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.”
The National Schools Athletics Championships have been postponed from 8–11 April 2026 to 29 April 2026 following a last-minute venue change caused by the unavailability of Royal Bafokeng Stadium in Rustenburg, sparking criticism from organisers, government stakeholders, political parties and leaving athletes in limbo while parents face financial losses.
The postponement was confirmed in a joint statement by the Department of Basic Education (DBE), the Department of Sport, Arts and Culture (DSAC) and South African Schools Athletics (SASA).
The championships have since been moved to Pilditch Stadium in Pretoria.
A Mpumalanga school principal has been dismissed after being found guilty of engaging in a sexual relationship with a learner.
Godfrey Mhaleni, principal of Magwagwaza Secondary School in Bushbuckridge, was removed following an arbitration process by the Education Labour Relations Council (ELRC).
The process, concluded on March 24, found he had an inappropriate relationship with a Grade 11 pupil. The learner’s testimony, in which she confirmed the relationship, was central to the guilty finding.
The Department of Basic Education late on Thursday called for public comment on the draft history curriculum for Grades 4 to 12.
Earlier in the day, renowned education academic Jonathan Jansen blasted the proposed Africa-centred overhaul as “anti-intellectual and soul-deadening”.
In an interview with News24, Jansen also questioned why authorities had taken three decades to decide the curriculum should be Africa-centred.
A tangled political fight over whether Chicago’s public schools will hold classes on May Day is coming down to the wire, confusing tens of thousands of students and parents.
The influential teachers union, an ally of Mayor Brandon Johnson, wants educators to participate in protests in the nation’s third-largest city on May 1, coinciding with workers’ rights rallies worldwide. But the newly named leader of Chicago Public Schools has rejected the pitch to cancel classes.
The standoff has created uncertainty for the families of more than 315,000 students.
Here is what to know about Chicago’s battle over having school on May Day.
Teachers union wants day off to boost May Day rallies
May Day demonstrations are typically robust in union-friendly Chicago. The roots of the day, also celebrated as International Workers Day, go back over a century to a turbulent and pivotal time in labor history.
This year U.S. labor groups are planning for a boycott of work, shopping and school to fight the Trump administration’s agenda. In some places, including North Carolina, unions are encouraging teachers to call off work on May 1.
The Chicago Teachers Union wants the nation’s fourth-largest school district to scrap classes for all, arguing it lets teachers and students protest at a time when education is under threat. Unions are demanding more school funding, raising taxes on the wealthy and ending immigration crackdowns.
More than 70% of the district’s students are low-income; most are Black or Latino.
“What our students need, and what history teaches us is the only thing that works, is educators, labor unions, and community groups standing together to defend each other and our democracy and demand that the government put our families over their fortunes,” the CTU said in a statement.
This week, Macquline King, the newly-named district CEO, said she had no plans to cancel class.
“As a career educator, I believe every minute in the classroom is vital for our students,” she said in a statement, adding that the district’s school board could override her with a vote. Their next regular meeting is April 23.
The union says it will use May 1 as a professional development day for teachers, swapping for one scheduled on for June 5, the first day of students’ summer break. The union has filed a grievance over the matter.
Canceled classes could also scrap test prep and proms
The uncertainty over the closure of more than 500 schools is creating headaches for parents concerned about finding child care or scrapping test prep.
A district survey showed 113 schools, approximately one-fifth of the district, had planned activities on May 1 including field trips, sporting events and makeup testing for Advanced Placement classes.
Another 100 said they had other activities including prom and senior night that day, according to a memo from King to school board members obtained by The Associated Press.
“Disruptions would directly affect academic testing and key student milestones, particularly for graduating seniors and 8th graders with limited ability to recover or reschedule these experiences,” King wrote in the memo.
Mariam Hafezi, parent of a middle school student on Chicago’s northwest side, said she supports learning about civics and wouldn’t be opposed to student-led walkouts. But she noted that these demonstrations were driven by adults.
“It is a teachable moment without them being outside of school,” she said. “It would be wiser to spend time in class explaining about the strike in general.”
Fight over schools puts mayor in tight spot
The fight over the a single day off school showcases a difficult dynamic for first-term Mayor Johnson and a potential 2027 reelection bid.
Johnson supports the May 1 demonstrations. But he has been less clear publicly about whether classes should be canceled. His office didn’t respond to an email Friday.
A former CTU organizer, Johnson was elected in 2023 with the union’s support. That relationship has created tensions, particularly last year amid contract negotiations and the ouster of then-CEO Pedro Martinez.
After a rocky search for a replacement, the board named King, a district insider who served as interim CEO. Last week, the board approved her 3-year contract.
School board members grumble about logistics
The disagreement has also offered a preview of politics on the city’s newest Democratic body. Chicago is phasing out a mayor-appointed school board for a fully-elected one in November.
Currently, the 21-member body is a mix of elected and appointed members who clash often.
“Calls to keep students out of school are reckless,” elected board member Jennifer Custer wrote on Facebook. “They hurt parents who work, disrupt classrooms, and set our kids back — all for politics.”
But Emma Lozano, a longtime immigrant rights activist appointed by Johnson, disagreed.
She thinks it’s important for students to take part in May 1 marches, which in Chicago have drawn hundreds of thousands of people in years past.
“We don’t just get educated in the classroom,” she said. “We get educated in the world and have to learn how to fight for our rights.”
The National Schools Athletics Championships have been postponed from 8–11 April 2026 to 29 April 2026 following a last-minute venue change caused by the unavailability of Royal Bafokeng Stadium in Rustenburg, sparking criticism from organisers, government stakeholders, political parties and leaving athletes in limbo while parents face financial losses.
The postponement was confirmed in a joint statement by the Department of Basic Education (DBE), the Department of Sport, Arts and Culture (DSAC) and South African Schools Athletics (SASA).
The championships have since been moved to Pilditch Stadium in Pretoria.
The disruption has drawn widespread criticism, with the Federation of Governing Bodies of South African Schools (FEDSAS) calling for school sport to be placed under the full control of the Department of Basic Education, citing repeated administrative failures.
FEDSAS CEO Jaco Deacon said parents and athletes were bearing the cost of what he described as poor planning.
“Athletes are disadvantaged and parents are suffering significant financial losses due to incompetent officials’ inability to do basic planning. Heads should roll,” Deacon said.
He said the current crisis followed similar problems last year when the event in Bloemfontein was affected by poor accommodation and meal arrangements.
“A year later and here we are again with our top school athletes at the mercy of incompetent government officials,” he said.
“These athletes have been training for the entire season to reach peak performance this week. Their parents have incurred expenses and taken leave to support them.”
Deacon said provinces had already committed significant resources and educators had been deployed as officials during school hours.
FEDSAS called on ministers to urgently intervene, demanding a transparent investigation, disciplinary action and compensation for affected families and provinces.
The organisation also criticised coordination between the departments and sporting bodies, including tensions between SASA and Athletics South Africa.
The Western Cape government also expressed concern, saying the situation reflected broader coordination failures within the national school sport system.
It said that although accommodation and travel arrangements had been finalised, provinces were left uncertain due to a lack of a consolidated national position.
“As a result, athletes who have trained for months in preparation for this opportunity have been left without clarity on the way forward,” the provincial government said.
It said it had taken a precautionary approach to limit further financial exposure while awaiting confirmation on next steps.
The Western Cape government called for improved planning and coordination between national departments, federations and provinces, and urged urgent clarity from DSAC and SASA on the way forward.
The Democratic Alliance (DA) in Limpopo also criticised the handling of the postponement, describing it as “deeply troubling” and warning of repeated failures in school sport administration.
It said learners who had trained for months were now facing uncertainty, adding that similar disruptions had occurred in previous school sporting events.
The Limpopo Department of Sport, Arts and Culture later issued an apology for the inconvenience caused to athletes, stakeholders and the public.
The DA said it would continue to monitor the matter and push for accountability should negligence or poor planning be confirmed.
A Mpumalanga school principal has been dismissed after being found guilty of engaging in a sexual relationship with a learner.
Godfrey Mhaleni, principal of Magwagwaza Secondary School in Bushbuckridge, was removed following an arbitration process by the Education Labour Relations Council (ELRC).
The process, concluded on March 24, found he had an inappropriate relationship with a Grade 11 pupil. The learner’s testimony, in which she confirmed the relationship, was central to the guilty finding.
Mhaleni had been placed on precautionary suspension after the allegations surfaced, with the department following formal disciplinary procedures.
The Mpumalanga Department of Education said the conduct constituted a serious breach of professional ethics and the law.
Under the Employment of Educators Act (Act 76 of 1998), dismissal is mandatory for educators found guilty of serious misconduct. Section 17 prohibits sexual relationships with learners, sexual assault and any form of coercion or encouragement of sexual activity involving learners. Section 18 provides for disciplinary action in cases of sexual harassment.
Department spokesperson Gerald Sambo said the department does not tolerate conduct that undermines pupils’ safety and development.
“This conduct represents a profound breach of trust and undermines the integrity of the teaching profession,” the department said, adding that action would be taken against offenders.
The department said it would continue efforts to ensure safe and supportive learning environments.
The case reflects a broader trend of sexual misconduct by educators. In recent years, several teachers and principals have been dismissed or arrested for similar offences, often involving abuse of authority.
In a separate case, a former primary school principal in Stellenbosch was arrested on December 19, 2025, on a charge of sexual assault. The 55-year-old appeared in the Stellenbosch Magistrate’s Court on March 3, 2026, and is expected back in court on May 13.
Between 2021 and 2025, 176 teachers were found guilty of sexual misconduct involving learners. Of 211 reported cases, 35 resulted in acquittals.
Police statistics show 80 rapes were recorded at educational institutions between January and March 2025, with 54 victims identified as learners.
Nationally, 13,452 sexual offences were reported during the same period.
