By Johnathan Paoli

The Department of Higher Education and Training has confirmed that the National Accredited Technical Education Diploma (NATED) Report 190/191 N3 examination results will be standardised for the final time, marking a decisive step in the phasing out of South Africa’s long-standing NATED qualification framework.

The move represents a major turning point in the country’s technical and vocational education system, bringing closure to the lower levels of a programme that has shaped skills training for decades.

The final standardisation follows the formal phase-out of N1–N3 programmes, which came into effect in January 2024 in terms of Government Gazette 49518.

As part of this process, the October/November 2025 examination sitting was the last opportunity for candidates to write N3 examinations under the NATED system.

Quality assessment institution, Umalusi, will issue certificates for these final results, after which no new N3 examinations will be offered.

Beyond 2025, the department has indicated that administrative services related to N3 will be limited to the re-issue or replacement of existing certificates.

This effectively brings the lower NATED levels to a permanent close, ending new enrolments and assessments while preserving the integrity of qualifications already obtained.

Both the department and Umalusi have emphasised that all NATED certificates already issued remain valid, and that learners who have completed N1–N3 qualifications will not be disadvantaged by the withdrawal of the programme.

Employers, training institutions, and other stakeholders are expected to continue recognising these qualifications as legitimate legacy credentials within the national education system.

The phase-out of N1–N3 represents the conclusion of a technical education model that has historically provided structured theoretical instruction in engineering, business, and service-related fields.

These programmes formed the foundation of vocational training at public and private TVET colleges and served as entry points into higher NATED levels and diploma pathways.

However, the department argued that the NATED framework, particularly at the lower levels, has become increasingly misaligned with the needs of a modern and rapidly changing labour market.

The department pointed to limited workplace exposure, outdated curricula in some fields, and uneven assessment practices as key reasons for restructuring the system.

The closure of N1–N3 forms part of a broader reform agenda that will ultimately see all NATED programmes from N4 to N6 phased out and replaced by Occupational Qualifications overseen by the Quality Council for Trades and Occupations.

While N4–N6 programmes remain operational for now, the department confirmed that the system is in its final years and that no long-term continuation is planned.

New enrolments into NATED programmes will still be permitted for a limited period, but colleges are expected to stop accepting new registrations around mid-2026.

Some institutions may close enrolments earlier depending on capacity, staffing, and readiness to transition to the new system.

Students who are already enrolled in N4–N6 programmes will be allowed to complete their studies, provided they do so within the prescribed transition timeframe.

Under the department’s transition plan, the National N Diploma pathway will close permanently in June 2029.

By that deadline, students must have completed all required theoretical subjects across N4, N5, and N6, accumulated the necessary 18 months of workplace experience, and submitted all documentation for the award of the diploma.

Learners who fail to meet these requirements before the deadline risk exiting the system without a completed qualification.

The department warned that partial NATED studies will not be transferable into the new Occupational Qualifications framework, as the two systems are structurally different and do not merge.

This has placed increased pressure on current NATED students to plan their studies carefully and avoid delays that could jeopardise completion.

Occupational Qualifications are being introduced as the primary replacement for NATED programmes and are designed around competency-based training rather than theory-heavy instruction.

These qualifications include compulsory work-integrated learning and are developed with direct input from industry to ensure relevance to current labour market needs.

Occupational Certificates are aligned to the National Qualifications Framework and linked more clearly to apprenticeships, artisan development, and employment pathways.

For prospective students planning to study from 2025 onwards, the transition presents a choice between committing to the remaining NATED pathway within its closing window or enrolling directly into Occupational Qualifications that will remain in place long term.

Standardisation is a quality assurance process that uses statistical and analytical methods to ensure that examination results fairly reflect learners’ knowledge, abilities, and aptitude, by minimising the influence of external factors that could distort performance outcomes.

INSIDE EDUCATION

By Johnathan Paoli

The Congress of South African Trade Unions (Cosatu) has come out strongly against a proposed 4.1% salary increase for politicians and other public office bearers, describing the recommendation as “tone-deaf”, morally indefensible and dangerously disconnected from the daily struggles of ordinary South Africans.

In a statement issued on Sunday, Cosatu Parliamentary Coordinator Matthew Parks rejected the Independent Commission for the Remuneration of Public Office Bearers’ recommendation, which would see salary increases for members of Cabinet, Parliament, provincial legislatures, municipal councils, government commissions and the judiciary for the 2025/2026 financial year.

Parks said the proposed increase sends a damaging signal to an increasingly frustrated public, reinforcing perceptions of a political elite insulated from the economic hardship facing millions.

“It is beyond shameful that in the same year the government claimed it had no money and imposed a VAT hike on working people, this Commission could propose such a generous increase for politicians,” Parks said.

He further criticised the timing of the recommendation, noting that Finance Minister Enoch Godongwana had recently warned Parliament that further tax hikes may be unavoidable in 2026.

According to Cosatu, the proposed increase would cost the state an additional R536 million, a figure it described as unjustifiable amid deepening austerity and collapsing public services.

Parks was particularly scathing about the inclusion of more than 9,300 local government councillors, arguing that many municipalities are in financial distress and failing to pay salaries, pensions, medical aid contributions and statutory taxes.

“If the government has spare funds, these should be used to hire doctors, nurses, teachers, police officers and other frontline workers who are desperately needed in working-class communities,” he said.

While Cosatu rejected the overall proposal, it expressed support for Minister Godongwana’s differentiated approach.

The finance minister had reportedly suggested a 4.1% increase for judges and magistrates, while recommending a more modest 3.5% adjustment for public representatives.

Parks said judges and magistrates should be treated separately due to their specialised skills and experience, warning that failure to do so could worsen skills shortages and strain an already overburdened judicial system.

However, he argued that public representatives should receive no increase at all and said politicians should lead by example, particularly at a time when the government has failed to adjust income tax brackets for inflation for two consecutive years, effectively increasing the tax burden on low- and middle-income earners.

Cosatu also called for reforms to the remuneration-setting process, arguing that the Commission should be required to submit its proposals for public comment before they are forwarded to the President for approval.

Parks urged the government to link salary increases to the performance of public representatives and the institutions they oversee, calling on President Cyril Ramaphosa to reject the current proposal and instead approve an inflation-linked 3.5% increase for members of the judiciary, alongside a performance-based 0% increase for public representatives.

The controversy follows the publication of the Commission’s recommendation in a government gazette earlier this week.

If approved, the proposed 4.1% increase would see the President’s annual salary rise by approximately R137 000 to about R3.4 million.

The Deputy President would earn nearly R130 000 more, taking his salary to around R3.1 million, while Cabinet ministers could see increases of about R110 000, bringing their annual earnings to roughly R2.8 million.

The proposed hikes come amid mounting financial pressure on households, with rising debt levels, food insecurity, high interest rates and unstable employment leaving many South Africans struggling to meet basic needs.

INSIDE EDUCATION

By Thapelo Molefe

Higher Education and Training Minister Buti Manamela has intervened at the Mangosuthu University of Technology (MUT), meeting the institution’s council and management amid renewed governance and leadership instability following the end of its administration period.

The meeting took place after a series of developments raised concerns about governance at the Durban-based university, which exited administration earlier this year.

A new council was appointed in January, months after the administration period ended, but the institution has since faced fresh turbulence.

Central to the discussions were ongoing challenges that recently led to the suspension of the vice-chancellor and two other senior managers. The suspensions have left critical leadership vacancies, creating what the department described as a vacuum in key positions necessary for the university’s stability.

Council chairperson briefed Manamela on steps taken since the council’s appointment to stabilise MUT, including efforts to address financial pressures, tighten governance controls, fill key posts and mitigate identified risks.

These interventions are seen as crucial as the university works to consolidate its recovery and prepare for the 2026 academic year.

In response, Manamela said his department would provide direct support to the council in carrying out its oversight responsibilities. He instructed the council chairperson to formally outline the specific challenges facing the university and to indicate what support is required from the department.

The minister also directed that the disciplinary process involving the suspended vice-chancellor be finalised urgently to ensure leadership stability is restored.

“We are going to support the university on this journey as the 2026 academic year depends on a stable university that is able to provide an academic programme with integrity,” Manamela said. 

He added that the council must govern the institution in line with the Higher Education Act and ensure policies are properly implemented.

Manamela stressed that safeguarding the 2026 academic year was his overriding priority, warning the council to maintain a clear separation between governance oversight and day-to-day management functions.

Despite the challenges, the minister expressed confidence in the council and management, saying he believed they were doing their best under difficult circumstances and wished them well as they continue to steer the university forward.

INSIDE EDUCATION

By Johnathan Paoli and Thebe Mabanga

National Student Financial Aid Scheme (NSFAS) acting CEO Waseem Carrim says the entity has entered a “new era of stability, governance reform and operational rebuilding” after years of turbulence, delays and governance failures that shook confidence across the higher education sector.

In an exclusive interview with Inside Education, Carrim detailed a far-reaching reform plan — from leadership stabilisation and decentralisation to accommodation regulation, debt recovery, and NSFAS’s R69.9-billion budget for the 2025/26 financial
year. His comments come as the scheme faces mounting pressure, including a R10.6-billion funding shortfall and rising demand for financial aid.

Carrim said NSFAS is “turning a corner” following prolonged instability marked by delayed payments, fraud scandals and administrative backlogs.

The appointment of a new board chairperson, Dr Mugwena Maluleke, and the filling of several critical senior posts represent what he calls “strategic, deliberate and necessary” interventions.

“The appointments were guided by a strategic focus on strengthening governance, enhancing operational efficiency, and restoring public trust,” Carrim said.

“Stabilising leadership and filling critical vacancies are essential to ensuring accountability and driving strategic reforms.”

He added that NSFAS prioritised leaders with strong backgrounds in public finance, governance and higher education.

These appointments, he said, will enable NSFAS to “operate more transparently, deliver on its mandate efficiently, and rebuild stakeholder confidence”.

One of the most consequential changes underway is the decentralisation of NSFAS operations to all 25 universities and TVET colleges.

For the first time in NSFAS’s history, core functions such as student registration, bursary administration and accommodation support will be handled by NSFAS offices located on campuses.

“The decentralisation initiative is driven by the need to enhance responsiveness, efficiency and localised support for students,” Carrim said.

On-site staff will speed up processing, reduce bottlenecks and offer direct assistance to students, landlords and administrators — especially during the busy registration season.

NSFAS is also preparing to relocate its head office from Cape Town to Johannesburg to improve coordination with government departments and institutions.

“The move aims to position NSFAS closer to key partners, enhance accessibility and strengthen stakeholder engagement,” Carrim said.

The relocation is expected to reduce long-term operational costs and improve service delivery.

Student accommodation — plagued by delayed payments, accreditation disputes and quality concerns — remains a major pressure point.

Carrim said NSFAS has taken “significant steps” to stabilise this function ahead of the 2026 academic year.

These include comprehensive audits of accredited accommodation, strengthened verification processes and the development of new monitoring systems.

A student accommodation protocol was released for public comment in 2025, setting new regulatory standards.

“Significant steps have been taken to bring landlord payments under control and prevent mass evictions of students,” he said.

However, Carrim acknowledged that the crisis was partly “self-inflicted”.

NSFAS assumed responsibility for accommodation from institutions even though it lacked property-management expertise.

He argued that a national accommodation policy, aligned to uniform standards and backed by DHET investment, is required.

He pointed to PRASA’s new 700-bed Braamfontein residence as an example of the type of infrastructure needed.

Responding to questions on historical failures, Carrim outlined systemic reforms to address fraud, backlogs and internal control weaknesses.

These include ICT system overhauls, strengthened compliance units, enhanced oversight mechanisms and
improved payment turnaround times.

“Early signs of progress include greater stakeholder engagement and more frequent public reporting,” he said.

Dedicated liaison units have been set up to respond to accommodation disputes, while direct-payment systems are being upgraded to
provide real-time transparency.

NSFAS continues to face severe financial pressure. In August, the scheme announced a R10.6-billion shortfall for university funding.

The shortfall was driven by increased bachelor passes, rising cost-of-living pressures that widen the pool of eligible applicants, and real-term reductions in state resources.

Government subsequently reprioritised R13.3 billion within DHET’s budget to fund 34,000 students with blocked registrations and 15,000 second-semester applicants.

NSFAS said this reprioritisation also enabled it to settle outstanding accommodation payments, marking “a significant moment in the stabilisation of NSFAS for the 2025 academic year”.

Demand for NSFAS continues to surge.

Of the 893,853 applications received for 2026, 85% were first-time applicants, including 520,544 SASSA beneficiaries.

Young women made up 66.45% of applicants.

DHET’s new enrolment plans will see university numbers rise from 1.07 million in 2023 to 1.18 million by 2030 — growth that will place even more pressure on NSFAS’s budget.

NSFAS will manage R69.9 billion in 2025/26, including R719.6 million for administration and R950 million for loan funding.

The remainder will support bursaries, accommodation and system upgrades.

Carrim said that while the budget is substantial, “we remain committed to advocating for increased funding to meet growing demand”.
Historical debt remains a major challenge.

NSFAS is owed R45.9 billion by 841,879 debtors, some dating back to 1991 when the scheme operated as TEFSA.

NSFAS is procuring a new loan-management system and intensifying debt recovery.

“Where debtors are employed and not making repayments, we initiate recovery processes, which may include external debt collectors or legal action,” he said.

The long-term strategy, he added, will balance financial sustainability with fairness.

Carrim also noted that major policy shifts — such as the introduction of the “missing middle” loan and changes to accommodation rules — were implemented without giving NSFAS time to adapt its systems, contributing to instability.

NSFAS has supported 7.8 million students since its inception and disbursed R51.6 billion in the last financial year alone.

Carrim highlighted that South Africa now produces four times more black African graduates than in 1994 — evidence, he said,
of NSFAS’s role in expanding access.

In a recent interview on the Palatable Politics podcast, he expressed pride in NSFAS’s work, noting that the scheme supports about 900,000 students at any given time.

While graduate unemployment remains a concern, joblessness among graduates is significantly lower than among those without degrees.

“This progress underscores the importance of stabilising and strengthening NSFAS,” Carrim said.

INSIDE EDUCATION

By Charmaine Ndlela

Education authorities and opposition politicians have urged public schools not to withhold report cards over unpaid school fees, after complaints that some pupils ended the 2025 academic year without knowing whether they had progressed to the next grade.

Section 25(12) of the National Protocol on Assessment (NPA) for Grades R–12 states: “A learner’s progress report or school report must not be withheld for any reason, including non-payment of fees.”

The Department of Basic Education says school fees are an agreed amount paid by parents to improve the quality of education, and may not include registration, administration, or additional subject fees.

The department said fee-paying public schools may take legal action against parents who fail to pay, but only after exemption criteria have been applied and parents are found liable.

It said learners must remain in school during the process and cannot be excluded from official school programmes due to non-payment, adding that a school may not retain a learner’s report because the parent cannot afford to pay school fees.

Ashleigh Laurent, legal counsel at Tenant Profile Network (TPN) Credit Bureau, said enforcement steps must follow exemption checks and written notices.

“Government schools can only take action against non-paying parents once they have determined if the parents qualify for a full exemption, partial or conditional exemption from payment and are required to notify parents in writing if they have not applied for an exemption. The government school can send a letter of demand giving the parents three months to pay from date of receipt of the letter.”

According to TPN data released in June 2024, 66% of independent school fee accounts were paid on time and in full, compared to 42% of fee-paying public school accounts. In the first quarter of 2024, TPN said 30% of parents at fee-paying public schools made no payments, while 22% made partial payments and only 28% of fees were paid on time, compared with 15% of parents making no payments and 32% making partial payments at independent schools.

The Democratic Alliance (DA) in KwaZulu-Natal called on public schools and School Governing Bodies (SGBs) to comply with the law and release report cards without prejudice.

DA education spokesperson Sakhile Mngadi said report cards are critical for progression, applications and academic continuity, and advised parents not to confront schools but to lodge formal complaints with provincial education departments at circuit or district offices.

Provincial departments have also issued warnings. The North West Department of Education in December condemned the denial of report cards, with MEC Viola Motsumi saying:

“I have received numerous calls from parents and learners across the province who complain about learners being denied their reports cards. This action is highly unacceptable and those school principals should desist from doing so.”

The Mpumalanga Department of Education also urged schools not to withhold learner report cards under any circumstances, urging parents to report any institution that fails to comply, and said report cards are the official tool showing a learner’s progress, strengths and areas for improvement.

In Gauteng, MEC for Education Matome Chiloane encouraged parents to honour school fee commitments and urged families to plan for fees during the festive season, saying: “Together we can ensure that all learners in Gauteng receive the best possible education and that all schools will run smoothly.”

INSIDE EDUCATION

The Aliko Dangote Foundation, chaired by Africa’s richest man, has committed ₦1 trillion ($688 million) to strengthening Nigeria’s education sector over the next decade, in what is set to become one of the largest private philanthropic investments in the country’s schooling system.

The foundation will begin the initiative next year by supporting 45,000 students, with plans to scale up to 1.33 million beneficiaries over ten years.

The program will prioritise students in STEM fields, science, technology, engineering and mathematics, alongside girls’ education and nationwide teacher training.

Earlier this year, Dangote was named among TIME’s Top 100 Philanthropists, alongside fellow African business leaders Patrice Motsepe, Strive Masiyiwa and Mo Ibrahim.

The Aliko Dangote Foundation, which he endowed with $1.25 billion in 2014, is designed to give back to the continent that enabled his rise. The foundation invests an average of $35 million annually in programmes across Africa.

Addressing Nigeria’s education crisis

Dangote said the long-term investment is aimed at addressing deep-rooted inequalities in Nigeria’s education landscape, where, according to UNICEF, one in every five out-of-school children globally lives in Nigeria, and more than half of the population of 230 million faces poverty.

“We cannot allow financial hardship to silence the dreams of our young people,” he said in a statement.

The initiative will target students most vulnerable to dropping out and those whose potential can drive community transformation.

“This is not only charity. This is a strategic investment in Nigeria’s future,” he said. “Every child we keep in school strengthens our economy. Every student we support reduces inequality.”

Philanthropy is becoming an increasingly powerful force in Africa, with African billionaires taking the lead in addressing critical developmental challenges.

BUSINESS INSIDER

Staff Reporter

The principal of Samit Christian Academy, an independent school in Kempton Park, was killed in what police confirmed as a house robbery in the early hours of Sunday in Maokeng Extension, Tembisa.  

A suspect has been arrested in connection with the murder, the South African Police Service said.

The Voice of Tembisa FM named the principal as 61-year-old Simon Lubisi.

Gauteng Education MEC Matome Chiloane extended condolences to the principal’s family, the school community, learners, and colleagues.

“Another brutal and senseless act of violence has once again robbed the Gauteng education sector of a school leader. The Department extends its deepest condolences to the bereaved family, the school community, learners and colleagues during this period of immense grief. We also wish the family members a speedy and full recovery,” he said on Monday.

He praised the police for their swift response and called for a thorough investigation to bring all responsible parties to justice.

“The loss of another principal to violent crime is devastating and deeply concerning. The GDE reiterates its call for strengthened community safety measures and continued collaboration between law enforcement agencies, communities and social partners to protect educators and school leaders,” Chiloane said.

“Violence against educators and school leaders undermines the stability of our schools and threatens the future of our children. We condemn this heinous act in the strongest terms and stand in solidarity with the family, the school and the broader education community,” he said.

INSIDE EDUCATION

By Charmaine Ndlela

Education experts and teachers are calling on parents to become more involved in their children’s academic lives, stressing that parental support plays a decisive role in a learner’s performance, confidence and long-term success.

Research consistently shows that learners whose parents are actively involved in their schooling are more likely to achieve higher grades, display positive behaviour and remain motivated throughout their academic journey. Teachers say this involvement should start at home, continue throughout the year, and not only happen at report-collection time.

A review by the National Committee for Citizens in Education found that students experience numerous academic benefits when schools and families work together. These benefits include better grades, higher test scores, higher graduation rates and stronger enrolment rates in post-secondary education.

According to Positive Action, students with supportive parents are 81% more likely to graduate from high school.

According to a study by Rumberger, students who lack academic support and supervision are 34% more likely to drop out of school. The same study found that students whose parents have low educational expectations are more likely to leave school compared to those whose parents have higher expectations.

The South African government has identified improving the quality of education as a national priority. In an effort to strengthen education outcomes for all learners, the Department of Basic Education (DBE) has introduced a number of programmes in schools and has repeatedly emphasised the importance of parents and guardians in supporting children’s learning.

The department said that the level of parent and community participation in schools is low. To encourage fuller involvement, the DBE developed a booklet of practical guidelines that outlines how parents can contribute meaningfully to their children’s success at school, including what parents can do at home to improve learner achievement.

The DBE said the booklet aims to help parents reflect on questions such as:

How is my child doing at school?

How can I make sure that my child is successful at school?

How can I make sure that my child improves?

What can I do to make sure that my child has a positive experience at school?

How can I support my child and encourage them through difficult times?

The department further said the booklet will empower parents with information to enable them to become more involved in their children’s education so that children can reach their full potential.

The African proverb, “It takes a village to raise a child” means that the work of raising and educating a child cannot be left to the parent alone, but requires the support of an entire community. It is only as the ‘village’ participates and strives together that children will receive a quality education,” the DBE said.

National and international research confirms the crucial role that parents and communities play in children’s success, including more positive attitudes toward school, higher achievement, better attendance and more homework completed consistently.

The South African Schools Act highlights the importance of parental involvement and establishes systems aimed at facilitating meaningful school–parent relationships.

Despite efforts to encourage parental involvement, progress is often hampered by poverty, single-parent households, unemployment and a lack of supportive family structures. In many communities, these pressures shift the focus from education to daily survival — leaving children without the consistent academic support they need.

The teachers that Inside Education spoke to emphasised the importance of building a strong academic bond with children, so they feel comfortable sharing challenges they may be facing.

None of the teachers can be named as their schools have not given them authority to speak to the media.

“Support your children by all means and give them the support they deserve,” one educator said. “Assist them with schoolwork all the time and learn to listen to them without judging. Be present in the process.”

Educators also advised parents to make checking schoolbooks and schoolwork a daily routine.

“It is important to always check your children’s books every day after school,” another teacher said. “This helps parents understand what their child is learning and where they may be struggling.”

Many teachers said parental involvement should go beyond homework supervision and include consistent engagement with the school.

“Attend meetings don’t just come in December to collect reports,” one teacher urged. “Parental presence throughout the year makes a difference.”

Another educator stressed the importance of monitoring children’s behaviour and emotional well-being.

“Check your child’s behaviour patterns and always put your child first after God,” the teacher said.

Teachers also pointed out that learning responsibilities are increasingly shared between schools and parents, especially as workload pressures grow.

“Teaching has largely been transferred to parents nowadays,” one educator explained.
“There is a lot of homework given. If parents don’t help teach their children at home, many learners will struggle or fail.”

“As a former Education Assistant (EA), I believe parental involvement must be intentional and consistent,” she said.

“Parents should also teach children that failure is not final, but a learning opportunity while still encouraging them to aim higher academically.”

Some teachers highlighted the importance of parents being willing to confront difficult truths about learners’ academic behaviour and performance.

“Make appointments to discuss your child’s behaviour,” one parent advised. “Your child may be an angel at home and a monster at school. Many parents are in denial.”

Another educator cautioned against forcing learners into subjects beyond their capabilities.

“Maths and science are not for everyone,” the parent said. “If a child struggled with maths in Grade 9, insisting they continue may only lead to further failure.”

Teachers also raised concerns about excessive cellphone use, warning that while devices can be useful educational tools, they often become major distractions.

“Some children are exposed to inappropriate content and online dangers,” a teacher said. “Parents must monitor and limit cellphone usage.”

Discipline was repeatedly highlighted as a key contributor to academic success.

“Education is not only about IQ,” one educator noted. “Discipline is the main factor. Parents are the greatest teachers.”

Tutors and education practitioners encouraged parents to invest in study materials such as extra textbooks, study guides and past exam papers, while remaining actively involved in how learners use them.

One tutor said. “Above all, show interest in your child’s education from January, not just at the end of the year.”

Experts warned that children who are academically neglected often lose interest in education because they see no vision or purpose in it. However, with consistent parental guidance, support and encouragement, learners are more likely to persevere and reach higher education.

As one put it: “Love your child enough to care about their education. Remember, your child didn’t ask to be here therefore guiding them is your responsibility.”

INSIDE EDUCATION

By Levy Masiteng 

The Western Cape has emerged victorious as the overall champions of the 2025 Summer National School Sport Championships, held in Ekurhuleni, Gauteng.

The win marks a hat-trick of success for Team Western Cape, following strong performances across the Autumn, Winter and Summer editions of the games.

The 2025 championships included more than 960 learners from all nine provinces.

Western Cape athletes delivered standout performances in gymnastics, goalball, softball and table tennis, competing against the best young talent from across the country.

According to the provincial Department of Cultural Affairs and Sport, the team’s consistent excellence throughout the year secured the coveted overall title, supported by strong results in athletics, swimming, rugby and netball.

The MEC for Cultural Affairs and Sport, Ricardo Mackenzie, congratulated Team Western Cape on their achievement.

“I want to express my heartfelt pride in all our incredible athletes and coaches as you take the national stage. You are not only competing for medals, but you also carry with you the hopes, ‘gees’, and determination of our province.”

He also praised the athletes’ discipline, perseverance, and hard work, saying: “Each one of you earned your place at the championship through discipline, perseverance, and countless hours of training. That alone makes you champions.”

The games were organised by the Department of Sport, Arts and Culture in collaboration with the Department of Basic Education.

“Founded in 2012, School Sports is the cornerstone of sporting development and is central to streamlining sport development in the country and, in so doing, increasing participation in sport in schools,” said the Department of Sport, Arts and Culture.

Western Education MEC David Maynier also congratulated the team.

“The talent and discipline of our school sports stars shows that the future of South African sport has a home in the Western Cape!” he said.

Mackenzie said the province remained confident its school sport strategy would give young people more opportunities to compete, develop and succeed — and to reach even greater heights in the years to come.

INSIDE EDUCATION