By Lebone Rodah Mosima

Learners from seven schools in the Cederberg will take part in a scientific experiment examining how exposure to space affects the germination and growth of rooibos seeds.

The Rooibos in Space programme, launched at Parklands College’s Innovation Centre in Cape Town last week, will see rooibos seeds sent to the International Space Station later this year.

The seeds are expected to be launched in October and exposed to microgravity and space radiation for several weeks before being returned to South Africa.

Learners will then plant the space-travelled seeds alongside a control group that remained on Earth. They will collect and analyse data on germination, plant growth, resilience and yield.

The participating schools are based in the Cederberg, where rooibos occurs naturally and is commercially cultivated. Learners will work with local rooibos farms as part of the structured scientific investigation.

A parallel experiment will be conducted at Parklands College to provide additional comparative data.

The initiative was conceptualised by the South African Rooibos Council and is being delivered in collaboration with space-focused STEM education company MaxIQ Space, with support from the South African National Space Agency.

It is intended to give learners practical exposure to space science, plant biology, sustainable agriculture and scientific data collection.

Said South African Rooibos Council director Dawie de Villiers: “Rooibos has long been part of South Africa’s agricultural heritage. This project places it within a broader scientific context, where plant biology, space research and education intersect. It also reflects the importance of investing in scientific literacy and skills development for the next generation of researchers and innovators.”

The participating schools will also take part in an extended STEM education programme aligned with curriculum outcomes.

The programme will introduce learners to the scientific method and show them how researchers develop experiments, record observations, analyse data and compare results.

MaxIQ Space founder and director Judi Sandrock said the initiative was designed to give learners experience of an authentic research project rather than only teaching space science as a theoretical subject.

“The value of this project lies in giving learners exposure to real research processes linked to space science. It provides a structured opportunity to develop scientific thinking, data analysis skills and an understanding of how experimentation works in practice.”

The project comes as international space agencies increase their research into the possibility of growing plants during long-duration missions.

Plants could potentially support future crews by providing food, contributing to oxygen production and helping to create more sustainable living systems during extended missions beyond Earth.

Previous experiments aboard the International Space Station have examined how crops including lettuce, peas and soybeans respond to microgravity and other environmental stresses.

Representatives from the Western Cape Education Department, SANSA, the University of Cape Town, the South African Radio Astronomy Observatory, the rooibos industry and the City of Cape Town attended the launch.

SANSA science engagement manager Thandile Vuntu said space science was increasingly connected to fields affecting people’s everyday lives.

“Initiatives such as this help build awareness of the skills required for future participation in the sector, but also align with national priorities around skills development, innovation capacity and strengthening South Africa’s position in emerging scientific fields. They further highlight the importance of collaboration between industry, government, academia and the science sector in building a strong pipeline of future scientists, engineers and researchers,” he said.

Dr Kelebogile Gasealahwe, a South African Radio Astronomy Observatory postdoctoral fellow at UCT, also addressed learners during the launch.

Gasealahwe, whose research focuses on X-ray binary systems, spoke about her journey from Kimberley to a career in astrophysics and encouraged learners to remain curious and consider the range of career paths available in science, technology, engineering and mathematics.

She also highlighted South Africa’s role in global astronomy research through facilities such as the MeerKAT radio telescope.

Learners outside the participating schools will be able to become involved by entering a national competition to design the official Rooibos in Space mission patch during July and August.

Organisers said public updates, learner activities and mission milestones would continue to be shared ahead of the planned October flight.

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By Levy Masiteng 

Court proceedings were held on Monday in the criminal case involving the alleged sexual abuse of a learner at Karabo Primary School, with the accused educator remaining in custody, the Gauteng Department of Education said on Tuesday.

Soweto TV reported in June that the educator was facing a rape case involving a 13-year-old learner at the school. It later reported that a second complaint alleging sexual harassment had been lodged against the educator. It was not immediately clear whether the second complaint had resulted in a separate criminal charge.

Community leader Thokozani Shoba Simelane told the broadcaster that the learner had allegedly reported to her uncle that she had been raped by a teacher, prompting residents to call for justice.

ALSO READ: As schools reopen, Hammanskraal family still waiting for missing initiate

Gauteng MEC for Education, Sport, Arts, Culture and Recreation Lebogang Maile said the department responded immediately after the incident was reported on 28 May.

The matter was reported to police without delay, while the learner received medical attention and psychosocial support through the Thuthuzela Care Centre, Maile said. The educator was subsequently arrested and remains in custody.

“As this matter is now before the courts, it would be inappropriate to comment on the merits of the criminal proceedings. We have full confidence in the South African Police Service, the National Prosecuting Authority and the judiciary to discharge their constitutional responsibilities independently and without interference,” Maile said.

While the accused was entitled to procedural fairness and the constitutional presumption of innocence, Maile said those rights did not diminish the department’s obligation to protect learners and institute appropriate administrative and disciplinary processes where warranted.

“The protection of learners remains our foremost priority. Every child has the constitutional right to dignity, safety and a learning environment free from abuse, exploitation and violence. We will continue to provide the necessary psychosocial support to the learner and cooperate fully with all law enforcement authorities until the matter has been finalised,” Maile said.

He reiterated the Gauteng provincial government’s zero-tolerance approach to sexual abuse, gender-based violence and other forms of violence against children, and called on communities to report suspected abuse immediately.

ALSO READ: Nel warns law students against overreliance on AI in legal studies

“The safety of our children cannot be left to government alone. It requires the active involvement of parents, families, educators, communities, religious institutions, civil society and law enforcement agencies. This is precisely why we continue to champion the ‘It Takes a Village to Raise a Child’ campaign,” he said.

The case comes amid continuing concern about sexual violence against children and misconduct in schools.

A South African Human Rights Commission report released in June, citing information from police and education regulators, said SAPS recorded 2,826 child sexual-offence charges nationally in 2024/25. The South African Council for Educators recorded 826 sexual-misconduct complaints between 2021 and 2025.

The national police figure was not limited to offences committed at schools, while complaints recorded by SACE do not necessarily represent criminal charges or convictions.

Maile said protecting children was a shared constitutional and moral responsibility and that schools should remain places of “safety, dignity and hope”.

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By Charmaine Ndlela

ActionSA president and Johannesburg mayoral candidate Herman Mashaba has urged South African graduates to apply for a scholarship that cuts annual tuition fees by €15,000 for selected master’s programmes in Austria.

Click here: Herman Mashaba scholarship

Applications for the 2027 Herman Mashaba Scholarship at MCI | The Entrepreneurial School in Innsbruck close on 31 March 2027.

Successful applicants will pay a reduced tuition fee of €1,500 for their first year of study. The €15,000 award is applied as a tuition-fee reduction and cannot be redeemed for cash.

Speaking to Inside Education, Mashaba encouraged aspiring postgraduate students to take advantage of the opportunity.

“Education is the future of any nation. I really hope that South Africans will take advantage of this opportunity because MCI is one of the best business schools in Europe. It is a privilege to study at such an institution,” he said.

Mashaba said the scholarship originated after he was invited to deliver guest lectures at MCI several years ago. Instead of accepting payment for his speaking engagements, he said, the institution established a scholarship in his name for South African students.

“I was invited to speak there a few years ago and, as part of my reward, the university decided to establish this scholarship. Every year they take two South African students, which is really commendable,” he said.

Mashaba said the university independently managed the selection process to protect its academic integrity.

“I have deliberately stayed away from the selection process because I am not an academic. The university has professionals who assess the applications and interviews to ensure that deserving students with the greatest potential are selected,” Mashaba said.

Applicants are assessed on their academic record, motivation and prospects of successfully completing their studies.

The scholarship is available for selected programmes, including Biotechnology; International Business and Management; International Business and Law; Entrepreneurship and Tourism; Environmental, Process and Energy Engineering; Management, Communication and IT; International Health and Social Management; Mechatronics – Smart Technologies; Medical and Sports Technologies; and MBA General Management.

The scholarship may be renewed for subsequent years, subject to academic performance and engagement. Different conditions may apply to the MBA General Management programme.

Prospective recipients must first apply for admission to an eligible MCI programme before submitting a scholarship application.

They must provide a motivation letter explaining their commitment to entrepreneurship, society and good governance, how studying at MCI supports their career goals and why they require financial assistance.

Applicants must also submit a curriculum vitae, degree certificates, proof of language proficiency, a passport copy and documentation showing their South African background.

Mashaba said recipients were not required by him to return to South Africa after completing their studies.

“We don’t place any conditions on what students must do after graduation. One of the recipients is currently teaching English in Japan. What they do afterwards is entirely their decision,” he said.

However, he expressed hope that the skills and knowledge gained abroad would ultimately contribute to South Africa’s development.

“We hope that those who receive this education will, in the long term, benefit our country. If we are not going to educate our young people, then we have no future,” Mashaba said.

Mashaba also said he had personally committed to assisting successful students if they faced additional funding needs.

“The scholarship covers up to €15,000, which includes boarding, lodging and some travel costs. If there is any shortfall, I have pledged that I am available to help cover it,” he said.

Applicants may apply for more than one eligible master’s programme but must provide a separate motivation for each application.

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By Charmaine Ndlela

Deputy Minister of Justice and Constitutional Development Andries Nel has warned law students against relying on artificial intelligence (AI) to complete university assignments, saying the technology should be used to support, not replace, critical thinking, ethical judgment and personal responsibility.

Addressing aspiring legal practitioners during the Career Day for Law Students at North-West University’s Mahikeng Campus on Friday, Nel said students who fail to understand both the capabilities and limitations of AI risk undermining their professional development.

“Don’t go and ask ChatGPT to write your assignment,” Nel said.

ALSO READ: Mhaule says AI labs will prepare learners for jobs of the future

“Sit. Think. Think deeply about what you need to do. Write out a proper, detailed, well-thought-through and well-constructed prompt. Let AI do its thing. But once the output comes out, the responsibility rests with you to read it, interrogate it and engage with it critically. That is making smart use of technology,” he said.

Nel said AI has transformed the legal profession by enabling practitioners to search vast quantities of case law, summarise judgments, draft contracts and analyse legal information more efficiently.

However, he cautioned that AI could also generate inaccurate information, including fabricated legal authorities, making it risky for legal professionals who rely on it without verification.

“You don’t want to be the advocate or attorney who stands up in the Constitutional Court and gives judges the citation to a case that has never existed in the history of the world. AI is very capable of making you do that,” he said.

While encouraging students to embrace technological innovation, Nel stressed that the legal profession would continue to require qualities that machines cannot replicate.

“A machine can process information, and AI is incredibly good at doing that. Let’s be clear, it can do amazing things. But it cannot possess integrity. It can identify precedent, but it cannot understand the moral weight of a decision. It can analyse evidence, but it cannot fully appreciate the fear of a witness, the vulnerability of a child or the dignity of an accused person.

The future will not need lawyers who compete with machines at processing information. It needs lawyers who bring to technology what technology cannot supply — judgment, empathy, ethics, courage and human understanding,” Nel said.

Beyond technology, Nel reminded students that a career in law is ultimately about public service and safeguarding democracy.

Reflecting on South Africa’s constitutional democracy, he said every generation has a responsibility to continue building a society founded on democratic values, social justice and human rights.

“These are not abstract promises. They are tasks. Those tasks remain urgent and unfinished,” he said.

Nel said law graduates would play different roles in society, but all would contribute to shaping justice in South Africa.

“Some of you will become attorneys. Some will become advocates. Some will prosecute organised crime and corruption. Some will defend people who cannot afford legal representation. Some will draft legislation. Some will advise government. Some will conduct research and teach the next generation. Some of you may sit on the bench as judges. But every one of you will help shape the meaning of justice in South Africa,” he said.

He urged students to view the career exhibition as more than an opportunity to secure employment.

“A career is about what you do. A calling is about why you do it. South Africa needs lawyers who understand both,” Nel said.

Reflecting on South Africa’s democratic journey, Nel acknowledged declining levels of trust in public institutions, particularly among young people, but argued that this should motivate future lawyers to strengthen democracy rather than abandon it.

He said democracy is reinforced whenever prosecutors act independently, attorneys serve clients honestly, judges deliver fair judgments and legal professionals help ordinary citizens understand and exercise their constitutional rights.

Nel also encouraged students to explore the wide range of legal career paths available, including opportunities in government, Legal Aid South Africa, the National Prosecuting Authority, academia and private practice.

ALSO READ: OPINION| Why the DBE’s LTSM catalogue is central to improving early reading

He noted that although many graduates aspire to join large commercial law firms, the majority of South Africa’s more than 35,500 attorneys work in small firms that provide essential legal services to communities while training the next generation of legal professionals.

“But the reality is that the vast majority of legal practices in our country are small firms, with thousands of attorneys practising on their own. These smaller firms and social practitioners are often the first and only point of legal assistance available to communities,” Nel said.

He encouraged students to use networking opportunities to build their careers.

“Every conversation today could open a door tomorrow, but remember that no institution can build a career for you,” he said.

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By Hubert Mathanzima Mweli

South Africa’s education system cannot afford distraction when it comes to one of its most urgent priorities: improving reading outcomes in the Foundation Phase.

The recent release of the Department of Basic Education’s (DBE) Learning and Teaching Support Material (LTSM) catalogue is a critical intervention aimed at addressing precisely this challenge.

Yet, instead of constructive engagement, the release of the catalogue may be derailed by allegations of corruption and impropriety.

These misguided claims, amplified by sections of the media, risk distorting public understanding of what is, in fact, a structured and quality-driven reform process.

At the centre of the controversy is a fundamental and consequential error: a misunderstanding of how and why the catalogue is created.

Over a two-year period, following an open call for submissions in 2024, the department oversaw the development and screening of learning materials aligned to evolving evidence on how children learn to read, particularly in African languages, where historically there has been a shortage of high-quality, culturally relevant resources.

Let’s turn to the procurement part driving the media discussion.

The allegations of a “corrupt tender” rest on a false premise.

The government’s procurement of goods or services does not only follow a traditional tender process.

Depending on the model and need, different processes are used, and this is one of those occasions.

The catalogue serves as a procurement process managed through creating a vetted pool of approved materials from which provinces and schools may later select and procure textbooks and readers according to their needs and budgets.

The work done so far means that the DBE has identified approved LTSMs for purchase based on the quality of the books and textbooks, but no specific contract with an amount has been signed or paid.

It is important that this point be cleared. Every reader of this article would agree that LTSM books guiding learners and teachers are a core educational deliverable. We can also agree that we all want the best quality materials in the hands of children. The integrity of the selection process, therefore, becomes critical, and our design is deliberate and robust in addressing this.

The Terms of Reference governing submissions are publicly available and aligned to National Treasury principles, including value for money, fairness, transparency, accountability, and open competition.

The Department issues an invitation for publishers or aspiring publishers, small and big, to indicate their intention to submit materials as per the guidelines. All publishers or aspirant publishers were then given about four months, equally, to develop the materials that they indicated in their “intention to submit”. More importantly, all materials undergo blind screening: manuscripts are anonymised, stripped of logos, branding, and any identifiers that could introduce bias.

This ensures that evaluation is based strictly on content quality and curriculum alignment, not on publisher reputation or market dominance. The evaluation itself is conducted by curriculum and pedagogy experts, primarily provincial subject advisors, whose role is to determine whether materials meet the required educational standards. Only once this quality threshold is met does pricing enter into consideration in line with the principle of value for money.

All this helps as preparatory information for provinces that will later undertake purchasing. This sequencing reinforces the central point: quality first, procurement later. In my experience, this cataloguing process has led to savings of up to 50%, allowing us to buy more books for more learners. Let’s turn to the publishers we choose.

The publishing industry is dominated by a handful of publishers, but textbooks make up 60% of books published and would therefore correctly draw the attention of major and minor players in the field.

While a select few large publishing companies with a national and/or international publishing footprint have dominated the textbook space for more than 15 years since we started developing national catalogues, we have encouraged all kinds of book developers to participate — large and small publishers, independent publishers, NGOs, individuals, academics, and universities.

The DBE’s position has always been about ensuring the best quality, at the best price, regardless of the publisher. Some wild exaggerations claim there are 1,700+ titles in the catalogue. This claim is misleading because it is based on counting individual components such as readers, posters, and teacher guides rather than complete subject packages.

In reality, each submission represents a structured set of materials aligned to specific grades, languages, and pedagogical requirements. Presenting these components as separate “titles” artificially inflates the scale and distorts the public understanding of the catalogue, as purchasing would be by package.

Further, the amount a company will get will be based on school/district/province decisions after bargaining on prices and delivery plan feasibility.

Once the selection is finalised, the delivery plan with milestones and delivery notes is agreed on and implemented between the province and publishers with DBE oversight.

As seen in the last 14 years, delivery has been above 90%. It is a well-oiled process, and I expect nothing less in this round.

I welcome the opportunity to share details on how the LTSM catalogue happens, and as the DG, I welcome all efforts to enhance transparency and scrutinise the process.

Hubert Mathanzima Mweli is the Director-General of the Department of Basic Education.

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By Charmaine Ndlela

Deputy Minister of Basic Education Reginah Mhaule has called for stronger collaboration between government, business and communities to prepare South African learners for the digital economy, saying partnerships are critical to ensuring no child is left behind in the age of artificial intelligence.

Speaking at the launch of an Artificial Intelligence (AI), Coding and Robotics Laboratory at Khulile Primary School in Motherwell, Eastern Cape, on Thursday, Mhaule said the facility would equip learners with the digital, coding and critical-thinking skills needed to succeed in an increasingly technology-driven world.

The laboratory, established through a partnership between the Department of Basic Education (DBE), Isuzu Motors South Africa and Sifiso EdTech, provides a dedicated space for learners to explore AI, coding and robotics through practical learning. It also includes specialised training for educators to integrate the subjects into classroom teaching.

Quoting the African proverb, “If you want to go fast, go alone. If you want to go far, go together,” Mhaule said collaboration between the public and private sectors was essential to expanding access to future-focused education.

“This laboratory gives our learners the opportunity to become creators, innovators and problem-solvers. It equips them with the digital, coding and critical-thinking skills they need to thrive in an evolving economy,” she said.

Mhaule said AI, coding and robotics are transforming industries worldwide, making it increasingly important for learners to develop technological skills from an early age.

She said initiatives such as the new laboratory would enable learners to become active participants in the technological revolution rather than passive consumers, while preparing them for careers in engineering, medicine, aviation and other emerging professions.

The investment, she said, supports government’s goal of equipping young people with the innovation, creativity and digital skills required for the Fourth Industrial Revolution.

Mhaule added that the project demonstrated how partnerships between government and the private sector could help reduce educational inequalities by giving township learners access to the same technological opportunities as those in more affluent communities.

She commended Isuzu Motors South Africa for its continued investment in education in the Eastern Cape.

Since 2024, Isuzu has partnered with the READ Educational Trust to strengthen literacy through library resources, digital devices, teacher development and parent training. The programme has benefited more than 1,390 learners through an investment of nearly R2.8 million.

Mhaule also highlighted Isuzu’s partnership with the Govan Mbeki Mathematics Development Centre, launched in 2021 to improve Mathematics and Physical Sciences teaching at KwaZakhele, Newell and Sophakama high schools.

According to Mhaule, the programme has delivered measurable results, with the 2025 Grade 12 cohort recording a 30% improvement in Mathematics and a 39% improvement in Physical Sciences.

She said Khulile Primary School, which has served the Motherwell community since 1990, was a fitting location for the initiative, describing the new laboratory as another example of how strategic partnerships can expand educational opportunities and prepare learners for a rapidly changing global economy.

“Together, government and the private sector can ensure that South Africa’s children are prepared and equipped to thrive in the age of artificial intelligence,” Mhaule said.

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