By Desiree Hugo

In South African education, where the pressure to improve outcomes remains intense amid diverse school contexts and varying resource levels, good intentions alone rarely move the needle on student achievement.

From foundation phase literacy gaps to matric performance and university readiness, the system faces persistent challenges. What separates schools that deliver consistent progress from those that continue to struggle is a disciplined commitment to measurement and adjustment.

Effective school leadership begins with reliable metrics

These include externally moderated assessments that provide objective benchmarks and classroom-based evaluations that capture day-to-day realities. Without them, it’s easy to confuse activity with progress.

Growth diagnostics help pinpoint strengths and areas needing urgent attention, turning vague concerns into targeted action.

Advtech’s Stellar framework, combined with MAP assessments and Advlearn mastery tracking, demonstrates how structured metrics and digital tools can help leaders move from collecting data to driving measurable student improvement.

Collecting data is only the starting point.

Strong leaders should ensure regular data meetings that focus on action rather than compliance. They ask tough questions: Are intervention plans per grade and subject actually being implemented? Who is accountable for tracking learner growth and parent engagement? Are teachers equipped to interpret reports and adjust instruction accordingly?

Root-cause analysis becomes indispensable here. Poor results in a particular grade or subject might stem from foundational gaps, inconsistent curriculum pacing, attendance issues, or uneven teacher capacity.

Without structured reflection, from seeing the data, to thinking through causes, and wondering about solutions, schools risk applying generic fixes that fail to move outcomes.

The importance of continuous course correction

Book checks, lesson plan reviews, assessment moderation, and error analysis after tests create the continuous feedback teachers need to improve. In addition to evaluating performance, these practices build a culture where everyone, from school leaders to classroom teachers, is oriented toward measurable student growth.

Ultimately, feedback loops empower teachers to seek evidence of their effect, reflect on misconceptions, and reteach with purpose rather than blame.

Students benefit when they receive quality feedback and understand where they stand. Parents stay engaged when schools communicate transparently about progress and required support. And leaders fulfil their most important role: guiding instructional excellence so that every student has the best chance to succeed.

Education faces no shortage of challenges whether these be resource constraints, staffing transitions, or shifting curricula. Yet schools that systematically measure impact and close the loop with deliberate action consistently outperform those that rely on hope or habit.

The evidence is clear that sustained focus on metrics and feedback isn’t bureaucratic overhead, but rather the most powerful lever we have for student success.

Desiree Hugo is Executive: Advtech Schools Academics.

INSIDE EDUCATION

The post OPINION| Why metrics matter for student success in SA appeared first on Inside Education..

By Thapelo Molefe

Gauteng Education MEC Lebogang Maile has defended the province’s school feeder zone policy, saying it is needed to manage severe overcrowding as thousands of new learners continue to enter Gauteng’s public education system each year.

Speaking during a media briefing on Monday, Maile rejected claims that the online admissions system limits parents’ freedom to choose schools, saying the province simply does not have enough space to accommodate every learner at their preferred school.

He said Gauteng’s public schools have grown from about 1.4 million learners in 1995 to more than 2.4 million today, placing enormous pressure on existing infrastructure.

“We’ve got 50,000 people every year coming to Gauteng,” Maile said.

“As we speak today, there’s 2.4 million in public schools. This is not a small matter. We are dealing with a very, very difficult situation. It’s not easy to manage public schools in Gauteng.”

Maile was responding to concerns that the feeder zone system disadvantages learners who want to attend schools outside their communities, particularly former Model C schools.

He said no learner was prevented from applying to schools outside their area, but government had to prioritise learners who lived closest to schools because of limited capacity.

“If Bryanston High takes 1,200 learners and already has 1,400 learners, what must Bryanston High do? Continue admitting more learners because somebody has freedom of choice?” he asked.

“The next thing you’ll be writing stories that classes are overcrowded and that government is irresponsible.”

Maile also rejected suggestions that township schools offered inferior education.

“This thing of trying to create an impression that township schools are dysfunctional has to be challenged with facts,” he said.

“We can give you facts about the good work that educators who are in these schools are doing.”

The department said overcrowding remains one of its biggest challenges, with only one of Gauteng’s 15 education districts not experiencing overcrowding pressures.

Maile said overcrowding across the province currently stood at 64% and estimated that Gauteng would need about 200 new schools, at a cost of R35 billion, to address the problem.

“These are the realities. The problem is big and that’s why we are asking the public to cooperate and help us deal with the issue,” he said.

The department’s Chief Director for School Management, Mmule Madonsela, said the admissions regulations require schools to prioritise applicants who live closest to them because learners should ideally be able to walk to school.

“The regulations are saying we will prioritise applicants who live closest to the school because we want learners to walk to school. We don’t want learners to be in taxis and buses travelling long distances,” she said.

Madonsela added that parents still had several options when applying, including schools within 30 kilometres of their home, schools near their workplace and schools beyond the 30-kilometre radius, subject to available space.

She said learner placements ultimately depended on each school’s approved capacity.

“You can’t place beyond a capacity. If for Grade 8 you only have 100 spaces, you have 100 spaces and you’re going to place 100 learners. You can’t really place 200 learners,” she said.

INSIDE EDUCATION

The post Maile defends feeder zones as Gauteng schools run out of space appeared first on Inside Education..

By Thapelo Molefe

Parents applying for Grade 1 and Grade 8 placements at Gauteng public schools for the 2027 academic year will be able to submit applications from 5 August, with the Gauteng Department of Education urging families to apply early as demand for school places continues to grow.

Gauteng MEC for Education, Sport, Arts, Culture and Recreation Lebogang Maile announced on Monday that the online admissions system will open at 8am next week on Wednesday, and close at midnight on  4 September.

Maile said Gauteng’s public education system now serves more than 2.4 million learners across 2,111 schools, with enrolment increasing by more than 23,000 learners between 2025 and 2026 alone.

“Accordingly, we are pleased to announce that applications for admission to Grade 1 and Grade 8 for the 2027 academic year will officially open at 08h00 on Wednesday, 5 August 2026, and close at 00h00 (midnight) on Friday, 4 September 2026,” Maile said.

He urged parents to avoid waiting until the last minute.

“We encourage every parent and legal guardian to apply as early as possible, submit authentic supporting documents, follow every step of the application process carefully and make full use of the Department’s official support services whenever assistance is required.”

Parents will be required to complete a five-step application process, including registering their details, capturing the learner’s information, applying to between three and five schools, and submitting supporting documents within seven school days of applying. Registration alone will not be regarded as a completed application.

The department also reminded parents that Grade R learners are not automatically promoted to Grade 1 and must also apply through the online admissions system. Applications for Grades 2 to 7 and Grades 9 to 12 must still be made directly to schools.

Maile warned parents against submitting fraudulent documents or paying anyone who promises to secure a school place.

“No public school place in Gauteng is for sale. The Gauteng Department of Education does not charge any fee for assisting parents with online admissions, and every official support service remains completely free,” he said.

The department said proof of residence remains one of the most important documents required during the admissions process, as it is used to verify feeder zones and allocate learners fairly. It warned that fraudulent proof of residence could lead to applications being rejected and criminal action being taken.

To assist parents, the department has set up 48 walk-in centres, including all district offices, its head office and public schools across Gauteng, where officials will help with the online application process.

INSIDE EDUCATION

The post Gauteng 2027 Grade 1 and 8 applications open on 5 August appeared first on Inside Education..

By Charmaine Ndlela

Stellantis South Africa has partnered with Social Coding South Africa to equip learners and teachers in underserved communities with the digital skills needed for an increasingly technology-driven economy, with the programme set to begin reaching beneficiaries in early 2027.

The automotive company has launched a mobile computer lab that will deliver coding, robotics, artificial intelligence (AI) and Fourth Industrial Revolution (4IR) training to schools with limited access to technology.

The initiative forms part of Stellantis Philanthropy, the company’s global programme that supports education, youth development and expanded access to opportunities through sustainable community investment.

The programme aims to build long-term digital capacity by training teachers and certifying young facilitators to continue delivering digital education within their communities.

The lab is designed to overcome transport and infrastructure challenges by bringing digital learning directly to schools.

Beginning in early 2027, the programme will roll out to beneficiary schools, where Grade 8 and 9 learners will receive practical training in coding, robotics, AI and digital literacy, while teachers will be equipped to integrate technology into classroom teaching.

Young people participating in the programme will also receive facilitator training and digital skills certification, with selected participants gaining paid work experience to support the expansion of the initiative.

Learners will have opportunities to compete in national and international robotics competitions, exposing them to global innovation and strengthening their competitiveness in the growing digital economy.

In a press release, Head of Communications and Corporate Social Responsibility for South Africa and Sub-Saharan Africa at Stellantis, Sizwekazi Mdingi, said investing in digital skills is critical to creating long-term social and economic opportunities.

 “At Stellantis, we believe that access to skills and opportunities is key to unlocking long-term social and economic progress. Through Stellantis Philanthropy, we support initiatives that help young people build their future and strengthen their communities,” she said.

“Our partnership with Social Coding South Africa reflects this commitment by equipping learners and educators with digital skills that can open doors to future opportunities.”

Founder of Social Coding South Africa, Thembiso Magajana, said the partnership would help bridge the digital divide by making technology education accessible to communities that have traditionally been excluded.

“With Stellantis behind us, our mobile lab can reach learners, teachers and young facilitators who are too often left out of the digital economy and show them that coding, robotics and AI are within their reach. Because we train facilitators and equip teachers, the skills remain in the community long after the lab moves on,” he said.

INSIDE EDUCATION

The post Stellantis, Social Coding SA partner to bring AI and coding skills to underserved schools appeared first on Inside Education..

By Charmaine Ndlela

The Department of Higher Education and Training (DHET) officially launched the first day of the 2026 Mandela Day Career Development Festival at Umyezo Wama Apile High School in Grabouw, Western Cape, on Monday.

The event brought together about 2,000 learners for a day of career guidance, inspiration and direct access to post-school education and training opportunities.

According to the department, the festival is designed to equip learners with the knowledge and resources needed to make informed decisions about their future careers by connecting them with universities, Technical and Vocational Education and Training (TVET) colleges, Sector Education and Training Authorities (SETAs), and industry partners.

Speaking at the event, District Coordinator for the Senior and FET Phase Yugoalsav Kudiyarov welcomed learners, educators and education stakeholders, highlighting the collaboration between government, higher education institutions and industry in expanding access to career development opportunities.

He acknowledged the contribution of SETAs, universities, TVET colleges and industry partners in making the festival possible before officially declaring the 2026 Mandela Day Career Development Festival open.

Addressing learners, Letshego Mokeki, Director for Career Development Services at DHET, encouraged them to embrace every educational opportunity available to them.

Drawing inspiration from the legacy of Nelson Mandela, Mokeki described education as a powerful catalyst for personal growth, social transformation and economic opportunity.

He urged learners to remain committed to their studies and make choices that would help them build meaningful careers and contribute positively to their communities.

He reminded learners that the decisions they make today could shape the opportunities available to them in the future.

DHET Assistant Director for Career Development Services Sibongile Hlongwane provided practical guidance on selecting school subjects and career pathways that align with learners’ interests, strengths and aspirations.

She also encouraged learners to submit applications for post-school education opportunities as early as possible, explore available financial aid and funding support, and make use of the department’s career development services to help them navigate their transition from school to higher education, skills training and the world of work.

Throughout the festival, learners engaged directly with representatives from universities, TVET colleges, SETAs and industry, gaining first-hand information on academic programmes, bursaries, student funding, scarce skills and career pathways across various sectors.

INSIDE EDUCATION

The post Mandela career festival connects Western Cape learners with study, training opportunities appeared first on Inside Education..

Staff Reporter

Two Cape Winelands school learners have won an international research award for projects examining the use of artificial intelligence to detect tuberculosis and the ability of homemade masks to filter airborne micro-organisms.

Maria Manwadu, a Grade 11 learner at Somerset High School, and Reananetse Mbizo, a Grade 12 learner at Masakheke Combined School in Robertson, received the Research Excellence Award at the International Children’s Advisory Network Summit in Ireland.

The learners competed against youth research groups linked to institutions including University College Dublin, Case Western and Walter Reed University, according to the University of Cape Town.

Manwadu presented a study titled, “Can artificial intelligence detect TB from a single chest X-ray?”, while Mbizo’s project examined the “Filtration efficiency of homemade masks against airborne micro-organisms”.

Manwadu was mentored by South African Tuberculosis Vaccine Initiative researcher Dr Sarah Nyangu, while Mbizo was mentored by Dr Carly Young-Bailie.

The learners are members of the Youth Research Advisory Group (YRAG) linked to the South African Tuberculosis Vaccine Initiative at UCT. The programme works with learners from Somerset High School, Touwsriver Primary School and Masakheke Combined School.

It is supported by a grant from the UCT Institute of Infectious Disease and Molecular Medicine’s Social Accountability Committee, which covers research materials and equipment.

“Community engagement is too often treated as an add-on to research. We have flipped that,” said SATVI communications manager and programme coordinator Kelvin Vollenhoven, who developed the programme.

“When you give young people from a high TB-burden district a genuine seat at the research table, they don’t just learn science – they help shape the questions science should be asking.”

Through the YRAG, learners review study materials intended for adolescents, advise SATVI researchers and receive support to design and conduct their own research projects.

Scientists from SATVI and partner organisations, including iThemba LABS, the South African Medical Research Council, local environmental health officers and the Breede-Gouritz Water Council, help the learners identify research questions and guide them through the research process.

“This shows what is possible when world-class researchers partner with learners in a low-resource setting, rather than simply studying them,” Vollenhoven said.

“We have both an ethical and a moral commitment not only to conduct excellent TB research, but to grow the next tier of TB researchers from within the communities where we work.”

The international award is the latest achievement for the programme, which has been gaining momentum since 2024.

During 2024 and 2025, participating learners conducted research in fields including biology, computer science, environmental science, physics and the social sciences. They also presented their work at regional and national science exhibitions.

At the 2025 Stellenbosch Expo for Young Scientists, participating learners received one gold medal, two silver medals, a bronze medal and two special commendations. Twelve learners submitted nine projects, with some working in pairs.

INSIDE EDUCATION

The post Winelands learners win international award for TB research appeared first on Inside Education..

By Thapelo Molefe

UCT Online High School says it has received the highest number of applications in its history as thousands of South African families continue to struggle to secure places for their children in traditional high schools.

The school announced on Monday that it had received more than 19,000 applications for Grades 8 to 12 for the 2026 academic year, the highest number since it was launched in 2021.

It said the record interest reflected increasing pressure on parents who are unable to secure placements in brick-and-mortar schools or are seeking alternative education options.

Head of Admissions Judith Nshimba said the school had prepared months in advance for the admissions process but had experienced far greater demand than expected.

“The Admissions department at UCT Online High School takes pride in preparing months in advance to support families through the enrolment journey for the new academic year. This year, as many parents continue to face challenges with placement or find their current schools no longer a good fit, we’ve seen growing interest in transitioning from traditional classrooms to online learning,” Nshimba said.

She said the number of applications had exceeded the school’s expectations.

“The growing interest was higher than what we anticipated receiving. Even now, we continue to receive queries from parents eager for their children to begin this year still as part of our 2026 intake, reflecting the urgency many families feel in securing a seat for their child.”

Nshimba said many families viewed online schooling as a practical solution amid the country’s ongoing school placement challenges.

“In the midst of South Africa’s schooling crisis, UCT Online High School has become the choice for families seeking flexibility, affordability, and quality education – all from the comfort of home for the 2026 academic year. For parents, this means peace of mind, and for learners, a structured environment where they can take ownership of their education at a structured pace with set deadlines designed for success.”

The school said the record number of applications highlighted the broader challenges facing the education sector, where limited school capacity, infrastructure constraints and delayed placement processes have left many parents searching for alternatives.

It pointed to the Western Cape, where the provincial education department has already processed the first round of placement confirmations for the 2027 academic year following the closure of applications on 15 June. 

According to the school, thousands of families remain without confirmed placements, while many others are “double-parked” on the admissions system after receiving multiple provisional offers or rejections.

UCT Online High School said more than 40,000 learners in the province routinely find themselves in this position, adding that school holidays had further delayed placement activity and increased anxiety among parents.

The school said online education, once regarded as a niche option, was increasingly becoming an accepted alternative for learners who required greater flexibility while still studying a fully accredited CAPS curriculum.

It said its learners came from across South Africa, including rural and under-resourced communities, demonstrating how online learning could extend access to quality education beyond geographical barriers.

However, the school stressed that online schools were not intended to replace the public education system.

“Importantly, online schools do not replace public education. They complement it – absorbing excess demand, offering alternatives where physical placement is unavailable, and providing options for learners who thrive in flexible, digitally enabled environments.”

UCT Online High School said the surge in applications should be viewed as more than institutional growth.

“The record number of applications is not merely institutional growth, but a reflection of the mounting demand for accessible schooling solutions amid ongoing placement challenges nationwide.”

The school said applications for both the 2026 and 2027 academic years remain open.

The institution also highlighted the performance of its 2025 matric class, saying top learner Don Lyons achieved an average of more than 90% with six distinctions and was recognised among the South African Comprehensive Assessment Institute’s top three candidates nationally.

Another learner, Shoeshoe Katleho Tholoana Mahlaku, achieved 100% in Mathematics, while Boikanyo Legote received recognition for achieving 94% in Economics. The school said its top 25 matric learners collectively earned more than 600 subject distinctions.

INSIDE EDUCATION

The post School placement crisis drives record demand for UCT Online High School appeared first on Inside Education..

Staff Reporter

The proportion of underweight children at poorly resourced Gauteng schools doubled between 2020 and 2022, the University of Johannesburg said in a statement this week.

The findings come from a study published in The Open Public Health Journal in April.

The study found that the proportion of underweight children in the communities examined increased from 6% in 2020 to 12% in 2022, equivalent to a rise from about one in 16 children to one in eight.

Researchers examined data from 129 learners aged between five and 10 at schools with poor resources in Gauteng between 2020 and 2022.

“The doubling of underweight children is a warning sign. It suggests that many families are struggling to provide enough nutritious food in the short term, likely because of rising food prices, unemployment and the economic pressures that intensified during and after the COVID-19 pandemic,” said Dr Matshidiso Sello, the study’s lead author.

The research found that boys were five times more likely to be underweight than girls and more than three times as likely to be stunted.

The study was not designed to determine the exact reasons for the difference between boys and girls, but Sello said the pattern was recognised in other research.

“Our findings are consistent with international research showing that boys may be more biologically vulnerable to nutritional and environmental stress during childhood,” she said.

Sello, a senior researcher at UJ’s Centre for Social Development in Africa in the Faculty of Humanities, said stunting and being underweight reflected different forms of nutritional vulnerability.

“Stunting indicates chronic undernutrition that develops over time,” Sello said. “Stunting is caused specifically in the first 1000 days of a child’s life, including during pregnancy.”

“On the other hand, underweight indicates that the child is not getting enough food or has recently experienced illness, which is affecting their weight,” she said.

While the number of underweight children doubled, the study found that stunting declined between 2020 and 2022.

Sello said the decline suggested that long-term investments in child health and nutrition, social protection and school nutrition programmes might have had a positive effect. However, she said the rise in underweight children pointed to a gap in the support available to low-income families.

“For families and health workers, underweight can be an early warning signal that households are under severe economic stress. Detecting it early allows for early interventions before children experience more serious health and developmental consequences.”

Sello said inadequate nutrition could also affect children’s classroom participation and academic performance.

“Nutrition is one of the foundations of early childhood development,” she said.

“A child who receives adequate nutrition is more likely to be healthy, attentive in class and able to learn effectively. Poor nutrition can reduce concentration, memory and energy levels, making it more difficult for children to participate in classroom activities, keep up with lessons and perform academically. Over time, this can increase the risk of absenteeism and grade repetition.”

The consequences could extend beyond a child’s school years, Sello said.

“Children who are healthier and better educated are more likely to complete school, access employment opportunities and become economically productive adults.”

The study also found high unemployment and high levels of depressive symptoms among caregivers.

“For many children, the school becomes the only place where they receive a nutritious meal,” Sello said.

She said schools could also be used to monitor children’s growth and identify those who were underweight.

“School is also the best place to do regular growth monitoring and identify underweight children early. For this, a stronger collaboration between local clinics and schools is needed,” she said.

Sello said the Child Support Grant of R580 was below the food poverty line of R855 and called for child nutrition to be treated as an investment.

“I hope policymakers will view child nutrition as a long-term investment rather than simply a social expenditure,” she said. “This means continuing to strengthen social protection, and reviewing the adequacy of the Child Support Grant in relation to the cost of a basic nutritious diet. We need to be protecting and expanding school nutrition programmes, and improving coordination between the health, education and social development sectors.”

“Too often, nutrition surveillance focuses on younger children, yet our findings show that early grade learners remain vulnerable,” Sello said.

“Ensuring that every child has access to adequate nutrition reduces hunger. It also gives every child the opportunity to reach their full potential.”

INSIDE EDUCATION

The post UJ study: Underweight rate doubled among 129 Gauteng learners from 2020 to 2022 appeared first on Inside Education..