By Johnathan Paoli

President Cyril Ramaphosa has announced the government’s plan to strengthen the country’s education system, focusing on inclusivity, quality and alignment with economic needs.

This will help equip young South Africans with the skills and knowledge necessary for personal success and national development.

In his 2025 State of the Nation Address, Ramaphosa outlined a comprehensive strategy to enhance South Africa’s education system.

“Central to our efforts to end poverty and to develop our economy is to provide decent, quality education to every young South African,” he said.

This address, the first under the Government of National Unity, emphasised early childhood development (ECD), foundational literacy, teacher training, legislative reforms, technical and vocational education and support for higher education students.

Ramaphosa underscored the importance of ECD as the bedrock of future learning and development.

He announced plans to register and formalise existing ECD centres, ensuring they were equipped with the necessary facilities, trained educators and quality learning materials.

The president described the initiative as aiming to provide every child with access to quality early learning, recognising that the early years were crucial for cognitive and social development.

A significant focus was placed on ensuring that every child could read for meaning in the foundation phase by implementing mother tongue-based bilingual education, which has been shown to improve literacy and numeracy outcomes.

The Funza Lushaka Bursary Scheme was expected to continue to prioritise students aspiring to teach in the foundation phase.

Ramaphosa said that by attracting and training passionate educators for early grades, the government aimed to strengthen the quality of education from the ground up.

The president highlighted the signing of the Basic Education Laws Amendment Act (Bela) last year, praising it as a pivotal move to make education more accessible and inclusive.

He confirmed that Basic Education Minister Siviwe Gwarube would introduce national policy, norms and standards and regulations to empower all partners to support the implementation of the Act.

To align education with economic needs, Ramaphosa said the government was increasing the production of artisans through Technical and Vocational Education and Training colleges, and combining formal learning with job training, drawing on successful international models.

The president called on the private sector to offer young people experiential learning opportunities during their studies, fostering a skilled workforce ready to meet market demands.

Addressing the financial challenges faced by the missing middle, the government is implementing Phase 1 of a comprehensive student funding model supporting approximately 10,000 students in its first year.

The president lauded the matric class of 2024 for achieving the highest pass rate in the country’s history, with 87% of learners passing their exams and nearly half obtaining a bachelor pass, describing it as reflecting the dedication of learners, educators, parents and communities in striving for academic excellence.

He underscored the government’s dedication to providing equitable education opportunities for every South African child, by stating that over 10.5 million learners attended public school where they were not required to pay fees.

Meanwhile, Solidarity welcomed the president’s commitment to developing the education sector, but warned against undue influence from radical elements and empty promises.

The union agreed with Ramaphosa’s announcement of the norms and standards of Bela, but maintained that it should have been established before the implementation of the legislation.

AfriForum CEO Kallie Kriel criticised the president as “not practicing what he is preaching”, describing Bela as an attack that encouraged division by targeting a specific community.

However, the Democratic Alliance was satisfied with the focus on education. praising Gwarube’s efforts in placing ECD first.

Party leader John Steenhuisen praised the development of ECD as a DA policy, which would ensure that every child received the best possible start in life and a testament to the impact of the party on policy making.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Deputy Minister Reginah Mhaule has emphasised the crucial role that investments in STEM (Science, Technology, Engineering, and Mathematics) education play in the country’s economy, calling for more to be done in preparing South African learners for the digital future.

Addressing learners, educators and stakeholders, Deputy Minister Mhaule officially launched two new robotic labs at Cingani High and Soqhayisa Secondary School in Motherwell, Gqeberha.

The initiative, a collaboration between the Shoprite Foundation, Future Nation College and the department, is set to provide learners with critical skills in robotics, coding, and digital literacy.

“If we fail to equip our young people with relevant, future-fit skills, we risk turning what should be our greatest asset into a burden. This represents a crucial step towards ensuring that South African learners are not left behind in the technical revolution,” Mhaule said.

The launch also included the unveiling of a Consumer Studies kitchen at Cingani, providing learners with practical culinary and business skills, further broadening their career prospects.

Africa is the youngest continent, with over 60% of its population under the age of 25, and that by 2060, projections indicate that Africa will have the largest working-age population globally.

Mhaule cautioned that while this demographic advantage has great potential, it must be matched with a robust education system to ensure that the youth were equipped with the skills necessary to drive innovation and economic growth.

She said the world was rapidly evolving with artificial intelligence, big data, automation and digital transformation, which was reshaping industries.

The labs aim to provide learners with hands-on experience in these technologies, positioning them for future career opportunities in data science, engineering and robotics.

Mhaule lauded Shoprite for its investment in education, emphasising the importance of public-private partnerships in driving sustainable development.

She referenced the Embedded Systems Theory, which highlighted the interdependence between businesses and the communities in which they operate.

“Businesses do not operate in isolation. They are embedded within the communities they operate in, and the success of companies such as Shoprite is directly tied to the well-being of the societies in which they operate. A thriving community creates a thriving economy, which in turn creates a stronger consumer base and workforce for businesses,” Mhaule said.

The deputy minister highlighted the reality that the government alone could not address the vast educational needs of the country.

Collaborations with the private sector, civil society and academia were necessary to transform the education system effectively.

The launch serves as a model of what can be achieved when different sectors work together to equip learners with essential skills.

Mhaule directed a passionate appeal to the learners benefiting from the new labs, urging them to take full advantage of the resources provided.

She said the launch marked a significant milestone in integrating robotics and coding into the South African school curriculum; and with technology-driven education gaining momentum, initiatives like the Shoprite Robotics Centre would be instrumental in ensuring that learners were adequately prepared for the digital age.

Shoprite Foundation Managing Trustee Maude Modise reiterated the company’s commitment to investing in education as a means of fostering economic growth and social development.

Modise stated that Shoprite recognised the importance of equipping young people with skills that would make them employable in a technology-driven world.

“Technology has the ability to transform lives. By investing in technology education, the Shoprite Foundation is supporting a future where young people have the necessary skills and opportunities to succeed in a world where demand continues to grow for roles such as artificial intelligence and machine learning specialists, as well as robotics engineers,” she said.

The deputy minister said that the opening of the labs in Motherwell sets a precedent for future collaborations between government and private enterprises in addressing educational challenges.

She said the initiative aligned with South Africa’s broader strategy of integrating digital skills into the curriculum and ensuring that learners were well prepared for the demands of the 21st-century job market.

Mhaule expressed her gratitude to Shoprite for their visionary leadership and investment in education, emphasising that such initiatives played a crucial role in shaping the nation’s future.

She said the launch followed the successful roll-out of two robotics labs in KwaZulu-Natal in January last year, and were expected to serve as a model for future educational investments, ensuring that South African learners remained competitive in an increasingly digital world.

INSIDE EDUCATION

By Johnathan Paoli

The Gauteng government has announced a significant expansion in educational infrastructure to meet the growing demands of the province’s rapidly increasing population.

The province’s infrastructure development department reported on Wednesday that 309 newly built classrooms and 58 refurbished classrooms would be ready this year, accommodating a total of 12,478 learners.

MEC Jacob Mamabolo emphasised the government’s commitment to improving educational facilities as a cornerstone for enhancing the quality of education.

“The programme is transforming the old school infrastructure in the province and promotes equality through extensive construction work which gives schools a new lease of life,” Mamabolo said in a statement.

The new classrooms are expected to cater to 10,506 learners, while the rehabilitated and refurbished spaces will accommodate an additional 1972 students.

Mamabolo said this initiative was part of a broader strategy to address the educational infrastructure backlog, which has been exacerbated by socio-economic migration to the province.

According to the 2021 Statistics South Africa report, Gauteng saw an influx of approximately 479,400 people between 2016 and 2021, significantly increasing the demand for resources.

The Rehabilitation and Refurbishment Programme targets schools constructed from inappropriate materials, such as asbestos, and aims to reduce the reliance on mobile classrooms.

The initiative not only improves learning conditions, but also fosters equality across township schools.

Key projects in the 2025 pipeline include the construction of Simunye Secondary School in Westonaria, the upgraded Ribane Laka Secondary School in Mamelodi and the Semphato Secondary School in Soshanguve, and the new Braamfischerville Primary School in Soweto.

He said the focus on the Dr W.K. du Plessis School for Learners with Special Educational Needs in Springs and Athlone Girls High School in Honeydew further highlighted the government’s inclusive approach to education.

The department was also prioritising the completion of Nancefield Primary School in Eldorado Park and Rust-Ter-Vaal Secondary School in Sedibeng.

New contractors have been appointed to ensure the timely delivery of these projects following the termination of previous contracts.

INSIDE EDUCATION

By Thapelo Molefe

Education must no longer be seen as just a social investment, but rather as a vital economic tool driving national growth, competitiveness and productivity, according to Basic Education Minister Siviwe Gwarube.

Speaking at the launch of the World Bank’s economic update for South Africa, with a special focus on basic education, Gwarube said on Tuesday that rethinking the role of education was essential to unlocking South Africa’s economic potential.

“We need to reframe education as a fundamental driver of economic strategy,” Gwarube stated.

“Nations that have made long-term investments in education, like South Korea and Singapore, have seen their economies transform. It’s time for South Africa to follow suit.”

The minister’s call underscores the need for education to be embedded in national economic policy.

“Education is not just a social service; it is a macroeconomic policy tool that must be embedded in our national economic strategy,” she explained.

Gwarube also addressed the current challenges facing SA’s education system, citing troubling findings from global assessments like the Trends in International Mathematics and Science Studies (TIMSS), the Southern and Eastern Africa Consortium for Monitoring Educational Quality, and the South African Systematic Evaluation. 

These reports reveal that a significant number of South African learners are struggling with foundational literacy and numeracy, putting them at a distinct disadvantage in a world increasingly driven by technology and science.

“Reports reveal that a majority of South African learners who reach the age of 10 cannot read for meaning in any language. And by Grade 5, learners are underperforming in math and science compared to their global counterparts,” Gwarube said. 

“This puts them at a huge disadvantage as they move forward in a world where technological and scientific advancement is accelerating.”

Despite these challenges, Gwarube also highlighted recent successes, such as the record number of Bachelor passes achieved by the Class of 2024, which opens the doors for over 355,000 learners to gain access to higher education. 

“This is a milestone worth celebrating,” she said, adding that it showed progress in improving access to education in South Africa.

“However, we cannot ignore the structural weaknesses that still persist and hold us back.”

Gwarube outlined a strategic approach to address the weaknesses in SA’s education system and drive transformation. Her three-pronged strategy focuses on broadening access to early childhood education to ensure that every child has quality early learning opportunities before entering Grade R. 

She also emphasised the importance of strengthening the foundational phase of learning by prioritising teacher training, curriculum reforms and resources for young learners to ensure they acquired strong literacy and numeracy skills. 

Additionally, Gwarube highlighted the need to scale up mother-tongue-based bilingual education to enhance comprehension and cognitive development, particularly during the foundational years.

“Investing in early education provides the highest return on investment, and we must ensure every child in SA has access to quality early learning,” Gwarube emphasised.

While the minister’s plan may sound simple, she stressed that achieving these goals would require a concerted effort from multiple sectors. 

“We need strong partnerships in the private sector, research institutions and development agencies to support our efforts,” she explained.

“Government cannot drive these changes alone. We need investment in resources, systems support and research to ensure the necessary reforms are implemented effectively.”

As part of her broader reform agenda, Gwarube also announced the formation of the Education and Training Council (NETC), a new advisory body that would work closely with the government to provide strategic insights on education policies and ensure that funding models for public schools were equitable and sustainable.

“Since assuming our responsibilities last year, the deputy minister and I have critically examined how we spend our precious resources. Every cent must be spent efficiently to benefit learners and educators,” Gwarube stated.

“The funding models must be aligned with the needs of the sector, ensuring that resources are allocated where the greatest need exists.”

She also addressed the current financial pressures facing provincial education departments, acknowledging that the state’s financial constraints could impact the rollout of education programmes. 

“In these economic times, we must ensure that every cent available for education is spent in ways that maximise benefits for learners and educators. We cannot afford any waste,” Gwarube said.

The minister also noted the importance of evidence-based decision-making in education reform, referencing the valuable insights provided by reports like the World Bank Economic Update. 

“Reports, such as this one, are invaluable for helping us make informed decisions and ensuring that resources are allocated to the areas where they are most needed,” she said.

The minister concluded her speech by reinforcing the moral imperative of transforming the education system. 

“Education is an economic necessity, not just a social programme. It is the foundation of South Africa’s future prosperity, and we must be relentless in our pursuit of educational excellence,” she said. 

“Anything less, would be an absolute disservice to the millions of children who look to us as leaders to change their futures.”

INSIDE EDUCATION

By Staff Reporter

Provincial briefings for the 2025 Monetary Policy Committee (MPC) Schools Challenge have commenced.

The flagship initiative, which is now in its 13th year, is hosted by the SA South African Reserve Bank (SARB), in partnership with the Department of Basic Education and the Independent Examinations Board.

Its aim is to ignite a passion for Economics among Grade 12 learners, while showcasing career opportunities in central banking.

Designed as a practical exploration of monetary policy, the competition equipped learners with valuable knowledge and skills that extended beyond the classroom, the Bank said in a statement.

Over 400 schools from the nine provinces are expected to participate in the challenge, giving thousands of learners from both public and private institutions a chance to compete.

It said finalists would receive cash prizes, educators would be recognised for their guidance, and each member of the winning team would secure a bursary to support their higher education.

Participants would also benefit from masterclasses by SARB economists, gaining insights into monetary policy and presentation skills. 

Eligible Grade 12 learners studying Economics and Pure Mathematics form teams of four to represent their schools. Each team assumes the role of the SARB’s MPC and is tasked with crafting an essay modelled on the Bank’s bi-monthly MPC statement.

The essays are reviewed by SARB economists and external moderators, with the top teams advancing to present their policy recommendations in a simulated MPC press conference. 

“The challenge serves as a launchpad for future economists and central bankers, with previous participants having secured roles at the SARB after completing their studies. It is a unique opportunity for learners to develop critical thinking, teamwork and public speaking skills,” the statement said.

The in-person provincial briefing sessions offer participants a chance to meet SARB experts, refine their skills and learn about the competition. A hybrid session is also held to accommodate schools in remote areas.

INSIDE EDUCATION

By Joanne Orlando

The start of the school year means some parents will be asking a big question: is it time for a child’s first phone?

Safety concerns, particularly around travel to and from school, or being home after school without a parent, often drive this decision. There can also be huge social pressure if many of a child’s friends have a phone.

But it doesn’t have to be inevitable. How can you tell if your child is ready for a smartphone? What are the alternatives? And how do you set achievable, healthy boundaries if your child does get a phone?

Why a phone is a big decision

Many parents will be aware of the concerns about children’s wellbeing around technology, including potential harms to mental health, if they are exposed to inappropriate content, bullying or simply use the phone too much.

Studies also show it can lead to dependence on the phone and distraction or lack of focus at school and in general. So, it’s important to make good choices and provide family support alongside this.

How do you know if your child is ready for a phone?

Appropriate phone ownership does not necessarily depend on a child’s age but on a child’s readiness and family circumstances.

Recent studies show children who receive phones based on readiness rather than age show better long-term digital habits. These include managing the constant distraction of phones and good judgement around the content they regularly browse and engage with.

You can look at a child’s readiness for a phone in several ways:

How responsible are they with the technology they already use?

Do they follow family guidelines around screen time?

How willing are they to discuss their online experiences with you? Do they come to you if there is a problem or something they don’t understand?

Do they have a basic understanding of digital privacy and security?

What’s their decision-making like offline? What are they like with family, friends and other responsibilities?

Non-phone options

If you decide yes, your child is ready, they don’t necessarily have to go straight to a smartphone with all the bells, whistles and apps.

For basic safety requirements, such as travel to school, a smartwatch or basic phone can allow your child to receive and make calls and texts, but without accessing the internet.

If you want to prioritise social connection (so a child isn’t left out with friends), you could start with a shared family tablet featuring supervised messaging apps. This allows children to maintain friendships within set boundaries.

How to manage the transition to a phone

As children demonstrate growing independence and digital maturity, they can progress to restricted smartphones with parental controls, gradually earning more privileges through demonstrated responsibility.

Or your child could have a smartphone with regular “check ins”. Here, parents and the child discuss and review common challenges such as managing notifications, apps the child is permitted to use and where the phone can be used.

This approach acknowledges full smartphone access isn’t an immediate necessity but rather the final stage in a thoughtful digital progression.

Research indicates families who implement this graduated approach report fewer conflicts around technology as well as better long-term digital habits in their children.

The key lies in matching technology access to genuine needs rather than perceived social pressure, while maintaining clear boundaries and open communication.

Three vital ‘new phone’ conversations to have

Even though many schools now have phone restrictions during school hours, planning for healthy use outside of school is extremely important.

There are three vital “new phone” conversations to have with your child, to make sure things get off to the right start.

1. Friend requests: these can be over the top and often overwhelm children and parents. You do not have to say yes to all of them. Decide how to manage the continuous stream of requests and how to cull unnecessary contacts.

2. Screen time: there will likely be a “screentime spike” when your child gets their own device. This is exacerbated by the constant temptation to just zone out and browse content. Decide together on workable “no-tech” times and zones in the home. For example, no phones in the car and no phones after 9pm, or restrictions on browsable content such as YouTube or Tiktok. Parents can assist children to use in-built screentime features in the phone that shut down such apps during restriction times.

3. Notifications: because of multiple group chats and new friends, there will be never-ending pings and notifications. This will encourage even more screen time, sometimes well into the night. Go into the phone settings with your child and together decide which notifications to turn off (ideally, most of them). This will mean children have fewer distractions and more sleep, and the entire household will be more peaceful.

Orlando is a Researcher for Digital Literacy and Digital Wellbeing, Western Sydney University.

The Conversation

By Johnathan Paoli

An agreement seeking to strengthen higher education institutions, address sectoral challenges and enhance university-industry engagement has been signed by Universities South Africa (USAf) and the Technological Higher Education Network South Africa (THENSA).

The Memorandum of Understanding will explore universities’ engagement with industry beyond traditional bursary support, with USAf CEO Phethiwe Matutu highlighting the need for work-integrated learning as a potential foundation for bridging the gap between graduates and the job market.

“Many school leavers know nothing about life post-school; many are clueless about the National Student Financial Aid Scheme and applying to universities or TVET colleges.

“Similarly, at universities, some students struggle to see the link between acquiring qualifications and understanding where to apply their skills in industry, despite having careers offices at each university,” she said.

The CEO advocated for a structured approach to equipping students with career-readiness skills through internships, mentorship programmes and hands-on learning opportunities in collaboration with industry leaders.

THENSA CEO Henk de Jager echoed these sentiments, asserting that universities must actively ensure graduates were work-ready.

De Jager reaffirmed the consortium’s commitment to engaging with industry stakeholders to enhance employability and skill development initiatives within the higher education sector.

Another key focus of the MoU is the acute shortage of space for students at universities.

Matutu stressed the necessity of collaborating with the Higher Education and Training Department to find innovative solutions to accommodate increasing student enrolments.

“We, therefore, need to look into how we could enhance the capacity of universities to absorb more school leavers. What can the DHET do from their side to capacitate universities, and what can we, as universities, do on our end in preparation for 2026? We need to explore what is possible,” she said.

Engagements with the department are expected to focus on infrastructure expansion, increased funding and alternative educational pathways to mitigate the growing demand for higher education.

De Jager agreed that given limited resources, collaboration and strategic planning with the government and private sector partners was essential for sustainable expansion.

Under the MoU, joint learning programmes will be implemented to foster entrepreneurial skills among university students.

It calls for the pooling of resources to secure funding from both local and international partners.

It stresses the need for strengthening regional global partnerships to enhance knowledge exchange, as well as facilitating initiatives to support innovation, incubation and commercialisation in higher education.

The agreement further calls for developing models to assess the effectiveness of academic and industry partnerships as well as any additional projects that support the advancement of the country’s higher education sector.

One of the key international programmes highlighted during the signing was the Erasmus Plus initiative of the European Union. This programme offers opportunities for student and faculty, youth exchanges and capacity-building projects.

De Jager emphasised that participation in such initiatives would strengthen South African universities and enhance their global competitiveness.

Additionally, THENSA has established collaborations with the United Kingdom, Finland, Germany, Ireland, Switzerland and the United States.

These partnerships focus on entrepreneurship, climate change response and technology transfer, areas where the synergy between USAf and THENSA could yield significant benefits.

USAf director of Entrepreneurship Development in Higher Education (EDHE), Edwell Gumbo, stressed the importance of integrating entrepreneurship into university curricula.

Gumbo highlighted the reliance on departmental funding, which currently accounted for 80% of EDHE’s financial support, and emphasised the need to attract additional private sector investment.

THENSA operations and partnership director Christelle Venter revealed that a US Fulbright scholar would be assisting universities in the ethical use of Artificial Intelligence in 2025, an initiative to be extended across all 26 public universities through USAf.

Beyond the MoU, the two organisations discussed multiple avenues for further collaboration, including expanding engagement with universities in India to strengthen academic and research partnerships, as well as PhD training opportunities in Ireland through the Irish Consulate.

Additionally, the UK-sponsored Research and Innovation Systems Africa programme was identified, which THENSA recommended expanding through USAf.

The USAf-THENSA partnership marks a critical step in fostering innovation, expanding higher education access and ensuring graduates are well prepared for the evolving job market.

The organisations have stressed that this collaboration promises to drive transformative change in the country’s higher education landscape, ultimately benefiting students, universities and industry stakeholders alike.

INSIDE EDUCATION

By Johnathan Paoli

A new report from the Stellenbosch University has underscored concerning challenges behind the recent matric exams, including grade promotion leniency, failure in mastering foundational skills and uneven learner development.

The Research on Socioeconomic Policy study, authored by Servaas van der Berg, Chris van Wyk and Martin Gustafsson, offers an analysis of the education system, revealing that while the Covid-19 pandemic disrupted learning and influenced promotion policies, the long-term effects could be detrimental.

“The report highlights how policy decisions, systemic challenges and learning disruptions, exacerbated by the Covid-19 pandemic, have shaped educational outcomes,” the report states.

During the pandemic, the report found that leniency in grade promotion was implemented to counteract learning disruptions caused by school closures.

While reducing grade repetition and increasing matric pass rates, it also led to unintended consequences.

By 2022, matric pass rates were 21% higher than pre-pandemic projections; however, the data suggests that three-quarters of this increase resulted from policy changes rather than actual academic improvement.

Learners, particularly in no-fee schools and poorer provinces, advanced without fully mastering foundational skills, creating significant learning gaps in key transition years, such as Grade 4 and Grade 10.

The report also examined the implications of early entry into Grade 1.

South African policy allows learners to start Grade 1 after turning five-and-a-half-years old, but application of this rule varies widely across provinces.

In wealthier provinces and quintile 5 schools, stricter adherence to a calendar-year rule ensures that children start school closer to age six.

However, in provinces like KwaZulu-Natal and Limpopo, higher numbers of younger learners enter Grade 1, leading to increased repetition rates, particularly among boys who may not be developmentally ready.

Grade 4 represents another critical transition, as it marks the shift from instruction in the Home Language to English as the primary language of learning.

The report confirmed that learners with poor Grade 3 Home Language proficiency are more likely to struggle in Grade 4, leading to higher repetition rates and weaker performance.

Boys are disproportionately affected by these challenges, further widening gender disparities in learning outcomes.

Subject selection in the Further Education and Training phase (Grades 10–12) plays a pivotal role in shaping learners’ future career opportunities, with the choice between Mathematics and Mathematical Literacy particularly consequential.

While Mathematics is a prerequisite for STEM (Science, Technology, Engineering, and Mathematics) and commerce-related university programmes, many learners, especially in underprivileged schools, opt for Mathematical Literacy to improve their pass rates.

The report highlights the urgent need to strengthen early-grade mathematics instruction to better prepare learners for high school and beyond.

It provides new insights into teacher deployment patterns using South African School Administration and Management System data from six provinces, examining two key aspects.

The “learner-following” approach in Foundation Phase (Grades 1–3), referring to the practice of a teacher following the same learners across multiple grades, with evidence suggesting that this strategy can reduce grade repetition and improve learning continuity.

On teacher specialisation in the Intermediate Phase (Grades 4–7), the report finds that school size strongly influences subject specialisation, with smaller schools offering fewer opportunities for subject-specific teaching.

This has implications for teacher training and deployment, particularly in rural areas.

The findings emphasise the need for targeted interventions to address systemic challenges in South Africa’s education system.

Strengthening early-grade literacy and numeracy is essential to ensure that learners progress with a solid academic foundation. While reducing grade repetition is beneficial, the report finds that promotion policies must be balanced with adequate learning support to prevent knowledge gaps.

It says more support is needed for learners moving from Home Language instruction to English in Grade 4, and improving Mathematics education in earlier grades can help more learners pursue STEM-related careers.

Expanding learner-following practices and increasing subject specialisation in smaller schools can enhance teaching effectiveness, the document reads.

The report finds that by leveraging robust data systems, policymakers, educators and stakeholders can develop more effective strategies to support learner success and drive long-term improvements in South Africa’s education system.

INSIDE EDUCATION

By Edwin Naidu

Given his love for the limelight, there is no doubt that the former Minister of Higher Education, Dr Blade Nzimande, loves being in the spotlight.

Under his watch, the Department of Higher Education and Training spent R80 million over five years on various workshops. Since January 2024, the DHET has spent close to R40 million on events.

Nzimande passed the baton to Dr Nobuhle Nkabane on 3 July following her appointment to the Government of National Unity portfolio.

However, during his tenure, the department spent millions on national chains, smaller boutique hotels and conference centres for events and workshops involving government officials, schools and academics. Not all this was the Minister’s choice, but it was under his stewardship. He should have kept a close eye on the government purse strings.

As Minister of Science, Technology and Innovation, Nzimande’s many forays in South Africa and abroad will surely be scrutinised soon. He must be one of the most prolific government officials on social media. But questions about oversight under his watch at DHET are just starting.

On 7 January 2025, MP Tabiso Wana asked him about the costs of hiring venues.

Specifically, the question sought detailed information on the expenditure by the Minister’s department and each entity reporting to him over the past five years and since January 1, 2024.

The inquiry asked for a comprehensive breakdown of costs, including the name and address of each venue, the reason for the hire, the attendees, the total price and any additional related expenses.

The Minister responded by stating that a consolidated input report detailing the departmental events and associated costs was prepared in response to the question.

While one does not dismiss these as a waste of time, one must consider the amount of time spent on deliberations, not to mention the expense. In many cases, the motivation was that the department in Pretoria could not host meetings for more than 50 attendees. Hence, alternative venues in the city were needed at luxury hotels. Occasionally, delegates were accommodated at these hotels over two to three days during workshops.

While the DHET has long been in disarray, with senior officials in acting positions, Parliament has heard that they have been tardy in filling hundreds of posts. But it has no problems spending millions of taxpayers’ monies on conferences at five-star venues.

This summary encapsulates the essence of Ms Wana’s inquiry and the Minister’s response, focusing on the financial aspects of venue hiring for departmental events in recent years.

This piece by no means suggests any wrongdoing. Still, when the government has been talking about tightening the purse strings, it does not make sense to dish out millions to luxury hotels and conference venues when the Department of Public Works should have facilities it can use for such purposes.

Universities and Technical Vocational Education and Training (TVET) colleges also have large venues that could be used better and cost-effectively. Nzimande’s leadership of the South African Communist Party should have made him uncomfortable with making the capitalist hoteliers rich through these expensive gatherings. But then the Minister who reportedly loves his Merlot – and Beemer can’t park a government luxury vehicle anywhere, right?

Therefore, as some would argue, white monopoly capital is the biggest beneficiary of government spending, which is, to put it mildly, a disgrace because, on the one hand, the government talks about transformation but supports the status quo by making the fat-cat owners richer.

Full marks to his successor, Dr Nkabane, for making this information available transparently. It’s a positive step to unpacking how the DHET deals with its venue hire or accommodation challenges.

This becomes imperative when one considers the country’s financial challenges. According to the International Monetary Fund, the government’s high debt burden and debt-servicing costs are draining the economy, along with high unemployment and slow economic growth.

Venue hiring and luxury hotels are not necessities. Government departments should rein in spending that appears to have gotten out of control. Why pay tens of millions for facilities that the State has in abundance? One can imagine millions would be saved.  

Let’s hope DHET will better manage taxpayers’ resources under Minister Nkabane’s guidance and communicate its work at these conferences so the public understands how it contributes to the national learning agenda.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Prof. John Molepo 

It is with great pride and a profound sense of humility that I stand before you today. This moment is not just a recognition of personal achievement, but a celebration of our collective journey as a generation of proactive youth determined to shape the future of South Africa and the continent.

We have arrived at this juncture through hard work, resilience, and the shared vision that tomorrow’s success begins with the actions we take today. 

As recipients of this prestigious award, it is important to note that receiving this award is a humbling recognition of the hard work and determination that fuels our shared vision, and it reinforces our responsibility to continue pushing boundaries and building a better tomorrow

As young people, we are often told that we are the leaders of tomorrow. But I stand here to challenge that narrative. We are not the leaders of tomorrow. We are the leaders of today. The opportunity to build a better future is not some distant reality; it is right in front of us. Each day, we have the power to decide how we will shape the world we inherit. Each decision we make today will echo for generations to come.

Our country, South Africa, faces an array of pressing challenges — from poverty and unemployment to social inequality and environmental degradation. Yet, in the face of these challenges, we cannot afford to stand idly by. The urgency of our time demands proactive leadership. It demands that we rise to the occasion, not as passive observers, but as active participants in shaping our destinies and the future of our nation.

Africa, throughout its history, has produced figures who exemplify the power of taking action against seemingly insurmountable odds. Nelson Mandela, a man whose name is synonymous with resilience and leadership, spent 27 years in prison fighting against apartheid. Yet, despite the immense adversity he faced, Mandela emerged as a unifying force, showing us that courage in the face of injustice can transform a nation. His leadership reminds us that activism and perseverance are key to breaking down the barriers that divide us.

Wangari Maathai, an environmental and women’s rights activist, faced both political and societal opposition when she initiated the Green Belt Movement in Kenya. She was told that a woman could never lead a large-scale environmental movement. Yet, Maathai’s determination and courage earned her the Nobel Peace Prize and proved that one voice — one person — can change the course of history. Her example teaches us that the pursuit of justice, no matter how difficult, is always worth the effort.

Closer to home, we have South African leaders like Mamphela Ramphele — an academic, medical doctor and activist — who has been a vocal advocate for the empowerment of youth and the transformation of our educational systems. Ramphele faced the struggle of apartheid and became a voice for change in the health and education sectors. Her legacy, like that of many others, reinforces the belief that young people have the power to rise above any circumstance and lead the way in times of crisis.

As we look to these leaders and scholars, we are reminded of the powerful words of the late Kwame Nkrumah, one of Africa’s foremost political thinkers and scholars. He once said: “The task of the youth is not just to inherit the legacy of the past, but to create their own legacy for the future.”

This profound statement underscores the urgent need for proactive leadership from young people today. We are not simply inheritors of a legacy shaped by those before us; we are the architects of the future, tasked with creating a legacy that will define our time.

In addition, I want to share a powerful Swahili proverb that encapsulates the spirit of collective action and determination: “Haba na haba hujaza kibaba.” This translates to, “Little by little fills the measure”. It reminds us that even the smallest steps, when taken consistently and with purpose, add up to monumental change. No effort is too small. No action is insignificant. It is through our collective, consistent efforts that we will see real transformation.

We live in a world where the lines between opportunity and challenge are often blurred. Yet, it is in these moments of uncertainty that we must rise up with purpose. The education we receive, the resources at our disposal and the creativity that flows through us are not privileges to be taken for granted. They are tools — tools with the power to ignite change, to challenge the status quo and to build a future that reflects our collective aspirations.

As we navigate the complex issues facing South Africa today, we must remember that the future we desire will not come to us passively. We must step forward with courage and a sense of duty. It is in our hands, as the youth, to forge a path forward, to lead with purpose, and to work in unity.

There is an African proverb which says “If you want to go fast, go alone. If you want to go far, go together”, and this reminds us that the work of creating change is not a solitary endeavour. It is a collective effort, one that requires cooperation, collaboration and community.

In this spirit, I encourage all of us — fellow Shining Stars — to embrace the responsibility we have been given. We must be proactive, not apathetic. We must take ownership of our futures, not wait for others to lead. Every small action, every courageous decision, and every step we take today will shape the tomorrow we want to see.

So, as we stand on the precipice of our futures, let us honour the legacy of those who came before us by taking action. Let us build tomorrow, today. 

As the renowned African scholar Chinua Achebe once said: “The problem of the nation is the problem of the individual. Until we solve the problem of the individual, we cannot solve the problem of the nation.”

This final thought reminds us that the change we seek in South Africa — and in Africa as a whole — begins with us. It is only through our individual and collective commitment to growth, leadership and action that we will truly shape the future we desire.

As we navigate the challenges before us, I want to remind my fellow young people not to lose faith in ourselves, in each other, or in the possibilities that lie ahead. There will be moments of doubt, obstacles that seem insurmountable, and setbacks that threaten to derail us. But it is precisely in these moments that our resilience must shine the brightest.

Consider the words and actions of those who never gave up, even when the weight of the world seemed to bear down on them. Take, for example, the indomitable spirit of Steve Biko, whose philosophy of Black Consciousness ignited a movement of empowerment during apartheid. Despite facing brutal violence, imprisonment and ultimately losing his life for his beliefs, Biko’s message of self-empowerment and pride in our identity continues to inspire generations. His words, “The most potent weapon in the hands of the oppressor is the mind of the oppressed”, remind us of the power of belief and the necessity of never losing faith in ourselves.

We can also draw inspiration from the resilience of Ellen Johnson Sirleaf, Africa’s first elected female president. Facing an array of political and societal challenges, including cnivil war and discrimination, Sirleaf’s resolve and unwavering commitment to peace, democracy, and women’s rights led Liberia out of its darkest hours. Her message to us is clear: “The size of your dreams must always exceed your current capacity to achieve them.” And that no matter how impossible the future may seem; persistence and vision can turn dreams into reality.

Closer to home, we have the unforgettable example of Winnie Madikizela-Mandela, a South African icon who embodied strength, defiance and determination. Known as the “Mother of the Nation”, Winnie was a fierce advocate for justice, never bowing to the apartheid regime even as it sought to break her spirit. She faced imprisonment, torture and immense personal loss, yet she remained steadfast in her commitment to the liberation of her people. Her message to us resonates deeply today: “I am the product of the people, the people who fought for liberation.”

Winnie’s legacy teaches us that no matter how painful the struggle, we must stay true to the cause and believe in the power of collective action to bring about real change and never forget our communities. 

These leaders and many others have shown us that even in the face of adversity, our will to persevere and our belief in a brighter future can drive the changes we seek. So, my fellow youth, I urge you — no matter how difficult the path may seem, do not lose faith. The same determination that carried these African icons through their struggles is the strength we carry within us today.

To my fellow young Shining Stars, stay hopeful. Keep the flame of possibility alive in your hearts and continue to be the beacon of light that guides the way forward. The future is not only ours to inherit; it is ours to create.

As I conclude, I want to encourage my fellow shinning stars, to keep shinning, to also encourage others to shine and make this country a shining star. 

Molepo delivered the keynote address at the Inside Education Foundation’s 100 South African Shining Stars 2024. He is an Associate Professor at the Tshwane University of Technology.   

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