By Lisakhanya Mohlomi and Stacey Jacobs

Just last week the global community observed the United Nations’ International Day of Education under the theme “AI and Education: Human Agency in an Automated World”.

This theme highlighted the significant role education plays in preparing individuals and communities for a rapidly evolving world. It also served as a stark reminder that a strong foundation in science, technology, engineering and mathematics (STEM) is essential to compete and succeed in a world increasingly defined by technological advancement. 

Yet in South Africa, the national Department of Basic Education (DBE) appears to be falling short of its responsibility to prepare learners for this reality. This moment requires the department to urgently re-evaluate its role in equipping learners with the tools needed to thrive in a fast-changing world. In doing so, the government must confront the damage that its regressive policies and short-sighted economic decisions are set to cause. From reversing gains in the sector to compromising the potential of all learners, and threatening South Africa’s socio-economic development: is the DBE adequately preparing learners for life after basic education, or setting them up for failure?

Gateway to where? Harsh realities behind the 2024 matric results

The class of 2024’s outstanding 87% matric pass rate was met with a much-deserved celebration earlier this month. However, beneath the surface of this success, the fault lines in the education system wreaked havoc on performance in gateway subjects such as Mathematics and Physical Sciences. 

At first glance, this cohort’s Mathematics results reveal signs of improvement. The proportion of learners achieving at least 30% increased by 5.6% compared to 2023, continuing the gradual upward trajectory over the past five years. However, this improvement is off a low base. And even though 69% of learners met the 30% benchmark, the converse is that nearly one-third of all learners who wrote this exam did not reach this basic achievement level. 

Equally concerning is the fact that while 75.6% of learners who wrote the Physical Sciences exam in 2024 passed with at least 30%, this marks a decline when compared to the class of 2023’s performance.  

While passing with at least 30% in these subjects contributes to achieving a National Senior Certificate (NSC), oftentimes it is not sufficient for admission into tertiary studies in STEM fields. In South Africa, many tertiary institutions require between a 60% and 75% achievement level in Mathematics and Physical Sciences to be considered for admission into these specialised fields.

So, without a meaningful increase in the quality of passes, these learners remain locked out of opportunities that not only have the potential to change their lives but ultimately contribute to South Africa’s economic growth.

The situation is even bleaker when looking at performance at higher achievement levels in these gateway subjects. At a national level, less than one-third (30.2%) of learners who wrote Mathematics in 2024 achieved 50% or more. In rural provinces such as the Eastern Cape, this figure is even lower, with less than a quarter (23.9%) of learners who wrote the exam achieving a 50% pass mark.

The 2024 matric class’ performance in Physical Sciences is equally concerning. Not only did the proportion of learners achieving 30% or more decline from 2023, but eight of nine provinces saw a decrease in the proportion of learners achieving at least 50% in this subject when compared to 2023 performance. 

These results require the DBE to pay urgent attention to the systemic inequalities that disadvantage learners from the moment they start their basic education journey. The disparities in school conditions between districts, provinces and quintiles risk leaving the majority of learners trapped in a cycle of poverty while simultaneously arresting South Africa’s socio-economic development. 

Back to basics: The link between literacy and numeracy and success in gateway subjects

It is undeniable that a strong foundation in numeracy and literacy are the building blocks of education, and essential for success in subjects like Maths and Physical Sciences. Although 81% of Grade 4 learners across the country are unable to read for meaning, the DBE has failed to ensure that schools have the enabling infrastructure to facilitate reading, such as libraries. The department’s own statistics show that 74% of public schools do not have libraries, and of those that do, over 40% of them are not stocked.

A 2023 international benchmarking assessment of Mathematics and Science knowledge of South African learners at Grade 5 and Grade 9 levels found that the majority of Grade 5 learners performed at or below the low benchmark level for Mathematics and Science.

When disaggregating the results by school quintile, a clear trend emerged: as the quintile level rose, representing schools with higher socio-economic status, the average Mathematics and Science results increased. 

“My schooling journey has been quite a roller-coaster. Subjected to go to quantile 1-3 schools I had to make the best out of the situation. We regularly had problems with infrastructure which grows with each grade. In Grade 8 we were 60+ in a class and in my matric there was 24 of us in a class, but we would have to move infrastructure from the classrooms to the halls. It could have been better, but the system continues to fail the black child.” – Yolanda Sewela, Matric Equaliser, Gauteng

Overcrowded classrooms and poor school infrastructure continue to undermine effective teaching and learning of foundational skills, and later on of gateway subjects such as Mathematics and Physical Sciences. In overcrowded classrooms, teachers struggle to provide individual attention to learners, making it nearly impossible to address diverse learner needs and/or effectively teach complex concepts. 

Hamstrung: the infrastructure conditions crippling teaching and learning

It is unacceptable that 82.4% of all schools lack laboratories, depriving learners of hands-on learning experiences that are essential for STEM subjects like Physical Sciences. Schools in rural areas are worse off: 93% of all public schools in the Eastern Cape and 94% of public schools in Limpopo do not have laboratories.

Schools in rural provinces also have some of the worst historical infrastructure backlogs, with many learners forced to learn in undignified conditions with poor sanitation and dilapidated infrastructure. Despite this, the DBE has removed binding timelines for infrastructure delivery from the Minimum Uniform Norms and Standards for Public School Infrastructure regulations.

A call to action

In addressing the deep cracks plaguing our education system, the DBE must get back to basics by improving literacy and numeracy as these are key to learners’ performance in gateway subjects. These skills are not only essential for individual achievement, but ultimately drive economic development. In this context, the DBE and provincial education departments must focus on ensuring equitable access to resources, improve schooling conditions and ensure that teacher posts are protected. 

Equal Education reiterates its call on the DBE and provincial education departments to:

Urgently fix the school infrastructure law, by providing clear and reasonable deadlines for infrastructure delivery; 

Invest in strengthening foundation phase learning; and

Introduce binding school capacity norms that protect the right to education and afford learners dignified school environments that are safe, well-equipped, free from overcrowding and conducive to a positive learning environment.

We further reiterate our call for national and provincial treasuries to:

Ringfence the ‘children’s budget’ to ensure that the constitutional right to education is protected and ensure that education spending is especially protected against austerity, or ‘fiscal consolidation’ pressures; and

Increase the budget for the wage bill so that more teachers and teaching assistants can be employed in our public schools.

Jabobs is a researcher at Equal Education and Mohlomi is an Equaliser and member of the National Council of Equal Education.

INSIDE EDUCATION

By Thapelo Molefe

Now that schools have opened, the government has turned its attention to Post-School Education and Training (PSET) institutions this week to establish their readiness for the 2025 academic year. 

Oversight visits and committee engagements are underway. The Parliamentary Portfolio Committee on Higher Education and Training is conducting week-long oversight visits to PSET institutions in the North West and Gauteng.

They form part of the committee’s mandate to assess the state of readiness for the academic year. 

On Monday, committee members visited the North-West University’s Potchefstroom Campus and Tshwane South TVET College in Centurion.

At the North-West University, committee members were taken on a detailed tour of the campus, including the library, the medical school that is currently under construction, the Pharmacy Simulation and Skills Laboratory and the administration block. 

Discussions touched on governance, administration, teaching and learning challenges.

Higher Education and Training Deputy Minister Buti Manamela joined committee members at the Tshwane South TVET College. The college, which can only accept 2000 students, received 48,000 applications this year

“The demand for TVET college education is very exciting… In the past we battled to get students really excited and interested in TVET colleges…,” Manamela said.

He said there were around 320,000 applications for universities and TVET colleges this year.

While TVET colleges were under pressure regarding applications, Manamela said this was not bad news.

“Why this excites us is because TVET colleges for this decade we believe are going to be the solution for our skills problems, for our unemployment problems, and I think data shows that the list of occupations in high demand… can only be provided by TVET colleges,” he said.

Manamela’s visit underscores the government’s commitment to strengthen PSET institutions as critical contributors to South Africa’s education and skills development agenda.

Engagements also included robust discussions with representatives from university council, management, student bodies, labour organisations and the Department of Higher Education and Training. 

Topics ranged from governance and infrastructure to academic preparation for the upcoming year.

Meanwhile, Deputy Minister of Higher Education and Training, Mimmy Gondwe, has appealed to students to be aware of bogus colleges.

The proliferation of fraudulent institutions, which often surface at the start of each academic year, remains a major concern.

The minister said there were around 100 dodgy colleges.

A team from the department will be on the ground in February to investigate unlawful colleges.

INSIDE EDUCATION

By Levy Masiteng 

The stage is set for the maiden African School Games, scheduled to take place in Annaba in Algeria in August 2025. 

It follows a Memorandum of Understanding signed between the Association of National Olympic Committees of Africa (ANOCA), which South Africa is a member of, and the International School Sport Federation (ISF).

A recent virtual conference chaired by ANOCA president Mustapha Berraf brought together stakeholders to discuss the technical and organisational specifics of the event.

The games are expected to bring together between 2500 to 3000 high school athletes from across Africa, competing in a range of sports disciplines such as athletics, basketball, boxing and football. 

“These Games reflect our shared ambition to promote school sports and offer young Africans a platform to flourish in a spirit of excellence and fraternity,” said Berraf.

He emphasised the importance of the event, stating that “sport is a powerful tool for identifying future champions”. 

Following preparations for the event, ANOCA with the support of the Algerian Ministry of Youth and Sports, Education and the International Olympic Committee have committed to providing financial assistance to the 54 African National Olympic Committees to facilitate their participation.

Berraf expressed his gratitude to the participants for their dedication, emphasising that their collective effort was a crucial step towards achieving a successful outcome of the competition.

The African School Games is part of a broader initiative to support growing talent in the run-up to major competitions. They include the African Youth Games in Luanda, Angola, in December and the Youth Olympic Games in Dakar in Senegal next year. 

Meanwhile, Algerian President Abdelmadjid Tebboune has expressed his happiness at hosting the Games.

“Algeria is honoured to host such a prestigious event, which places African youth at the heart of our priorities and contributes to peace and sustainable development on the continent,” he said.

INSIDE EDUCATION

By Johnathan Paoli

Completing matric is an extremely exciting yet uncertain time for many South African learners as they transition into adulthood.

In a webinar over the weekend on “Life After Matric”; the deputy ministers of Basic Education and Higher Education, and members of the education sector provided crucial insights and advice on forging a successful path after high school.

Basic Education Deputy Minister Reginah Mhaule emphasised that while life after matric was daunting, it could be fulfilling with a clear plan.

She praised the introduction of the Three Streams Model which diversified South Africa’s curriculum, allowing students to pursue academic, vocational and technical pathways tailored to their skills and interests.

For many matriculants, Technical and Vocational Education and Training (TVET) colleges offere practical training that prepares them for immediate employment or apprenticeships in industries like plumbing, welding and tiling.

Higher Education and Training Deputy Minister Buti Manamela reassured students that there was adequate space for matriculants in universities, TVET colleges and other institutions, encouraging them to explore fields in high demand, such as medicine, teaching and engineering.

Those awaiting university placements can register with the Central Application Clearing House, where available spots are matched with applicants.

For students who do not meet the requirements for their chosen career paths, the Basic Education Department’s Second Chance Programme provides an opportunity to improve results.

Applications are open until 7 February.

Additionally, Community Education and Training centres across the country offer literacy programmes, skills training and National Senior Certificate options for adults and second-chance learners.

Students are also encouraged to explore bridging courses and occupational programmes that prepare them for higher education or skilled trades.

Social support systems like career guidance from Life Orientation teachers and initiatives such as the Masobete Foundation’s career orientation programmes are vital in helping students make informed decisions.

Ayanda Kunheka of the Masobete Foundation stressed the importance of introducing career guidance early in schools, helping learners prepare for life beyond matric.

Manamela stressed that the transition to university or college life could be overwhelming, but preparation and focus were key.

Orientation week is essential for familiarising yourself with the campus, its services and the surrounding environment.

Establishing a support network of peers and seeking help when needed can make the journey smoother.

It’s also important to explore entrepreneurial opportunities while studying, which can open additional career avenues post-graduation.

For students unsure about their chosen fields, engaging with student support services early can help them pivot to programmes better aligned with their interests and goals.

TVET colleges offer a balanced approach, with 50% of time spent in the classroom and 50% in real-world environments, preparing students for jobs in high-demand industries.

These institutions are not just an alternative to universities; they are critical to South Africa’s industrialisation goals, feeding into the skills needed for economic growth.

The National Student Financial Aid Scheme (NSFAS) supports more than 700,000 students, covering tuition and living expenses for qualifying individuals.

For those whose applications were rejected by universities but approved by NSFAS, Manamela emphasised that opportunities existed to accept loans or bursaries with favourable repayment terms.

Mhaule stressed the importance of persistence and breaking generational setbacks.

She highlighted her department’s pro-poor policies and dedicated teachers, who have enabled students from quintile 1–3 schools to achieve remarkable results, proving that success was possible regardless of background.

Kagiso Tele, a top achiever with seven distinctions, shared her story of resilience, reminding students that anxiety after exams was normal, but effort and preparation paid off.

With two new universities under construction and the expansion of several universities, including Walter Sisulu University, South Africa continues to increase opportunities for higher education.

And the Decade of the Artisan initiative encourages learners to consider artisanal trades, which are critical to industrialisation.

Whether pursuing university studies, vocational training or entrepreneurial ventures, matriculants are encouraged to embrace the journey ahead.

By planning, staying focused and utilising available resources, the matric Class of 2024 can build a future that contributes to South Africa’s economy and their personal success.

INSIDE EDUCATION

By Herkulaas Combrink

You’ll be hearing a great deal about artificial intelligence (AI) and education in 2025.

The UK government unveiled its “AI opportunities action plan” in mid-January. As part of the plan it has awarded funding of £1 million (about US$1.2 million) to 16 educational technology companies to “build teacher AI tools for feedback and marking, driving high and rising education standards”. Schools in some US states are testing AI tools in their classrooms. A Moroccan university has become the first in Africa to introduce an AI-powered learning system across the institution.

And the theme for this year’s United Nations International Day of Education, observed annually on 24 January, was “AI and education: Preserving human agency in a world of automation”.

But what does AI mean in this context? It’s often used as a catch-all term in education, frequently mixed with digital skills, online learning platforms, software development, or even basic digital automation.

This mischaracterisation can warp perceptions and obscure the true potential and meaning of AI-driven technologies. These technologies were developed by scientists and experts in the field, and brought to scale through big tech companies. For many people, the term AI reminds them of systems like OpenAI’s ChatGPT, which is capable of writing essays or answering complex queries. However, AI’s capabilities extend far beyond these applications – and each has unique implications for education.

I am an expert in AI, machine learning, infodemiology – where I study large amounts of information using AI to combat misinformation – knowledge mapping (discovering and visualising the contents of different areas of knowledge), and Human Language Technology (building) models that use AI to advance human language, such as live translation tools. I do all of this as the head of the Knowledge Mapping Lab, a research group within the Faculty of Economics and Management Sciences, and co-director of the Interdisciplinary Centre for Digital Futures at the University of the Free State.

In this article I explain the technologies and science behind the buzzwords to shed light on what terms like machine learning and deep learning mean in education, how such technologies can be – or are already being – used in education, and their benefits and pitfalls.

Machine learning: personalisation in action

Machine learning is a subset of AI involving algorithms that learn from data to make predictions or decisions. In education, this can be used to adapt content to individual learners – what’s known as adaptive learning platforms. These can, for example, assess students’ strengths and weaknesses, tailoring lessons to their pace and style.

Imagine a mathematics app that asks questions based on the curriculum, then uses a learner’s answers to identify where they struggle and adjusts its curriculum to focus on foundational skills before advancing. Although the science is still being explored, that level of personalisation could improve educational outcomes.

Deep learning: assessment and accessibility

Deep learning is a branch of machine learning. It mimics the human brain through neural networks, enabling more complex tasks such as image and speech recognition. In education, this technology has opened new avenues for assessment and accessibility.

When it comes to assessment, AI-driven tools can assist in marking, analyse handwritten assignments, evaluate speech patterns in language learning, or translate content into multiple languages in real time. Such technologies can both help teachers to lessen their administrative loads and contribute to the learning journey.

Then there’s inclusivity. Speech-to-text and text-to-speech applications allow students with disabilities to engage with material in ways that were previously impossible.

Natural language processing: beyond ChatGPT

Natural language processing is a branch of AI that allows computers to aid in the understanding, interpretation and generation of human language. ChatGPT is the most familiar example but it is just one of many such applications.

The field’s potential for education is huge.

Natural language processing can be used to:

Analyse student writing for sentiment and style to provide real time feedback into the thinking, tone and quality of writing. This extends beyond syntax and semantics

Identify plagiarism

Provide pre-class feedback to learners, which will deepen classroom discussions

Summarise papers

Translate complex texts into more digestible formats.

Reinforcement learning: simulating and gamifying education

In reinforcement learning, computer systems learn through trial and error.

This is particularly promising in gamified educational environments. These are platforms where the principles of gamification and education are applied in a virtual world that students “play” through. They learn through playing. Over time, the system learns how to adapt itself to make the content more challenging based on what the student has already learned.

Challenges

Of course, these technologies aren’t without their flaws and ethical issues. They raise questions about equity, for instance: what happens when students without access to such tools fall further behind? How can algorithms be prevented from reinforcing biases already present in educational data? In the earlier mathematical example this might not be as much of an issue – but imagine the unintended consequences of reinforcing bias in subjects like history.

Accuracy and fairness are key concerns, too. A poorly designed model could misinterpret accents or dialects, disadvantaging specific groups of learners.

An over-reliance on such tools could also lead to an erosion of critical thinking skills among both students and educators. How do we strike the right balance between assistance and autonomy?

And, from an ethical point of view, what if AI is allowed to track and adapt to a student’s emotional state? How do we ensure that the data collected in such systems is used responsibly and securely?

Experimentation

AI’s potential needs to be explored through experimentation. But this works best if managed under controlled environments. One way to do this is through regulatory AI “sandboxes” – spaces in which educators and designers can experiment with new tools and explore applications.

This approach has been used at the University of the Free State since 2023. As part of the Interdisciplinary Centre for Digital Futures, the sandboxes serve as open educational resources, offering videos, guides and tools to help educators and institutional leaders understand and responsibly implement AI technologies. The resource is open to both students and educators at the university, but our primary focus is on improving educators’ skills.

AI in education is here to stay. If its components are properly understood, and its implementation is driven by good research and experimentation, it has the potential to augment learning while education remains human-centred, inclusive and empowering.

Combrink is a Senior lecturer and Co-Director at the University of the Free State.

The Conversation

By Johnathan Paoli

The Eastern Cape Transport Department has assured the public of significant progress in providing scholar transport to qualifying learners, following a court order last month declaring the failure to meet this obligation unconstitutional.

Speaking to Inside Education, spokesperson Unathi Binqose said the department had already been working towards this goal before the court ruling, which has reinforced their commitment to ensuring equitable access to education.

“We have made inroads to provide scholar transport to all the learners who are qualifying for it. That has been our plan. And the court order came at a time when we were quietly working towards achieving that goal,” Binqose said.

However, the start of the school year has presented typical challenges, such as unsettled school registers and student transfers, which have temporarily disrupted services.

“The few inquiries we’ve received are due to minor operational issues, such as finding replacement operators after a vehicle has been damaged or an operator has passed away. These matters are being addressed,” he said.

On the issue of safety inspections for transport vehicles, Binqose clarified that there was no major crisis.

Some operators had temporarily moved their vehicles to other provinces for taxi rank operations during school holidays. but have since complied with inspection requirements.

While the department reported progress, Binqose acknowledged isolated challenges, such as a case at Rocklands Primary School where a pick-up route was not clearly defined. The department was working with the provincial education department to resolve such cases swiftly.

He emphasised that scholar transport was designed strictly for qualifying learners who have no accessible schools near their homes.

“It’s not for every learner who opts for a school further away for reasons such as perceived better quality of education,” he clarified.

The department remains optimistic about reaching all qualifying learners and is addressing outstanding issues as the school registers stabilise.

“A majority of those who require scholar transport already have it, and we aim to ensure no qualifying learner is left behind,” Binqose said.

This follows a ruling by the Makhanda High Court that found both the transport and education department’s failure unconstitutional and invalid to , ordering the departments to finalise all new transport applications by the end of January, providing transport within 10 days of approval, and addressing appeals swiftly. He judgment is believed to affect nearly 40,000 learners, many of whom live in rural areas and have to travel long distances to get to school.

Judge Nicola Molony granted a structural interdict requiring the departments to report back to court by 7 February, and then every 30 days thereafter for seven months.

The ruling also addressed the government’s claim of budgetary constraints, rejecting it as unsupported and ordered that affected learners receive additional academic support to catch up on missed work.

Petros Majola of Khula Development Project previously expressed frustration over the need to litigate annually to secure children’s rights, saying that it was expected for the government to implement the order and ensure learners did not face the same situation in the new year.

The Legal Resource Centre’s Cameron McConnachie acknowledged the challenges in addressing the problems, but said the judgment was a significant step on the road to ensuring that all learners could enjoy their constitutional right to basic education in the province.

INSIDE EDUCATION

By Johnathan Paoli

The Select Education, Sciences and Creative Industries Committee has condemned the recent killing of Ekuthuleni Primary principal Jeffrey Sigudla in Kraaifontein, Cape Town.

Committee Chair Makhi Feni described the tragedy as a traumatic experience for everyone who witnessed it, particularly young learners.

“Law enforcement should spare no effort in finding the culprits of this heinous act and the reasons they committed it. School principals are vulnerable to these kinds of hits and this is becoming normal,” Feni said.

Sigudla was shot dead in front of members of the school community on Thursday. The assailants are still at large.

Feni called on communities to jealously protect their schools and to come forward with information that could lead to the arrest of the perpetrators.

“We ought to strengthen security, but that should not replace community vigilance on these challenges… people ought to remember that principals are appointed by the department and school governing bodies on account of their competence in school management,” he said on Sunday.

The 54-year-old principal and his wife stopped their car at the school’s entrance around 7am.

According to the police, three unidentified men approached the couple’s car and opened fire at them, leading to the principal’s death and the injury of his wife.

The chair sent the committee’s condolences to the Sigudla family, friends and the school during this difficult time.

INSIDE EDUCATION

By Alicia Mmashakana

The government will make 50 bursaries available to deserving students in KwaMpumuza in KwaZulu-Natal who have been accepted into public institutions of higher learning, including TVET colleges, according to Deputy President Paul Mashatile.

He was speaking at the Annual Matric Excellence Awards ceremony for the area on Friday. It recognises the academic achievements of top matriculants in 2024 in 16 schools across the Mpumuza traditional authority.

Mashatile said the bursaries would be made available through the National Skills Fund in collaboration with National Student Financial Aid Scheme.

“This initiative is supported by the National Skills Fund through the department and aims to bridge the gap in access to education, particularly for the top students we are celebrating today,” he said.

He told the matriculants that they were now in charge of their lives.

“Do your best in university to secure a brighter and prosperous future. A university degree or qualification is a treasure that no one can take away from you, and it is key to opening many closed doors,” he said.

“I encourage you today to dream big dreams! Do not be discouraged by your background and the challenges that you have gone through. You deserve the best that life has to offer and as a government, we are determined to support you to make your dreams possible.”

He congratulated the Class of 2024 in KZN for being the second-highest performing province with an 89.5% pass rate and said the government was looking forward to this year’s Grade 12 learners maintaining and increasing the standard.

Mashatile encouraged them to focus on their studies and not give into peer pressure.

“As a country, we rely on you to build a better tomorrow. Stay disciplined and say no to bad influences,” he said.

He also spoke directly to parents whose children may not have passed this time.

“Please know that this is not the end of their journey. Every setback is a setup for a stronger comeback. Your love and encouragement can make all the difference in helping them find their way forward.”

Mashatile said it was important that the community ensured that every child found the strength to try again and achieve remarkable things.

“To all leaders present let us leave here today united in our commitment to the success of every child in Kwa-Mpumuza and beyond. Whether they pass or not, every learner is part of our shared future, and they all deserve our love, guidance and unwavering belief in their potential.”

INSIDE EDUCATION

By Johnathan Paoli

National Student Financial Aid Scheme (NSFAS) administrator Freeman Nomvalo has outlined plans to address the ongoing student accommodation crisis, revealing that the situation is “complicated”.

Many private accommodation providers are unpaid, and thousands of students are in a precarious situation.

Nomvalo reaffirmed NSFAS’s commitment to address the issues swiftly.

“It is less important that there may be details that are incorrect. What matters is that it is a fact that accommodation providers are feeling the pinch of not being paid, and that is the issue we have to address and respond to,” Nomvalo told the SABC.

Accommodation providers have been vocal about the financial strain caused by unpaid rental fees from the scheme, with some warning of potential evictions if payments are not made soon.

Nomvalo acknowledged their concerns, stating that NSFAS was actively working to resolve the issue.

“Within this week, we are going to reach out to the landlords. The time required to resolve their issues depends on the complexities involved, but we are committed to resolving this speedily,” he said.

The financial challenges facing accommodation providers stem from delays and inefficiencies in the flow of funds, with the administrator identifying three broad issues contributing to the crisis.

Historically, the scheme disbursed funds directly to students for accommodation, but not all students transferred the money to landlords. This led to significant arrears, particularly for payments made before NSFAS transitioned to a new pilot model.

It piloted a new payment system to streamline transactions directly to landlords, but the rollout has not yet included all providers.

Consequently, some landlords are still outside the system, and their payments depend on funds being routed through students, exacerbating delays.

The data NSFAS currently possesses for processing payments to some landlords needs to be verified before any disbursements can occur.

Nomvalo claimed that this verification process has further slowed the resolution of claims.

While the payment delays date back to March last year, the issue was only escalated to the appropriate structures in December.

According to Nomvalo, the scheme has since taken steps to resolve the problem, including interactions with stakeholders and implementing interim solutions.

However, these measures have not met the expectations of landlords.

“A solution was put in place, but it did not deliver as expected. We need to find a better mechanism, one that prevents students from being tempted to misuse funds meant for landlords and ensures payments are handled efficiently,” he explained.

Nomvalo emphasised the importance of verifying claims to ensure that only legitimate amounts were paid.

He said the scheme has established a task team to engage directly with landlords and student leaders to address the crisis.

To expedite a resolution, Nomvalo called on all parties, including students, landlords and other stakeholders, to provide additional information to address gaps in the system.

On the high number of Bachelor passes achieved by the Class of 2024, he said the scheme was ready to accommodate university students.

“The total amount of applications is around 200,000 applications, for which the scheme has sufficient funds, however, should the amount exceed projections, the scheme would approach the National Treasury for additional funds,” the administrator said.

While Nomvalo acknowledged these hurdles, he expressed optimism about finding sustainable solutions that prevent future crises.

It has been reported that 7000 students across the country face potential evictions from their private accommodations due to unpaid rental fees.

Private Student Housing Association CEO Kagisho Mamabolo expressed concern over the sustainability of private accommodation providers, saying in a statement that the scheme’s failure to pay its dues threatened the stability of the entire sector.

“These are students who are residing in our residents across the country, and I have no doubt that there could be more students affected, especially in the areas where the accommodation providers are not members of the PSHA. So, the number could be significantly higher,” Mamabolo said.

The association, which represents accommodation providers housing more than 80,000 students, previously issued an ultimatum to NSFAS to settle its outstanding debt of R44 million within 14 days or risk a significant disruption of the 2025 academic year.

INSIDE EDUCATION

By Johnathan Paoli

Basic Education Minister Siviwe Gwarube has reaffirmed the government’s commitment to improving education quality and readiness for the 2025 academic year, spearheading a back-to-school #visit to Mpumalanga.

Accompanied by Deputy Minister Reginah Mhaule, premier Mandla Ndlovu, education MEC Landulile Dlamini, and senior officials, Gwarube described the visit as marking an opportunity to assess education priorities and engage with stakeholders.

The province has demonstrated significant progress, with the National Senior Certificate (NSC) pass rate rising from 77% in 2023 to 84.99% in 2024, placing it as the sixth best-performing province nationwide.

The visit included a comprehensive overview of Mpumalanga’s education sector from department head Lucy Moyane.

Ndlovu expressed confidence in the province’s trajectory, aiming for a 100% pass rate in future academic years.

“As you assess our school’s readiness for the upcoming academic year, we reaffirm our commitment to supporting the education sector. We believe that education is a vital pathway to continuously improving the quality of education, and we look forward to working together to achieve this goal,” he said.

Gwarube visited three schools on Wednesday, starting at Kamagugu Inclusive School, which accommodates 347 differently abled learners.

The school has garnered national recognition for its achievements, including winning the 2022 World Milk Day Competition and excelling in Down Syndrome athletics and cultural events like the Eisteddfod Poetry Competition.

At Boschrand Primary School, which is dealing with massive overcrowding, MTN contributed 25 tablets to the school’s intermediate phase, highlighting the government’s collaborative approach to addressing education challenges.

The minister then went to Rob Ferreira High in White River, the leading school in the province for athletic achievements.

She praised the tour for allowing her to assess school readiness, celebrate achievements and identify areas for further improvement.

Ndlovu emphasised the importance of synergy between the department, provincial authorities, and local stakeholders to sustain progress.

INSIDE EDUCATION