By Lebone Rodah Mosima

The DA in Gauteng has accused the provincial government (GPG) of failing to remove ageing asbestos structures from Randfontein Secondary School and Toekomsrus Primary School, saying learners and teachers remain exposed to unsafe buildings despite repeated promises to replace them.

DA Gauteng Education spokesperson Sergio Isa Dos Santos, MPL, said on Monday that teachers were continuing to work in unsafe environments that compromised their safety and dignity, despite the Gauteng government’s long-standing promise to replace asbestos schools with safe, modern infrastructure.

“During a recent sitting of the Gauteng Legislature, MEC for Infrastructure Development and Cooperative Governance and Traditional Affairs, Jacob Mamabolo, failed to give a clear answer to the Democratic Alliance’s (DA) oral question on why the GPG has still not eradicated asbestos infrastructure years after missing the deadlines set out in the 2013 Minimum Uniform Norms and Standards for Public School Infrastructure,” Dos Santos said.

“Instead, he repeated the government’s hollow commitment to asbestos eradication, with no clear timeline or end in sight.”

Dos Santos said the Gauteng Department of Education (GDE) had previously allocated about R112 million for rehabilitation and asbestos-related infrastructure upgrades at Randfontein Secondary School.

Despite that allocation, he said, a DA oversight inspection found that critical safety hazards remained unresolved, including an incomplete administration block, unfinished bathrooms, falling ceiling panels and staircases missing safety bars, all of which continued to put learners and staff at risk.

“Shockingly, the department’s so-called intervention in this school seems to have involved building brick-and-mortar structures around existing asbestos classrooms rather than completely removing them,” he said.

“Most of these structures have since deteriorated or collapsed, exposing learners and educators to cracked and broken asbestos panels.”

Dos Santos said the situation had been worsened by severe overcrowding at the school, with Grade 8 classes recording learner-to-teacher ratios of 1:50 and Grade 11 classes reaching as high as 1:73.

At Toekomsrus Primary School, Dos Santos said asbestos infrastructure remained in place and required urgent replacement.

“Some of the school’s mobile classrooms are more than 30 years old and need to be removed, while the roof blocks are in dire need of maintenance,” he said.

“Although the department assessed the school two years ago, no work has been carried out.”

Dos Santos said he was “outraged” that the GPG continued to delay the eradication of asbestos schools despite the well-known deadly health risks linked to asbestos exposure.

“The DA will escalate the issue to Premier Panyaza Lesufi for urgent intervention,” he said.

“Those responsible for these unacceptable delays must be held accountable for continuing to hold learners and educators hostage in unsafe and undignified conditions.”

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By Charmaine Ndlela

The Department of Social Development marked International Children’s Day at the Dominican School for the Deaf in Hammanskraal, north of Pretoria, on Monday, placing a spotlight on the rights, dignity and inclusion of children with disabilities.

The commemoration forms part of Child Protection Week, observed from 29 May to 5 June under the theme of protecting and promoting children’s wellbeing.

Founded on 2 May 1962, the Dominican School for the Deaf is a public institution located on land owned by the Irish Dominican Sisters.

For more than six decades, it has provided specialised education, care and support to learners with hearing impairments, enabling academic and social development.

The school accommodates about 250 learners and operates as a residential institution, with separate hostel facilities for boys and girls. It is staffed by a principal, two deputy principals, eight heads of department and 41 educators, supported by 89 support staff.

Speaking at the event, principal of the Dominican School for the Deaf, Jones Seema, said the school remained committed to creating opportunities for learners with disabilities to thrive.

He welcomed initiatives promoting the rights, dignity and participation of children with disabilities, saying such engagements strengthened inclusion and raised awareness of learners’ needs and abilities.

The Department of Social Development said it chose the school deliberately to ensure children with disabilities were included in national conversations affecting them.

“We were intentional in our approach to commemorating International Children’s Day this year. Rather than hosting a large event in a central location, we chose to spend the day at Dominican School because we wanted to engage directly with children living with disabilities and ensure that they are seen, heard and included,” said Isabella Sekawana, chief director for children’s services and support.

“For me, this is what makes today special. It is an opportunity to bring the commemoration closer to children whose voices are often overlooked. This year’s focus on dignity reminds us that every child deserves respect, inclusion, equal opportunities and the chance to participate fully in society.”

The event included educational and recreational activities aimed at celebrating learners’ abilities while reinforcing the message of equal access to education, healthcare, protection and opportunity.

This year’s theme highlights the need to eliminate stigma, discrimination and exclusion faced by children with disabilities, and calls for inclusive environments that allow all children to participate fully.

International Children’s Day is observed annually on 1 June in many countries.

It originated as the International Day for Protection of Children, established in 1950 following a resolution by the Women’s International Democratic Federation congress in Moscow in 1949.

As Child Protection Week continues, the department urged communities, families and institutions to work together to ensure every child is protected, valued and given the opportunity to thrive.

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By Lebone Rodah Mosima

Bantwana advanced to the third and final round of the 2026 FIFA U-17 Women’s World Cup qualifiers after holding Tanzania to a goalless draw at Lucas Moripe Stadium in Atteridgeville, Tshwane, on Sunday to seal a 2-0 aggregate victory.

The South African U-17 women’s national team went into the second leg with a 2-0 lead after winning the first leg in Zanzibar last month.

The South African Football Association (SAFA) said it had been a challenging afternoon for the hosts, with Tanzania applying pressure throughout the match as they tried to get back into the tie.

“When the defence was bridged, goalkeeper Dakalo Mafumo stood firm, thwarting several attempts made by Tanzania to keep the scoreline intact,” SAFA said.

“The home side had some chances to consolidate their lead but could not find the back of the net. In the end they shared the spoils with Tanzania, enough to see the hosts through to the next round.”

Bantwana head coach Ntombifuthi Khumalo said the match was as tough as expected.

“Credit must go to the defence and the goalkeeper who worked tirelessly amidst relentless attacks from Tanzania,” Khumalo said.

“It was very difficult to penetrate them, but the good thing is we were able to deny them any goals, as that would have probably brought them back into the game.”

South Africa will now face Kenya in the final round of qualifying, with the two-legged tie scheduled for the weekends of July 3-5 and July 10-12.

Kenya eliminated Uganda after a goalless draw in the second leg, progressing on the away-goals rule after the first leg ended 1-1 in Kampala.

Khumalo said reaching the final round was a significant milestone for her team and added that she believed Bantwana had enough quality to compete for a World Cup place.

“We have seen how Kenya plays, and we will go and prepare accordingly for that big match. For now, we will celebrate today’s success and regroup later in June,” she said.

The 2026 FIFA U-17 Women’s World Cup will be staged in Morocco from October 17 to November 7.

Africa has five places at the tournament, with hosts Morocco qualifying automatically and four more teams set to qualify through the African qualifiers.

The final-round fixtures are South Africa against Kenya, Zambia against Ethiopia, Senegal against Ghana, and Nigeria against Benin.

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Shaakera Sunjee

According to Child Online Safety Index (COSI) data, 67% of South African children aged eight to 18 experienced at least one major cyber risk in 2023.

These harms include cyberbullying (and peer-led harassment), cybersecurity threats (and exploitation), exposure to harmful or inappropriate content and technology overuse or gaming disorders.

The digital world has transformed the way young people learn, communicate and experience wellbeing. For schools, this shift presents both a significant opportunity and responsibility.

Child protection can no longer be limited to physical environments alone, as the emotional and social realities affecting learners now unfold simultaneously online.

Today’s learners move constantly between classrooms, homes, social media, gaming spaces and messaging applications. Conflict that begins during the school day continues online within minutes, while peer exclusion, humiliation, and harmful content spread rapidly through group chats and anonymous accounts. Emotional harm becomes amplified, permanent, and difficult for young people to escape.

Consequently, the relationship between child protection and digital safety is inseparable. Schools are being called to respond to a generation growing up in a permanently connected world.

Across South Africa, concerns around cyberbullying, harassment, sextortion and exposure to harmful content, are on the rise. Many schools report that online interactions contribute directly to emotional distress, academic disengagement, and disciplinary matters. Digital safeguarding is now central to learner wellbeing.

Cyberbullying remains one of the most visible forms of online harm. Unlike traditional bullying, digital harm extends beyond the school gate.

Learners experience intimidation and humiliation long after the school day ends, with intensified impact due to the permanent nature of digital platforms. At the same time, learners are increasingly exposed to online environments that influence self-esteem and relationships. Online comparison culture and constant connectivity can deepen anxiety, particularly within already demanding educational spaces.

Online exploitation also remains an increasing concern. Many young people are engaging in digital spaces without the developmental maturity to fully assess online risk critically.

This creates vulnerability to manipulation and the inappropriate sharing of personal information. These realities reinforce the importance of trusted adult relationships and ongoing learner education.

Importantly, schools are uniquely positioned to lead this conversation. Beyond academic achievement, schools shape citizenship, values and emotional intelligence. This responsibility now extends directly into digital spaces. Building digital resilience requires more than fear-based messaging or isolated campaigns.

Learners need practical skills to think critically, manage conflict responsibly and engage ethically. Equally important is helping young people establish healthy boundaries with technology, particularly regarding sleep disruption, social comparison and the pressure to constantly be available.

Digital citizenship can no longer be a once-off initiative. It must become part of everyday education. Just as institutions intentionally teach academic literacy, they must intentionally develop digital literacy, ethics and wellbeing.

This shift requires schools to move beyond purely punitive responses. While accountability is essential, many digital harms emerge from impulsivity or poor judgment. Effective safeguarding should prioritise education, restoration, and learner support alongside discipline.

Digital safeguarding cannot rest solely on schools.

Children move seamlessly between home, school and online platforms, making collaboration essential. Parents, educators and technology providers all have a critical role to play in creating safer digital environments.

Parents must model healthy digital habits, while schools support prevention and early identification, with educators receiving ongoing professional development to remain responsive to emerging risks. The role of technology companies and policymakers is to strengthen child-centred digital policies and age-appropriate safeguards.

Sustainable impact will emerge through shared responsibility. Schools have an opportunity to position themselves as leading spaces of digital resilience and ethical leadership.

The goal is not to remove technology, but to ensure that young people are equipped to engage with digital spaces safely and confidently. The conversation is no longer about managing risk. It is about preparing young people for healthy participation in modern society.

Shaakera Sunjee is a psychologist at the Oprah Winfrey Leadership Academy For Girls.

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Staff Reporter

The newly elected president of the North West Representative Council of Learners says special schools and school infrastructure will be among the top priorities for the province’s 2026 learner leadership structure.

Angelina Mokoena, from Ikatisong Secondary School in Letlhabile in the Bojanala District, was elected president of the Provincial RCL Executive during the North West Department of Education’s Provincial Launch of the Representative Council of Learners, held from May 29 to 31 at Woodlands Country Lodge in Parys.

A total of 108 RCL representatives from 18 Local Education Offices attended the launch, alongside departmental officials.

“My plan for this term is to focus on special schools. I will ensure that learners with special needs receive all the resources and support they require. The committee will also prioritise improving school infrastructure, but our immediate priority is to secure a meeting with the MEC to map out a way forward,” Mokoena said.

The discussions at the launch focused on the functionality of RCLs in schools, strategies for safer schools, challenges faced by RCLs, discipline in schools, and the role of RCLs in promoting school culture and vision.

North West Education MEC Viola Motsumi congratulated the new committee and said the department would support the learner leadership structure.

“I would like to take this opportunity to congratulate all the learners who have been elected to the leadership of the Provincial RCL. I also want to encourage those who were not elected not to lose hope. Your opportunity will come. Some of you will be pursuing your studies at tertiary institutions next year, where you will have further opportunities to take on leadership roles and be elected to student structures. This is not the end of your journey; rather, it is the beginning of many new opportunities ahead.

“On behalf of the Department, I would like to confirm that this committee will receive our full support at all levels of management. I also want to urge school principals to work closely with the RCLs in their respective schools. The future of this country rests in the hands of these young people; therefore, we must mentor and guide them effectively so that they can succeed in their responsibilities and leadership roles,” Motsumi said.

The elected 2026 Provincial RCL Executive is made up of Mokoena as president; Kago Sebetwane from Ramotshere Secondary School in Dinokana Village, Ngaka Modiri Molema District, as deputy president; Rendani Msimang from Hoërskool Haartebees in Haartebees, Bojanala District, as secretary; and Classeng Enrique from Promosa Secondary School in Potchefstroom, Dr Kenneth Kaunda District, as deputy secretary.

Athulile Mhlongo from Hoërskool Orkney in the Dr Kenneth Kaunda District was elected treasurer, while Khaya Matuane from Seabo Secondary School in Kokomeng Village, Dr Ruth Segomotsi Mompati District, was elected public relations officer. Hlomamo Loabile from Kismet Secondary School in Vryburg, Dr Ruth Segomotsi Mompati District, was elected as an additional member.

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By Lebone Rodah Mosima

Minister in the Presidency for Women, Youth and Persons with Disabilities Sindisiwe Chikunga has urged young women and girls to be cautious when using e-hailing services.

Chikunga said e-hailing services had become a convenient and accessible form of transport, but users should take steps to reduce potential safety risks.

“The safety of women and girls remains a priority. As we continue to advocate for safer communities, it is important that young women remain alert and take necessary precautions when using e-hailing services,” Chikunga said.

The department said users should verify a driver’s identity, vehicle registration number and trip details before entering a vehicle.

It also urged passengers to share trip information with trusted family members or friends, avoid travelling alone late at night where possible, sit in the back seat, and remain aware of the route being taken.

Users should also report suspicious behaviour or safety concerns through e-hailing platforms and to law-enforcement authorities, the department said.

Chikunga said responsibility for commuter safety, particularly the safety of women and girls, did not rest only with passengers.

She said transport operators, technology platforms, law-enforcement agencies and communities all had a role to play in creating safer environments for women and girls, including persons with disabilities.

The department said government remained committed to strengthening interventions aimed at preventing gender-based violence and femicide and protecting the rights and dignity of women and girls.

It said it would continue working with stakeholders across government, civil society and the private sector to promote women’s safety and advance the objectives of the National Strategic Plan on Gender-Based Violence and Femicide.

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Staff Reporter

Basic Education Minister Siviwe Gwarube this week announced a package of education reforms while tabling the Department of Basic Education’s 2026/27 budget.

Among the announcements was confirmation that ECD centre registrations had grown by 200% since 2021, expanding access to 1.2 million children across South Africa.

Gwarube also announced an ECD Nutrition Pilot in the Eastern Cape, aimed at tackling child hunger, malnutrition and stunting during the early years of development.

The department will also develop national screen-time guidelines for children aged two to six, amid concerns about the effect of excessive exposure to phones and tablets on language, memory, attention span and social development.

In a major legislative development, Gwarube said the Children’s Amendment Bill had been approved by Cabinet and would now go to Parliament.

“The Bill is critical to unlocking a more efficient, child-centred ECD system so that vulnerable children are not excluded from support because of unnecessary red tape,” Gwarube said.

She also announced the establishment of a Multi-Disciplinary Technical Support Team to help provincial education departments facing severe financial pressure return to sustainable financial paths.

The team will support provinces with budget planning, financial analysis, school resourcing and financial stabilisation to protect classroom delivery and improve governance.

On foundational learning, Gwarube said 10,000 Foundation Phase teachers would receive targeted literacy and numeracy training in 2026/27. The department will also refresh the implementation of the National Reading Literacy Strategy.

Gwarube said the department would issue directives to schools to cut the number of reporting tools teachers were required to complete.

Gwarube says Grade R reform at risk as education budgets buckle

“We are reducing the administrative burden on teachers, educators must spend more time teaching children and less time filling in unnecessary paperwork” she said.

In one of the most significant changes, Gwarube said the department would begin ranking provincial matric performance using an inclusive basket of quality indicators, rather than allowing a single matric pass-rate percentage to dominate the national conversation.

The new approach will consider learner retention, bachelor passes, literacy and numeracy progression, mathematics participation and overall learning improvement.

The minister also announced that the department would launch an independent external forensic investigation into the Foundation Phase National Catalogue process.

On funding, Gwarube said the department had been allocated R38.2 billion for the 2026/27 financial year, despite fiscal constraints. This includes R32.7 billion in conditional grants, R11 billion for the National School Nutrition Programme, R16 billion for the Education Infrastructure Grant, and R4.6 billion for the Early Childhood Development Grant.

“We must build strong foundations for strong futures. The future of South Africa depends on the quality of education we provide to every child today,” Gwarube said.

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Staff Reporter

New research by the University of the Witwatersrand (Wits) suggests that the way children learn language may help explain how human language becomes more structured over generations — and may also offer insights into the behaviour of large-scale artificial intelligence language models.

The study, recently published in the Proceedings of the National Academy of Sciences under the title Compositionality and Systematicity Emerge from Iterated Learning in Deep Linear Networks, examined how language-like data changes as it is passed between generations of learners.

The research focused on “iterated learning”, a theory which holds that language evolves over generations as each new learner absorbs, adapts and transmits it. The process can make language more structured because easier patterns are retained while less organised parts are lost.

“We built a computer brain with similar characteristics to a child’s, and compared it to behaviours we see in children’s brains. We then fed it data with similar properties found in human language and watched how the generations (versions) of the computer brain learn.”

“It turns out, computer brains find the structure in the data in the same way that children favour certain properties of language in learning. It also showed that the dataset (language) becomes more structured over generations because it makes learning easier,” says lead author Dr Devon Jarvis, Lecturer in the School of Computer Science and Applied Mathematics (CSAM), and Fellow in the Wits Machine Intelligence and Neural Discovery (MIND) Institute.

Jarvis said children learn language and the world around them in stages, moving from basic categories to more complex distinctions. They may first learn that plants and animals are different, then that there are different types of animals, before later refining that understanding.

“First, they learn that plants and animals are different things. Then they learn that there are different types of animals. But at some point, there is a depth of understanding of the world that they just have not reached yet,” says Jarvis.

The university said this kind of learning can be seen when children over-generalise. A child may learn that birds have wings and can fly, but later discover that penguins cannot fly and can swim. Such errors help children refine their understanding.

“While this progressive acquisition of knowledge has its benefits, the work focused on the implications for generations of learners. A child learns some language from their parents, and they will eventually pass it on to their own children. Due to the complexity of language, this transmission introduces mistakes.”

“Just like the penguin example, these mistakes are not arbitrary and result from the over-generalisation of knowledge. The net result is that easy portions of language to learn are remembered and reused, while the more unstructured portions are forgotten. Essentially, individuals are good at learning but only with the pressure of communication do we really see the depth of their intelligence,” explains Jarvis.

The researchers used deep linear neural networks, mathematical models that mimic aspects of how the brain processes information, to investigate the neural basis of this process.

They found that iterated learning worked best when the network had sufficient depth, multiple layers of processing, and a sufficiently complex language. Shallow networks, with fewer layers, were unable to capture the structured regularities that make language easier to learn.

The findings suggest that the design of a learning system, whether biological or artificial, and the richness of the environment in which it learns, are important in determining how language structure is absorbed and passed on.

The research also has implications for understanding generative AI systems, which depend heavily on scale and layered processing for their emerging capabilities.

Jarvis continues: “The pieces of this work have been around in the various literatures for a while now. Deep linear networks are established models of child development and iterated learning has been known to linguists for many years.”

“But it is the combination of these two perspectives that seems to make a useful point: that language evolves to become learnable based on the very specific nature of how children learn in stages and favour reusing information over learning new things.”

“The fact that this was shown in a very simple version of the technology underpinning the modern boom in AI tools is also encouraging and suggests that in the intersection of multiple fields lies the fundamental principles of cognition.”

The paper was co-authored by Professor Richard Klein, Head of the School of CSAM and Fellow in the Wits MIND Institute; Professor Benjamin Rosman, Director of the Wits MIND Institute and researcher in CSAM; and Professor Andrew Saxe of the Gatsby Unit and Sainsbury Wellcome Centre at University College London.

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By Pieter Kriel 

Access to higher education remains one of South Africa’s most powerful tools for social mobility, economic growth, and national development. 

For many young people – especially first-generation students – it represents the chance to break cycles of poverty and build better futures for themselves and their families. 

While it is estimated that between 30-40% of qualifying students can’t access higher education for various reasons annually, simply opening the doors of higher learning to more young people is not enough. 

True access means creating opportunities for students to enter higher education, thrive within it, and graduate with the skills and confidence needed to build meaningful careers.

There are five practical ways for South African higher education institutions to expand access while supporting student success:

Develop multiple entry pathways

Traditional admission routes exclude many talented students whose school backgrounds may not fully reflect their potential. Institutions can widen participation by offering foundation programmes including higher certificates, extended curriculum streams, bridging courses, and alternative admission pathways.

These flexible entry points acknowledge that academic readiness is not equally available across all communities. By providing targeted academic preparation, institutions can identify and nurture talent that might otherwise be left behind, without lowering standards.

Widening participation is not about lowering academic standards, but rather about creating appropriate pathways that enable students to reach those standards. 

Strengthen transition support programmes

The jump from school to higher education is often daunting. Students face new academic demands, greater independence, and the need for advanced analytical skills. 

Strong orientation programmes, first-year experience initiatives, and structured academic skills workshops help ease this transition.

Proactive support in the critical first year significantly improves retention and builds the foundation for long-term success. 

Invest in academic development initiatives

Ongoing support is essential. Tutoring services, writing centres, peer-assisted learning programmes, and dedicated academic development resources help students bridge knowledge gaps and build confidence. 

These initiatives are particularly valuable for students navigating higher education for the first time in their families, turning potential struggles into opportunities for growth.

Use data to identify at-risk students early

Institutions should harness student success analytics to spot challenges before they become crises. Early warning systems allow for timely interventions – whether through additional tutoring, counselling, or personalised support.

Proactive data-driven approaches dramatically improve completion rates and ensure that expanded access translates into actual graduate outcomes. 

Create inclusive and adaptive learning environments

Students succeed best when they feel they belong. Inclusive campuses that respect diversity, foster connection, and value different backgrounds help students engage fully with their studies. 

AI and adaptive technologies further enhance this by enabling personalised learning pathways – adjusting content, pace, and support in real time to match each student’s unique needs, learning style and progress

Feeling respected and supported by lecturers and peers, ensures increased persistence and chances for success.

Broader impact and shared responsibility

When students complete their qualifications, the benefits multiply. 

Graduates access better employment, develop critical thinking and professional skills, and often become role models who inspire the next generation. This creates a powerful ripple effect: stronger families, more skilled communities, and broader economic growth.

Students also have a key role to play.

Actively using available support services, building good study habits, managing time effectively, engaging with lecturers, and staying curious can make a significant difference. 

At the same time, institutions must recognise that many students enter higher education while dealing with financial pressure, family responsibilities, or personal challenges. 

Support systems therefore need to be visible, accessible, and proactive – reaching students before they have to ask for help.

Expanding access to quality higher education is one of South Africa’s greatest opportunities for meaningful change. This means not simply increasing enrolment numbers, but an active strategy to unlock human potential, enabling individuals to contribute meaningfully to their communities and the broader economy.

Peter Kriel is Executive: Operations at Advtech and The IIE’s Academic Centre of Excellence.  

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Staff Reporter

“This was not a political brawl; it was a legal, governance and student-protection response,” Higher Education Minister Buti Manamela told Parliament on Friday as he defended his decision to place the National Student Financial Aid Scheme (NSFAS) under administration.

The Portfolio Committee on Higher Education and Training held a full-day meeting with Manamela about how he reached the decision to appoint an administrator — Professor Hlengani Mathebula — and dissolve the NSFAS board.

Manamela placed NSFAS under administration on 4 May. In his presentation flighted at the meeting, he gave the reasons for the administration — the third in the last five years — as operational failures, an Auditor-General disclaimer, challenged data analytics, payments to 822 deceased students, funding for students whose family income was above the qualifying threshold, unresolved appeals, and numerous board resignations, including those of the chairperson and deputy chairperson.

The presentation said NSFAS had recorded nine material irregularities, including four newly notified irregularities, and had a closing balance of R85.356 billion in irregular and fruitless expenditure.

It also said Auditor-General data analytics had identified 14,169 students above the income threshold, 35,192 students funded despite rule failures, and 7,805 unresolved appeals.

Manamela said that no instruction had been given to the board regarding the appointment of a chief executive officer.

He said that while the former Board argued that the entity’s disclaimer audit related to a period before it fully took office, this did not absolve it of responsibility to act.

“The former NSFAS board had indicated to me that this didn’t happen in their period in a period wherein they served….but they also had a responsibility to act on those material irregularities,” he told the committee.

“This was not a political fight with the Board, but it was a legal governance intervention which was intended to protect the NSFAS and students,” he said.

He said an Auditor‑General report identifying material irregularities, coupled with governance instability and resignations, showed the board had not done enough by March 2026.

“[T]here’s an AGS report… with materiality, and which the board had the responsibility to act on… which they haven’t by March this year, 2026,”

“Even if I considered that report, which they gave me on the 30th of April, together with their quarterly report and their business plan as a board, you know, I do not think that it [was] satisfactory enough in order not to proceed with administration.”

“The very same report had indicated, for instance, that supply chain management had not been working… that Xcode had not been functional, that financial committees had not been functional,” he said, adding that by the time he acted, “the expertise that the board itself required had already been depleted”.

Pressed about why another administrator would stabilise NSFAS, he said administration remains a statutory mechanism any time a board cannot ensure stability.

“Administration comes in when whoever is the executive authority believes that there is a need for such an intervention, meaning that the board that exists at the time…is unable to oversee a stabilised institution.”

Manamela said that NSFAS was institutionally fragile. He said there were fragmented manual processes, high vacancy rates, poor systems integration, and the decommissioning of the Phoenix system. There were also problems with the Orion system and a R46 billion historical loan book that was 98% impaired.

The minister said administration was necessary to protect more than 800,000 students who depend on NSFAS for tuition, accommodation, food, books and other study-related costs.

The presentation said disbursements would continue, NSFAS staff would remain in place, accommodation measures would be protected and the administration would be temporary.

The minister also said that the dissolution of the Board was not a separate discretionary decision, but followed automatically from the appointment of the administrator under section 17D of the NSFAS Act.

He said the legality of the Board’s appointment was already the subject of a self-review application before the Pretoria High Court.

Committee chairperson Tebogo Letsie said in a statement following Manamela’s briefing: “Our interest is a stable NSFAS that works to benefit poor South African students who, without NSFAS support, will not come close to accessing post-school education opportunities. NSFAS must work for South Africans, and this committee will ensure that commitment becomes our reality.”

Letsie said the committee noted Manamela’s explanation that an informal meeting he had with the board was an information session on continuing work, but that the formalities of board meetings had not been complied with.

“Minister Manamela acknowledged and apologised for the error where one board member did not receive an invitation to the meeting. The committee notes his explanation that this was not a deliberate action on the Minister’s part and that no malice was intended,” Letsie said.

The committee said it would be patient with matters pending before the courts, including disputes arising from the decision.

“The committee notes the decision and the consequent challenges, and it trusts that the courts will resolve the matters under dispute. The reasons advanced appear genuine, and former board members have also raised concerns. It is expected that they would be dissatisfied, and the committee believes all issues will be adjudicated,” Letsie said.

The stabilisation plan outlined by Manamela includes maintaining operational continuity, fixing audit findings, strengthening consequence management, resolving data irregularities, clearing the appeals backlog, accelerating ICT digitalisation and completing a TVET college close-out project.

The administrator is expected to submit an initial stabilisation plan within three months and report quarterly to the minister.

Letsie called on Manamela to convene meetings more effectively in future to avoid procedural uncertainty and “grey areas in the work of government”, and not to act in a way that creates room for speculation.

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