Deputy President Paul Mashatile on Thursday said South Africa must look beyond skills alignment as automation and artificial intelligence were widening the gap between training systems and the workplace.
Deputy President Paul Mashatile undertakes a walkabout of exhibition stalls showcasing AI, data, coding and tech skills, funding and incubation opportunities, training programmes and business offerings during the 5th HRDC Summit. Photo: GCIS
Addressing the 5th Human Resource Development Council Summit at the Gallagher Convention Centre, Mashatile said technical competence alone was no longer enough in a rapidly changing world.
“Ethical leadership, critical thinking, and social capabilities are now equally essential. Our challenge, therefore, is not simply one of skills alignment but of capability expansion as well,” he said.
The deputy president said success in a dynamic and uncertain world increasingly depended on human and social capabilities such as analytical thinking, communication, creativity, collaboration, resilience and adaptability.
“Automation and AI are transforming industries at a speed that often exceeds the ability of education and training systems to respond, leading to a growing skills gap that threatens workforce readiness and economic stability,” he said.
Mashatile said South Africa’s youthful population was reshaping workplace culture and expectations, while climate change was redefining how and where people live, learn and earn.
This, he added, required a shift in educational approaches because the ways people learn, work and engage in society were undergoing significant transformation.
At the same time, technological innovation, demographic shifts, environmental challenges and economic uncertainty were reshaping the definition of work itself, he said.
“In such a context, these realities compel us to rethink not only skills for jobs but also human development for life,” said the deputy president.
The two-day summit, held under the theme “Living and Working in a Changing World”, also marked the launch of the reconceptualised Human Resource Development Strategy and the Master Skills Plan, the framework of which was approved in 2024.
Mashatile said the reconceptualised HRD Strategy must move beyond a narrow, supply-side understanding of human resource development.
It should embrace a holistic value chain from early childhood development to lifelong learning, from employability to productive citizenship, and from economic participation to social cohesion.
“As we advance the Medium-Term Development Plan, we are acutely aware of the urgency of confronting South Africa’s triple challenges of poverty, inequality, and unemployment. This summit must therefore, do more than diagnose problems; it must help us determine how we act together decisively, coherently, and at scale,” he said.
Mashatile called on the summit to produce a simple but powerful declaration committing all role players to human development, saying a draft declaration reflecting that commitment had already been circulated.
He recognised that government alone could not deliver human development and that “skills, employability and state capability required deep social compacts grounded in trust, accountability and shared ownership”.
The Mpumalanga Department of Education and the National Education Collaboration Trust (NECT) on Tuesday launched a provincial dialogue in Nkangala district to address learning and teaching gaps in schools.
The Provincial Roadshow Dialogue on Learning and Teaching Gaps, held at Emakhazeni Boarding School, was marketed as part of an effort to move beyond national policy discussion and localise the response to weak learning outcomes at provincial and district levels.
The department said South Africa’s education system continued to face persistent learning gaps driven by systemic inequality, socio-economic pressures, curriculum disruptions and uneven access to quality teaching and learning resources.
“These gaps are most visible in foundational literacy and numeracy, weak progression outcomes, and uneven achievement across provinces, districts and schools,” the department said.
“Critically, the rapid assessment conducted by the NECT indicates that gaps are also reinforced by day-to-day implementation realities in classrooms and schools including limited learner written work, inconsistent adherence to notional teaching time, weak early identification of learning backlogs, and uneven provision of learning support for learners who are behind.”
The department said that while national dialogues and policy frameworks had provided strategic direction, there remained a pressing need to localise those conversations within provinces and districts so that those closest to teaching and learning realities could help shape the response.
It said the provincial roadshow was intended to provide a structured, participatory platform to deepen understanding of the drivers of learning gaps, identify implementation bottlenecks and generate practical, context-specific solutions.
“The roadshow will serve as a bridge between national priorities and provincial and district realities, creating spaces for inclusive dialogue, shared accountability, and coordinated action,” the department said.
“It will strengthen alignment between policy intent and implementation practice by grounding interventions in the lived experiences of classrooms, schools and communities, and by focusing on tangible levers for improvement such as instructional time on task, quality learner work, targeted learning support, and effective monitoring and support at school and district level.”
The department said the NECT rapid appraisal informing the programme had identified gaps in curriculum coverage, under-utilisation of workbooks and learning materials, and limited cognitive engagement in classrooms.
It said the roadshow provided a platform for dialogue between provincial department officials, teacher unions, district steering committees, Quality Learning and Teaching Campaign structures, school governing body associations, civil society and other provincial and district stakeholders.
According to the department, the aim was to build a shared, evidence-based understanding of the nature, causes and systemic effects of learning gaps across phases and transition grades, while highlighting context-specific challenges and opportunities affecting curriculum coverage, instructional practice, and learner engagement.
The engagement also sought to strengthen collaboration, coherence and alignment among key education stakeholders across governance, management, and classroom support levels, inform coordinated evidence-driven strategies, and encourage shared ownership of solutions and measurable improvement.
Its objectives include sharing evidence transparently, building collective ownership of learning gaps, aligning system actors around priority levers, generating province-specific insights, catalysing provincial action, and strengthening coordination structures to support systemic implementation and monitoring.
“By bringing together teacher unions, districts, district steering committees, QLTC, SGB associations, researchers, and teachers, the initiative will foster inclusive dialogue, evidence-informed action, and sustainable partnerships,” the department said.
“Through localisation of national priorities, co-creation of solutions, and strengthening of coordination structures, the roadshow will contribute to closing learning gaps and advancing quality, equitable education for all learners.”
By Charmaine Ndlela and Thebe Mabanga Photos by Eddie Mtsweni
The Transport Education and Training Authority (TETA) has partnered with the South African National Editors’ Forum (SANEF) to strengthen collaboration between the media and the transport sector.
The partnership will, later this year, launch a two-year training programme for young journalists to report on the transport and logistics sector.
This was announced at a breakfast held in Sandton on Tuesday, where industry leaders emphasised the importance of building a sustained and meaningful relationship between the media and the transport and skills sector.
Delivering the keynote address, TETA CEO Maphefo Anno-Frempong said the engagement marked a shift from once-off interactions to a more structured and ongoing partnership.
Teta CEO, Maphefo Anno-Frempong at Teta/SANEF Strategic Stakeholders Breakfast Engagement. Photo: Eddie Mtsweni
“We saw the need to engage not as a once-off, but to build a strategic relationship that is based on transparency, engagement and collaboration,” she said.
Regarding the training programme for journalists, she said: “We will be introducing a programme aimed at training young journalists to cover the transport sector and skills development. The intention is to develop a pipeline of transport-specialist journalists who can engage meaningfully and shape a more informed public discourse.”
Reggy Moalusi, the executive director of SANEF, said that as the forum marks 30 years of existence, journalist training remains one of its key areas of focus, with a dedicated education and training committee.
Moalusi noted that the media industry is grappling with a changing landscape as it evolves towards digital.
He said the journalists who will be trained as part of the TETA programme will be exposed to understanding media as a business.
Both TETA and SANEF said the partnership will prioritise informed, balanced and contextual reporting, positioning the media as a key stakeholder in driving accountability and shaping public understanding of the transport sector.
Anno-Frempong said TETA’s skills development programmes aligns with the National Skills Development Plan 2030, which prioritises employability, capacity building and inclusive economic growth.
TETA is also expanding its job creation efforts through international partnerships.
Anno-Frempong said that the authority is working with a Switzerland-based shipping company that has secured up to 5,000 job opportunities annually for South Africans on global cruise and shipping lines.
“The requirements are steep, and that is why our focus is on ensuring that young people are adequately trained and supported to meet global standards,” she said.
She added that inclusivity remains central to these initiatives.
“Our responsibility is to ensure that these opportunities are not exclusive. We must put in place support systems that enable young people from all backgrounds to access them,” she said.
In the 2023/24 financial year, TETA generated approximately R1 billion in revenue, which has been directed towards bursaries, skills development programmes and workplace-based learning opportunities. This is through a mixture of mandatory and discretionary grants.
The transport sector is a key driver of South Africa’s economy, contributing between 8% and 9% to national Gross Domestic product (GDP) and supporting over 1.4 million jobs.
To further strengthen post-school education, TETA has funded a Fourth Industrial Revolution (4IR) centre at South West Gauteng TVET College and continues to expand partnerships across Technical and Vocational Education and Training (TVET) institutions.
Also speaking at the event, Dr Felleng Yende, CEO of the Fibre Processing and Manufacturing SETA and Chair of the SETA Forum, called for greater collaboration to maximise the impact of skills development initiatives.
“We need to come together, collaborate and strategically identify the country’s needs. Only then can we invest in programmes that will make a meaningful difference,” she said.
Yende said that from 2019 to 2024, SETAs invested R5 billion in TVET colleges to modernise curricula, develop lectures, and improve infrastructure.
SETAS also invested, R 300 million in community colleges over the same period, as well as R6 billion in universities to help fund the
“missing middle”. This investment has benefited about 1,2 million learners.
Yende emphasised that SETA investments go beyond financial commitments. “These are not just statistics. They represent human journeys, economic interventions and deliberate public investment aimed at reshaping South Africa’s labour market,” she said.
She also highlighted emerging sectors such as renewable energy and green hydrogen as critical to future job creation.
“We are investing in sectors that will define the future of work and create sustainable opportunities for young people,” she said.
Yende urged stakeholders, including the media, to play a constructive role in strengthening the system. “Criticise us, but do so with solutions. Bring research and insight that can help strengthen what we are building,” she said.
Seseko, in partnership with Microsoft South Africa, has completed the first phase of its AI, Robotics and Coding Programme, reaching 48 under-resourced schools across all nine provinces.
The partners said this initiative is aimed at equipping learners with critical digital skills needed in an increasingly technology-driven world.
Schools involved in the programme received robotics kits and curriculum-aligned materials, allowing pupils to engage in hands-on learning that brings subjects like coding and artificial intelligence to life inside the classroom.
The programme also focused on empowering educators.
Teachers were given specialised training and accredited professional development, enabling them to integrate digital tools and concepts into their everyday teaching.
Seseko CEO Bradley Maseko said the programme is about unlocking opportunities for young people who might otherwise be left behind in the digital age.
“Collaboration with industry leaders such as Microsoft shows how partnerships can help reshape education and better prepare learners for future careers,” he said.
Seseko has been positioning itself as a “key player” in bridging South Africa’s digital divide.
In recent months, the organisation has rolled out youth-focused initiatives that combine skills development with job creation, including deploying facilitators to support schools and communities with digital learning.
The organisation said it has plans to expand the programme, and hopes to reach even more schools and deepen access to technology education.
Basic Education Minister Siviwe Gwarube has warned that misinformation is spreading about the draft History curriculum, urging South Africans to read the document themselves and take part in the public comment process.
The draft curriculum, which is still under review, was developed by a task team appointed in 2019 by former minister Angie Motshekga. It proposes changes to how History is taught from Grades 4 to 12.
In a statement on Tuesday, Gwarube said the document was released specifically to allow the public to engage with it and help shape the final version. However, she raised concern that some of the criticism being shared is based on claims that are not supported by what is actually in the draft.
She urged stakeholders to engage directly with the document instead of relying on incorrect or misleading information.
“I therefore encourage as many people as possible to indicate where they believe the draft should be strengthened, corrected, expanded or refined,” Gwarube said.
The minister stressed that the development of the curriculum must be inclusive and transparent, allowing different voices to be heard before any final decisions are made.
She also outlined key principles that should guide the process, saying the curriculum must present a balanced view of the country’s past.
“Our History curriculum should not exclude key events or perspectives on political grounds, nor should it impose any particular ideology on learners,” she said.
“I am committed to ensuring that the curriculum equips learners to think critically about our past, so that they may form their own opinions,” she said.
“As South Africans, we understand how complex our history is, and how important the study of it is for reconciliation and nation-building. Robust and responsible engagement is essential,” she said.
The Department of Basic Education has called on the public to make detailed submissions on the draft before it is finalised, saying this will help ensure the curriculum is accurate, balanced and beneficial to learners.
Criminals used explosives to blow open strong rooms at two primary schools in Disaneng village near Mafikeng and steal 26 laptops.
The North West Department of Education said on Tuesday that criminals targeted Moteu Makabanyane Primary School and Ipelegeng Batlharo Primary School on the morning of 10 April, when staff discovered that strong rooms in the principals’ offices had been broken into and the doors blown off using heavy explosives.
At Moteu Makabanyane Primary School, 14 laptops were stolen, while 12 were taken from Ipelegeng Batlharo Primary School, the department said.
It said that the devices were used by teachers at both schools for lesson preparation, research, and teaching.
Moteu Makabanyane Primary School principal Joel Maleka said the attack had left the school reeling.
“I am extremely disappointed by the act of destroying our school and stealing laptops that benefit our learners. Just the previous day, we were using them without any suspicion that they would be stolen.
“Now the entire office is in disarray after explosives were used to demolish the walls of our strong room, including the principal’s office. We do not know how we will replace these laptops, and our learners are going to suffer,” said Maleka.
North West Education MEC Viola Motsumi condemned the theft and destruction, saying schools in the province were increasingly being targeted by criminals.
“The situation is getting out of control. It is clear that criminals are now targeting schools to further their interests. Just recently, there was an incident where a classroom was set alight at FM Ramaboa Technical School and now we are faced with the theft of computers. All these incidents are taking place within the Ngaka Modiri Molema District.
“This is an act of self-destruction. We are destroying the little that the government has provided for us. More importantly, we are destroying the future of our own children.
“A nation that does not educate its children is doomed. I am appealing to all communities in this province to remain vigilant against illegal activities taking place in our schools. They must ensure that such acts are reported to the nearest police stations. Furthermore, the public must refrain from buying stolen goods and instead report such criminal activities to the police,” said Motsumi.
The department said cases of theft of computers and malicious damage to property had been opened with the South African Police Service at both schools.
Clinical Technology alumna of the Durban University of Technology (DUT), Thabile Mwandla, says she believes that by removing the challenge of daily adherence, the Lenacapavir injectable will offer a simpler and more effective option for millions of people at risk of HIV.
Mwandla was among a selected team of South African clinical researchers who contributed to the development and testing of Lenacapavir, designed for HIV prevention.
According to the Department of Health (DOH), the first batch received in South Africa consists of 37,920 doses. Bhekisisa reported that the doses arrived in two shipments on 30 March and 2 April.
“Administered just twice a year, Lenacapavir represents a major advancement in efforts to curb HIV transmission, particularly in high-burden communities. We have worked hard over the last three years testing the medication,” Mwandla said.
An official launch date will be announced by Health Minister Aaron Motsoaledi, in consultation with President Cyril Ramaphosa, with the launch to be led by the President.
The announcement comes after the World Health Organisation (WHO) released new guidelines in July 2025 during the 13th International AIDS Society Conference on HIV Science in Kigali, Rwanda. It recommended injectable Lenacapavir as an additional pre-exposure prophylaxis (PrEP) option for HIV prevention.
Regulator SAHPRA announced the registration of Lenacapavir on 27 October 2025, making South Africa the first African country to approve the twice-yearly injection.
Mwandla, who works as a Clinical Research Associate, was born and raised in the rural area of KwaMaphumulo in KwaZulu-Natal.
She expressed her desire for the medication to be offered free of charge to everyone, particularly young people in schools and universities.
“I believe that is where we can curb the spread of HIV. Young people remain among the most vulnerable to new HIV infections,” Mwandla said.
“Having grown up in a rural area, I advocate for people in the rural areas and townships. Scientific breakthroughs must be matched by equitable access, education, and community outreach to achieve meaningful public health impact.”
The medication was “more than a medical advancement; it represents a shift in accessibility, dignity, and hope,” she said.
Mwandla is pursuing her Honours in the Science of Clinical Research at the University of Liverpool, and previously worked as a Clinical Technologist specialising in Pulmonology.
She is the founder of the Mwandla Foundation, an organisation dedicated to supporting high school learners by providing basic needs, career guidance and mentorship.
The DOH has said that HIV prevention options need to be expanded to improve adherence, especially among vulnerable groups such as adolescent girls and young women, sex workers, and men who have sex with men.
The death toll from last week’s crash involving learners from Vryburg High School has risen to four, following the death of a third learner on Saturday.
The North West Department of Education confirmed that the Grade 12 learner, who was hospitalised with serious injuries, had died, bringing the number of learner fatalities to three, along with the driver.
On Wednesday, a school transport that was travelling from Delareyville to Vryburg for the reopening of schools for the second term, collided with a truck approximately 20 kilometres outside Vryburg.
The vehicle had four leaners and a driver inside, the incident claimed the lives of two learners and the driver at the scene, while two surviving learners were rushed to the hospital.
According to the department, the deceased learners were in Grades 9, 10 and 12, while the one hospitalised is in grade 12.
“On Wednesday, following the accident, I rushed to meet with all the families to offer my support, and we were all optimistic that she would recover. Unfortunately, that was not the case; God had other plans which were not the same as ours,” said MEC for Education, Viola Motsumi.
The department said that the fourth learner is recovering well after undergoing a successful operation at Milpark Hospital.
“I wish to take this moment to convey my sincerest condolences to all the bereaved families and to pray for a full recovery for the learner who is still in hospital,” Motsumi said.
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.”
