Free State Education MEC Mantlhake Maboya has expressed shock following the death of a 15-year-old learner during a school sports fixture.
The provincial Department of Education confirmed that Nhlakanipho Buthelezi, a Grade 9 learner at HTS Sasolburg, died after experiencing severe breathing difficulties during a rugby match last Friday.
Buthelezi was playing in an under-15 fixture against Sasolburg High School at DP de Villiers Stadium in Sasolburg when the incident occurred. He was rushed to Sasolburg Hospital, where he was later pronounced dead.
Maboya said the department was deeply saddened by the loss of a young life.
“Our hearts go out to his family, friends, and the HTS Sasolburg community. We extend our condolences and support during this difficult time,” she said.
The department noted that the match formed part of the annual FNB Classic Clash between HTS Sasolburg and Sasolburg High School, an event that has been held for about 47 years.
Maboya added that the department would provide support to the bereaved family and the school community, and commended the swift response of medical personnel.
“Nhlakanipho’s passing reminds us of the fragility of life. We stand with his loved ones and the school community in mourning this loss,” she said.
“May God’s healing hand bring comfort to classmates, fellow learners, teachers, parents, and the broader school community. We will continue to support all those affected by this tragedy.”
A new Sepedi translation of Animal Farm — the classic political allegory by English author George Orwell — is set to broaden access to ideas about power, leadership and democracy in South African classrooms.
Translated by veteran educationist Dr Lenkwane Henry Mathunyane and published by Nelson Mandela University Press, the book highlights how multilingualism can expand access to political discourse, critical thinking and classroom debate — particularly for learners who study in languages other than English.
The translation was officially launched recently during the 2nd Annual Multilingualism Indaba hosted by Nelson Mandela University in Gqeberha, Eastern Cape.
The three-day Indaba, which took place from 25 to 27 March, was themed “Intersections of Knowledge: Language, Multilingualism(s), and Language Policy” and brought together scholars, students and language practitioners to explore the role of language in knowledge production and education.
At the heart of the programme was the launch of the University’s revised Language Policy on 27 March, which coincided with International Multilingualism Day.
Executive Dean of the Faculty of Humanities, Professor Pamela Maseko, says that Nelson Mandela University is “deeply committed to advancing multilingualism as a cornerstone of inclusive and equitable education”, and that the translation of Animal Farm into Sepedi affirms the importance of making classical texts accessible in African languages, where they are “equally relevant and resonant within our own cultural, social and political contexts.”
The work reinforces the intellectual capacity if African languages to carry complex ideas, she says, and aligns with the institution’s broader vision of transformation the linguistic landscape of education in South Africa, speaking directly to the intersections of language, knowledge production and social justice highlighted in the Multilingualism Indaba.
“Dr Mathunyane’s contribution not only enriches our literary resources but also strengthens the role of African languages in shaping informed, critical and engaged citizens.”
While Animal Farm has long been prescribed in South African schools, it has traditionally been taught to English Home Language learners, leaving many second-language learners engaging with the novel through a linguistic barrier, says Dr Mathunyane.
He believes that translating the text into Sepedi helps place learners on a more equal footing.
“Some topics, especially in politics and governance, are only available to learners studying English literature,” he explains. “The contents of this novel will be of great interest to learners when they can discuss them in their mother tongue.”
Language as a gateway to learning
For Dr Mathunyane, the project grew out of decades of experience working in South Africa’s education system.
Holding degrees from the University of Limpopo and the University of South Africa, including a doctorate in the psychology of education, he spent many years guiding learners and young adults in roles ranging from guidance educator to regional director in the Department of Education.
Across these positions, one issue surfaced repeatedly: language barriers in classrooms.
“Assessment reports from schools and subject advisors showed that language can become a barrier to communication and understanding between learners from different language groups,” he says.
“When learners struggle with the language of instruction, their chances of meaningful participation are reduced.”
That experience convinced him that language diversity must be actively supported through access to literature in multiple languages.
“Children need meaningful and familiar books in more than one language in and around the school.”
Why Animal Farm?
First published in 1945, Animal Farm tells the story of farm animals who overthrow their human owner in the hope of building a fair and equal society. Over time, however, the pigs who assume leadership become as authoritarian as the humans they replaced — a powerful allegory about the corruption of revolutionary ideals.
The novel’s themes remain strikingly relevant, particularly in societies grappling with leadership and accountability.
“What is happening in this novel is exactly what South Africans experience daily,” Dr Mathunyane says.
“When you look at characters like Napoleon and Squealer, you may recognise some of our leaders in them.”
For him, making the story accessible in Sepedi helps ensure that these ideas are not confined to English-language classrooms.
“Political awareness is no longer a taboo subject. This novel allows learners to discuss issues of power, leadership and society openly.”
The translation also serves another purpose: demonstrating that African languages can express complex political ideas.
“It dispels the notion that indigenous African languages cannot be used in advanced academic discourse.”
A translation shaped by collaboration
Choosing Sepedi for the translation was a natural decision for Dr Mathunyane.
The language is his mother tongue and was a major subject during his undergraduate studies.
“Sepedi learners will feel proud that a well-known English novel has been translated into their home language,” he says.
“It places them on equal footing with their English-speaking counterparts.”
Producing the translation, however, was not a quick process.
It took more than 10 years to complete the manuscript, with careful attention paid to the nuances of satire and political symbolism in the original text.
“English is my third or fourth additional language, so some words were difficult to translate,” he says.
“But with the help of Sepedi educators and subject advisors, we were able to arrive at a standardised version.”
The project eventually found a home with the Nelson Mandela University Press, after Dr Mathunyane submitted a proposal to the publisher in 2024.
The manuscript followed in 2025 and the book was published in January 2026.
The Sepedi translation of Animal Farm, published by Nelson Mandela University Press, aims to make the classic political allegory more accessible to South African learners. (Photo: Supplied / Nelson Mandela University)
Encouraging debate and critical thinking
Although the Sepedi edition is presented as a children’s book, Dr Mathunyane believes it will be particularly valuable for secondary school learners and university students.
Animal Farm has long been prescribed for Grades 10 to 12, but primarily for English Home Language learners.
“Second-language learners also deserve exposure to this book in their own languages,” he says.
Reading the novel in Sepedi could encourage learners to engage more confidently with the story’s political themes.
“They will find it easier and more interesting to participate in discussions and debates in an open and equal atmosphere.”
Dr Mathunyane also believes the book can be used creatively in the classroom.
He suggests that learners could dramatise scenes from the novel, helping them translate abstract ideas, such as social justice and equality, into tangible experiences.
Educators, he adds, could also use the book to encourage multilingual literary societies and debating clubs.
“Students should learn that speaking a different language does not make anyone inferior. Every citizen has the right to participate and contribute in every sphere of life.”
Multilingualism in practice
The Multilingualism Indaba provided a fitting setting for the book’s launch.
Among the highlights of the three-day programme were a masterclass on the epistemic value of multilingualism in Africa, a postgraduate student colloquium, and a keynote address by visiting professor Finex Ndhlovu, who also launched his book African Integration from Below: Language, Publics, Culture.
Dr Mathunyane’s translation of Animal Farm was launched during the same event, and for him, the connection between the book and the conference theme is clear.
“Translation promotes multilingualism and helps build unity in diversity. It reminds us that culture and language are inseparable and affect every aspect of life.”
Now retired but still active in community leadership, he hopes the project will inspire younger scholars and writers to continue strengthening multilingual literature in South Africa.
“Age and health are not on my side,” he says, “but I encourage the youth to take the baton and run with it.”
The National Schools Athletics Championships have been postponed from 8–11 April 2026 to 29 April 2026 following a last-minute venue change caused by the unavailability of Royal Bafokeng Stadium in Rustenburg, sparking criticism from organisers, government stakeholders, political parties and leaving athletes in limbo while parents face financial losses.
The postponement was confirmed in a joint statement by the Department of Basic Education (DBE), the Department of Sport, Arts and Culture (DSAC) and South African Schools Athletics (SASA).
The championships have since been moved to Pilditch Stadium in Pretoria.
A Mpumalanga school principal has been dismissed after being found guilty of engaging in a sexual relationship with a learner.
Godfrey Mhaleni, principal of Magwagwaza Secondary School in Bushbuckridge, was removed following an arbitration process by the Education Labour Relations Council (ELRC).
The process, concluded on March 24, found he had an inappropriate relationship with a Grade 11 pupil. The learner’s testimony, in which she confirmed the relationship, was central to the guilty finding.
The Department of Basic Education late on Thursday called for public comment on the draft history curriculum for Grades 4 to 12.
Earlier in the day, renowned education academic Jonathan Jansen blasted the proposed Africa-centred overhaul as “anti-intellectual and soul-deadening”.
In an interview with News24, Jansen also questioned why authorities had taken three decades to decide the curriculum should be Africa-centred.
A tangled political fight over whether Chicago’s public schools will hold classes on May Day is coming down to the wire, confusing tens of thousands of students and parents.
The influential teachers union, an ally of Mayor Brandon Johnson, wants educators to participate in protests in the nation’s third-largest city on May 1, coinciding with workers’ rights rallies worldwide. But the newly named leader of Chicago Public Schools has rejected the pitch to cancel classes.
The standoff has created uncertainty for the families of more than 315,000 students.
Here is what to know about Chicago’s battle over having school on May Day.
Teachers union wants day off to boost May Day rallies
May Day demonstrations are typically robust in union-friendly Chicago. The roots of the day, also celebrated as International Workers Day, go back over a century to a turbulent and pivotal time in labor history.
This year U.S. labor groups are planning for a boycott of work, shopping and school to fight the Trump administration’s agenda. In some places, including North Carolina, unions are encouraging teachers to call off work on May 1.
The Chicago Teachers Union wants the nation’s fourth-largest school district to scrap classes for all, arguing it lets teachers and students protest at a time when education is under threat. Unions are demanding more school funding, raising taxes on the wealthy and ending immigration crackdowns.
More than 70% of the district’s students are low-income; most are Black or Latino.
“What our students need, and what history teaches us is the only thing that works, is educators, labor unions, and community groups standing together to defend each other and our democracy and demand that the government put our families over their fortunes,” the CTU said in a statement.
This week, Macquline King, the newly-named district CEO, said she had no plans to cancel class.
“As a career educator, I believe every minute in the classroom is vital for our students,” she said in a statement, adding that the district’s school board could override her with a vote. Their next regular meeting is April 23.
The union says it will use May 1 as a professional development day for teachers, swapping for one scheduled on for June 5, the first day of students’ summer break. The union has filed a grievance over the matter.
Canceled classes could also scrap test prep and proms
The uncertainty over the closure of more than 500 schools is creating headaches for parents concerned about finding child care or scrapping test prep.
A district survey showed 113 schools, approximately one-fifth of the district, had planned activities on May 1 including field trips, sporting events and makeup testing for Advanced Placement classes.
Another 100 said they had other activities including prom and senior night that day, according to a memo from King to school board members obtained by The Associated Press.
“Disruptions would directly affect academic testing and key student milestones, particularly for graduating seniors and 8th graders with limited ability to recover or reschedule these experiences,” King wrote in the memo.
Mariam Hafezi, parent of a middle school student on Chicago’s northwest side, said she supports learning about civics and wouldn’t be opposed to student-led walkouts. But she noted that these demonstrations were driven by adults.
“It is a teachable moment without them being outside of school,” she said. “It would be wiser to spend time in class explaining about the strike in general.”
Fight over schools puts mayor in tight spot
The fight over the a single day off school showcases a difficult dynamic for first-term Mayor Johnson and a potential 2027 reelection bid.
Johnson supports the May 1 demonstrations. But he has been less clear publicly about whether classes should be canceled. His office didn’t respond to an email Friday.
A former CTU organizer, Johnson was elected in 2023 with the union’s support. That relationship has created tensions, particularly last year amid contract negotiations and the ouster of then-CEO Pedro Martinez.
After a rocky search for a replacement, the board named King, a district insider who served as interim CEO. Last week, the board approved her 3-year contract.
School board members grumble about logistics
The disagreement has also offered a preview of politics on the city’s newest Democratic body. Chicago is phasing out a mayor-appointed school board for a fully-elected one in November.
Currently, the 21-member body is a mix of elected and appointed members who clash often.
“Calls to keep students out of school are reckless,” elected board member Jennifer Custer wrote on Facebook. “They hurt parents who work, disrupt classrooms, and set our kids back — all for politics.”
But Emma Lozano, a longtime immigrant rights activist appointed by Johnson, disagreed.
She thinks it’s important for students to take part in May 1 marches, which in Chicago have drawn hundreds of thousands of people in years past.
“We don’t just get educated in the classroom,” she said. “We get educated in the world and have to learn how to fight for our rights.”
The National Schools Athletics Championships have been postponed from 8–11 April 2026 to 29 April 2026 following a last-minute venue change caused by the unavailability of Royal Bafokeng Stadium in Rustenburg, sparking criticism from organisers, government stakeholders, political parties and leaving athletes in limbo while parents face financial losses.
The postponement was confirmed in a joint statement by the Department of Basic Education (DBE), the Department of Sport, Arts and Culture (DSAC) and South African Schools Athletics (SASA).
The championships have since been moved to Pilditch Stadium in Pretoria.
The disruption has drawn widespread criticism, with the Federation of Governing Bodies of South African Schools (FEDSAS) calling for school sport to be placed under the full control of the Department of Basic Education, citing repeated administrative failures.
FEDSAS CEO Jaco Deacon said parents and athletes were bearing the cost of what he described as poor planning.
“Athletes are disadvantaged and parents are suffering significant financial losses due to incompetent officials’ inability to do basic planning. Heads should roll,” Deacon said.
He said the current crisis followed similar problems last year when the event in Bloemfontein was affected by poor accommodation and meal arrangements.
“A year later and here we are again with our top school athletes at the mercy of incompetent government officials,” he said.
“These athletes have been training for the entire season to reach peak performance this week. Their parents have incurred expenses and taken leave to support them.”
Deacon said provinces had already committed significant resources and educators had been deployed as officials during school hours.
FEDSAS called on ministers to urgently intervene, demanding a transparent investigation, disciplinary action and compensation for affected families and provinces.
The organisation also criticised coordination between the departments and sporting bodies, including tensions between SASA and Athletics South Africa.
The Western Cape government also expressed concern, saying the situation reflected broader coordination failures within the national school sport system.
It said that although accommodation and travel arrangements had been finalised, provinces were left uncertain due to a lack of a consolidated national position.
“As a result, athletes who have trained for months in preparation for this opportunity have been left without clarity on the way forward,” the provincial government said.
It said it had taken a precautionary approach to limit further financial exposure while awaiting confirmation on next steps.
The Western Cape government called for improved planning and coordination between national departments, federations and provinces, and urged urgent clarity from DSAC and SASA on the way forward.
The Democratic Alliance (DA) in Limpopo also criticised the handling of the postponement, describing it as “deeply troubling” and warning of repeated failures in school sport administration.
It said learners who had trained for months were now facing uncertainty, adding that similar disruptions had occurred in previous school sporting events.
The Limpopo Department of Sport, Arts and Culture later issued an apology for the inconvenience caused to athletes, stakeholders and the public.
The DA said it would continue to monitor the matter and push for accountability should negligence or poor planning be confirmed.
A Mpumalanga school principal has been dismissed after being found guilty of engaging in a sexual relationship with a learner.
Godfrey Mhaleni, principal of Magwagwaza Secondary School in Bushbuckridge, was removed following an arbitration process by the Education Labour Relations Council (ELRC).
The process, concluded on March 24, found he had an inappropriate relationship with a Grade 11 pupil. The learner’s testimony, in which she confirmed the relationship, was central to the guilty finding.
Mhaleni had been placed on precautionary suspension after the allegations surfaced, with the department following formal disciplinary procedures.
The Mpumalanga Department of Education said the conduct constituted a serious breach of professional ethics and the law.
Under the Employment of Educators Act (Act 76 of 1998), dismissal is mandatory for educators found guilty of serious misconduct. Section 17 prohibits sexual relationships with learners, sexual assault and any form of coercion or encouragement of sexual activity involving learners. Section 18 provides for disciplinary action in cases of sexual harassment.
Department spokesperson Gerald Sambo said the department does not tolerate conduct that undermines pupils’ safety and development.
“This conduct represents a profound breach of trust and undermines the integrity of the teaching profession,” the department said, adding that action would be taken against offenders.
The department said it would continue efforts to ensure safe and supportive learning environments.
The case reflects a broader trend of sexual misconduct by educators. In recent years, several teachers and principals have been dismissed or arrested for similar offences, often involving abuse of authority.
In a separate case, a former primary school principal in Stellenbosch was arrested on December 19, 2025, on a charge of sexual assault. The 55-year-old appeared in the Stellenbosch Magistrate’s Court on March 3, 2026, and is expected back in court on May 13.
Between 2021 and 2025, 176 teachers were found guilty of sexual misconduct involving learners. Of 211 reported cases, 35 resulted in acquittals.
Police statistics show 80 rapes were recorded at educational institutions between January and March 2025, with 54 victims identified as learners.
Nationally, 13,452 sexual offences were reported during the same period.
The Department of Basic Education late on Thursday called for public comment on the draft history curriculum for Grades 4 to 12.
Earlier in the day, renowned education academic Jonathan Jansen blasted the proposed Africa-centred overhaul as “anti-intellectual and soul-deadening”.
In an interview with News24, Jansen also questioned why authorities had taken three decades to decide the curriculum should be Africa-centred.
He said the shift could “undermine education standards”.
News24 reported that the draft would move away from topics such as the US civil rights movement and the French Revolution as anchor themes in favour of more African-centred content.
In a statement, the department said the documents now in the public domain were still drafts and that the process was meant to allow “structured public participation before any decision is taken on a final curriculum instrument”.
It said public submissions would help shape any further refinement of the proposed curriculum.
The department rejected criticism that parts of South African or world history could be sidelined, saying, “the public comment process is the appropriate mechanism” for those concerns to be raised “in a detailed and constructive manner”.
It added that oral history was included to “broaden the evidentiary base and recover perspectives that were previously marginalised”, while written sources and the colonial and apartheid archive, “read critically”, remained important repositories of history.
The draft says the proposed “a new African-centred curriculum for 21st-century South Africa” that aims to build “global historical consciousness from the vantage point of Africa”. It says the curriculum draws on oral, archaeological, written, visual, linguistic and landscape sources and is influenced by UNESCO’s General History of Africa project.
The existing Grade 12 history curriculum includes the US Civil Rights Movement and Martin Luther King Jr, while the draft Further Education and Training phase introduces a Grade 11 topic titled “Slavery, Slave Resistance and the Haitian Revolution” and treats the French Revolution mainly as background and comparison.
The department said the review had been underway for several years, and that a ministerial task team started working on it in 2019.
Provincial consultations were held in all nine provinces in 2023 and 2024, and the draft was later presented to Parliament’s portfolio committee, internal departmental structures, HEDCOM and the Council of Education Ministers before publication for public comment.
The gazetted notice says submissions are open for 30 days from publication.
The department said it urged educators, universities, professional bodies, heritage institutions, civil society groups, parents, and the public to study the draft closely and submit “focused, evidence-based comments”.
“Persons are invited to submit comments clearly marked for the specific CAPS document and page number,” said the department.
The Director-General, for the attention of Florence Modipa, Chief Education Specialist: Curriculum Policy, Department of Basic Education, 222 Struben Street, Pretoria, 0001.
Or to the Director-General, for the attention of Florence Modipa, Department of Basic Education, Private Bag X895, Pretoria, 0001.
Basic Education Minister Siviwe Gwarube on Thursday received the Africa Spelling Bee Championship trophy after South African learners secured a narrow victory at the continental competition.
The trophy was handed over during a ceremony hosted by the Department of Basic Education, where learners, teachers and school principals gathered to celebrate the achievement.
South Africa emerged champions at the African Spelling Bee Championship held in Harare, beating Nigeria by just 0.1% in what officials described as a tightly contested final. Nigeria had dominated the competition for the past four years before being dethroned by Team South Africa.
Organisers said the competition was conducted in 24 different languages, highlighting the diversity of the continent, and also included sign language spelling, broadening access and participation for learners.
Addressing the learners, Gwarube praised their performance and highlighted the importance of literacy.
“A huge congratulations to our Team South Africa Spelling Bee champions. Your hard work, dedication, and brilliance make us proud. Literacy opens doors to endless possibilities, and you are proof that our children can soar when supported at school and at home. Keep flying our flag high,” she said.
She added that the competition forms part of a broader strategy to improve reading outcomes in the country.
“One aspect of a broader strategy that says we value literacy in this country. And we want to make sure that more and more children in South Africa are able to read for meaning from a very young age,” Gwarube said.
The winning team was selected through provincial rounds, with most participants coming from public schools, underscoring the role of the public education system in nurturing talent. Officials said the competition drew learners from across the country and showcased academic excellence and determination.
Only four of the six team members attended the ceremony, identified as 13-year-old Ashton Singh, 12-year-old Mbulelo Tolom, 14-year-old George van Wyngaard and 17-year-old Xilombe Xivuri.
The team will represent South Africa at the international competition scheduled for July in China.
Speaking to Inside Education, Singh said he was excited about competing on the global stage.
“I’m very excited about it. This is obviously a big leap for spelling Bee. Even just going to the African round was big. But this is on a whole other level,” he said.
“I want to represent my country as well as I can. Even just going to China, being able to meet new people, understand their culture and show them our culture is a big thing for me.”
Singh said he manages nerves by focusing on the opportunity.
“I feel like whenever I get nervous, I just have to think that out of millions who could be here, I am one of them. I’ve worked hard. I have people who want me to win, and I’m motivated by that,” he said.
Officials said the learners’ journey began at circuit level, highlighting the role of schools and educators in nurturing talent and promoting literacy.
The department said the victory reflects the potential of South Africa’s youth and reinforces the importance of investing in reading and language development. INSIDE EDUCATION
Minister in the Presidency responsible for Women, Youth and Persons with Disabilities, Sindisiwe Chikunga, has told young people from BRICS+ countries to pursue innovation that helps preserve sovereignty and the right to self-determination, particularly in the Global South.
“Your generation must innovate with a clear-eyed understanding that the right to self-determination — the right of nations and peoples to chart their own course — is the non-negotiable foundation upon which all sustainable development must rest,” she said on Thursday.
“This means developing indigenous technological capacity, not merely consuming platforms designed elsewhere. It means building data governance frameworks that protect African and BRICS citizens from digital extraction. It means insisting that development will be determined by the quality of our ideas, not by the politics of strongmen or the patronage of former colonial powers.”
Chikunga was speaking at the BRICS+ Youth Innovation Summit, held at Tshwane University of Technology in Pretoria, which brought together young entrepreneurs, investors and experts from BRICS+ countries and the Global South.
The summit sought to highlight the role of youth-led solutions in shaping a sustainable future and driving economic growth.
According to Chikunga, an “intellectual rebellion” needs to be birthed to disrupt the dominant economic models of the past half-century, which she said have produced the “greatest rates of inequality in the history of humankind”.
Referring to contemporary digital tools, including artificial intelligence, the minister told young people to deploy them critically, ensuring they serve people and promote their wellbeing.
She said there must be stronger insistence on African and BRICS participation in setting global AI governance standards, adding that “innovation in AI without democratic accountability” would widen existing disparities between the Global North and South.
“Artificial intelligence is not neutral. It is built on data that reflects existing power relations, trained by institutions with particular interests, and deployed in ways that frequently deepen rather than disrupt inequality,” Chikunga said.
The minister said that people-to-people relations rooted in cultural exchange, academic mobility, artistic collaboration and shared intellectual production were among the key areas through which innovation could be advanced and harnessed.
“I call on the youth of BRICS to build these connections deliberately. Learn each other’s languages. Study each other’s histories. Collaborate on research, on enterprise, on art,” said Chikunga.
“The innovation that will matter most in the coming decades will not emerge from isolated laboratories. It will emerge from the intersection of diverse knowledge systems, cultural traditions, and lived experiences.”
KwaZulu-Natal transport officials arrested a learner driver and an instructor at a Pietermaritzburg driving licence testing centre on Wednesday, as MEC Siboniso Duma said up to half the province’s motorists may be using fraudulently obtained licences.
Duma said on Thursday that the two were arrested at the Umkondeni Driving and Testing Centre under the province’s #NenzaniLaEzweni operation.
“Through an intelligence-driven operation, the elite [Transport and Traffic Inspection Unit – TTIU] unit intercepted a conversation between a learner and an instructor from a private driving school about an exchange of R1800,” he said.
“The discussion was about the release of a member of the syndicate who was detained at Alexander Police Station in Pietermaritzburg,” Duma said.
The provincial Department of Transport is cracking down on fraud, bribery and corruption at driver’s licence centres and motor licensing offices.
In January, the department said the TTIU would be working alongside the Road Traffic Management Corporation’s anti-corruption unit and the Hawks to stop fraud and corruption.
Duma said the department had studied “a corruption playbook used by syndicates in various centres across the province” and had mandated the TTIU to dismantle those networks.
“Critically, any employee of the department of transport who is involved in this racket will be dealt with harshly to set an example for others to see that the corruption game is over,” he said.
He said that the province’s next priority was “to end the sale of driver’s licences as part of stopping the carnage in KZN”.
