By Lebone Rodah Mosima

Global aid for education is projected to decline by as much as 30% between 2023 and 2027, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) warned on Friday in its Global Education Monitoring Report, released at the Transforming Education Summit (TES+4).

His Excellency President Cyril Ramaphosa holds a bilateral meeting with the Director-General of UNESCO, Professor Khaled El-Enany.

The bilateral engagement reflects South Africa’s commitment to strengthening cooperation with UNESCO in advancing inclusive, equitable and… pic.twitter.com/OmjO6EuSTd

— South African Government (@GovernmentZA) July 10, 2026

UNESCO said the latest research underscores a deepening funding crisis, with education aid expected to fall by 8% in 2024 compared with the previous year. Aid to basic education, including pre-school, primary and lower secondary schooling, is projected to decline by 15%.

UNESCO Director-General Khaled El-Enany said education remains the most powerful investment countries can make, yet it continues to be systematically underfunded.

“UNESCO’s projection of the upcoming decline perpetuates a cycle of underinvestment, inequality and stalled development. Innovative financing mechanisms such as debt-for-education swaps already exist – they just need the political will to be scaled up,” he said.

The report found that low- and lower-middle-income countries have already lost more than a fifth (21%) of the education aid they received in 2023. In countries including Afghanistan, Liberia, Mali and Niger, the reduction exceeded 40%.

UNESCO said education is also receiving a shrinking share of overall development assistance.

“The report also shows that education is falling down the list of priorities, with its share in development assistance falling to 7.5% in 2024 – the lowest level in two decades,” the organisation said.

“In 2025, the world spent in just one and a half days (37 hours) on military expenditure what it allocates to education aid in an entire year.”

UNESCO estimates that low- and lower-middle-income countries face an annual education financing gap of US$97 billion (about R1.59 trillion), with the shortfall continuing to widen.

A new Debt and Education package, released at the TES+4 Summit, found that 113 countries, home to 6.1 billion people, spend more on servicing debt than on education.

“In low-income countries, debt payments are nearly four times higher than education spending, and in 18 of the most heavily indebted countries, they exceed government expenditure on education by a factor of five or more,” UNESCO said.

The organisation said education systems are particularly vulnerable to budget cuts because they account for a large share of public spending and depend heavily on recurring costs such as teachers’ salaries.

UNESCO warned that reducing education spending is ultimately counterproductive because investment in education drives economic growth and government revenue.

To help countries address the funding crisis, UNESCO launched a technical guide on debt-for-education swaps, which allow governments to convert part of their external debt into targeted investments in education.

“UNESCO’s new guide outlines when such a mechanism can be effective and provides practical tools for both debtor and creditor countries,” it said.

The organisation highlighted several examples of successful debt swaps.

In Côte d’Ivoire, a 2023 agreement with France freed up resources to build more than 30 schools in underserved communities, benefiting an estimated 30,000 learners.

In 2024, a €29 million (about R540.5 million) debt swap with Germany helped Egypt improve school feeding programmes, nutrition and access to basic services.

Between 2006 and 2017, a debt swap agreement between Spain and Peru converted US$20 million (about R326 million) of debt into 50 medium-term education projects across eight vulnerable regions, benefiting around 174,000 students, teachers and community members.

UNESCO said the package of recommendations was launched at the Transforming Education Summit+4 as part of efforts to shape the global education agenda beyond 2030.

“The Summit brought together President Cyril Ramaphosa of South Africa, United Nations Deputy Secretary-General Amina J. Mohammed, more than 30 education ministers, and representatives from development banks, civil society, youth, academia and the private sector,” the organisation said.

Mohammed said the summit had two key objectives.

“The first is acceleration: five years remain to deliver on Sustainable Development Goal 4 – inclusive, equitable, quality education for all – and the pace of the next five years will decide how much of that promise is kept,” she said.

“The second is direction: today’s discussions will help define the global education agenda beyond 2030. Because 2030 is a milestone, not a finish line, and education will remain the foundation for every Sustainable Development Goal.”

UNESCO said delegates also examined how artificial intelligence and other emerging technologies are reshaping education, with discussions focusing on ensuring AI improves learning outcomes, particularly in developing countries, without undermining human agency.

Climate change, conflict and other crises were also high on the agenda as delegates explored ways to strengthen the resilience of education systems worldwide.

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Staff Reporter

University of KwaZulu-Natal alumnus Dr Sizwe Zungu will run a 161km ultra-marathon in the Eastern Cape to raise R100,000 for financially challenged medical students.

Zungu, a specialist anaesthesiologist, will compete in the Washie 100 Miler from 31 July to 2 August, with donations going towards registration fees for deserving UKZN medical students.

The fundraising campaign, facilitated by the UKZN Foundation, forms part of the 20-year reunion of the university’s MBChB Class of 2006.

The race begins at the Cathcart Country Club in Cathcart and finishes at the Buffs Club in East London. It is the oldest 100-mile road race in Africa and one of South Africa’s most demanding ultra-distance events.

“The Washie 100 Miler is the ultimate endurance test. It is a 26-hour challenge that requires incredible persistence. Along the route, a strong community of volunteers makes enormous sacrifices to support runners. Their dedication fuels the determination needed to reach the finish line,” Zungu said.

He said the campaign was inspired by the people who supported him during his own journey towards becoming a doctor.

“I carry with me the memory of those who helped me, as well as the friends, teachers, mentors and colleagues who have shaped my journey. This campaign is an opportunity to honour their generosity by helping another student realise their dream of becoming a doctor.”

Zungu has called on UKZN alumni, staff, healthcare professionals, medical organisations and corporate partners to contribute towards the fundraising target.

The university said donations would help medical students struggling to secure registration funding remain enrolled and continue their studies.

After completing his MBChB degree at UKZN, Zungu obtained a Diploma in Anaesthetics, a Master of Medicine in Anaesthetics and a Fellowship of the College of Anaesthetists of South Africa.

He worked as a medical officer at Ngwelezane Hospital and Prince Mshiyeni Memorial Hospital before completing registrar training at several UKZN-affiliated teaching hospitals. He now practises as a specialist anaesthesiologist with Dr Edington and Partners in Durban.

“The journey to becoming a specialist was challenging, but deeply worthwhile,” Zungu said.

He began running regularly in 2015 with his brother and a close friend, with the trio forming a WhatsApp group called Dream Chasers to encourage one another to pursue ambitious goals.

Zungu completed his first Comrades Marathon in 2016.

UKZN Foundation Legacy and Endowment Officer Tankiso Mabotha said the initiative showed how former students could support future generations.

“The fundraising campaign is a reminder of the impact alumni can have on future generations of graduates. By supporting students facing financial hardship, the MBChB Class of 2006 will help ensure that talented young medical students can continue their studies and ultimately contribute to South Africa’s healthcare system,” Mabotha said.

Donations can be made through the UKZN Foundation.

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By Thapelo Molefe

President Cyril Ramaphosa has called for a fundamental overhaul of global education financing, warning that quality education cannot remain out of reach for millions because of poverty, inequality and weak public finances.

Speaking at the Sustainable Development Goal (SDG) 4 High-Level Steering Committee Leaders Group meeting at UNESCO headquarters in Paris on Friday, Ramaphosa said education was central to achieving the broader United Nations 2030 Agenda and urged countries to strengthen investment in resilient education systems.

Co-chairing the meeting with UNESCO Director-General Prof Khaled El-Enany, Ramaphosa said the world was facing interconnected challenges, including conflict, pandemics, poverty, inequality and climate change, making the global education agenda more urgent than ever.

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“SDG 4 occupies a unique position in that it is the bedrock and the enabler of the other SDGs. It is a catalyst for expanding human capability, unlocking opportunity, and delivering progress across the full ambition of Agenda 2030,” he said.

Ramaphosa said quality education must remain a public good rather than a privilege reserved for those who can afford it.

“As such, it must be safeguarded against commodification, and from becoming a privilege that excludes millions of people on account of geography, age, income, gender or personal circumstances. This is what leaving no-one behind means,” he said.

The President identified three priorities for the committee’s work: strengthening foundational and lifelong learning, supporting the teaching profession, and advancing inclusive digital transformation.

He said governments must invest more effectively in education and strengthen public financial management to ensure resources reach classrooms.

“We know that in far too many instances globally, scarce financial resources that could be invested in education are being lost or whittled away due to mismanagement, corruption and poor planning,” Ramaphosa said.

He welcomed the Sustainable Financing Pathways endorsed earlier this year by the Global Partnership for Education, UNESCO, UNICEF, the World Bank and G7 partners, saying the framework would help countries move away from fragmented aid towards long-term, country-led financing strategies.

Ramaphosa also highlighted innovations such as debt-for-education swaps already being piloted in Indonesia and Côte d’Ivoire.

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Looking beyond the 2030 deadline for the Sustainable Development Goals, he said young people were already helping shape the future of global education. Consultations involving 20,000 young people from 95 countries had identified priorities including improved access to education, stronger mental health support, more flexible learning pathways and greater participation in decision-making.

He said the work of 747 experts from 111 countries would inform the Global Education Futures Outlook, which is expected to be presented at the 2027 Global Education Meeting.

Ramaphosa also urged countries to maintain momentum on education reforms through international forums, noting that South Africa had promoted foundational learning, teacher development and the mutual recognition of qualifications during its G20 Presidency.

“The responsibility now falls to each of us. Member States must embed risk-informed policies into every sectoral strategy, partners must align with country-led investment plans rather than creating new projects, young people must be treated as co-creators and not only beneficiaries, and gender-responsive planning must become the norm,” he said.

He concluded by urging world leaders to translate the committee’s commitments into tangible improvements for learners.

“Let us leave Paris today with the resolve to turn the decisions of this Committee into the daily reality of every learner. The generation of today and the generations of the future are counting on us to build and deliver education systems worthy of their promise,” Ramaphosa said.

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By Lebone Rodah Mosima

More than 100 University of South Africa (UNISA) students have lodged complaints over delayed National Student Financial Aid Scheme (NSFAS) allowance payments and the scaling back of data support, Deputy Minister of Higher Education and Training Yusuf Cassim said on Thursday.

Cassim made his first official visit to UNISA’s Muckleneuk Campus in Pretoria, where he met students and university management to hear concerns over NSFAS funding and institutional support.

He said more than 100 students had submitted complaints through a helpdesk established during the visit.

“These are the personal testimonies that we are handing over to both the NSFAS senior manager as well as the institution so that, where they are individual issues, those can be attended to and that students receive a response and that they are satisfied that some of those issues are being dealt with,” Cassim said.

He said the main concerns related to delays in the payment of the monthly Personal Care Allowance for NSFAS-funded students and the discontinuation or reduction of data allowances.

“Overall, if you look at the main themes, it was the delay in the payment of the Personal Care Allowance for NSFAS beneficiaries of UNISA, and it is really trying to get to the bottom of the payments from NSFAS to the institution because the institution still needs to process payments to students after receiving the funds,” he said.

Cassim said he had been informed that NSFAS transferred funds to the university on 2 July, despite receiving student registration data at the end of March and an updated file in April. He questioned why the process had taken so long.

“I think these are important questions. As you know, NSFAS has been put under administration, and some of my findings here I will raise with the administrator because it is now his responsibility to deal with the issues that may have led to the late payment,” he said.

“If you’re only going to pay the institution or transfer the funds on 2 July, you can’t expect that the institution can push a button immediately and the money will go to students. There has to be a reasonable time.”

Cassim said discussions with the NSFAS administrator indicated that institutions generally receive payments about a week after the start of each month, a schedule he suggested should be reviewed.

He also raised concerns about the value of allowances paid to distance-learning students, saying the current Personal Care Allowance of R316 per month was insufficient.

“R316 per month for a distance-learning student, which is less than the Social Relief of Distress grant, is simply not enough when you consider the resources students need to succeed academically,” he said.

Cassim further argued that UNISA receives lower state support than contact-learning institutions despite serving one of the country’s largest student populations.

“These are some of the big issues, and it is important that government listens carefully and provides meaningful input.”

He said several pieces of legislation governing the post-school education and training sector would be reviewed over the next year, providing an opportunity to address long-standing funding and policy challenges.

Cassim also said data support for UNISA students had been reduced over time, including during examination periods.

“The purpose is not to point fingers between the different institutions, but to find ways to prevent this from happening again,” he said.

“Students have to wait so long for such a small allowance in the first place. We need to find practical solutions to avoid this in the future, though many of these issues are policy issues.”

Acting Vice-Chancellor and Vice-Principal for ICT, Mathabo Nekene, said UNISA shared the department’s commitment to placing students at the centre of its teaching, learning, research and community engagement.

“We have around 180,000 students funded by NSFAS, and as the Deputy Minister indicated, there is a disjuncture in the policy because our students receive the least funding from NSFAS,” Nekene said.

“These are matters that require structured engagement, and we appreciate the Deputy Minister’s willingness to build a relationship with UNISA so that we can work collectively towards meaningful outcomes for students.”

Nekene said the university supplements NSFAS funding from its own resources while awaiting additional transfers from the scheme.

She said UNISA also provides data support from its own budget because neither the Department of Higher Education and Training nor NSFAS funds data allowances specifically for distance-learning students.

“Students receive data through zero-rated UNISA sites every month, including during examination periods,” she said.

She added that the university was reviewing how to sustain data support while balancing its teaching, research and community engagement responsibilities.

“This provisioning of data is an opportunity cost for the institution because it places additional pressure on the council budget and our core business of teaching, learning, research, commercialisation and community engagement,” she said.

UNISA Chief Financial Officer Liana Joubert said policy reforms had not been matched by corresponding increases in funding.

“There are policy shifts, but no corresponding funding changes,” Joubert said.

“Our students are the ones who bear the impact.”

In a statement, NSFAS confirmed it transferred funds to UNISA on 2 July after completing payment and reconciliation processes, after which responsibility for disbursing allowances shifted to the university.

The scheme said it was informed of technical problems affecting UNISA’s payment process, but these had been resolved.

“We continue to engage with UNISA to monitor progress and ensure that all affected students receive their allowances as quickly as possible,” NSFAS said.

The scheme said UNISA had reported that payment processing had begun following the transfer of funds.

It said technical system challenges affecting some payments were resolved by 6 July, with the remaining payments currently being processed.

Approximately 93,093 students receiving the monthly Personal Care Allowance were affected by the delays.

“The university has further indicated that some students have already received their allowances, while the remaining payments are expected to be finalised during the course of this week,” NSFAS said.

NSFAS clarified that the delays related only to the Personal Care Allowance.

“UNISA students do not receive meal allowances under the NSFAS funding model. Eligible students receive support through the Book/Study Material Allowance and the Personal Care Allowance,” the scheme said.

NSFAS said it currently funds 168,480 UNISA students for book allowances at a cost of R425.6 million and 93,910 students for Personal Care Allowances amounting to R148.6 million.

The scheme said it understood students’ frustrations and apologised for the inconvenience.

“We remain in close engagement with UNISA and continue to monitor progress to ensure all eligible students receive their allowances as soon as possible,” it said.

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By Charmaine Ndlela

The Department of Health has placed 625 newly qualified healthcare professionals across the country but has raised concerns after dozens of graduates turned down postings, with many unwilling to serve in rural and underserved communities where medical services are urgently needed.

The 2026 Midyear Medical Internship and Community Service Placement Cycle saw the placement of 161 medical interns and 464 community service practitioners through the Internship and Community Service Programme (ICSP).

 The department confirmed that all eligible South African citizens and permanent residents who were available to begin work on 1 July 2026 were successfully allocated funded posts. 

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The community service practitioners include 239 medical doctors and 30 professional nurses across 16 professional categories. The department said applicants have been notified of their placements, with the employment contracting process already underway. 

Despite the successful placement process, the department said 77 applicants, comprising 24 medical interns and 53 community service practitioners, declined their placements for personal reasons. It expressed particular concern over applicants who rejected placements because they were reluctant to work in rural and underserved areas. 

The department stressed that internship and community service placements are determined by the availability of funded posts and the country’s healthcare needs. It said provincial health departments continue to fund these statutory positions despite ongoing fiscal pressures.

According to the department, rural placements are critical to ensuring equitable access to healthcare and improving service delivery in communities that often struggle to attract healthcare professionals.

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 It warned that graduates who decline or fail to report for duty leave vulnerable communities without essential medical services. 

“The decline or no-show at these facilities does not only affect the ICSP but denies the communities of the much needed healthcare services ought to be provided by these Health Care Practitioners,” the department said.

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By Lebone Rodah Mosima

Two Limpopo learner teams have taken South Africa’s coding and robotics curriculum to the global stage, representing the country at the Robotics for Good Youth Challenge Grand Finale in Geneva, Switzerland.

Robo-Kidz from Mashupye Tladi Primary School, winners of the Junior Category, and Roborise from Bokamoso Secondary School, winners of the Senior Category, are competing at the international event at the Palexpo International Exhibition and Convention Centre from 7 to 10 July.

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The Department of Basic Education said the teams earned their place after progressing through local, provincial and national rounds of the competition, turning their achievement into a showcase for South Africa’s growing investment in future-focused education.

“Their achievement reflects the growing impact of the Department’s investment in Coding and Robotics education as part of its commitment to equipping learners with the knowledge, skills and competencies required for success in the Fourth Industrial Revolution,” the department said.

“The Department has approved and gazetted the Coding and Robotics Curriculum and Assessment Policy Statement (CAPS) and has been implementing the curriculum through phased pilots since 2021,” it said.

“The programme continues to expose learners to computational thinking, problem-solving, innovation, and digital technologies while preparing them for future careers in Science, Technology, Engineering and Mathematics (STEM).”

The department said the Limpopo teams’ progress had also been supported through the province’s implementation of the Mathematics, Science and Technology Conditional Grant, which funds Coding and Robotics, learner enrichment programmes, teacher development, laboratory resources and technical education.

“Through the grant, approximately 90,000 learners benefit annually from camps, Olympiads, science fairs, competitions, and international opportunities that nurture innovation and excellence,” the DBE said.

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Acting Director for Communications Terence Khala said the teams’ achievement demonstrated the value of sustained investment in future-focused education.

“These learners are highlighting the best of South African education on the global stage. Their success proves what is possible when we invest in innovation, quality teaching and meaningful opportunities that allow young people to apply their knowledge to real-world challenges,” Khala said.

The department also commended the educators, school leadership, parents, the Limpopo Department of Education and partners who supported the learners throughout their journey.

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By Charmaine Ndlela

The University of Cape Town (UCT) has broken into the global top 10 of the 2026 Times Higher Education (THE) Sustainability Impact Ratings for Sustainable Development Goal 17, climbing to eighth place from the 101–200 band in 2025.

UCT’s ranking for SDG 17, which measures partnerships for the goals, was based on an assessment of 1,610 universities from 114 countries and territories.

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The broader 2026 THE Sustainability Impact Ratings assessed 1,646 universities from 116 countries and territories across the 17 SDG tables and an overall ranking, measuring higher education institutions’ contributions to the goals through research, teaching, stewardship and community engagement.

According to the UN Development Programme, the SDGs were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.

UCT also recorded strong performances across several other goals, ranking 50th globally for SDG 1, which focuses on no poverty, tied 64th for SDG 5, which measures gender equality, and placing in the 101–200 band for SDG 3, which focuses on good health and well-being.

At the continental level, UCT ranked first in Africa for SDG 14, Life Below Water, and SDG 16, Peace, Justice and Strong Institutions.

UCT also ranked first in South Africa for SDG 6, Clean Water and Sanitation, SDG 15, Life on Land, and SDG 17, Partnerships for the Goals.

In a statement, the university said its global top 10 performance for partnerships demonstrated the value of working across disciplines, sectors and borders to address shared challenges.

UCT attributed its improved performance to a range of initiatives aimed at expanding access to higher education, supporting students and strengthening partnerships across Africa and beyond.

The 2026 rankings were based on work completed in 2024.

In 2024, the university awarded R371.3 million in gap funding through more than 4,300 scholarships to students who did not qualify for the National Student Financial Aid Scheme. The funding also supported 762 international and refugee students.

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The university also expanded its continental reach through the Bertha Centre for Social Innovation and Entrepreneurship at the UCT Graduate School of Business, which launched its flagship Impact Investing in Africa programme in Nairobi in 2024, marking its first expansion into East Africa.

Vice-Chancellor Professor Mosa Moshabela said the recognition highlighted UCT’s commitment to producing knowledge that creates meaningful impact for society.

“Ultimately, the Impact Rankings recognise something fundamental about the role of a university in the 21st century: excellence is measured not only by the knowledge an institution creates, but by the difference that knowledge makes,” he said.

“For UCT, this means advancing a more sustainable, equitable and prosperous future for South Africa, the African continent and the world.”

He said the achievement reflected the collective efforts of researchers, academics, professional staff, innovators and community partners, whose work continued to position UCT as a globally connected African university delivering locally relevant solutions with international impact.

Moshabela congratulated the UCT community on achieving the milestone.

“Together, we continue to demonstrate that the true measure of a university lies not only in the knowledge it creates, but in the positive difference that knowledge makes – for our communities, our continent and the world,” he said.

UCT is preparing to host the Times Higher Education World Academic Summit 2026 in Cape Town from 29 September to 1 October.

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