A woman who drove a Land Rover into a tea party outside a London primary school celebrating the last day of classes in 2023, killing two 8-year-old girls and injuring several other people, was charged Friday with dangerous driving, authorities said.

Prosecutors said they decided to charge Claire Freemantle, 49, with two counts of causing death by dangerous driving and seven counts of causing serious injury by dangerous driving after the Metropolitan Police reopened its investigation and discovered new evidence.

The London police force apologized for how it initially treated the crash and said it had referred its own officers to a watchdog agency looking into police misconduct.

Freemantle was originally not charged after prosecutors said she had an epileptic seizure. She had issued a statement expressing her “deepest sorrow” but said she had no recollection of what occurred.

Defense lawyers questioned why prosecutors reversed their original decision not to charge Freemantle and said she will plead not guilty when she makes her first court appearance June 16 in Westminster Magistrates’ Court.

It’s not clear what new evidence police found, but the reinvestigation came after complaints by the parents of Nuria Sajjad and Selena Lau, who were killed in the crash outside the private Study Preparatory School in Wimbledon, south London, on July 6, 2023.

The driver plowed through a fence and into the side of the school building. More than a dozen people were treated for injuries at the scene and 10, including several pupils, were taken to the hospital for treatment.

AP

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By Stephanie Allais

South Africa’s 50 public technical and vocational education and training (TVET) colleges are, in the main, struggling institutions. In many, throughput rates – how many students qualify in the expected time – are low. Some lecturers are under-qualified and under-resourced. Relationships with employers, which are crucial for the type of training that these colleges offer, are uneven.

Colleges are hard pressed to provide training to young people with weak schooling behind them and no clear path to employment ahead. The youth unemployment rate is almost 44%.

The response to problems in the sector has been reform: rename the colleges, restructure them, give them new governance models, new qualification types, new funding arrangements. Over 30 years of democracy, South Africa has done all of these things, repeatedly. It has not worked.

And now there’s another round of changes being rolled out. There is little clearly documented explanation of what the new system is and how it will work in practice. But colleges have been instructed that most current qualification offerings will be phased out and replaced by new “occupational” qualifications.

In 2024 I wrote a paper tracing the history of the technical and vocational training sector, drawing on published literature, my research on skills development and my own involvement in South Africa’s education and training policy processes. The paper sets out why the sector is not working and what it needs to succeed.

In my view, based on the history of the sector, there is a serious risk that the latest reforms will make things worse.

Thirty years of the same mistake

South Africa’s policy vision and funding model for TVET colleges has, like that of many other countries, been to base funding on student enrolment for programmes that are linked to employer demand. It assumes colleges will respond to what employers want, and channel young people into jobs.

It has a long and largely unsuccessful track record, with problems in many countries – most extensively documented in Australia and the UK, the originators of the broad policy model.

The problem is structural. Funding institutions only through enrolments in specific programmes provides no institutional stability. It creates no incentive to invest in equipment, lecturers, or long-term relationships with employers. It treats colleges as if they were competing as private training providers.

When the programmes that attract funded enrolments change – as they do, repeatedly – colleges are left with stranded staff, obsolete equipment, and no financial buffer. And when new funding is made available, for new programmes, they don’t have lecturers who can teach them.

Private institutions tend not to offer manufacturing-related programmes – those are expensive. They focus on business-related programmes, which are cheaper.

Consider the National Technical Education Diploma (Nated) qualifications, the government-funded programmes that colleges have provided for decades. First, they were to be phased out. Then, when the National Development Plan created TVET enrolment targets, colleges were told to expand them. Colleges have built up staffing around them and enrolled students in them.

Now, the Department of Higher Education and Training has instructed colleges to phase them out. What replaces them are “occupational qualifications”.

The occupational qualifications problem

The department defines an occupation as a set of jobs whose main tasks and duties are characterised by a high degree of similarity (skill specialisation).

The theory behind occupational qualifications is sound: link qualifications to specific occupations, make workplace experience part of the qualification, and graduates will have credentials that employers recognise and value.

The framework has thousands of occupations.

The problem – and here is where our new research (not yet published online) is indicating an uncomfortable finding – is that many of the “occupations” to which these new qualifications are linked do not really exist in workplaces and labour markets. And there is little publicly available information about them.

Some “occupations” have special skills that need special training, and others are really just jobs.

For example, in our research (not yet online) across 53 food and beverage manufacturing plants, we found that there are artisan trades like millwrighting, fitting and turning, and electrical work which fit the idea of an occupation.

But machine operators don’t fit that description. Yet machine operators are among the new qualifications to be offered. The employers we visited don’t need those qualifications. They would rather hire someone they can train themselves, to use the equipment in their plant.

Training in a “knowledge module” like “personal mastery and interpersonal relationships” is not specific to the “occupation” of operating a machine.

You cannot create an occupation by developing a qualification for it. It works the other way: the occupation must exist before you create a qualification for it.

This is not an abstract concern. Colleges are now being instructed to gain accreditation to offer these qualifications, to hire staff to teach them, to find workplace placements for students doing them – all on the assumption that there is a real occupational destination at the end.

For artisans, this assumption holds: there are real occupations that translate to opportunities in the workplace. But for the majority of new occupational qualifications being developed, far more analysis is needed.

What institutions actually need

Colleges cannot become strong institutions through enrolment-driven funding alone, any more than a school can become strong by being paid per pupil with no base funding for teachers or classrooms. And calling qualifications “occupational” does not mean that they will lead to work where there is no meaningful occupation in labour markets or workplaces.

Institutions need a stable core – employed lecturers, maintained equipment, administrative capacity – that allows them to function as institutions rather than as collections of projects cobbled together from different funding streams.

Some of them may be better off offering second-chance matric (secondary school leaving certificate) programmes instead of narrowly focused programmes where there are few real opportunities for employment in the surrounding areas, and no way colleges can find work placements for their learners.

Pockets of genuine excellence exist in the current system: colleges with good employer relationships and real employment outcomes for graduates. What they have in common is principled management, experienced staff, and enough stability to build relationships over time. The system should be trying to replicate those conditions.

In my view, what needs to happen is this:

• colleges should be funded with a core institutional grant, and enabled to provide a mix of training that reflects their local economic contexts
• occupational qualifications should be rolled out only where employers need them.

Otherwise the latest reforms risk repeating the errors of the past 30 years. Colleges and young people deserve better than that.

Stephanie Allais is Faculty member, Centre for Researching Education and Labour, University of the Witwatersrand.

THE CONVERSATION

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By Charmaine Ndlela

The Equal Education Law Centre, the Western Cape Children’s Commissioner and Ilitha Labantu have raised concerns over the Department of Basic Education’s draft regulations on managing learner pregnancy, warning that gaps could undermine implementation.

The Department of Basic Education has extended the deadline for public comment to May 24, 2026, after civil society groups requested more time to broaden participation.

The extension follows the gazetting last month of the draft regulations under the South African Schools Act, as amended by the Basic Education Laws Amendment Act.

The regulations aim to ensure pregnant learners can remain in school and return after childbirth, supported in a non-discriminatory environment. Schools would be required to provide academic, psychosocial and health support, reinforcing the constitutional right to basic education.

A key provision introduces mandatory reporting in certain cases. Where a learner under 16 falls pregnant, schools would have to report the matter to the Department of Social Development and the South African Police Service.

While intended to address potential statutory offences and protect minors, the measure has raised concerns among stakeholders about its practical implications.

Basic Education Minister Siviwe Gwarube said the regulations build on progress made in addressing learner pregnancy.

“We have moved away from a painful past where young girls were expelled or forced out of school due to pregnancy. These practices contributed to high dropout rates. The regulations reaffirm our commitment to dignity, inclusion and equal opportunity,” she said.

In a joint submission, the organisations welcomed the intent of the regulations but said significant gaps remain.

They cited a lack of clarity on implementation, particularly in under-resourced schools, as well as unclear roles across departments, limited detail on funding, insufficient operational guidance for schools, and capacity constraints in school health and support systems.

Without a clear implementation plan, the groups said, the regulations risk being ineffective despite their policy intent.

They also called for a stronger rights-based approach, with greater emphasis on learners’ dignity, privacy and best interests, improved accountability mechanisms, and clearer recognition of learner fathers.

“The regulations must be responsive, practical and adequately resourced,” the organisations said.

INSIDE EDUCATION

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By Levy Masiteng

Higher Education Minister Buti Manamela has outlined a R443 billion medium-term budget to drive South Africa’s post-school education and training priorities, presenting the 2026/27 Annual Performance Plan (APP) to Parliament’s higher education committee on Thursday.

The plan sets targets to support more than 1.15 million university students, enrol over 520,000 students in TVET colleges and fund more than 700,000 students through National Student Financial Aid Scheme (NSFAS).

It also aims to deliver 91,800 workplace-based learning opportunities and 22,000 artisan certifications, while aligning skills development with the just energy transition, the digital economy and industrial policy priorities.

The APP outlines several major delivery priorities for 2026/27, including:

• Support for over 1.15 million university students;

• More than 520,000 TVET college enrolments;

• Over 700 000 NSFAS-supported students;

• Expansion of occupational qualifications and artisan pathways;

• 91 800 workplace-based learning opportunities;

• 22 000 artisan certifications;

• Strengthened alignment with the Just Energy Transition, digital economy, and industrial policy priorities.

“This APP is the operational expression of the national Skills Revolution mandate articulated by President Cyril Ramaphosa during the 2026 State of the Nation Address, and not an isolated administrative document,” Manamela said.

He said the plan marks a shift from compliance-driven planning to measurable outcomes, with a focus on expanding access, improving student success, strengthening TVET colleges and boosting employability.

The minister acknowledged concerns raised by the Auditor-General of South Africa over weaknesses in aspects of the plan, saying corrective measures were under way.

“Producing reports is not performance. Performance is whether students complete, whether artisans qualify, and whether graduates find work,” he said.

The department is finalising service level agreements with Sector Education and Training Authorities (SETAs) to strengthen accountability and coordination, and is standardising data definitions and verification processes across the system.

Manamela said the department remained focused on ensuring that public investment translates into tangible opportunities for young people.

Director-General Nkosinathi Sishi presented detailed performance indicators and implementation plans to lawmakers, including responses to the Auditor-General’s findings.

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By Akani Nkuna

President Cyril Ramaphosa has proclaimed the 2026 municipal elections, clearing the way for the official gazetting of the poll date and setting the stage for voters to head to the ballot later this year.

He announced that the Local Government Elections will be held on Wednesday, 4 November 2026, describing the timing as strategically chosen to maximise voter participation.

A voter registration weekend has been set for 20–21 June, as government ramps up efforts to counter growing concerns over voter apathy.

“The proposed date falls on a Wednesday and outside the festive period, which will improve voter turnout while having minimal impact on schooling and travel,” Ramaphosa said.

The announcement was made during his closing remarks at the Extended Presidential Coordinating Council (PCC) meeting in Boksburg, Gauteng, on Thursday.

Cooperative Governance and Traditional Affairs (COGTA) Minister Velenkosini Hlabisa, also speaking at the PCC meeting in Boksburg, said the 4 November date was selected to avoid overlap with the festive season and the January back-to-school period, allowing the education sector to plan accordingly.

“The earliest opportunity was the first of November,” Hlabisa said, adding that the Department of Basic Education would adjust its examination timetable to minimise disruption.

He said the department was expected to finalise its plans by the end of June, including arrangements for first-time voters who will be casting their ballots.

Addressing voter apathy, Hlabisa expressed confidence that citizens would turn out in significant numbers.

“Our people will gain courage from today. Those who have raised concerns about poor basic service delivery will have their time,” he said.

He added that the next five-year term of local government would be shaped by voters’ choices.

Hlabisa also called for peaceful campaigning, urging political parties and communities to uphold democratic principles and ensure that voters can exercise their rights freely.

He said he would convene a meeting with the Electoral Commission of South Africa (IEC), the Municipal Demarcation Board (MDB) and the South African Local Government Association (SALGA) to coordinate voter mobilisation efforts.

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By Charmaine Ndlela

South Africa has taken a major step in tackling one of the country’s leading causes of death by launching its first National Diabetes Dashboard, designed to give healthcare workers near-real-time data on patient management.

The National Health Laboratory Service (NHLS), in collaboration with the Gauteng Department of Health, National Priority Programmes and the Wits Diagnostic Innovation Hub, developed the National Diabetes HbA1c Dashboard to strengthen the country’s response to diabetes.

The NHLS said this week that the dashboard marked a significant breakthrough in tackling diabetes, which Stats SA has identified as the country’s leading underlying natural cause of death in 2023.

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The platform integrates expertise from the NHLS Corporate Data Warehouse, National Priority Programmes and the Department of Chemical Pathology at the University of the Witwatersrand.

NHLS CEO Professor Koleka Mlisana said the system uses laboratory data from across the country to provide a near real-time view of diabetes control.

“This platform transforms how we use laboratory data from retrospective reporting to real-time action. It equips healthcare workers with the information needed to respond faster and improve patient outcomes,” she said.

According to the International Diabetes Federation’s (IDF) latest country estimates, South Africa’s adult diabetes prevalence stands at 7.2%, with about 2.3 million adults aged 20 to 79 living with the condition. The IDF estimates that about 1.6 million of these cases are undiagnosed.

Globally, WHO says about 830 million people were living with diabetes in 2022, with more than half of those affected not taking medication for the condition.

The NHLS said the launch comes amid growing calls for urgent and coordinated action, as diabetes is increasingly recognised as a national health crisis.

For the first time, the dashboard offers a near real-time nationwide view of diabetes control, with laboratory data refreshed within 48 hours. This enables healthcare workers to identify high-risk patients earlier and intervene before complications develop.

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Previously, diabetes data was shared through monthly Excel reports, which required manual analysis and often delayed interventions. The new system replaces this with continuously updated data accessible to healthcare practitioners across the country.

“This dashboard represents a significant leap forward in how we use laboratory data to improve patient care. Innovation is central to the NHLS strategy, and this platform demonstrates our commitment to strengthening the health system,” Mlisana said.

The dashboard is also expected to strengthen accountability by allowing health authorities to monitor trends across provinces and target interventions where they are most needed.

The initiative also supports South Africa’s National Strategic Plan for the Prevention and Control of Non-Communicable Diseases 2022–2027, which aims for at least 50% of patients on treatment to achieve diabetes control.

“By providing near real-time insights, we are empowering healthcare workers to respond faster, intervene earlier, and ultimately improve outcomes for patients living with diabetes,” Mlisana said.

The dashboard is now accessible to healthcare practitioners nationwide, giving frontline workers the tools needed to deliver faster, more effective care.

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By Lebone Rodah Mosima

The Department of Science, Technology and Innovation used a Freedom Month event in one of KZN’s most rural municipalities to show how technology can be used to close service-delivery, safety, and youth-opportunity gaps.

Deputy minister Dr Nomalungelo Gina hosted the community engagement on democracy and science at Oqondweni Hall in Mbazwana, where about 250 community members, including young people and older residents, were exposed to government services, SAPS drone technology and internship opportunities through the Human Sciences Research Council (HSRC).

Other institutions to take part in the event were the Department of Justice and Constitutional Development, the Department of Social Development and the Independent Electoral Commission.

ALSO READ: Manamela charts path for sustainable higher education funding

“All the institutions that you see here today are using science, technology and innovation to improve service delivery to communities countrywide. For example, South Africa uses digital technology to manage social grants for millions of citizens because digitalisation increases efficiency and financial inclusion,” Gina told the crowd.

“Access to scientific knowledge, innovation and opportunities is essential for participating fully in our democracy, and for building a more equal and prosperous society,” she said.

Gina said democratic South Africa had, since 1994, invested in science and innovation as tools for transformation, inclusion and development. She said democracy was strengthened not only through political rights, but also through equitable access to knowledge, innovation and practical solutions that respond to everyday community challenges.

Local residents were given the opportunity to interact directly with government departments and agencies on issues including justice, social development, safety, employment and access to public services.

Nqubeko Mbhele, an Information Technology expert at the HSRC, told the community that research helped government better understand people’s needs and improve services in areas such as health, education, safety, jobs and social support.

“From visiting households across the country to strengthening community voices, the HSRC continues to ensure that democracy works for the people by putting their lived experiences at the centre of decision-making,” said Mbhele.

The HSRC also promoted its internship graduate programme, which has benefited more than 7,000 unemployed graduates since 2005 by providing workplace experience and research skills in science, engineering and technology, as well as in humanities and social sciences.

ALSO READ: Malatsi withdraws draft AI Policy

Mbhele encouraged youth in the area to further their studies so they could access opportunities created through democracy and science-based development programmes.

In one of the most practical demonstrations of the day, Warrant Officer Owen Howard, a SAPS drone pilot in KwaZulu-Natal, flew a Matrice M30 drone fitted with wide, zoom and thermal cameras, as well as a laser rangefinder.

“Years ago, the SAPS did not have this technology to locate a missing person in the bush, for example. Now we can use thermal imaging to help find missing persons without immediately deploying a helicopter,” said Howard.

Resident Lindiwe Mabika said the event gave her useful information about science, technology and future opportunities. Mabika said her main focus was to continue her studies in primary health.

“The information I received today will help me plan for a better future for myself. I am also grateful to have known about the HSRC internship programme. Hopefully, I will be one of its beneficiaries in the future,” said Ms. Mabika.

Senamile Khumalo, 36, from Heifer Project South Africa (HPSA), said communities benefited when they were exposed to information and support that could help them improve their lives.

“I am particularly hopeful that the youth in the area stand to benefit the most. It was also encouraging to hear those government initiatives that can assist in protecting the young and elderly in our community,” Khumalo said.

Khumalo also appealed to young people to join HPSA, a community development organisation that partners with impoverished rural communities to fight poverty through agricultural development.

“At HPSA, we provide rural youth with training support to learn how to take care of livestock and to start their own farming businesses,” she said.

The event also gave Gina an opportunity to assess how science, technology and innovation were being applied in the local municipality to improve service delivery.

The ministry said the engagement demonstrated how the District Development Model could improve socio-economic conditions by aligning local, provincial and national government planning.

uMhlabuyalingana Local Municipality is situated in the north-eastern part of KwaZulu-Natal and has a population of about 163,694 people. The rural municipality is heavily dependent on subsistence farming, with major agricultural initiatives including fruit processing and livestock farming aimed at alleviating poverty.

According to the municipality, 18% of the population has had no formal education, 57% did not complete Grade 12, and only 8% completed Grade 12 or higher.

INSIDE EDUCATION