By Levy Masiteng 

Defending champions South Africa have reached the 2026 COSAFA CAF U20 Africa Cup of Nations Qualifiers final and secured qualification for the 2027 CAF U20 Africa Cup of Nations in Ghana.

Amajita came from behind to beat Zambia 4-2 in a thrilling semi-final in Maputo, Mozambique, on Friday, keeping their hopes of defending their regional title alive.

The two finalists at the COSAFA U20 qualifier earn places at next year’s continental tournament in Ghana.

South Africa were forced to respond after Zambia opened the scoring through Duncan Musialela in the first half, but the defending champions produced a strong second-half comeback.

Steven Mendes levelled from the penalty spot shortly after the hour mark before Oarabile Booysen put Amajita ahead two minutes later.

Zambia then found an equaliser, but Mendes restored South Africa’s advantage from the penalty spot in the 85th minute to complete his brace.

Emile Witbooi put the result beyond doubt with South Africa’s fourth goal in the 95th minute.

Mendes’ two-goal performance took his tournament tally to five goals, placing him among the competition’s leading scorers.

The victory extends Amajita’s impressive run in the tournament after they went through the group stage with three wins from three matches, beating Lesotho 3-0, Angola 2-0 and Eswatini 2-0 without conceding a goal.

Zambia had also entered the semi-final with a perfect group-stage record, having won all three of their matches.

South Africa’s semi-final was the first of two last-four clashes scheduled for Friday.

The other semi-final was between Namibia and hosts Mozambique, with the winners set to join Amajita in Sunday’s final.

South Africa will contest the COSAFA U20 final on Sunday, against the winner of Namibia and Mozambique.

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By Inside Education

The Ikusasa Student Financial Aid Programme (ISFAP) and the ASISA Foundation have partnered to launch a new actuarial science bursary and financial literacy programme aimed at expanding access to one of South Africa’s critical scarce-skills professions.

The initiative, launched at the South African Institute of Chartered Accountants (SAICA) offices in Bryanston, will provide full bursary funding and support to 15 undergraduate and postgraduate actuarial science students from poor and missing-middle households across five universities.

Under the partnership, the ASISA Foundation will fund the bursaries, while ISFAP will administer tuition payments, monthly allowances and provide academic and psychosocial support to help students complete their studies.

The programme also incorporates the ASISA Foundation’s L+EarnSecure The Bag digital financial literacy programme, which aims to equip beneficiaries with long-term money management and financial planning skills.

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According to the programme framework, at least 90% of beneficiaries will come from African, Coloured and Indian backgrounds, while the initiative targets a minimum annual student retention rate of 90%.

Speaking at the launch, ISFAP board member Dr Portia Maluleke said many talented young South Africans were prevented from reaching their potential because of limited access to educational opportunities.

“The actuarial profession is one of South Africa’s most critical scarce-skills professions. It requires exceptional intellectual ability, resilience, discipline and determination,” she said.

ASISA Foundation chief executive officer Ruth Benjamin-Swales said the programme sought to do more than provide financial support.

“True development goes beyond funding; it shapes mindsets. Through this programme, we want to equip students to lead ethically and become active citizens who help solve the challenges our country and the world face,” she said.

ISFAP chief executive officer Werner Abrahams said the initiative demonstrated the impact that could be achieved through collaboration between organisations committed to expanding educational opportunities.

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The partnership is designed to increase the number of actuarial graduates entering the profession while improving financial literacy among beneficiaries, contributing to efforts to diversify and strengthen South Africa’s actuarial talent pipeline.

The launch was attended by stakeholders from the higher education and financial sectors, including representatives from the South African Actuarial Development Programme and the Actuarial Society of South Africa.

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By Charmaine Ndlela

South African learners have raised the country’s flag high at the 2026 Southern African Development Community (SADC) Secondary School Essay Competition, with KwaZulu-Natal learner Siyambonga Makhoba securing third place in the regional competition.

Makhoba, from Empangeni High School, was awarded US$750 (R12 000) and a certificate for his third-place finish. As one of South Africa’s regional finalists, he also received US$500 (R8000). 

ALSO READ: ISFAP, ASISA Foundation launch actuarial bursary programme

 Nokuzola Magwayi of New Vision Secondary School in the North West was ranked tenth among participating learners.

The competition brought together secondary school learners from across the 16 SADC member states.

The SADC Secretariat annually allocates US$1,000 (R 16 000) to participating member states to be allocated to their top three learners, who then advance to the regional stage.

At the regional stage, the winners collectively share US$3,250 (R53 000), with certificates recognising their achievements.

Zimbabwe’s Thulani Mahambire emerged as the regional winner, walking away with US$1,500 and a certificate, while Dirse Carmem Francisco of Mozambique took second place and received US$1,000 and a certificate.

The Department of Basic Education (DBE) congratulated Makhoba, Magwayi and Alwande Madlala of Ndondakusuka Secondary School in KwaZulu-Natal, who were among South Africa’s top finalists.

Magwayi received US$300 (R 5 000), while Madlala took home US$200.(R 3000).

ALSO READ: NSFAS receives over 51,000 applications for 2027 cycle in first four days

The three learners emerged as South Africa’s top finalists following a rigorous selection process by the DBE and regional adjudicators.

The learners were required to submit essays of up to 1,000 words on the topic: “How can SADC achieve industrialisation, transform agriculture, and energy transition for a resilient future?”

The theme was derived from the priorities of the 45th Ordinary SADC Summit of Heads of State and Government, held in Madagascar in August 2025.

The competition challenged young people to examine some of the region’s most pressing development priorities and put forward ideas on how Southern Africa can build a more resilient and sustainable future.

According to the DBE, the South African finalists produced thought-provoking ideas focused on industrialisation, agricultural transformation and energy transition.

“Well done to our learners for representing South Africa with distinction!,” the department said in a statement.

SADC said the competition provided a platform for young people to demonstrate their knowledge, creativity and understanding of regional issues, while encouraging greater engagement with the SADC integration agenda.

The competition also forms part of broader efforts to encourage youth participation in discussions around regional cooperation, development and sustainable growth.

SADC said the initiative brings together learners, students and media practitioners from across member states, creating a platform for participants to engage with issues affecting the region.

The organisation said the initiative demonstrates the importance of youth participation, informed public discourse and professional journalism in advancing regional integration, cooperation and sustainable development across Southern Africa.

The 2027 SADC competition is expected to be launched in November 2026, providing another opportunity for young people across the region to engage with issues shaping the future of Southern Africa.

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By Marcus Moloko

As South Africans mark Heritage Day today, learners, educators and community stakeholders gathered at the KwaZulu-Natal Department of Education’s Pinetown District Heritage Day 2026 celebration to honour the country’s diverse cultures, traditions and living heritage.

The event, held on September 23, formed part of activities leading up to Heritage Day and highlighted the importance of preserving cultural identity while fostering unity in diversity.

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The celebration featured vibrant performances by learners and educators, showcasing traditional songs, dances and creative cultural expressions reflective of South Africa’s rich multicultural landscape. The programme also emphasised the role of storytelling, indigenous music, language and custom in connecting younger generations with their heritage.

A key address was delivered by Professor Otty Nxumalo, who reflected on the significance of preserving cultural traditions and ensuring that future generations remain connected to their roots.

Discussions during the event focused on issues of identity, community belonging and the collective responsibility of safeguarding local heritage. Participants highlighted the importance of passing cultural knowledge from one generation to the next to ensure that traditions remain relevant and vibrant in a rapidly changing society.

The celebration underscored the value of heritage as a source of pride, social cohesion and nation-building, with learners encouraged to embrace and celebrate the cultural diversity that defines South Africa.

Heritage Day, observed annually on September 24, provides South Africans with an opportunity to reflect on the country’s rich cultural mosaic and the traditions, languages and histories that contribute to its national identity.

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The Pinetown District Heritage Day celebration served as a reminder that preserving heritage is not only about remembering the past, but also about strengthening communities and building a shared future rooted in mutual respect and understanding.

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By Lebone Rodah Mosima

The Community Education and Training (CET) college workforce and organisational structures could be reconfigured as government develops a new delivery model built around hybrid learning, technology and community-based learning hubs.

Deputy Higher Education and Training Minister Yusuf Cassim said on Tuesday that changing how teaching and learning were delivered would require the department to reconsider how the CET workforce itself was organised.

ALSO READ: Manamela urges North West youth to turn heritage passions into careers

“If we change the delivery model, we must also be prepared to reconsider the way in which the CET workforce is organised. We cannot redesign teaching and learning while assuming that the organisational structure must remain exactly as it is,” Cassim said.

He made the remarks while addressing newly appointed external members of CET college councils during their induction workshop.

 “The first question must be: What kind of CET system do we want to build? Once we have answered that, we can determine what functions are required, what skills are required, what roles are required and, ultimately, what organisational structure will best support that model.”

CET colleges serve adults and out-of-school youth, including people seeking second-chance education, skills development and pathways to improved livelihoods.

The Department of Higher Education and Training’s 2026/27 Annual Performance Plan already provides for the development of an “ideal CET college” or Community Learning Centre model. It sets a target for the policy framework and guidelines to be approved by the minister for public comment by 31 March 2027.

Cassim said the restructuring process would have to be phased and based on evidence, with the department determining what could be implemented immediately, what should first be piloted and what could eventually be expanded.

“I believe we must explore a model in which good teaching can reach many more learners. If an educator has demonstrated particular excellence in a particular area of the curriculum, why should that expertise remain confined to one classroom or one learning site?” he asked.

“This is not about replacing the educator. It is about extending the reach of good teaching and giving our educators better tools to support learners.”

Under the model Cassim outlined, high-quality teaching material could potentially be developed centrally and made available digitally across different parts of the country, while educators and tutors based closer to learners would provide face-to-face explanation and support.

He also proposed exploring ways of combining digital teaching material with local-language learner support.

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Cassim said the department should investigate which modules could effectively be delivered online and how existing buildings, ICT laboratories and learning sites could be turned into a network of connected learning spaces.

He said the department was also considering learning hubs closer to rural and underserved communities, potentially reducing the distance students have to travel to access education.

“Imagine a learner who does not have to travel long distances simply to access an educational opportunity but can go to a properly equipped local learning centre, access digital content and receive support from trained tutors,” Cassim said.

Cassim cautioned that the exercise should not simply become a cost-cutting programme.

“Our responsibility is therefore not simply to reduce costs. It is to ensure that the resources available to CET are aligned with the outcomes we want to achieve,” he said.

“We must ask whether our expenditure is helping us reach more learners, improve teaching and learning, strengthen infrastructure and provide meaningful opportunities to communities. We must be prepared to make difficult choices, but those choices must be driven by a clear educational purpose.”

Earlier this year, the department and Services SETA announced a R90 million commitment to strengthen CET infrastructure and learning environments, with R10 million earmarked for each of the nine provincial CET colleges.

Cassim said existing public infrastructure could also be used more effectively and called for partnerships with private companies, communities and other organisations to expand skills training.

“Government does not have to do everything alone, but government must provide the leadership, framework and accountability to ensure that these partnerships serve a clear public purpose.”

The newly appointed CET college councils began five-year terms on 1 September following a nomination, assessment, selection and vetting process. Cassim told council members they would be expected to oversee the sector while it undergoes the proposed reforms.

He also told them to exercise strict oversight over public money, procurement, internal controls and institutional assets.

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“Public trust is not something a Council inherits. It is something a Council must earn and protect,” Cassim said.

He said the eventual objective was not simply to digitise the system, but to use technology, infrastructure, staff and partnerships to extend access and improve the quality and relevance of CET education.

“The question is no longer simply what CET has been. The question is what CET can become.”

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By Charmaine Ndlela

Higher Education and Training Minister Buti Manamela has urged young people to turn their passions for music, fashion, dance, culinary arts and poetry into careers, saying the creative and heritage sectors offer opportunities beyond traditional professions.

Speaking at the launch of the fourth Heritage Careers Expo at ORBIT TVET College’s Mankwe Campus in the North West on Tuesday, Manamela said young people should view their cultural interests as potential careers rather than hobbies.

The expo, held under the theme “Heritage to Wealth: Turning Culture into Careers”, connects learners and students with career, training, employment and entrepreneurship opportunities in South Africa’s cultural, creative and heritage industries.

Manamela said South Africa’s heritage carried both cultural and economic value and that young people needed to be equipped to develop that value through education, skills and enterprise.

“Our responsibility is to help young people develop that value through education, skills and enterprise,” he said.

He encouraged learners to challenge the perception that career success was limited to traditionally prestigious professions, saying passion should be an important consideration when choosing a field of study.

“Your passion can become your profession, and your heritage can become your career,” Manamela said.

He said some young people dropped out of universities and TVET colleges because they had chosen careers they were not passionate about.

“One of the biggest challenges which we have is that kids who drop out of university or TVET colleges may have chosen something that they’re not passionate about,” he said.

Manamela said careers in fashion, music, dance and culinary arts could be pursued through formal education, noting that many professionals in the creative sector had studied their respective fields at universities and other institutions.

He urged learners to use the expo to gather information about these programmes and discuss alternative career choices with their parents.

“When you get home, you must tell your parents that it’s not just actuarial scientists or all of these so-called sophisticated careers, that all careers must be given an opportunity,” he said.

The minister said perceptions of creative careers had also changed, with industries that were once dismissed increasingly providing opportunities for young people.

He urged learners to consider how technology and artificial intelligence could be incorporated into creative careers.

“The world has moved quite a lot since 2019 when we started the Heritage Career Expo. There’s been, in particular, technological advancement,” he said.

Manamela said young people entering creative fields needed to understand and use technology to develop their skills, enhance their knowledge and expand their opportunities.

He said the department wanted to see more young people pursuing careers as chefs, fashion designers, dancers, producers and other professionals linked to heritage and culture.

The minister also used the platform to call on young people to take a stand against gender-based violence and femicide.

With the country approaching the 16 Days of Activism for No Violence Against Women and Children campaign, Manamela urged young people to challenge gender-based violence wherever they found themselves.

“We have to send out the message against gender-based violence and femicide. We have to remain activists against gender-based violence and femicide,” he said.

He called on young people to carry the message into schools, villages, townships, churches and sporting environments, while urging young men to challenge harmful attitudes around masculinity and entitlement.

Manamela also said institutions of higher learning had a responsibility to provide safe environments for students.

“Our country will continue doing its best. Institutions of higher learning, TVET colleges, universities will continue to step up against gender-based violence, so that when you come to universities and TVET colleges next year, you find a safe environment to study at,” he said.

The minister said education institutions had an important role to play in equipping young people with the skills needed to combine heritage, technology, innovation and entrepreneurship.

The Heritage Careers Expo was initiated by Manamela during his tenure as deputy minister of higher education and training to promote careers in the heritage and creative sectors.

The fourth edition brought together school learners, TVET college students, government representatives, education institutions and industry stakeholders, with masterclasses and practical demonstrations forming part of the programme.

Manamela thanked the Sector Education and Training Authorities, particularly CATHSSETA, the North West provincial government, TVET colleges and industry stakeholders for supporting the initiative.

He encouraged learners to leave the expo with practical information about career opportunities and share what they had learnt with others.

“It may not be of use to you, it may be of use to somebody else,” he said.

“Let’s go out, let’s try a skill, let’s ask questions, and leave here with everything, all the information that you need.”

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