By Johnathan Paoli

The KwaZulu-Natal government has confirmed its inability to supply learning and teaching support material (LTSM) to certain districts due to financial challenges as a result of budget cuts.

Education HOD Nkosinathi Ngcobo said that his department would proceed with payments to service providers for LTSM that have already been delivered to certain schools.

“Schools must refer these cases to district offices for further resolution, which shall be made in consultation with schools to ensure that learners are not prejudiced,” Ngcobo said.

The HOD said that districts would convey the undertaking to suppliers which were awarded orders for the supply of LTSM through seeking feedback whether deliveries shall be forthcoming.

Ngcobo said in cases where deliveries were made, schools were reminded to ensure that invoices were adequately signed, stamped and dated in order to confirm accountability.

He said that once invoices were uploaded onto the online platform, his department would verify deliveries against orders placed and prioritise the transfer of funds to schools within 30 days.

Ngcobo called for the cooperation of all stakeholders to uphold the rights of learners.

This follows claims by the department that the supply of materials was on track ahead of the 2025 academic year.

Education MEC Sipho Hlomuka maintained that his department was almost complete in the delivery of resources, saying last week that 99% of textbooks and 76% of stationery had been delivered across the province for pupils in 4174 schools.

Unions in the province questioned this claim, with the National Professional Teachers’ Organisation of SA (Naptosa) maintaining its inability to confirm Hlomuka’s assertion.

Naptosa provincial CEO Thirona Moodley said the organisation remained concerned that schools were under resourced for the previous year and that this would be carried over to the upcoming year.

“Schools are in arrears with municipal bills and are unable to keep the operations of the school afloat. School principals can no longer take on the financial burden of the department,” Moodley said.

The Public Servants Association also condemned the department for failing to deliver LTSM on time.

PSA provincial manager Mlungisi Ndlovu stressed the impact this would have on learners. While acknowledging that some progress has been made, he highlighted that the incomplete and delayed allocation of LTSM posed a serious threat to the operational readiness of schools.

Hlomuka previously admitted that delivery failures were due to security concerns at certain schools, claiming that the department was actively working with authorities to curb potential theft and other forms of crime in order to safeguard delivery.

INSIDE EDUCATION

By Sumayya Khan

Sport is a unifying force, transcending race, class and nationality boundaries. Athletes’ achievements on the global stage serve as a powerful reminder of our shared humanity.

From the crowd’s roar in a packed stadium to the collective pride felt when a national team and individual athletes triumph, sport uniquely brings people together.

It fosters a sense of belonging and community, promoting social cohesion in ways few other activities can. As we celebrate these moments of triumph, we also celebrate the power of sport to bridge divides and build a more inclusive society.

2024 has been a phenomenal year for SA sports, filled with remarkable achievements and memorable moments. Some of the highlights of the major codes of sport and Team South Africa’s performance at the Olympic and Paralympic Games bear testimony that we are indeed a winning nation.

Olympics and Paralympics: SA won six medals at the Paris 2024 Olympics and six at the Paralympics, showcasing the talent and dedication of our athletes. Tatjana Smith, SA’s most decorated swimmer, won gold in the 100-metre breaststroke and silver in the 200-metre breaststroke. Other outstanding performances came from athletes Akani Simbine and Bayanda Walaza, whose performance in the 4x100m relay earned the team a silver medal with a time of 37.57 seconds, setting a new African record.

Rugby: The Springboks won the Rugby Championship, while the women’s team made their Olympic debut and won the Rugby Africa Women’s Sevens title.

Football: Bafana Bafana came third at the Africa Cup of Nations (Afcon) and won a bronze medal. Ronwen Williams was named Goalkeeper of the Tournament and earned recognition as one of the world’s top goalkeepers.

Cricket: The men’s and women’s teams reached the finals of their respective ICC T20 World Cup matches. Kagiso Rabada became the fastest bowler to reach 300 Test wickets, achieving this milestone in just 11,817 balls.

Netball: The Spar Proteas recently faced off against the Malawi Queens in a thrilling netball series in Johannesburg. SA showcased their skill and teamwork with standout performances.

Athletics: Bayanda Walaza, 18, won a silver medal as part of SA’s 4×100-metre relay team at the 2024 Paris Olympics. He also clinched gold in both the 100 metres and 200 metres at the 2024 World Athletics U20 Championships in Lima, Peru.

Swimming: Chad le Clos became the most decorated swimmer at the Swimming World Cup, capping off an iconic haul of one gold, two silver and one bronze.

These outstanding athletes started their journey at schools offering physical education and sports. Grassroots programmes and community sports initiatives are vital in identifying and nurturing talent from a young age, ensuring a steady pipeline of athletes who can compete at higher levels.

Mass participation and development in sports are crucial for fostering a healthy and active society. We can promote physical fitness, mental well-being and social cohesion by encouraging people of all ages and backgrounds to engage in physical activities.

In September 2024, Sports Minister Gayton McKenzie and Basic Education Minister Siviwe Gwarube signed a Memorandum of Understanding to formalise the relationship, identify the partners and stakeholders, and articulate the roles and responsibilities in providing access to sports programmes in schools nationwide.

School sports is the bedrock of sports development in SA and the platform to transform it from a dominant minority representation to a majority inclusive reality.

The Eminent Persons Group report highlights several critical issues and areas for improvement in our school sports system. According to the report, less than 10% of the country’s 25,000 schools participate in sports, which is a significant concern.

The report emphasises the need for increased collaboration between the departments of sport and basic education to address these challenges. The lack of resources and opportunities in underprivileged areas makes it difficult for young talent to be nurtured properly.

The report calls for a more inclusive and equitable approach to ensure all learners can participate and excel.

Physical education and sports must be offered in every school to ensure learners develop skills early. Sports federations must identify the talent, take custody of young athletes and develop and prepare them for their rightful places in the national, continental and Olympic teams.

The commitment from Minister McKenzie to provide sports equipment and attire worth R67 million, the adoption of regular participation guidelines to promote school sports leagues at a local level, and the hosting of school sports activities are positive steps. However, they must be supported by an enabling environment of provision of infrastructure, access to opportunity, and commitment from all role-players.

Minister McKenzie has articulated his efforts to aggressively engage the private sector’s contribution to sports development and lobby for tax incentives for those contributing to sports.

In a speech at the National Sports Indaba in 2011, Gert Oosthuizen MP, then the Deputy Minister of Sport and Recreation, stated: “No country can expect to achieve and sustain success at an elite level without a strong participation base in the community, as that is the beginning for every champion.”

Sports administrator Sumayya Khan is a former Deputy Director General in the Department of Sports, Arts and Culture.

INSIDE EDUCATION

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