professionals who can navigate technology’s opportunities and risks.

DBE says most learners lose mother tongue schooling after Grade 3

Alongside these technical hybrids, there’s a powerful resurgence of emphasis on distinctly human skills – critical thinking, emotional intelligence, communication, and teamwork—that AI cannot easily replicate. These durable competencies are becoming core to curricula as employers seek resilient, adaptable talent amid rapid disruption.

Teaching methods must change

Teaching methods themselves are evolving to match. Passive lectures are giving way to project-based learning, where students tackle authentic problems in teams: building prototypes, analysing real datasets, and pitching solutions to industry partners. Assessment is shifting too – from high-stakes final exams to continuous, formative feedback that treats improvement as an integral part of the journey.

Modern attention spans and lifelong learning demands are also fuelling the rise of microlearning and sophisticated gamification systems that incorporate narrative, challenges, progression, badges, and leaderboards to boost motivation and retention.

These tools, once experimental, are now mainstream strategies helping institutions engage digital-native learners while bridging academia and the workplace.

It will come as no surprise that Artificial Intelligence (AI) and automation lie at the heart of this transformation.

ALSO READ: 100 Shining Stars: The young leaders reimagining South Africa’s future

AI is no longer a futuristic concept whispered about in laboratories  — it now lives in everyday academic life.

In classrooms, AI is building personalised learning pathways and adapting content to the needs of each student, providing instant feedback and deepening understanding.

On the administrative side, AI is handling timetables, marking, admissions, and data analytics, allowing academics to spend more time engaging with students rather than managing processes.

But AI is also unsettling old assumptions about assessment and academic integrity.

Generative AI has reached a point where it can produce undetectable essays, code, and even artistic work. This has made it clear that universities cannot rely on punitive measures alone.

Instead, they are being compelled to rethink how they assess learning, shifting from a mindset of policing to one of guiding, by teaching students how to use AI responsibly, ethically, and creatively.

The digital shift extends beyond AI, with hybrid learning and virtual classrooms now fully entrenched.

Institutions must now be investing in immersive technologies like Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), turning learning into an experience rather than a download of information.

Virtual science labs, simulated courtrooms, and 3D historical worlds are moving from the realm of experimentation to mainstream practice.

This move does however come with governance challenges. Universities are being pushed to create policies that demand transparency, fairness, and human oversight of AI systems. Human in the loop has become a guiding principle: technology may assist, but it cannot replace human judgement, especially when academic outcomes and futures are at stake.

As higher education adapts to these realities, the question is no longer whether change is needed, but how quickly institutions — public and private universities alike — can scale these innovations to produce graduates truly ready for tomorrow’s world of work.

Mario Landman is Executive: Educational Technology and Innovation at The IIE and ADvTECH’s Academic Centre of Excellence.