By Derek Yu, Christie Swanepoel, Rochelle Beukes, Ronald Arendse and Shaun Pather

Postgraduate education is good for a country. Thriving economies need people with advanced academic degrees to enhance research productivity. Research and innovation capability have a positive impact on the competitiveness of a country.

The South African government has developed an extensive financial support programme for undergraduate (first degree) education in the form of the National Student Financial Aid Scheme (NSFAS). However, this doesn’t extend to postgraduate programmes.

Postgraduate education therefore remains a luxury for many students, even though the National Development Plan aims to have over 25% of university enrolments at postgraduate level by 2030.

As academics in the Faculty of Economic and Management Sciences at the University of the Western Cape, we examined the impact of students receiving financial aid for postgraduate study.

The students in our research were new postgraduate students who registered at the faculty in 2019 (the last normal academic year before COVID-19).

Fewer than half the students received financial aid. We found that aid appeared to have an impact on completion of the study programme, especially for the postgraduate diploma. We think there’s a case for greater investment in support for postgraduate education.

Statistics South Africa’s Quarterly Labour Force Survey data shows that job seekers with only matric (grade 12 school leaving qualification) have a 35% probability of being jobless.

The unemployment rate is much lower at 12% among jobseekers with first degrees. And it is only 5% among those with postgraduate qualifications.

What’s more, our calculations from quarterly labour force data show that postgraduates on average earn about 38% more than those with only first degrees.

Who got financial aid

We analysed the students’ demographic characteristics, financial aid receipt status and academic results. A total of 623 new postgraduate students enrolled at the faculty: 186 for the postgraduate diploma, 275 for honours, 133 for master’s and 29 for doctorate programmes.

Some important findings emerged from the study.

Firstly, only 45.8% of these new postgraduate students received some form of financial aid. In contrast, almost all undergraduate students in this faculty receive NSFAS support.

Out of all four postgraduate levels, the proportion of students receiving financial aid was the highest at postgraduate diploma level (50.5%). It was lowest at doctorate level (37.9%).

Secondly, for those who received financial aid, the university’s internal financial aid was the dominant funding source (35.8% of students received this aid).

This was followed by National Research Foundation (16.8%) aid and Finance and Accounting Services Sector Education and Training Authority bursaries (15.1%, mainly for Accounting students).

Thirdly, the mean amount of financial aid received for 2019 (in 2025 December prices) was about R55,000 (about US$3,400) for postgraduate diploma and honours students.

It was higher at R110,000 (US$6,800) at master’s level and R225,000 (almost US$14,000) at doctorate level.

Fourthly, the majority of financial aid recipients were Africans at all four postgraduate levels. This is in line with the social justice theory that previously disadvantaged population groups should get support.

Various factors can have an impact on academic performance, such as previous academic experience, residence on campus, and whether parents and students themselves are employed.

But the fifth and most striking finding was about the impact of receiving financial aid.

• It made the greatest positive impact on postgraduate diploma students: 81% of the financial aid recipients eventually completed their studies, as against 71% of non-recipients.
• Similarly, for the honours students, 91% of financial aid recipients completed their studies; 89% of non-recipients did so.
• At postgraduate diploma level, on average it took 1.51 years for financial aid recipients to complete their studies, but it took an additional semester for non-recipients to do so (1.94 years).
• Among the honours students, financial aid recipients took 1.33 years on average to complete their studies. Non-recipients took slightly longer (1.45 years) to do so.

These findings suggest financial aid had a positive impact on study completion and on the time taken to complete studies. The impact was mainly at postgraduate diploma level.

Recommendations

We have three recommendations.

First, policymakers and higher education institutions must consider expanding financial aid beyond undergraduate programmes. This would be a strategic investment in educational equity and academic excellence.

It could be tough ask, given South Africa’s fiscal deficit situation. Even private sector institutions may have dwindling funds available from firms’ profits, given the current economic climate.

Greater investment into postgraduate funding, at a level similar to that of the National Student Financial Aid Scheme, is a strategy worth pursuing to alleviate the country’s poverty, inequality and unemployment and to uplift human capital, productivity and even international competitiveness.

Secondly, it is important to determine whether postgraduate diploma and honours students have been overlooked in provision of financial support. They form the foundation for further studies.

Lastly, a wide range of indicators should be considered to determine if a university has produced enough postgraduates to meet the skills needs in the country’s labour market. These indicators may include:

• – the mean years taken to complete studies
• – completion rate (what share of students complete studies)
• – throughput rate (how long it takes to complete)
• – percentage of academic staff with doctorate degrees (which indicates staff capacity to supervise postgraduate students)
• – percentage of postgraduate programmes that are also offered on a part-time basis. If students are also working they are more likely to – struggle with their studies and take more time to complete.

THE CONVERSATION

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By Lebone Rodah Mosima

The Mpumalanga Department of Education on Monday launched 89 learning centres across the province for its 2026 Winter Vacation Classes, which will run until 17 July to help improve Grade 12 learners’ performance ahead of the National Senior Certificate (NSC) examinations.

The department said the programme is designed to help the Class of 2026 master difficult curriculum content, improve examination techniques and contribute to a higher provincial pass rate.

The classes will be led by high-performing teachers with a proven track record of producing strong learner results.

“Through this intervention, learners will benefit from the expertise of experienced subject specialists who will reinforce difficult curriculum topics, provide examination preparation strategies and guide learners on how to effectively respond to examination questions,” the department said.

“Learners will write both pre-tests and post-tests to assess the impact.”

The Winter Classes will focus on gateway and high-enrolment subjects, including English First Additional Language (FAL), Accounting, Business Studies, Economics, Geography, History, Mathematics, Mathematical Literacy, Physical Sciences, Life Sciences and Agricultural Sciences.

The department said particular attention would be given to learners from technical schools, where additional academic support is needed following the introduction of these subjects into the curriculum.

To maximise participation, the department will provide transport and school nutrition to qualifying learners.

“We call upon School Governing Bodies (SGBs) to work closely with schools and encourage parents and guardians to ensure that learners attend all Winter Classes,” the department said.

“Their support will also be important in strengthening oversight, promoting discipline and safeguarding school facilities throughout the programme.”

The department said it was confident the intervention would improve learner achievement and strengthen the province’s performance in the 2026 NSC examinations.

It has set a target of achieving a 91% pass rate, building on the 86.55% pass rate recorded by the Class of 2025, with a particular focus on improving learner performance in science, technology, engineering and mathematics (STEM) subjects.

The department cited Education MEC Lindi Masina’s 2026 Policy and Budget Speech, in which she reaffirmed the department’s commitment to academic excellence.

“Our target is to achieve a 91% pass rate across the board, with a significant improvement in STEM subjects,” Masina said.

“We are encouraged by the solid foundation laid by the impressive 86.55% pass rate achieved by the Class of 2025 in the National Senior Certificate examinations.”

“Indeed, the Class of 2025 surpassed all expectations, demonstrating the resilience of our learners, the commitment of our educators and the positive impact of our education system.”

The department wished all Grade 12 learners well and encouraged them to take full advantage of the Winter Classes as they prepare for the 2026 National Senior Certificate examinations.

INSIDE EDUCATION 

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By Lebone Rodah Mosima

The Oprah Winfrey Leadership Academy for Girls (OWLAG) is placing mental health at the centre of education, with Head Social Worker Lebongang Maribe saying psycho-emotional wellbeing is essential for academic success, leadership development and personal growth.

Speaking to Inside Education, Maribe, who has led the academy’s social work unit for nearly a decade, said the school has embedded psycho-emotional wellbeing into everyday learning.

“Mental health concerns the state of well-being. Beyond taking care of your physical health by eating well and looking after your body, you also need to take care of your psycho-emotional wellbeing,” she said.

As a trauma-informed school, OWLAG recognises that trauma affects brain development, teaching and learning, she said.

“We understand that if a learner is struggling with mental health challenges, there won’t be an uptake. They won’t be able to retain information or even concentrate in class because of the emotional and psychological struggles they are experiencing,” Maribe said.

ALSO READ: WATCH LIVE: Inside Education, EWSeta present skills development webinar

She said emotional wellbeing, leadership and academic performance are closely linked, with learners taught self-awareness and emotional regulation as core leadership skills.

“As leaders, they need to know how to respond appropriately in different situations. We teach our girls to recognise their triggers because if you know what triggers you, you are better able to manage it,” she said.

When learners find themselves in emotionally challenging situations, they are encouraged to step away, regain composure and then re-engage.

Maribe also addressed the stigma surrounding mental health in many black communities, where it is often confused with mental illness.

“Mental health is about mental well-being and taking care of yourself. Mental illness is something different. We need open conversations, especially with parents, so they understand the importance of investing in their children’s mental wellbeing,” she said.

“It’s not only about academics. If a child says, ‘I’m not okay, Mum,’ parents need to understand what that means.”

She said African cultural attitudes often discourage young people from admitting they are emotionally overwhelmed, with many fearing they will be seen as disrespectful simply for asking for a break.

Maribe said supporting learners requires a partnership between schools and parents.

“The school cannot do it alone without parents’ contribution,” she said.

At OWLAG, learners receive lessons on brain development, trauma, stress responses and emotional regulation alongside their academic programme.

“We teach them to understand themselves, recognise their triggers and we provide wraparound support. We don’t only focus on academics,” she said.

As a boarding school, she said, learners spend most of their time together, making emotional support an important part of daily life.

The school encourages learners to openly discuss their emotions and seek help when needed.

“If they’re feeling like they’re not coping, we normalise taking care of themselves rather than focusing only on academics,” she said.

“We teach emotional regulation, meditation, and other techniques.”

Working with adolescents also requires recognising that they are still developing their identities, Maribe said.

ALSO READ: Gwarube tells learner leaders to reject violence against migrants

She said staff place strong emphasis on modelling healthy behaviour through mentoring.

“We model healthy behaviour because if we pretend sadness doesn’t exist, we are modelling something that’s not true,” she said.

“We also normalise failure by asking, ‘What can you learn from failing?’ Failure is another step in life because it helps learners grow.”

OWLAG’s wellness team includes social workers, nurses and psychologists, supported by teachers trained to recognise trauma-related behaviours, including dissociation in the classroom.

“That’s our support system,” she said.

Maribe acknowledged that many learners face difficult circumstances outside school, while government support services remain overstretched.

To strengthen support, the academy regularly engages parents through meetings and information sessions.

“Our educators are trained to identify when a learner is not coping or behaving differently. They understand that behaviour is a form of communication,” she said.

She added that many learners arrive with adverse childhood experiences (ACEs), requiring a trauma-informed approach that also builds resilience.

The school promotes peer mentoring through leadership committees, with adult mentors guiding student leaders who, in turn, support fellow learners.

“The adult mentor guides the committee, and the committee mentors their peers,” she said.

Maribe stressed that emotional regulation is a prerequisite for effective learning.

“We ensure our girls are well-regulated, feel safe, feel heard and feel attended to before teaching can happen,” she said.

“We understand that to access the higher reasoning part of the brain, the brain stem needs to be calm.”

She called for greater government investment in school-based mental health programmes, warning that untreated anxiety, depression and trauma continue to undermine learners’ educational outcomes.

“If we don’t invest in learners’ wellbeing, we see the consequences. Anxiety, depression and poor academic performance follow,” she said.

Maribe said integrating mental health into subjects such as Life Orientation would help learners better understand their emotions and reduce stigma.

“Children experiencing trauma often operate in survival mode. Some come from dysfunctional families affected by violence and instability,” she said.

“There’s a lot impacting them. We need to invest in helping them understand themselves, speak out and seek assistance.”

INSIDE EDUCATION

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By Onthatile Mahlangu

Aimed at sparking interest in Science Education and STEM careers, the Tshwane University of Technology’s (TUT) Department of Mathematics, Science and Business Education participated in the Nkangala District STEM Career Expo at St Peter Christian College in Middelburg, Mpumalanga, on 15 June 2026.

The event connected Grade 11 Mathematics, Science and Technology learners with higher education institutions, industry and science organisations while showcasing career opportunities in STEM fields.

TUT used interactive demonstrations to highlight its commitment to preparing future Science educators with practical learning experiences that equip them for modern classrooms.

The demonstrations focused on electrolysis as well as series and parallel electrical circuits, illustrating practical teaching approaches that educators can use to improve learners’ understanding of key Chemistry and Physics concepts.

The hands-on activities generated enthusiasm among learners and raised awareness of Science Education as a rewarding career pathway. Learners engaged directly with scientific concepts and gained insight into how practical laboratory work enhances teaching and learning.

The Department of Mathematics, Science and Business Education forms part of TUT’s School of Education and offers programmes that maintain strong links with business, industry and professional sectors.

These connections help ensure that graduates are well prepared to meet the evolving needs of schools and communities.

By participating in initiatives such as the Nkangala District STEM Career Expo, TUT continues to inspire future educators and scientists while strengthening the pipeline of skilled professionals needed to advance STEM education in South Africa.

Courtesy: Tshwane University of Technology

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By Johnathan Paoli

The South African Democratic Teachers’ Union (SADTU) in the North West has warned that it could mobilise its members for collective action if ongoing engagements with the provincial education department fail to resolve a range of longstanding labour and education challenges affecting schools and employees.

In a statement issued on Saturday, the union cautioned that it would not hesitate to escalate the matter should negotiations fail to produce meaningful progress.

“Should these engagements fail to produce satisfactory outcomes, the union reserves the right to mobilise its members and pursue all possible avenues and collective actions necessary to defend the interests of educators and learners,” the union said.

In its first meeting since the recent provincial conference, the union’s Provincial Executive Committee (PEC) expressed serious concern over persistent challenges facing educators, education support staff, and the broader schooling sector, saying many issues have remained unresolved despite previous engagements with the department.

Among the union’s concerns are delays in the processing and payment of pension benefits for qualifying employees, the continued non-payment of acting allowances, deteriorating infrastructure at departmental offices and educational institutions, and the failure to fill critical vacancies for school support staff.

The union highlighted delays in converting temporary educators into permanent employees, which it described as the incorrect implementation of Collective Agreement 4 of 2016, challenges arising from post-provisioning norms, and broader labour relations and human resource problems that continue to undermine service delivery and staff morale.

According to SADTU, these issues have persisted for too long and require urgent intervention from the provincial education authorities.

“The PEC also undertook a comprehensive assessment of the state of education in the province and expressed serious concern over several persistent challenges confronting employees and the broader education sector,” the statement said.

The union said it was particularly disappointed by what it described as the slow pace at which the Department of Education has been responding to these matters.

“The PEC noted with concern the slow pace at which the Department of Education is responding to and resolving these longstanding matters. While engagements have taken place on some of these issues, progress remains unsatisfactory and continues to disadvantage workers and undermine the effective functioning of schools and offices.”

SADTU said the continued delays have had a direct impact on employees while also affecting the quality of education delivery across the province.

In response, the PEC resolved to intensify its efforts to ensure that the department addresses the outstanding issues through established labour and bargaining mechanisms.

“SADTU will utilise all available and relevant engagement platforms, including bilateral meetings, collective bargaining structures, and other established forums, to push for concrete interventions and lasting solutions,” the union said.

While the union emphasised that it remains committed to maintaining constructive relations with the employer, it stressed that dialogue must produce measurable outcomes for workers.

The PEC called for unity within the organisation following the Provincial Conference, urging all structures and members to remain actively involved in implementing the conference’s resolutions.

The resolutions adopted at the provincial conference are expected to guide the work of SADTU North West in the coming term, with the union indicating that addressing workplace grievances and improving conditions in schools will remain among its highest priorities as it continues engagements with the department.

INSIDE EDUCATION

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By Charmaine Ndlela

The Gauteng Department of Education (GDE) has confirmed that public schools can now resume printing and issuing learner report cards after the South African School Administration and Management System (SA-SAMS) was fully restored following a technical outage.

The disruption, caused by the temporary unavailability of the Citrix environment that supports SA-SAMS, prevented some schools from accessing learner administration records and delayed the issuing of report cards at the end of the second school term.

ALSO READ: Gwarube pushes school hygiene overhaul beyond pit toilet eradication

The restoration follows concerns raised by parents and schools after the system failure left some learners unable to receive their academic results before the school holidays.

Gauteng MEC for Education, Sport, Arts, Culture and Recreation, Lebogang Maile, welcomed the restoration of the system and thanked school communities for their patience during the disruption.

“On behalf of the Gauteng Department of Education, we wish to thank our school communities for their patience during this technical challenge. The restoration of SA-SAMS means schools can now continue with the important administrative work of finalising and issuing report cards without further interruption,” Maile said.

The department said schools have already been informed that they can resume report card processing, with principals and administrative staff working to clear the backlog and ensure learners receive their academic records as soon as possible.

GDE reiterated that SA-SAMS is a national system managed by the Department of Basic Education and that provincial education departments depend on its stability to carry out critical learner administration functions.

ALSO READ: 50 years after Soweto Uprising, EWSETA focuses on preparing youth for jobs of the future

The department added that the restoration of the Citrix environment has enabled schools to regain full access to the system and continue normal administrative operations.

Schools experiencing any further technical difficulties have been advised to contact the GDE Service Desk for immediate assistance.

The restoration comes on the final day of the second school term, with public schools closing on Friday, 26 June 2026, for the winter holidays. Learners are expected to return for the start of the third term on Tuesday, 21 July 2026.

INSIDE EDUCATION

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By Charmaine Ndlela

Minister of Basic Education Siviwe Gwarube has launched new national guidelines aimed at keeping school toilets safe, clean and dignified, shifting the focus from the eradication of pit toilets to the daily maintenance of water, sanitation, hygiene and menstrual health services in schools.

The National Guidelines for Water, Sanitation and Hygiene in Schools (WINS), launched at Welizibuko Primary School on Thursday, are intended to give schools practical, step-by-step guidance on strengthening sanitation and hygiene services while promoting accountability and sustainability across the basic education sector.

Speaking at the launch, Gwarube said poor sanitation continued to affect learners’ health, attendance and academic performance, with girls particularly affected during menstruation.

“Access to safe sanitation is fundamentally a matter of dignity, safety and educational success,” she said.

The guidelines are expected to help schools improve the responsible use and maintenance of facilities, strengthen hygiene practices and support menstrual health management as part of broader efforts to create safer and healthier learning environments.

Gwarube said the department had made significant progress through the Sanitation Appropriate for Education (SAFE) Initiative, with 99.9% of identified pit toilets eradicated. The programme has benefited more than three million learners and over 50,000 teachers by providing safer and more dignified sanitation facilities.

However, she cautioned that removing pit toilets was not the end of the work.

“Eliminating pit toilets is not the end of the journey, but maintaining school infrastructure, promoting responsible use of facilities and strengthening hygiene practices are critical to ensuring that schools remain safe, healthy and conducive to learning,” she said.

The Minister called on schools, provincial education departments, communities and learners to work together to protect and maintain sanitation infrastructure, saying the success of the WINS programme would depend on long-term behavioural change and the promotion of a culture of hygiene in schools.

The guidelines draw on lessons from the implementation of the Water, Sanitation and Hygiene Three-Star Approach in schools across Gauteng and the Eastern Cape.

According to the department, the WINS Guidelines are expected to strengthen service delivery in schools while helping create healthier learning environments that support learner development and academic achievement.

INSIDE EDUCATION

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By Thapelo Molefe

As South Africa marks 50 years since the 1976 Soweto Uprising, the Energy and Water Sector Education and Training Authority (EWSETA) says the challenge facing the country today is ensuring that young people are equipped with the skills needed to succeed in a rapidly changing economy.

This was one of the key messages during a Youth Month webinar hosted by EWSETA in partnership with Inside Education on Thursday, where government, industry and youth development leaders reflected on the legacy of the youth of 1976 and the opportunities available to the youth of 2026.

Opening the discussion, EWSETA Board Chairperson Morwesi Ramonyai said Youth Month should also be used to reflect on whether South Africa is creating enough opportunities for young people to participate meaningfully in the economy.

“Are we creating enough opportunities for young people to participate meaningfully and gainfully in our economy and society?” she asked.

Ramonyai said the energy and water sectors remain central to economic development, infrastructure expansion and national resilience.

“The sectors are critical for our own economic growth, for Africa’s growth, for infrastructure development, for energy security, for water resilience. It’s really at the centre of that engine that keeps this economy going,” she said.

EWSETA Acting Chief Executive Officer Robyn Vilakazi said the sector is undergoing major structural change driven by the energy transition, water security challenges and rapid technological advancement.

“We’ve got the energy transition in the energy sector, the just energy transition in the water sector. In the water sector, we are facing significant water security challenges,” she said.

Vilakazi said these shifts require a workforce that is not only technically skilled, but also adaptable and future-focused as industries evolve.

“We are looking at not building a workforce that is only technically capable, but a workforce that is adaptable, that is future focused and future ready,” she said.

The webinar highlighted ongoing concerns about the gap between education outcomes and workplace readiness, with panellists stressing the need for stronger coordination between training systems and employers to improve youth employability.

Sherrie Donaldson of Harambee Youth Employment Accelerator said young people continue to face barriers in accessing work opportunities, even when they are qualified.

“The transition from education to work is fragmented. It’s still hard to find a job even if you have education,” she said.

She added that employers increasingly expect not only technical competence, but also workplace readiness and practical experience.

“Employers want young people that are not just technically skilled. They want young people that are ready to work,” she said.

Donaldson also pointed to structural barriers affecting youth access to the labour market, including transport costs, data costs, lack of connectivity in some areas and limited access to professional networks.

“Most of us got first jobs because someone introduced us to someone who helped us get a job. Young people in the demographics of South Africa don’t have those social networks,” she said.

From an employer perspective, Rand Water Senior Manager for Talent Management Maureen Miles said technical skills remain essential in ensuring the effective functioning of water infrastructure systems.

“The TVETs offer excellent opportunities for young people, and in fact, that skill is much more marketable than a university degree,” she said.

Miles added that operational roles in the water sector require consistency and long-term commitment due to the nature of service delivery.

“We need that person to come to their plant. We need them to do the work that they do. We need them to operate the plant in a particular way on a continuous basis,” she said.

A key focus of the webinar was showcasing how skills development can translate into entrepreneurship and innovation, particularly in addressing South Africa’s energy and water challenges.

Founder of Electrical Technologies, Mfanelo Ndlela, said access to structured skills development support played an important role in shaping his business journey.

“The skills that we actually realised were important when we started our company was focusing on utilities,” he said.

Ndlela said his company now develops technology solutions aimed at improving water and energy systems through real-time monitoring and data-driven innovation.

“What we do with this device, we can in real time monitor water quality, track volumetrics, track water flow, immediately report on leaks,” he said.

He added that entrepreneurship requires resilience and continuous learning, especially in technology-driven sectors.

“It’s been a journey of resilience, skills, articulation and making sure that we fail fast,” he said.

The webinar also explored broader international opportunities, including the role of BRICS in youth development, trade and skills exchange.

South African BRICS Youth Association CEO Raymond Matlala said young people must be better exposed to global opportunities in education, innovation and trade cooperation.

“There is a lot of opportunities, both educational and economic,” he said.

He pointed to potential collaboration in sectors such as energy, artificial intelligence, manufacturing and agriculture across BRICS member states, which could expand opportunities for South African youth.

As the webinar concluded, panellists agreed that stronger partnerships between government, industry, training institutions and youth organisations are essential to improving employment outcomes and strengthening skills pipelines.

The discussion reinforced EWSETA’s message that youth development in the energy and water sectors must focus not only on training, but on building clear and practical pathways into work, entrepreneurship and long-term economic participation.

INSIDE EDUCATION

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