By Edwin Naidu

Dr Rakeshnie Ramoutar-Prieschl, a former top achiever at Burnwood Secondary School in Clare Estate, Durban, is a Deputy Director-General in the Department of Science and Innovation.

She attended Burnwood from 1990 to 1996, earning the Good Fellowship award in matric, and completed her formative years at Sydenham Primary.

Ramoutar-Prieschl is currently on secondment to the DSI from the University of Pretoria, where she is Head of Department: Research Capacity Development, responsible for the portfolio that includes grants management, early career training and mentorship, and driving strategic partnerships in support of staff doctoral candidates.

She is also a research associate in the Faculty of Humanities and holds several grants, including from the National Research Foundation, the Department of Higher Education and Training, and the US Embassy.

The mother of two has been the architect and driver of the University of Pretoria’s annual Women in Science event, which celebrates the achievements and advancements made by women in the field. She has consistently championed opportunities, participated in dialogues about empowering women in science, and participated in countless webinars that have put South African and African sciences on the map.

Before joining the university, she led the research infrastructure portfolio for over 11 years at the National Research Foundation. During her tenure, Ramoutar-Prieschl advocated several policies, strategies and frameworks that have since provided the foundation for establishing, nurturing and sustaining various research platforms in the country.

Ramoutar-Prieschl also led Phase II of the Science Granting Council’s Initiative, where she authored three manuals on research and innovation excellence, research ethics and digital grants management systems, which advocates for the safeguarding of intellectual property and know-how whilst complying with best practices in the said research areas. 

Over the course of her career, Ramoutar-Prieschl has lectured, tutored and mentored researchers and university staff at several African universities, spanning Botswana, Kenya, Ghana and Malawi. She has also supported capacity development needs at historically disadvantaged institutions in South Africa.

Ramoutar-Prieschl has also been part of the expert team identified by the African Academy of Sciences and the Association of Research Managers and Administration in the United Kingdom to lead research & innovation training in the International Research Management Development Programme across universities in Africa and the United Kingdom. In recognition of her work, she was awarded the 2022 SARIMA Excellence Award for making a distinguished contribution to the research management profession in Southern Africa.

Ramoutar-Prieschl has participated in the United Nations Science Technology and Innovation forum on a subject that is very close to her heart: Building Structural Equity and Inclusion in Open Science Practices and is a strong advocator for the equitable, fair and inclusive access to information wherein she coined the concept #UbuntuforOpenScience.

What was the name of your favourite teacher?

Mr Deena Pillay was my hero at Burnwood Secondary School, which I attended from 1990 to 1996.

How did Mr Pillay endear himself to you?

Certain individuals leave an indelible mark on the education journey, shaping our understanding and inspiring us to reach our potential. For me, that person was Mr Pillay. A man of remarkable dedication, he epitomised the perfect blend of strictness and kindness, transforming the landscape of mathematics for his students.

From the first day in his classroom, it was evident that Mr Pillay had high expectations. His rigorous approach demanded hard work and commitment but was never without purpose. He believed that every student had the potential to excel, urging us to push beyond our limits. His strictness was not a barrier; rather, it served as a pillar of support. With each challenge he presented, he taught us resilience and the value of perseverance.

What subjects did he teach you?

What truly set Mr Pillay apart was his passion for mathematics. He could uniquely break down complex concepts into manageable, engaging lessons. Through his innovative teaching methods, he made mathematics understandable and enjoyable. He would often relate mathematical concepts to real-life situations, allowing us to see the subject’s relevance and application beyond the classroom walls.

Has this influenced your choice of career?

Mr Pillay was more than just a teacher; he was a mentor who cared deeply for his students’ growth. He took the time to understand our struggles and celebrated our achievements, big and small. His encouragement instilled confidence in us, nurturing a love for learning that extended far beyond mathematics. His belief in us motivated many to pursue careers in science, technology, engineering, and mathematics.

Reflecting on my school years, I realise how fortunate I was to have Mr Pillay as a teacher. His influence shaped not only my understanding of mathematics but also my approach to challenges in life. He taught me that with dedication, hard work and a little guidance, I could solve even the most complex problems.

In honouring Mr Pillay, I recognise the profound impact one teacher can have on countless lives. His legacy inspires me to strive for excellence, practice kindness, and, like him, to believe in the potential of others. Mr Pillay is more than just my favorite teacher; he is my hero, a beacon of inspiration and a testament to the power of education.

Have you kept in touch with your favourite teacher?

I haven’t had any contact with Mr Pillay since leaving school, but I once saw him at Sparkport Pharmacy in Overport. I did not recognise him at first, as he had shaved off his beard. However, when we talked, I told him I had finished studying for my master’s and was in Cape Town at the time. He was so proud. He hugged me. I never met him again, but I would love to find him and have a chat or coffee with him.

INSIDE EDUCATION

By Johannah Malogadihlare

The Western Cape Scholar Transport Board’s focus this year will be to increase school transport safety and formalise safety regulations.

“In support of this initiative, we wish to call upon the Western Cape Scholar Transport Board and all its contracted learner transport operators to ensure that vehicles
used to transport leaners are in a roadworthy condition and are specified valid operating licences,” said board chairperson Denver van Aarde.

The board said it was impossible to currently implement safety regulations, as not every operator belonged to the governing body for scholar transport. “However we would put in stricter measurements in conjunction with the traffic department, law enforcement and mobility department. We are trying to get people [to get] a certificate of compliance,” Van Aarde said.

The board said it would assist operators in ensuring that their vehicles were in a roadworthy condition.

It also called on provincial traffic officers to conduct voluntary inspections on vehicles used for learner transport services.

The board said operators could visit the testing station at the Gene Louw Traffic College in Brackenfell between Monday and Tuesday next week  for a free inspection, or contact
the department.

Additionally, Van Aarde said operators could request inspections at their own premises on a date and time that was convenient for both parties.

INSIDE EDUCATION

By Johnathan Paoli

Deputy President Paul Mashatile has mourned the passing of one of the country’s most distinguished education officials and the first democratically appointed education minister, Sibusiso Bengu.

“His passion to promote equality and fairness has had a long-lasting influence on our society, and this should inspire us. To this day many South Africans are still benefiting from his immense contribution, and for this we are grateful,” Mashatile said on Friday.

He was delivering a eulogy during a state funeral at the University of Zululand, KwaZulu-Natal.

Mashatile described Bengu as a revolutionary thinker, diplomat and teacher, whose profound contributions to dismantling apartheid-era policies and shaping an inclusive education system have an enduring legacy.

He highlighted Bengu’s pivotal role in reshaping South Africa’s education landscape during the country’s transition to democracy, describing him as a remarkable individual committed to justice, equality and access to education for all.

He praised Bengu’s role in unifying 17 fragmented education departments into a cohesive system and introducing policies that continue to guide the sector.

Mashatile said his reforms in higher education, including the introduction of Curriculum 2005, aimed to address the inequalities entrenched by apartheid.

He credited Bengu with influencing the nation’s progress toward a fairer and more inclusive society.

In recognition of his contributions, the Historically Disadvantaged Institutions Development Grant was renamed the Sibusiso Bengu Development Programme, which aimed to address systemic inequalities in higher education, promote decolonisation, indigenous knowledge systems and readiness for the Fourth Industrial Revolution.

Mashatile also acknowledged ongoing efforts to build on Bengu’s legacy through initiatives like the Human Resource Development Council and the Basic Education Laws Amendment Act in order to enhance access to education, bridge the skill gaps, and strengthen the role of technical and vocational education in the economy.

Mashatile emphasised that Bengu’s work went beyond education policy, and that by expanding access to quality education, he empowered previously disadvantaged communities to participate meaningfully in the economy and other sectors.

Despite advancements, Mashatile urged continued vigilance in addressing persistent challenges in education, and called for unity among diverse sectors of society, including government, universities and unions.

In closing, Mashatile extended condolences to Bengu’s family and praised the late professor’s enduring contributions to democracy and socio-economic development.

INSIDE EDUCATION

By Johnathan Paoli

South African universities produced 5065 fewer graduates in key science, technology, engineering, and mathematics (STEM) fields during the 2023/24 financial year than targeted, sparking renewed scrutiny over the quality of maths and science education at school level.

The Higher Education and Training Department, in its latest 2023/2024 annual report, attributed the shortfall to under-prepared students entering tertiary institutions.

Higher dropout rates and extended graduation timelines among students in STEM fields were highlighted as primary concerns.

Planned targets for graduates in engineering, natural and physical sciences, human health sciences and animal health sciences stood at 37,206, but universities achieved only 32,141, marking a 13.6% shortfall.

Engineering suffered the most significant deficit, with 2541 fewer graduates than anticipated, followed by natural and physical sciences, which saw a gap of 1814 graduates.

Higher Education Minister Nobuhle Nkabane emphasised the systemic nature of the issue.

“While universities are tasked with nurturing academic success, the foundation built during basic education is equally crucial,” Nkabane said.

The Basic Education Department’s own review acknowledged the problem, citing that only 28,851 matriculants in 2023 achieved at least 60% in both mathematics and physical science.

Experts argue that these marks are often insufficient for university-level STEM programmes.

Despite remedial measures such as augmented curricula and extended degree programmes, many students struggle.

Education specialists point to several root causes, including ineffective teaching methods at both school and university levels.

Meanwhile, the Basic Education Department has acknowledged declining interest in STEM subjects, with the percentage of matriculants writing maths dropping from 53% in 2008 to 38.5% in 2023.

Nkabane highlighted her department’s efforts, including funding extended curriculum programmes to support under-prepared students.

She also stressed the importance of strengthening teacher development and enhancing curriculum content at school level.

Collaboration between the two departments is ongoing, facilitated by platforms like the Inter-Ministerial Task Team on Education.

As the country grapples with STEM graduate shortages, experts agree that addressing the issue requires systemic reform across the education pipeline.

Beyond improving school-level teaching, universities must refine their support structures to bridge the preparedness gap.

Nkabane said that these areas were vital to South Africa’s economic growth, innovation and development.

INSIDE EDUCATION

By Lungile Ntimba 

The Democratic Alliance in Gauteng has urged all parents whose children are still without school placement for the 2025 academic year, to utilise the walk-in centtes established by the Basic Education Department.

The department has extended online placement deadlines for Grades 1 and 8 learners to the end of January.

DA MPL Sergio Isa Dos Santos criticised the department’s decision, saying it underscored the chronic issues plaguing the province’s education system.

He highlighted the urgent need for more schools due to the high demand for school placements.

“The GDE’s reliance on mobile classrooms is a clear example of a failure to effectively plan for future growth and demand,” Dos Santos said in a statement on Thursday.

“The GDE and the Gauteng Department of Infrastructure must ensure that delayed school projects are completed urgently.”

In response to the challenges faced at the beginning of each academic year, the DA has urged the department to open the online application process earlier in the year. 

This would give enough time for processing applications, thereby avoiding the chaos and delays.

Furthermore, Dos Santos emphasised the importance of prioritising the enhancement of the department’s communication process and admissions system. 

“This can be achieved by ensuring that walk-in centres remain open and by deploying teams to visit local shopping malls, where parents can receive assistance with their application submissions,” he added.

He believes that this approach would help bridge the digital divide and ensure that all families have equal access to the admissions process.

The department announced in December that it would address the challenge of overcrowding in high-pressure areas by installing 625 mobile units to create satellite schools in regions such as Lawley, Tembisa and Eastvale.

Once placements are completed, outstanding learners will be placed in the satellite schools.

INSIDE EDUCATION 

By Johnathan Paoli

The Basic Education Portfolio Committee has called on both the department and the Information Regulator (IR) to prioritise the needs of learners amidst the battle surrounding the publishing of matric results.

Committee chair Joy Maimela said that uncertainty surrounding the publication of the results could potentially lead to increased anxiety among the expectant matriculants.

“These learners are probably almost as stressed now whilst awaiting the announcement of the results on Monday as they were when writing the NSC examinations. We appeal to all to not add to heightened stress levels. The back and forth can lead to added anxiety for these candidates,” Maimela said.

She urged the parties involved to resolve the matter amicably and reiterated her commitment to prioritising the interests of learners.

“Let us rather focus on all our learners’ emotional and psychological wellbeing and support them as best as we can,” Maimela said.

The dispute centres on the department’s practice of publishing matric results in newspapers, a tradition challenged by the Regulator.

The Regulator issued an enforcement notice in November, asserting that the practice violated the Protection of Personal Information Act.

Despite being ordered to cease the practice within 31 days, the department did not comply, prompting the Regulator to seek an urgent court interdict.

However, the court struck the matter from the roll, deeming it non-urgent, and ordered the Regulator to cover the legal costs.

INSIDE EDUCATION

By Amy Musgrave

The Pretoria high court has ruled that the Information Regulator’s (IR) bid to block the Basic Education Department from publishing the 2024 matric results in newspapers is not urgent.

This means that Minister Siviwe Gwarube will announce the National Senior Certificate exam results next Monday, and media platforms will publish the results the following day.

Judge Ronèl Tolmay said on Wednesday that the IR, which was opposed to the marks being made public due to concerns around privacy, had not moved with speed in its application.

“No persuasive reasons were given by the IR on why the application was delayed, the Regulator also waited 10 months to publish the assessment done after the 2023 publication of results,” she said.

Learners needed to take central stage and their interests were not prioritised in this application, the judge said.

The matter was struck off the roll, which means the 2024 matric results will be published on media platforms, including newspapers.

The urgent application was opposed by the department and civil rights group AfriForum.

The IR had raised concerns that the public release of the matric results violated the rights to privacy for learners under the Protection of Personal Information Act.

However, the department and AfriForum argued that pupils were not identified as only their student numbers were made public.

INSIDE EDUCATION

By Johnathan Paoli

The North Gauteng High Court has adjourned its decision over the application brought by the Information Regulator (IR) to halt the publishing of the 2024 National Senior Certificate examination results.

Judge Ronel Tolmay postponed the case to Wednesday, in order to consider the arguments of both parties.

Tolmay speaking during the trial, outlined a significant issue with the urgency of the application brought by the IR.

“The matric results were published. There was the initial court order of 2022 so in 2022 and 2023, the matric results were published. Your client was well aware that the matrics write exams in the last part of the year, so what makes this year different from 22 and 23? Why is it urgent now?” Tolmay asked.

The Basic Education Department’s legal team argued that there was no urgency in the application brought by the IR saying that the urgency is self-created.

Counsel for the IR, however, argued that the department’s past issuance of consent forms to learners was an acceptance that the dissemination of exam results using exam numbers did contravene the Protection of Personal Information Act.

The Regulator previously issued an infringement notice to the department in December in which it ordered the DBE to pay an administrative fine of R5 million following its failure to comply with the enforcement notice issued on 18 November.

The notice had ordered the department to provide an undertaking “that it will not publish the results of the 2024 matriculants in the newspapers” within 31 days from the date on which the order was served.

It also ordered that the department “must not publish the results for the 2024 matriculants in newspapers and must make these results available to the learners using methods that are compliant with POPIA”.

The Regulator indicated that should the department fail to abide by the notice within the stipulated time frame, “it will be guilty of an offence, in terms of which the Regulator may impose an administrative fine in the amount not exceeding R10 million, or liable upon conviction to a fine or to imprisonment of the responsible officials”.

The 31 days given to the department expired on 19 December.

Meanwhile, the Economic Freedom Fighters has come out in support for the IR.

EFF spokesperson Leigh-Anne Mathys said that the publishing of results on a public platform would only cause more trouble than assist learners.

“To release matriculant examination results publicly enhances nothing and instead creates an opportunity for ridicule and humiliation of those who may not have performed well when compared to their peers,” Mathys said.

She held that education should never be used as a means of negative competition or humiliation, which discourage young people from bettering themselves.

INSIDE EDUCATION  

By Amy Musgrave

The Pretoria high court will hear an urgent application on Tuesday by the Information Regulator (IR) to stop the release of the 2024 matric results on media platforms.

The results will be be announced by Basic Education Minister Siviwe Gwarube next week Monday and are meant to be published by the media the following day on Tuesday, 14 January.

While the IR fined the Basic Education Department R5 million for failing to comply with an enforcement notice issued in November, which ordered the department not to publish the 2024 National Senior Certificate (NSC) exam results, it has also approached the court in an attempt to stop the publication of the marks.

The IR is arguing that releasing the results in the media is a violation of matriculants’ rights to privacy.

The department, civil rights group AfriForum and Maroela Media are opposing the application.

Late last month, the IR said that the department had not provided it with an undertaking that it would not publish the results as ordered in its enforcement notice.

“The DBE had the right to appeal the enforcement notice in terms of Section 97(1) of POPIA (Protection of Personal Information Act). POPIA provides, amongst others, that if an appeal is brought, the enforcement notice need not be complied with pending the determination or withdrawal of the appeal.

“The Regulator had not been served with the appeal application by close of business on 19 December 2024 despite media reports that the DBE had lodged an appeal against the decision of the Regulator in the High Court,” it said.

IR chairperson Pansy Tlakula explained that the department could not disobey lawfully issued orders of the Regulator without following the procedure stipulated in the legislation.

“The two orders issued by the Information Regulator against the DBE have the fullest legal force and effect and must be complied with by the DBE until set aside or suspended by an appeal served upon the Regulator timeously,” she said.

AfriForum’s Alana Bailey told Inside Education that it and other parties had succeeded in a case on the same issue in 2022.

A judge ruled in favour of the organisation that the release of the NSC results was in the public interest, and that by using exam numbers instead of the names of Grade 12 learners, the privacy of matriculants was sufficiently protected.

It argues that the 2022 order is still valid.

The department also maintains that the information revealed in the media does not identify a pupil, and is therefore, not in contravention of the Act.

INSIDE EDUCATION

By Lincoln Mali and Thami Mseleku

A few days ago, Prof. Sibusiso Mandlenkosi Emanuel Bengu passed away peacefully surrounded by his family. As we celebrate his life, those of us close to him also celebrate a second lease of life for this remarkable man. 

The highlight of Prof. Bengu’s illustrious career was when he was appointed by President Nelson Mandela as the Minister of Education in 1994. This joy and excitement were short lived as he suffered a debilitating stroke.

Given the importance of the portfolio and the huge challenges that lay ahead, there was much speculation as to whether he would come back and resume his duties. What the public did not know, and what a few of us learnt very quickly, was that Prof. Bengu was a fighter, who had been underestimated and written off so many times in his life.

He had a steely resolve and fierce determination to go back to his job and tackle the challenges that faced our education system. The unsung heroine in this story is the unconditional love, support and faith of his wife, aunt Funeka Bengu, and his children during this time. They rallied behind Prof. Bengu and nursed him back to health. 

Aunt Funeka took charge of the minister’s health, diet, exercise and schedule. Everyone outside the family spent weeks speculating as to whether he would survive, let alone return to a highly stressful role as Minister of Education.

When he made his first speech, held his first press conference and held meetings with our teams, it was quite an emotional moment – the triumph of this exceptional man against all odds. 

To fully understand Prof. Bengu and what made him tick, you must trace his footsteps for over 90 years.

He was born in Kranskop in KwaZulu-Natal. He excelled at school, obtaining his bachelor’s degree and later his honours degree in history in 1966. He completed his PhD studies in Political Science at the University of Geneva’s Graduate Institute of International Studies in 1974.

However, Bengu’s true love was teaching. He began his career as a teacher in 1952 and was renowned throughout education circles for the quality of pupils he produced. One of the highlights of his career, that brought him national prominence, was what he achieved as the inaugural principal of the famous Dlangezwa High School near Empangeni between 1969 and 1976. Even today, pupils, teachers and parents of the school talk about it as a model school for excellence and achievement. 

He left the school in 1977 to become Director of Student Affairs at the University of Zululand. He was fully engaged with students and some of South Africa’s best leaders were influenced by him during his time at the university.

Bengu was also involved in political and cultural issues facing the country.

He was one of the founders of Inkatha, a political/cultural movement, that would dominate the landscape for decades to come. He served as the secretary general of the IFP until policy differences and conflicts within the movement forced him to leave his job at the university, resign from the party, and go to into self-imposed exile in Geneva. This was one of the lowest moments in his life, with attempts on his life and attacks on his home forcing him to leave behind all that he loved. 

In 1978, Prof. Bengu joined the Lutheran World Federation as Secretary for Research and Social Action. This role enabled him to combine his deep Lutheran religious roots with his passion for research and social action. He built a powerful network across the world.

He joined the banned African National Congress and became very close to its president, OR Tambo. 

In the early 1990s, South Africa was characterised by violence, conflicts and instability at higher education institutions. The University of Fort Hare, founded in 1916, was one of the focal points of these struggles. It chose Prof. Bengu to become the first Black Vice-Chancellor in 1991.

After having left South Africa to flee violence and conflict, Prof. Bengu was now being called home to stabilise the institution.

The university has hailed the late education minister.

“Prof. Bengu played a pivotal role in stabilising the institution during the 1990s. He laid the foundation for the university’s transition to democracy, enhancing academic standards, establishing its academic reputation, and securing vital funding from international organisations and donors. His leadership ensured the university’s survival and growth as a prominent centre of African intellectualism,” it said.

Three years later, South Africa held its first democratic elections in 1994 and Prof. Bengu was elected as an MP and to Mandela’s Cabinet as education minister.

It was crucial portfolio as education is a highly motive issue in any country. It touches every family and is vital to the health and prosperity of an economy.

The South African education policy space instantly became a contested terrain, with highly polarised views on what was best for our children, the country and economy. The high level of expectations of a new government on education by some stakeholders were equally matched by anxiety and fear from others.

Prof. Bengu had to acknowledge and respond to these diverse sentiments. He had to galvanise all stakeholders in a manner former president Thabo Mbeki describes, “to act together to address both the fears and the expectations, without allowing that these fears are used to perpetuate racism, without allowing that the justified expectations are addressed in a manner that will create new crises”.

Prof. Bengu’s approach to all stakeholders in the education sector was to build understanding, not vengeance, focus on reparation, not retaliation, and craft a vision of the future based on the need for ubuntu and not victimisation.

He served only one parliamentary term in government, declining to seek re-election to the National Assembly in the June 1999 general election. Two months later Mbeki appointed Bengu as South Africa’s ambassador to Germany. He held that position until 2003 when he retired. 

As we reflect on Prof. Bengu’s impact on our lives, the following things stand out:

• Leadership is not a title held, status achieved, nor position occupied. It is rather about the profound influence a leader has. Prof. Bengu influenced so many people positively here and abroad, from his time as a teacher, principal, dean of students, vice-chancellor, education minister and ambassador. He was always teaching in his unique style. 

• Prof. Bengu built a diverse team with great skills and encouraged all of us to play our part towards a greater cause. Some of the luminaries in his team included people such as Chabani Manganyi, Sheila Sisulu, Teboho Moja, Pundy Pillay, Trevor Coombe, Ihron Rensburg, Khetsi Lehoko, Nasima Badsha, Cassius Lubusi, Palesa Tyobeka and Roelf du Preez. He treated us with respect and dignity. He never asserted himself over us, never abused his position and was never dictatorial. He commanded respect, not by virtue of his position, but because of the way he conducted himself. 

• As an accomplished academic and administrator, he never interfered with the administration of the education department under Dr Manganyi and did not involve himself in matters of procurement and tenders in the department. Neither did he have any outside business interests nor abuse state resources. Prof. Bengu was a man of integrity and he instilled probity in all our dealings with public funds. These were profound lessons from a public servant leader, whose commitment was to education and not the politics of the day, nor popularity or the accumulation of wealth.

• South Africa remains one of the most unequal countries in the world with diverse views on how the country should proceed for the next 30 years. Our policy discourse, political rhetoric and social media arguments have more ugly, polarising and dangerous. In a country as diverse as ours, it is natural that we won’t see eye to eye on most things and that is why we need leaders such as Prof. Bengu who can listen with empathy and understanding. He could make progress through extending good faith and grace – even to people with whom he deeply disagreed on policy matters. Our country cries out for leaders like Prof. Bengu, who could find mutually beneficial solutions on intractable challenges.

• Lastly, Prof. Bengu was a role model family man. We could see how he treated aunt Funeka, his children and the broader Bengu clan. He did not change based on his new status. He remained a loving husband, doting father to his children (and later grandchildren) and a committed member of his family. When his time came to retire, he gracefully left the stage, disappeared from public life and spent the last 21 years of his quietly enjoying time with his family and friends. In those times we visited him, we would find a man at peace with himself, in touch with his God and connected to his family. 

Conclusion 

We hope Ngcolosi has that trade mark smile as he reflects on his life, and we hope he will be comforted by the seminal words of US President Theodore Roosevelt who said in 2010: “It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.”

As we look back at a remarkable life of 90 years, we feel blessed to have shared a few special moments with Prof. Bengu. His life is a testimony of what can be achieved through grace, humility, integrity and hard work.

In the end, he leaves the stage without a blemish to his name, without a whiff of scandal and thousands who have been directly impacted positively by his guidance and leadership. 

Hamba kakuhle Ngcolosi, your place “shall never be with those cold and timid souls who neither know victory nor defeat”.

Ugqatso ulufezile.

Bengu, who died on 30 December, will be laid to rest in his home province of KwaZulu-Natal. His Special Official Funeral Category 2, announced by President Cyril Ramaphosa on Monday, will be held at the University of Zululand on Friday.

Mali is Bengu’s former spokesperson and Mseleku his former political advisor.

INSIDE EDUCATION