By Levy Masiteng 

The Eastern Cape Department of Education has allocated R247 million of the R529 million Education Infrastructure Grant (EIG) fourth tranche payment, which is expected to ensure the continuation of construction work on school infrastructure projects in 2026.

In a statemen released on Tuesday, the department confirmed that the funds have already been paid to implementing agents to prevent work stoppages on critical infrastructure projects, particularly as schools prepare to reopen in January 2026. 

The department further said the other remaining payments owed to other service providers will be processed once the adjusted budget becomes available early next year.

“We would like to extend our sincerest apologies to the affected Service Providers for the payment delay experienced and will endeavour to process the remaining payments as soon as the Department is able to in January 2026,” the department said in a statement.

The latest payment follows earlier challenges linked to budgetary constraints and the phased release of national infrastructure grant funding, which had raised concerns about possible disruptions to school construction projects.

The ECDOE said the release of the R247 million demonstrates its commitment to safeguarding infrastructure delivery and ensuring learners are not negatively affected by administrative or financial delays.

INSIDE EDUCATION

Change is the only constant. And while it may seem that nothing much has really changed about the traditional classroom model, it is important to recognise that it is not the only viable path. 

This is according to Louise Schoonwinkel, Managing Director of Optimi Schooling, of which Impaq is a registered trademark, who explains that home and online schooling has emerged as compelling alternatives to the traditional system. 

“When it comes to educating our children, a one-size-fits-all approach is becoming obsolete. There is a growing need for a more dynamic, learner-centric model that is fit-for-purpose and accessible,” she says. 

One of the most significant advantages of home and online schooling is the ability to tailor the educational journey to the individual learner.

The conventional school system operates on a set pace, with students moving through a curriculum in lockstep.

This can be problematic, as some learners grasp concepts quickly and may become disengaged, while others require more time to master subjects and risk falling behind. 

Learner-centric learning 

Home and online schooling dismantles these rigid boundaries, allowing children to learn at their own pace.

As Schoonwinkel points out, “Education today is about putting the needs of the learner first, which starts with the acknowledgement that the days of a one-size-fits-all approach are both outdated and simply no longer necessary.”

This approach allows a student to spend extra time on a challenging topic until they truly understand it, or to accelerate through a subject they find easy.

It fosters a deeper understanding of the material and cultivates a genuine love for learning, moving beyond the pressure to simply pass exams.

Personalised learning is the central premise of both home- and online schooling. It encourages learners to take responsibility for their own education, fostering self-discipline and independent thinking. 

“I completed my high school career through Impaq, and it was one of the best decisions I could have made for my future,” says Tiwhan Botha – now 19 – who matriculated in 2024.

“The homeschooling structure taught me how to work independently, manage my time effectively, and take responsibility for my own progress. I now apply these skills daily in my role as office manager at a company specialising in Body Corporate and HOA management.”

“The self-discipline and independence I developed at Impaq help me handle large volumes of administration, client service, and management tasks with confidence and accuracy.”

“Impaq’s flexibility gave me the opportunity to focus on academic content, but also to develop life skills that prepared me for the realities of the professional world.”

“Since I became used to managing my own schedule, I am now able to balance both my work and my studies. I am currently completing my LLB degree through UNISA, and every day I see how Impaq’s system taught me to work consistently, with perseverance and a clear sense of purpose.”

Rather than being passive recipients of information, students become active participants in their learning process.

Parents or caregivers assume a supporting role, guiding their child’s educational journey rather than acting as a traditional teacher.

This self-directed approach helps to build confidence and prepares learners for a future that will demand self-management and continuous learning. 

What’s more, an agile structure allows for a broader range of subject choices.

Learners are not limited by the resources available in a single school; instead, they have the freedom to explore other subjects such as coding, creative arts, or entrepreneurship.

Adding options like these makes learning more meaningful and directly aligns education with a child’s interests and future aspirations.

Tech and tools 

The accessibility and power of technology are central to the success of this educational shift.

“The rise of online schooling platforms has made quality education available to learners regardless of their geographical location,” Schoonwinkel says.

It leverages digital tools and resources to create a rich and interactive learning environment. 

Beyond just accessibility, technology enriches the learning experience itself.

Digital platforms can offer interactive lessons, educational videos and real-time assessments that provide immediate feedback.

This level of engagement can make complex topics more understandable and engaging for learners.

Myth busters 

Contrary to common myths, home and online schooling are far from haphazard.

Schoonwinkel confirms that these learners follow structured, reputable curricula like CAPS, which ensures they receive the same National Senior Certificate (NSC) as traditionally schooled learners.

This fact is crucial, as it reassures parents that their child’s education is not compromised. 

Further, one of the most persistent myths surrounding homeschooling is the idea that it leads to social isolation. However, this concern is largely unfounded.

As Schoonwinkel advises, “The reality is that home and online schooled learners often have more flexibility to engage in activities outside of a school setting. Socialising does happen – it just looks different.”

Joining homeschooling groups, sports clubs, or online communities can help learners build strong social connections.

For families with children involved in demanding activities, home and online schooling provides the necessary flexibility to balance education with personal passions, creating a well-rounded individual.

Ultimately, the decision to pursue home or online schooling is a personal one, but it is a choice that is increasingly being recognised as a legitimate and beneficial alternative. 

It represents a paradigm shift from a one-size-fits-all approach to an educational model that is dynamic and truly puts the needs of the learner first.

By leveraging technology and embracing alternative education methodologies, home and online schooling provide a powerful pathway for South African learners to achieve a quality, future-ready education that is tailored to their unique pace and passions.

PRESENTED BY IMPAQ

Some 130 schoolchildren and staff abducted from a Nigerian Catholic school last month by gunmen have been released, police said Sunday.

Gunmen seized at least 303 schoolchildren and 12 teachers in Nigeria’s north-central Niger state when they attacked St. Mary’s Catholic School in the Papiri community on Nov. 21.

Fifty escaped in the hours that followed and 100 schoolchildren were freed earlier this month.

Niger State police spokesperson Wasiu Abiodun said in a statement that “the remaining batch of the abducted students” has now been released.

“A total number of 130 victims including the staff have been released,” Abiodun said.

When asked about the 35 unaccounted for schoolchildren and missing teachers, Abiodun told The Associated Press: “Further details will be communicated.”

Presidential spokesperson Bayo Onanuga said in a post on X that the “remaining 130 schoolchildren abducted” have been released.

He said the released schoolchildren would arrive in Minna, the Niger state capital, on Monday and rejoin their parents for Christmas.

“The freedom of the schoolchildren followed a military intelligence driven operation,” Onanuga said.

Sunday Dare, another spokesperson for Nigeria’s President Bola Tinubu also said 130 schoolchildren were released and that none are left in captivity, in a post on X.

No group has claimed responsibility for the Nov. 21 abduction, but locals blamed armed gangs that target schools and travelers in kidnappings for ransoms across Nigeria’s conflict-battered north.

The Niger state attack was among a spate of recent mass abductions in Nigeria, and happened four days after 25 schoolchildren were seized in similar circumstances in neighboring Kebbi state’s Maga town. A church in southern Kwara state was also attacked around the same time and the 38 worshippers abducted in that attack last month were freed.

Bola Tinubu had been under pressure at home and from U.S. President Donald Trump, who has alleged that Christians are being targeted in Nigeria’s security crisis.

Nigerian authorities usually do not say much about rescue efforts and arrests in such cases are rare. Analysts believe that’s because ransoms are usually paid. Officials do not admit payment of ransoms.

AP

By Siviwe Gwarube
 
November marked a profound shift in global education diplomacy. From the historic G20 Leaders’ Summit held for the first time on African soil to the reaffirmation of cooperation at a general meeting of the Heads of State of India, Brazil and South Africa (IBSA) on its sidelines, the world has signalled a growing commitment to strengthening the early foundations of learning.

For South Africa, this shift aligns strongly with our own strategic direction. Early in my term of office, I announced a reorientation of our basic education system towards improving learning foundations from birth through the early primary grades — focusing on early childhood care and education (ECCE) and early-grade literacy and numeracy. 

This approach is grounded in clear global and local evidence: without decisive investment in the early years and the early grades, no education system can deliver equitable outcomes or close inequality gaps.

The signals emerging from the G20 and IBSA meetings affirm that South Africa’s strategic focus is timely, necessary and aligned with global best practice.
 
G20: A global mandate that reinforces South Africa’s reform direction
 
The G20 Leaders’ Declaration recognises ECCE as “a vital investment for a country’s social and economic future” and calls for strengthened teaching quality, improved pedagogical support and inclusive access to technology and safe learning
environments.

It also underscores the need to support teachers to strengthen early competencies, including literacy and numeracy — precisely the priorities at the heart of South Africa’s reforms.

In reorienting our basic education system, we are prioritising improved access to quality ECCE, strengthening early-grade literacy and numeracy, expanding structured pedagogical materials and practices, and supporting vulnerable learners early so that
gaps do not become entrenched.

The G20’s commitments show that these are not only national priorities — they are global ones. When the world’s major economies affirm the importance of early learning for economic growth, equality and long-term stability, it reinforces the evidence-based
path South Africa is taking.
 

IBSA: Global South leadership on early learning
 
In parallel, on the sidelines of the G20 Summit, the Leaders of India, Brazil and South Africa endorsed the progress made by the IBSA Ministers of Education toward establishing the IBSA Network on Quality Foundational Learning.

Their commitment strengthens our shared resolve to ensure that every child develops strong early foundations — from early cognitive and socio-emotional development to early literacy and numeracy.

President Ramaphosa welcomed the deepening of IBSA collaboration on this agenda, which aligns closely with the G20’s renewed emphasis on expanding quality early learning.

As South Africa prepares to assume the IBSA Presidency in 2026, we welcome the call for urgency and ambition in advancing this work.

South Africa stands ready to drive the next phase of cooperation, deepening the exchange of evidence-based policies and practical solutions across the Global South and beyond, and supporting early learning systems that work for all children.

The IBSA Network will serve as a platform for countries committed to improving children’s learning from the earliest years through the early grades. While its modalities will be determined collectively by India, Brazil and South Africa, we believe there is value in gradually creating space for wider international engagement with countries, organisations and partners that share this vision.
 
A growing global consensus on strengthening early learning
 
Across both the G20 Declaration and the IBSA meeting, one message is clear: a global consensus is forming around the strategic importance of strengthening ECCE and early-grade learning.

Evidence has long shown that strong early learning drives later success, that early gaps quickly become entrenched inequalities, and that investments in the early years deliver the highest returns. This is why South Africa’s basic education strategy is being reoriented to strengthen early foundations — and why global alignment around these priorities strengthens our resolve.
 
South Africa’s commitment
 
The convergence of global momentum and national reform creates a powerful opportunity. Our domestic priorities sit squarely within the direction reaffirmed by G20 Leaders and endorsed by IBSA Heads of State.

As Minister of Basic Education, I reaffirm my commitment — and that of my Department — to ensuring that South Africa continues to lead in championing the early foundations of learning as the cornerstone of human development and economic growth.

The world is recognising what evidence has long shown: the foundations laid in the early years determine the future. South Africa is acting on this truth – and we intend to lead from the front.
 
Siviwe Gwarube is the Minister of Basic Education.

INSIDE EDUCATION

By Eben Proos

Astro-tourism is a niche form of tourism where visitors explore the night sky through stargazing events, guided tours, educational presentations and digital astronomy experiences. Unlike mass tourism, astro-tourism focuses on learning rather than just sightseeing.

Astro-tourism could also offer a lifeline to places that don’t have major natural resource attractions that draw tourists.

One place that could benefit from astro-tourism is Bloemfontein, situated in the heart of South Africa’s Free State province. It’s never been considered one of South Africa’s popular tourist destinations. That’s because the city lacks a major attraction like the Kruger National Park or Cape Town’s Table Mountain.

But Bloemfontein has unpolluted skies, a planetarium and an observatory. It is also accessible by air and road. It has hotels and guesthouses for tourists to stay in.

I’m a niche tourism researcher who set out to discover if Bloemfontein could turn those assets into an astro-tourism niche. I surveyed 160 people who were already visiting the planetarium and observatory and asked them what they thought of the facilities and services.

My research found that young people aged between 18 and 35, from the Free State and neighbouring Gauteng province just a three-hour drive away, were the most likely to become astro tourists in Bloemfontein.

It also suggested that expanding astro-tourism could boost local jobs. This would happen if entrepreneurs set up small coffee shops, information centres and local craft sales.

Establishing astro-tourism in Bloemfontein could also highlight Indigenous knowledge of astronomy and the cultural heritage of the area.

With strong marketing, and involving local communities and cultures, my research shows that astro-tourism could generate economic benefits, create jobs, and put Bloemfontein on the map for both domestic and international visitors.

What makes Bloemfontein an astro-tourism destination

The city already has the Naval Hill Planetarium, the Boyden Observatory and Sterland, an observatory on Onze Rust farm.

The Naval Hill Planetarium is located in the city on Naval Hill (a game reserve). It offers immersive digital experiences to visitors. The Boyden Observatory is an astronomical research station located 26km outside the city. It hosts frequent public events. Sterland (“star land”) offers two telescopes to gaze at the stars.

The other advantage of astro-tourism is that it is available all year round. Planetariums are open in all types of weather.

The people I interviewed said a few factors made Bloemfontein a good astro-tourism destination. The friendliness of the local people and astro-tourism staff counted in the city’s favour. Cleanliness, ease of driving to the area and a lower crime rate were other factors.

These are all key attributes that can either ensure success or failure of any tourism attraction. My research concluded that Bloemfontein has top astro-tourism facilities which can boost the city’s fortunes if utilised correctly. Because travellers are looking for memorable, authentic, and engaging experiences especially to lesser known destinations or tourism “gems”, this could also attract astro-tourists to Bloemfontein.

In South Africa, Sutherland has already benefited from astro-tourism. The coldest place in South Africa, Sutherland used to be a tiny sheep farming town with a population of fewer than 3,000 people. But after one of the world’s largest telescopes was installed there, as the darkest site in the world from which to stargaze, it became an astro-tourist destination. However, it’s further off the beaten track than Bloemfontein.

What needs to happen next

It is of critical importance to change people’s negative perceptions of Bloemfontein. Currently it is viewed as a city where there is nothing exciting to do on holiday.

Indigenous astronomical knowledge must be preserved and brought to the front of astro-tourism. Events and displays should be held to focus on this topic. Experts on Indigenous astronomy could also be approached to deliver addresses at the astro-tourism facilities.

The astro-tourist facilites also need to collaborate so that valuable knowledge is exchanged and the astro-tourism product is improved for all involved.

Local communities, amateur astronomy clubs, universities and museums must be drawn in as ambassadors for astro-tourism in Bloemfontein. These key role players can get involved by attending astro-tourism events. They could also take the lead in marketing astro-tourism on social media.

Apart from this, the city needs a strong, dedicated marketing initiative to highlight the impressive astro-tourism products that are currently available.

Bloemfontein has two universities – this means that astro-tourism could be marketed as an inexpensive outing for students. Holiday programmes and school outings for school pupils could also embed astro-tourism in the culture of the city.

All astro-tourism facilities need to be maintained in great condition. This will affect whether people recommend Bloemfontein as an astro-tourism destination.

New and improved technology is needed to improve the overall astro-tourism experience.

Combining astro-tourism with other niche tourism experiences – like festivals, hiking, or wildlife tours – could attract more people to the area.

If astro-tourism is developed, Bloemfontein could potentially become the must-visit astro-tourism destination in South Africa. The economic impacts range from local job creation to infrastructure improvement. Astro-tourists who travel to Bloemfontein will also need accommodation, food and refreshments. If this money was spent in Bloemfontein, it could boost the city’s fortunes.

Eben Proos, Senior Lecturer in Tourism and Event Management, Central University of Technology

THE CONVERSATION

By Johnathan Paoli

Gauteng Education MEC Matome Chiloane has announced that only 5 464 Grade 1 and Grade 8 learners remain unplaced in the province as part of the 2026 online admissions process, marking significant progress in preparations for the new academic year.

In a media statement issued on Monday, Chiloane said the reduced number of unplaced learners reflected sustained efforts by the Gauteng Department of Education to ensure that every eligible child secures a school place for 2026.

“We are pleased at the progress made in learner placements in Gauteng. We once again urge parents and guardians to exercise patience and cooperation as the Department continues to work tirelessly to ensure that every Grade 1 and Grade 8 learner is placed for the 2026 academic year, in line with regulated admissions criteria and available capacity,” he said.

The department confirmed that, as of the same date, the unplaced learners comprised 1 478 Grade 1 applicants and 3 986 Grade 8 applicants.

According to the MEC, the department continues to release placement and transfer offers on a daily basis through the 2026 Online Admissions system.

These placements are being prioritised in high-pressure areas where demand for school places traditionally exceeds available capacity.

The department has implemented focused interventions in these communities to ensure that the remaining learners are placed as efficiently, fairly and transparently as possible.

Chiloane also confirmed that late applications for Grade 1 and Grade 8 admissions remain open.

The online system has recorded a total of 7 118 late applications for the 2026 academic year, all of which are currently being processed in line with available school capacity across the province.

The MEC urged parents and guardians who did not apply during the main application window, or whose applications were left incomplete, to make use of the late application period while it remains open.

He emphasised that the online admissions system continues to accept late applications specifically for Grade 1 and Grade 8 learners.

Parents and guardians are required to register or log in to the online admissions portal to submit a late application.

During this phase of the admissions process, only schools with available space are displayed on the system.

Applicants are permitted to select only one school, and once the selection is made, the learner will be finally placed for the 2026 academic year.

The department has cautioned that placements made during the late application period are final.

Once a learner is placed, the offer may not be declined, and no objections or appeals will be allowed thereafter.

This, the department said, is necessary to bring certainty to the admissions process and allow schools to plan effectively for the start of the academic year.

In addition to placements and late applications, the department provided an update on the appeals process.

A total of 6 855 placement appeals have been lodged as part of the online admissions cycle.

Of these, 73% have already been adjudicated, placing the appeals process at an advanced stage.

The department confirmed that appeal outcomes are being communicated to parents and guardians as finalisation continues.

Parents were reminded that all appeal decisions are final and that no further recourse is available once an outcome has been issued.

Chiloane welcomed the progress made to date and appealed for continued cooperation from parents and guardians.

The department reiterated its commitment to completing the admissions process before the start of the 2026 school year, ensuring stability for schools, educators and learners across the province.

INSIDE EDUCATION

By Bertie Jacobs

For decades, South Africa has grappled with an education system that seems to promise much but deliver little. Despite commendable reforms and bursts of innovation, the country’s schools remain unequal, under-resourced, and often poorly governed. The result is a crisis that goes far deeper than declining mathematics enrolments or underperforming universities: it is a crisis of national competence.

According to Prof Linda du Plessis, senior deputy vice-chancellor of the North-West University (NWU), this is nowhere more evident than in the state of science, technology, engineering and mathematics (STEM) education.

“These fields hold the key to South Africa’s economic renewal, yet they rest on crumbling foundations. A staggering 81% of Grade 4 learners cannot read for meaning, according to the 2023 Progress in International Reading Literacy Study. Without literacy, numeracy falters; without numeracy, STEM collapses. The failure to get the basics right has turned the promise of technological progress into a mirage.”

“The problem does not start at university gates. It begins at home, in communities, and in the earliest years of schooling. A strong STEM pipeline depends on well-trained teachers, engaged parents, and curricula that reward curiosity rather than compliance. Yet in 2025, nearly 500 South African schools offered no mathematics at all. In rural areas, class sizes exceed 40 pupils, sometimes 55, and teachers are left to manage chaos rather than inspire learning. The system is not producing underachievers; it is manufacturing exclusion,” she says.

Prof du Plessis further explains that the first step towards repair is to treat education as a continuum rather than a set of silos, as universities should not only prepare graduates but help shape national policy and strengthen the basic education ecosystem.

“Universities’ research can guide reforms in teacher training, curriculum design and early childhood development. Teacher quality remains the fulcrum. Incentive schemes for rural educators, coupled with continuous professional development in digital and AI literacy, could stem the exodus of talent from the classroom. Teaching must be restored to its former prestige, which is a respected, aspirational career rather than a reluctant fallback.”

Technology can amplify progress if used wisely.

“Artificial intelligence, already ubiquitous in learners’ lives, can provide personalised tutoring and rapid feedback. But it also demands ethical literacy and responsible use. Universities must therefore train both teachers and students to harness AI without surrendering judgement. Learning management systems should evolve beyond repositories of lecture notes into dynamic tools for engagement, assessment and adaptation. At their best, they can turn passive consumption into active inquiry”.

“Yet technology alone will not close South Africa’s digital divide. Solutions must be low-tech enough to reach schools with limited connectivity. Expanding broadband access through national partnerships or even satellite initiatives such as Starlink could democratise opportunity, particularly in remote areas. Case studies from countries like South Korea -– once poorer than Kenya and now wealthier than Spain -– show what disciplined investment in education can achieve. South Korea’s rise was not built on slogans but on consistent attention to teacher training, extended class hours and respect for academic excellence.”

She also states that, at the tertiary level, universities must align their STEM curricula with economic realities, as the future labour market will reward adaptability, data skills and entrepreneurial thinking more than narrow technical proficiency.

“Integrating business acumen into STEM degrees would allow graduates to create employment, not just seek it. Work-integrated learning and community-based projects should form part of every programme, ensuring that knowledge translates into impact. Micro-credentials and modular courses can then help graduates reskill throughout their working lives.

“The state, meanwhile, must confront its own complacency. Celebrating matric pass rates based on 30% thresholds is political theatre. It masks the rot of low expectations and hollow achievement. Between 2023 and 2024, more than 12 000 fewer pupils enrolled for mathematics, and thousands dropped physical and life sciences. These are not mere statistics; they signal the erosion of ambition. If the government insists on parading inflated success rates while neglecting substance, it will condemn another generation to mediocrity.”

Prof du Plessis is adamant that fixing education also means cleaning up governance, as corruption, mismanagement and political interference have corroded trust in provincial departments. The focus on Grade R is commendable and holds a lot of promise, provided it is supported by sufficient resources.

“Funds meant for textbooks or feeding schemes vanish before they reach classrooms. A zero-tolerance stance is overdue, not only for moral reasons but because every rand stolen from a school deprives a child of a future. Reforming the Sector Education and Training Authorities (SETAs), now mired in dysfunction, would further help bridge the gap between learning and labour.

“Ultimately, South Africa’s future will be written in its classrooms. A country that cannot teach its children to read and reason cannot expect to innovate or compete. The task is not glamorous, but it is existential: rebuild the foundations, or watch the edifice crumble,” she concludes.  

Her message then, is clear. The solution lies not in grand strategies or more promises, but in the daily act of putting competent, motivated teachers before engaged learners in functional classrooms. That is how nations rise, and how South Africa might yet learn to do so again.

Courtesy: NWU

By Charles Molele

The new acting chair of the National Student Financial Aid Scheme (NSFAS), Dr Mugwena Maluleke, has vowed to deal decisively with the mismanagement, corruption, and administrative failures that have plagued the entity.

The problems that have led to late payments, academic exclusions, hunger, and operational chaos are undermining access to higher education for thousands of young people.

In an exclusive interview with Inside Education, Maluleke said stabilising governance and restoring operational efficiency will be his immediate priority as he steps into the role.

“Our immediate focus is to stabilise payment processes, secure cash flow for the current academic cycle, and urgently address ICT and payment system failures that have caused disruptions,” Maluleke said.

“We will implement a clear command-and-control structure to strengthen governance, enhance transparency, and ensure every
approved student receives their funding on time.”

He said the long-term vision is to rebuild NSFAS into a model public entity that delivers its mandate through efficient,
transparent, and accountable funding systems.

Maluleke stressed that accountability will be central to NSFAS’s turnaround.

“We are strengthening internal controls, enhancing oversight, and introducing more rigorous audit processes. We aim to foster
a culture of integrity and ethical conduct throughout the organisation,” he said.

“Working with the Department of Higher Education and Training, the Auditor-General, and other oversight bodies, we are committed to full transparency. Any irregularities will be promptly investigated and resolved. I am personally committed to disciplined, evidence-based engagement with the Minister, Parliament, and institutional leaders to support coordinated reforms.”

On the contentious issue of direct payment of student allowances, Maluleke said the system requires a balanced and evidence-based approach.

“While it offers efficiency and transparency, it also presents risks related to oversight, financial literacy, and potential misuse,” he said.

“The Board will commission a full technical evaluation of the platform. We are developing stronger monitoring systems, enhanced tracking mechanisms, and financial literacy support for students. Close collaboration with institutions is essential to ensure funds are used appropriately.”

He added: “Our ultimate goal is a transparent and accountable disbursement process that protects public funds and supports
equitable access to quality education.”

Maluleke said rebuilding trust in NSFAS is one of his top priorities as the new chair.
“We will do this through transparent communication, strengthened governance, and demonstrable improvements in
service delivery,” he said.

“We are engaging directly with students, universities, TVET colleges, and government stakeholders to rebuild trust.
Continuous improvement, responsible financial management, and adherence to best practices in public-sector governance will
guide this work.”

Maluleke was appointed by Higher Education and Training Minister Buti Manamela in November this year following the
resignation of the previous NSFAS board chair.

As a current board member, he brings extensive leadership and governance experience to the position.

Widely regarded for his commitment to education and social justice, Maluleke is a seasoned educationist, trade unionist, and academic.

He holds a doctorate in education and has contributed significantly to South Africa’s education transformation.

He currently serves as the General Secretary of the South African Democratic Teachers’ Union and has been a member of the union since its inception in 1990.

Last year, he was unanimously elected President of Education International at its 10th World Congress in Buenos Aires, a global recognition of his leadership and advocacy in the education sector.

NSFAS said Maluleke’s experience in policy development, stakeholder engagement, and organisational leadership will be key to strengthening the scheme and restoring confidence among students and institutions.

“He has contributed extensively to advancing educational transformation in the country,” said NSFAS in a statement.

“Dr Maluleke’s expertise in policy development, stakeholder engagement, and organisational leadership is well-regarded, and NSFAS is confident that his guidance will further strengthen the organisation’s commitment to supporting students in need. We wish Dr Maluleke every success in his new role and look forward to his leadership as NSFAS continues its mandate to provide financial assistance to deserving students across South Africa.”

INSIDE EDUCTAION

By Johnathan Paoli

Limpopo Impala Cricket (LIC) ushered in a new generation of provincial cricketing talent as dozens of the province’s most promising young players were honoured during a spirited capping ceremony ahead of Cricket South Africa’s annual national
youth weeks.

Held at LIC’s headquarters in Polokwane, the ceremony celebrated boys and girls selected to represent Limpopo in the U/13, U/17, and U/19 divisions at major tournaments scheduled across the country in December.

For many of the athletes, the occasion marked the culmination of years of dedication, weekend training sessions, cross-province trials, and an unwavering commitment to the game.

The squads were drawn from hundreds of aspiring cricketers across Limpopo’s schools and clubs, making selection itself a monumental achievement, according to LIC president Sakie Mabala Kwakwa.

Addressing the packed venue filled with players, parents, coaches, and administrators, Mabala praised the youngsters for setting the benchmark in provincial youth cricket.

“You were the chosen ones out of hundreds. Your hard work has brought you here, and we believe you’ll make us proud. Good luck. Carry our dreams and the pride of Limpopo onto the national stage,” Mabala said.

For LIC, the national weeks are more than just tournaments, but a platform for young cricketers to measure themselves against the country’s best, broaden their cricketing horizons, and potentially catch the eye of talent scouts.

The ceremony reflected that sense of importance, with players stepping up one by one to receive their provincial caps, symbolising their elevation to the Limpopo elite.

Among the U/16 girls’ players, Hoërskool Nylstroom’s Mpule Sebele said she felt driven to help the team reach new heights.

“I look forward to achieving something the U/16s haven’t achieved in a while. We want to surprise teams, showcase our talent, and show Limpopo we can do this,” Sebele said.

Her teammate from Mahwahwa High School, Pontsho Mopai, echoed that sentiment with infectious optimism.

“I look forward to winning all the games. Even if we don’t win, we must show off our talent and show Limpopo we’re the best. We should support one another, and we will represent the province well,” Mopai said.

For rising bowler Alicia Masela, also from Mahwahwa High School, the goals are both personal and collective.

“Individually, I want to take three wickets per match. As a team, we have to prove we were not mistakenly chosen and represent Limpopo well. We’re ready,” she said.

At the U/19 level, the stakes feel higher as players edge closer to potential senior provincial selection.

Hoërskool Frikkie Meyer all-rounder Mahlako Mamabolo said stepping onto the national stage is something she has dreamed of for years.
“I’m looking forward to representing LIC and making my province proud by working hard with my teammates. If we give everything, we can make our tournament a success,” Mamabolo said.

Mahwahwa High School’s Shelfa Mukhari said her ambitions extend far beyond the December fixtures.

“We want Limpopo to be proud of us and to improve our careers. We look forward to playing for the Proteas one day. This is another step toward that goal,” she said.

The U/13 boys, the youngest group heading to nationals, could hardly contain their excitement.

Many will be experiencing a major provincial tournament for the first time.

For Unicorn Preparatory School’s Tanish Patel, the call-up feels like the beginning of a lifelong cricket journey.

“I’m looking forward to the new challenge and playing at a high level of cricket. It’s a dream come true,” Patel said.

His teammate Ejnar Joubert, also from Unicorn, shared similar enthusiasm.

“I want to play at the highest level and make my team, my family, and the whole province proud,” he said.

Laerskool Julian Muller’s Mpho Matsetela said he is motivated by the chance to test himself against unfamiliar opposition.
“I’m looking forward to facing a new, tough challenge. I cannot wait for the experience,” he said.

While the focus of the morning remained firmly on the players, the event also offered a moment for LIC to reflect on its broader mission of nurturing cricketing excellence across Limpopo.

Founded in 2006, Limpopo Impala Cricket has long served as the beating heart of cricket in South Africa’s northernmost province. From its Polokwane headquarters, LIC has grown into a central hub of development, inclusivity, and opportunity for aspiring young players from rural villages, mining towns, and urban schools alike.

Its vision, as articulated by officials, is to cultivate a cricket culture that goes beyond on-field results — to inspire discipline, character, diversity, and unity among young athletes.

The organisation’s history is one of resilience: from securing first-class status in the 2006/07 season to making a triumphant return to top-tier competition in 2022/23 after a hiatus.

That legacy made the capping ceremony all the more meaningful, as the next generation stepped forward to carry Limpopo’s cricketing hopes into the future.

With the national tournaments now just days away, Limpopo’s squads will spend the coming week in final preparation.

Coaches say the youngsters are peaking at the right time, with balanced squads capable of competing with the traditional cricketing powerhouses.

For the athletes themselves, the months of training are over, the caps have been awarded, and the moment they have dreamed about has arrived.

If the passion, ambition, and confidence they expressed at the ceremony are anything to go by, Limpopo’s future in cricket is bright, and December’s national tournament could be the stage where some of these rising stars take their first steps toward greatness.

INSIDE EDUCATION

By Charmaine Ndlela

The SaveUnisa Forum has called for the resignation of University of South Africa (UNISA) Vice-Chancellor and Principal Professor Puleng LenkaBula, following the university council’s decision to reappoint her for a second five-year term, effective January 2026.

The forum is demanding a transparent review of leadership performance and institutional stability at the university. It argues that the timing of the reappointment has shifted the balance of power within UNISA’s leadership structures and accuses the council of failing to exercise effective oversight over executive management.

SaveUnisa further claims that the decision ignores what it describes as critical systemic failures within the institution, saying new leadership is needed to address deep-rooted governance concerns.

The group has also accused Professor LenkaBula of allegedly misrepresenting her qualifications to secure the vice-chancellor position. It claims she does not hold a recognised master’s degree or the required 10 years of executive experience, as stipulated in the 2020 advertisement for the post.

In response, UNISA dismissed the allegations, describing them as a “rehash of baseless and unfounded claims.”

In a statement, the university said the SaveUnisa Forum has, since 2021, repeatedly questioned the integrity of the institution’s leadership, particularly the council and the vice-chancellor.

Regarding Professor LenkaBula’s reappointment, UNISA said the council acted within its mandate after conducting a comprehensive performance review, based on performance contracts and annual assessments completed since her appointment.

“Having satisfied itself that she met the agreed performance targets, council resolved to reappoint her for a second term. The complaint by the SaveUnisa Forum regarding the timing of the reappointment is frivolous and without merit,” the statement said.

Professor LenkaBula assumed office in late 2020, becoming the first woman to serve as vice-chancellor of UNISA.

In recent years, the university has faced several controversies, including allegations of senior staff purges, financial maladministration and abuse of power.

UNISA added that it is under no obligation to provide evidence of its processes to the SaveUnisa Forum.

INSIDE EDUCATION