By Lungile Ntimba

Mpumalanga education department officials, including HOD Lucy Moyane, will face disciplinary action following a forensic investigation which uncovered serious procurement irregularities in a laptop deal.

In December last year, the department spent R2 million on 22 office laptops, with each costing R91,482.50.

According to the investigation, eight officials allegedly misrepresented procurement processes, manipulated specifications and approved the delivery of laptops that did not meet the agreed requirements.

Premier Mandla Ndlovu, who instituted the probe, told reporters on Monday that all implicated officials would face charges under the Public Service Act, Public Service Regulations, the Public Finance Management Act (PFMA) and other applicable statutes.

“Officials of the department misrepresented that the amount paid was correct, due and payable to the supplier, when in fact the amount paid was for laptops of inferior quality than those ordered,” Ndlovu said.

“Officials misrepresented that the specification they developed was in accordance with user requirements when, in fact, they used a specification which was developed two years ago and not reviewed for the current procurement.”

Market comparison revealed that the laptops, charged at R91,482.50 each, had a market value as low as R59,200, indicating gross overpayment.

“The supplier misrepresented to the department that it supplied the goods as per the award when it knew that the laptops supplied were not in accordance with the specification,” Ndlovu said.

He emphasised the government’s commitment to recovering all financial losses incurred as a result of the procurement deal.

He said the supplier would be blacklisted on the National and Provincial Treasury Registers for Tender Defaulters, and the matter will be reported to State Information Technology Agency for further action. 

The premier said lifestyle reviews, which may lead to full lifestyle audits, would be conducted on all implicated officials. There would also be a broader governance review of the department.

The matter would also be referred to the SA Police Service for investigation into possible criminal offences including fraud, corruption, bribery and collusion under the PFMA and the Prevention and Combating of Corrupt Activities Act.

During the briefing, Ndlovu accused officials of acting in a dishonest manner, which had become apparent through the probe.

“They failed to make a full disclosure of their involvement and provided incorrect information during the departmental investigation,” he alleged.

“They misled both the premier and the MEC by providing inaccurate information during the departmental investigation.”

Ndlovu said a progress report would be made available on the implementation of all the recommendations by the end of June.

INSIDE EDUCATION

By Levy Masiteng

The remaining 22% of unpaid National School Nutrition Programme (NSNP) service providers will be paid this week, according to Gauteng education department that set a payment run for Monday.

They were expected to receive their payments on Thursday.

According to the department, technical difficulties linked to the implementation of a new financial system, BAS Version 6, had caused the delays in processing payments. 

As of 24 April 24, 278% of payments had been successfully processed. 

The department said the National Treasury’s IT team was working to resolve the system failures.

“We acknowledge the concerns raised by our valued service providers and wish to assure them that the department is doing everything possible to resolve the technical glitches affecting payment processes,” said department HOD Nkosinathi Ngcobo.

However, the Democratic Alliance has expressed concern over the department’s financial management, describing it as a “crisis” that was now threatening the wellbeing of millions of learners and the constitutional viability of the province’s education system.

The party has requested an urgent special legislature sitting to address various issues plaguing the department.

DA KZN education spokesperson Sakhile Mngadi said the department’s failure to pay NSNP service providers during March and April was a “gross dereliction of duty and a broader systemic failure”. 

“As schools reopen today, suppliers are staging a sit-in while KZN’s more than two million learners – many of whom rely on school meals as their only daily source of nutrition – are at risk of returning to classrooms with empty stomachs,” he said. 

Mngadi said the department has made financial promises it could not legally keep.

He warned that if the department failed to promptly implement corrective measures, the party would support invoking Section 18 of the Public Finance Management Act, which could lead to the department being placed under administration.

“We remain committed to transparency, timeous communication and the uninterrupted provision of meals to our learners across the province,” said Ngcobo.

INSIDE EDUCATION

By Alicia Mmashakana

Science, Technology and Innovation Minister Blade Nzimande is concerned about the recent declaration by the United States to discontinue research funding for essential biomedical, health and related collaborative programmes involving institutions and scientists from the US and South Africa.

He has warned that the abrupt withdrawal of funding will not only greatly impair cutting-edge USA-SA science research collaboration to combat the spread of, in particular, high risk communicable diseases such as HIV/AIDS and tuberculosis, but also possesses real-life consequences for patients enrolled in crucial scientific trial and treatment programmes.

Nzimande is currently establishing a working group on science, technology and innovation funding to counsel him on the consequences and effects of the cuts.

The group will analyse risk mitigation factors associated with external funding for research and development programmes in vital sectors of the national innovation system.

Its terms of refence include assessing current geo-political risks to science, technology and innovation, and proposing policy and strategic responses to enhance the long-term security and sustainability of the STI system, including the role of the department.

Nzimande is anticipated to finalise the appointment of the group’s members within the next week, and they are expected to commence their duties immediately.

It will be made up of experts, policymakers and administrators from South Africa’s National Skills Institute. 

Its secretariat will be run by the department.

The first draft report is expected to be submitted to Nzimande within four weeks of taking on the task. He will receive the final report on 30 June.

INSIDE EDUCATION

By Levy Masiteng

The Energy and Water Sector Education and Training Authority (EWSETA) has welcomed the outcome of an independent forensic investigation that cleared its CEO, Mpho Mookapele, of allegations of misconduct and irregularities. 

This follows allegations submitted to Higher Education and Training Deputy Minister Mimmy Gondwe by the former Chief Financial Officer after her termination in December 2024. 

They included claims of irregularities in discretionary grant processes, unauthorised international travel, misconduct linked to the War on Leaks programme and victimisation of staff.

“In response, and in line with its commitment to accountability, the EWSETA board acted decisively, commissioning an independent service provider to conduct a comprehensive and impartial investigation in January 2025,” said EWSETA. 

They said the final report was submitted last month which concluded that these allegations were unfounded.

The key findings of the investigation included no evidence of wrongdoing, no misconduct linked to War on Leaks Programme and a parliamentary oversight where the matter was further scrutinised at a Parliamentary hearing by the Standing Committee on Public Accounts (SCOPA) on 26 February 2025.

“This level of parliamentary oversight further underscores EWSETA’s commitment to transparency and public accountability,” EWSETA added. 

With the CEO now cleared, it said it would focus on implementing the report’s recommendations to strengthen internal controls and reinforce its governance framework, with the aim of building a transparent, ethical and high-performing institution that delivered on its mandate to advance skills development in South Africa’s energy and water sectors.

“While the organisation remains open to scrutiny, it is equally firm in addressing misinformation. EWSETA will take appropriate steps should false or misleading claims result in undue reputational harm.”

INSIDE EDUCATION

By Akani Nkuna

The Democratic Alliance in Gauteng has strongly criticised the provincial education department for failing to conduct background checks of 3400 learner transport drivers, calling the oversight a dangerous breach of child safety protocols.

According to the DA, the department’s negligence in vetting drivers poses a serious risk to the safety and well-being of schoolchildren. The party is demanding urgent intervention to prevent potential abuse and ensure compliance with safeguarding regulations.

“The Gauteng department of education’s (GDE) failure to thoroughly vet 3400 scholar transport drivers against the Child Protection Register (CPR) puts the safety of learners at risk. This failure could lead to incidents of sexual harassment against learners and expose them to inappropriate materials,” said DA Gauteng spokesperson for education, Michael Waters.

He accused MEC Matome Chiloane of gross negligence.

Waters said the department’s failure to properly vet transport drivers, who have unfettered access to learners during their daily commute, reflected a disturbing disregard for student safety and a broader pattern of mismanagement within the provincial education system.

“The department’s failure to vet school transport drivers comes of the back of another fiasco where it was found that 12 teachers convicted of sexual offences were allowed to teach school children,” Waters added.

Replying to questions, Chiloane said in a letter to the Gauteng legislature that the divers possessed valid police clearance certificates, as mandated by the tender process.

He added that each driver has undergone the necessary security screening, in line with the terms of reference for the service.

“The responsibility of vetting drivers lies with the bus owners, as employers. The department will request the companies to address this matter,” Chiloane said.

The MEC also revealed that the department allocated R1.7 billion annually to school transport.

He noted that the department in collaboration with key stakeholders, including departments of community safety, roads and transport, health and municipalities must ensure safety standards and regulatory compliance are maintained in the provision of scholar transports services.

“GDE has not received any status report for vehicles transporting learners as this is the competence of the department of community safety,” Chiloane said.

INSIDE EDUCATION

The University of Johannesburg were crowned USSA champions after delivering stellar performances across a broad spectrum of events at this year’s spectacle that was hosted at Pilditch Stadium in Pretoria over the weekend.

With terrific performances from athletes like Precious Molepo, Nolwazi Mashaba and Phemelo Ntoe (to name a few), UJ gathered 322 points, more than 40 points ahead of the second place finishers, the University of Pretoria (278). North-West University finished third with 276 points and the University of Free State fourth (200).

On a different note, Bayanda Walaza was the only athlete to qualify for the World Athletics Championships at this event. Also setting the championship alight, were record breakers Barnard, Reinstorf, Geldenhuys, Uys and the NWU relay team.

South Africa’s Olympic silver medalist, Bayanda Walaza, once again demonstrated that he is a man on a mission when he blew the men’s 100m field away on day one, running 10.00 seconds. The 19-year-old sprinting ace has crowds on their feet wherever he goes, and it was no different at this year’s USSA championships.

The former world under 20 champion, Mire Reinstorf, flew over the pole vault crossbar that was set at 4.35m. In 2022 the Stellenbosch University athlete cleared 4.00m, meaning Reinstorf finds herself in the shape of her life.

Zenè Geldenhuys (USSA Ind), the Commonwealth Games medalist, bolted around the track to improve her own 400m hurdles record to 55.70.Her previous record set in 2023 stood at 55.75.

In the men’s 4x400m relay event, the team from North-West University bettered the record set by the same institution in 2021. The previous time of 3:07.05 was exchanged for 3:05.06.

Colette Uys (UP) cemented her place as one of the most versatile field athletes in Africa when she won the women’s discus throw competition as well, walking away with three gold medals in three days.

In the men’s and women’s 200m races, underdogs Kyle Zinn (UWC) and Annestaysha George (UP) sprinted to gold in their respective events. Zinn ran 20.65 seconds, and George 23.54.

Wernich Van Rensburg (UFS) outsmarted Namibia’s Andre Retief (NWU) to win the men’s 400m hurdles in 49.95. Dipping under 50 seconds is a special feat for any long hurdle athlete.

The University of Johannesburg made a clean sweep in the men’s 10000m final in the early hours of day 3. Boikanyo Motlhamme clocked 30:46.01 to win the gold medal, leaving the rest of the podium spots open for his teammates Prince Madume (silver, 31:01.13) and Phemelo Ntoe (31:01.56).

Karabo Mailula (UP) and Nehang Khatala (USSA Ind, NWU), the women’s half-marathon and 5000m champions, went head-to-head in their 25 lap race. It came down to a sprint finish, but it was Mailula who wanted it more. She ran 34:53.89 to secure another gold medal. Khatala clocked 34:55.45 for the silver.

Michaela Oosthuizen powered her way to victory in the women’s 800m final. Leading from the gun, the confident University of Pretoria athlete finished the race in 2:07.54, about 5 seconds ahead of the silver medallist.

The men’s 800m title went to Molifi Mohlomi from the University of Free State. Pacing his race perfectly, Mohlomi (1:49.11) dragged three more athletes to sub 1:50.

On the field, Karmen Fouché (NWU) jumped 1.75m and 6.40m to win the women’s high and long jump competitions. Her teammate, Ewald Jansen, threw 75.55m to secure the gold medal in the javelin.

UP’s Peace Adedokun leaped 16.20m in the men’s triple jump, securing valuable points for the Pretoria side. Aiden Smith’s (USSA Ind) exceptional 20.24m put was enough to win the gold medal in the men’s shot put event.

Finishing strongly, UP’s women sprinters controlled the 4x400m relay from the clap of the gun. NWU finished second, and TUT third.

USSA remains a breeding ground for the next generation of South Africa’s world-class athletes and citizens. While UJ won the championship, everyone who competed contributed to the spirit of the sport.

USSA

By Ayobami Precious Adekola and Azwihangwisi Helen Mavhandu-Mudzusi

In South Africa, the age of consent for sex is 16 years old. Engaging in sexual activity with someone under the age of 16 is considered statutory rape, even if the minor consents as defined under the law that applies to adults.

In December 2021, South Africa’s Department of Basic Education introduced a policy aimed at reducing the country’s high rates of teenage pregnancy and sexual exploitation. It requires educators to report cases where older sexual partners impregnate learners under 16 years of age.

We are researchers in sexual and reproductive health who have been working on a decade-long community engagement project focused on improving HIV prevention and related challenges among learners. The project is in the Vhembe district of Limpopo province, South Africa, bordering Zimbabwe. Sexual health practices among young people here remain a pressing concern, due to high rates of unprotected sex, sexually transmitted infections, HIV and unplanned pregnancies.

As part of the project, we conducted a study of the statutory rape reporting policy for schools. It showed a disconnect between the policy’s intent and implementation. We found that some rural teachers were unaware of the policy, were not sure what they were supposed to do, or faced cultural, social and systemic barriers that left them feeling powerless to act.

The result is that the child protection law is failing the learners it was designed to safeguard.

Because teachers are often some of the first adults to become aware of statutory rape cases, it’s crucial to equip them to deal with disclosures appropriately, navigate reporting protocols confidently, and engage support systems effectively and help prevent future sexual abuse of learners.

Lack of awareness of policy

Our research was conducted at eight public primary and high schools in the Soutpansberg North school circuit of Limpopo. All the schools are in rural, under-resourced and poor communities. There is a high number of HIV infections and unplanned teenage pregnancies in the schools where the study was conducted. The true incidence rate of rape is different because it’s not always reported.

We engaged 19 educators (16 of them female) through group discussions.

Teachers expressed confusion and frustration over the lack of formal communication and training on the statutory rape reporting policy. Some were unaware that such a policy existed. One admitted:

Honestly, I wasn’t even aware that we had a policy on statutory rape. It’s not something we’ve ever discussed in our school.

Another teacher said:

I know there’s a policy, but I’m unsure where to find it or exactly what it says. As educators, we need to be informed about policies, but it feels like no one communicates them effectively to us.

Cultural and socioeconomic barriers

Beyond a lack of awareness, the discussions suggested that socio-cultural norms hinder the implementation of the statutory rape policy in rural areas.

The study highlighted that intergenerational relationships are normalised in some rural communities. In these cases, families may depend financially on the older male partner, making them reluctant to report such relationships as criminal offences.

In some cases, families tacitly support relationships between young girls and older men in exchange for financial support, making such arrangements difficult to challenge.

A participant shared:

It’s difficult because some parents tolerate these relationships as normal and support their kids to sleep with older men, who in turn provide for the family.

Teachers encounter immense social pressure when faced with statutory rape cases. In tight-knit rural communities, reporting a case could mean accusing a neighbour, relative, or local authority figure. This creates a moral dilemma for educators who want to protect learners but fear community backlash.

As one participant put it:

If I report it, they might turn against us.

These socio-cultural dynamics create a culture of silence that protects perpetrators rather than victims.

What’s missing

The study also found that a lack of training on statutory rape policies is a barrier to effective implementation. Teachers reported feeling unprepared to handle the legal and emotional complexities of reporting statutory rape cases.

There’s been no training at all. We hear about the policy, but they don’t teach us how to implement it or what steps to take if something happens.

Another teacher added:

There is no formal memo from the circuit office and from our school governing body meetings; it was never introduced as an agenda item.

The absence of confidential reporting mechanisms further complicates the situation. Teachers fear that reporting cases could lead to retaliation from the community or even threats to their safety. The lack of a standardised anonymous reporting system leaves teachers feeling vulnerable and unsupported.

Teachers indicated that fear of community backlash led them to prioritise managing learner pregnancies over investigating potential rape cases. Some said it was the parents’ responsibility to report rape.

Proposed solutions

We recommend a few ways to improve reporting of statutory rape:

Mandatory training for educators: The education department should ensure that all teachers understand their legal obligations and know how to navigate reporting procedures.

Confidential reporting systems: Establishing secure and anonymous reporting channels.

Community awareness campaigns: Programmes to help shift harmful cultural norms and make it easier to report statutory rape. Campaigns should emphasise the importance of protecting minors and the legal consequences of statutory rape.

Interdisciplinary support networks: Schools should collaborate with social workers, legal professionals, and mental health experts to provide educators with the support and resources needed to handle statutory rape cases.

Bridging the gap between South Africa’s statutory rape policy and what actually happens in rural areas is a social justice imperative that affects the most vulnerable members of society.

Ayobami Precious Adekola is a Postdoctoral Researcher at University of South Africa and Azwihangwisi Helen Mavhandu-Mudzusi a is Professor at University of South Africa.

The Conversation

By Thapelo Molefe

The bail hearing of a Walter Sisulu University (WSU) residence manager, who is accused of allegedly killing a student during protests, was postponed on Friday due to a power failure at the Mthatha Magistrate’s Court.

Manelisi Mampane, 54, allegedly shot Sisonke Mbolekwa and wounded two others at the university last month.

Mampane faces charges of murder, attempted murder and possession of an unlicensed firearm after allegedly opening fire on a group of students at the university’s Mthatha campus. They were demonstrating over a number of issues, including the state of accommodation.

Mampane made his first court appearance last month where he indicated that he would apply for bail.

Students made it clear that Mampane must remain behind bars.

A family representative for the Mbolekwa family, Phiwaba Modokwe, said they agreed that Mampane must not be granted bail.

“A life has been lost, lives have been altered, and this has not just traumatised the family, but it has traumatised the entire student community and many members of the society,” Modokwe said.

“So we are of the view that bail must not be granted.”

She also condemned the use of guns in tertiary institutions, saying that whether the firearm used to kill Mbolekwa was licensed or not, “no student should go back home in a coffin”.

WSU convocation secretary general Misheck Mugabe also spoke out against firearms at the university.

“We are disappointed with the issue of unlicensed firearms in campuses. We want a gun-free campus, that is why we are here to play solidarity with the family of Sisonke,” he said.

He added that they had requested that the media to be allowed in court, saying that “if you are innocent, you don’t have anything to hide”.

During the first court appearance, journalists were barred from attending the court proceedings.

The family of Mbolekwa has since requested via an affidavit that the proceedings be open to the press.

Last month, Institutional Student Representative Council president Abalungile Madikizela stressed that the accused should remain behind bars

“From our view as students we believe that with everything that has happened, he has not shown any indication that he regrets what has happened or that it was a mistake because if that was the case, he would have handed himself over to the police.

“But what happened is that the police had to chase him up and down the country begging him to hand himself over for his actions,” she said.

Mbolekwa was laid to rest in Matatiele last month

Hundreds of students gathered outside the court on Friday to demand justice for Mbolekwa.

Mampane will appear in court again on Tuesday.

INSIDE EDUCATION

By Janine Greenleaf

There is an expectation gap between high school and university life, which arises from differences in academic expectations and the level of independence required at university. First-year students often find themselves unprepared and ill-equipped for the different academic demands and greater autonomy that they face.

This was evident in an address by Tatiana Sango, the Test Development Coordinator at the University of Cape Town (UCT), when addressing Universities South Africa’s Community of Practice (CoP) for the Teaching and Learning of Mathematics (TLM) at the body’s first sitting on 9 April.

Sango, who presented an analysis of the National Benchmark Tests (NBTs) for the current 2025 student cohort, said: “What does this mean for students’ future? Does it mean they will struggle in their first year at university? Nationally, only 32% of students at South African universities finish in regulation time. We are responsible for informing high school learners whether they are prepared for university and their chosen course of study.”

The NBTs – administered by the Centre for Educational Testing for Access and Placement (CETAP) on behalf of Universities South Africa (USAf) – are assessments for first-year applicants into higher education institutions and were designed to measure a student’s ability to transfer understanding of Academic Literacy (AL), Quantitative Literacy (QL) and Mathematics (MAT) to the demands of tertiary coursework.

They were introduced in South Africa in 2005 by Higher Education South Africa (HESA) and complement the National Senior Certificate (NSC) results. The NBTs are often used by universities to support placement decisions.

“The primary purpose of the NBT is to promote student success in higher education through the assessment of an applicant’s academic readiness for university,” emphasised Sango.

She explained that AL examines the student’s capacity to engage successfully with the demands of academic study in the medium of instruction within the context of higher education; QL, which is also part of the same multi-choice test, looks at the student’s ability to manage situations or solve problems of quantitative nature in real contexts of higher education and MAT explores students’ depth of understanding and knowledge relevant to mathematically demanding disciplines within the context of the NSC curriculum. Tests are explicitly designed to probe higher education competencies.

Sango described the difference between the NSCs and the NBTs: “In respect of each subject, the former looks at what extent has a Grade 12 student met the Curriculum Statement expectations as expressed in the Subject Assessment Guidelines. The NBT, in respect of each domain, examines to what extent a school-leaver applying to university is prepared for the core AL, QL and MAT demands of higher education study.”

She said some students may be doing well at school but score low marks in NBTs.

“Often Grade 12 learners familiar with the way questions are asked at school suddenly find questions posed in a dissimilar way, which they don’t always comprehend. Often, students who write the MAT multiple-choice test say that, while the test itself is not necessarily difficult, the way the questions are asked is different. This is their first preview of what might be coming when they start first-year mathematics,” she explained.

“In general, the NBT benchmark performanceproficiency level for degrees starts at about 70% and up for Al, QL and mathematics, and for diploma and higher certificates at around 60%. The basic cutoff of 35% is the top indicator for a degree and 30% for the diploma high certificate,” she said.

The NBTs provide additional information to:

Help make decisions about an applicant’s access to university.

NBT results are used in addition to, and do not replace school leaving academic performance and exam results.

For certain faculties (for example Health Sciences), NBT results make up a specific proportion of an overall admission score.

NBT results may be used as an indicator of eligibility for an early offer (in addition to the Grade 11 results) or an Entrance Scholarship.

Guide placement within the university.

May guide recommendations for additional support, augmented courses or extended degree programmes.

Help develop curricula within the universities.

NBT scores for the cohort allow teaching to be responsive to student needs and guide and inform curricular changes.

Sango said there are huge financial and emotional costs when students drop out of university or take much longer than the regulation time to complete their degrees, and this needs to be addressed.

Sango then unpacked the results of the 2025 applicants to Higher Education (HE) who wrote the NBTs. 

Under 29% were judged proficient according to their AL tests; 11.5% for QL and 13% for MAT.

She reiterated that these are not actual students but applicants, meaning that a percentage of them would have ended up at university.

Sango then examined the data relating to an applicant’s choice of intended faculty of study.

She focused on those looking to enter education and engineering faculties as examples.

 “Those who wrote the MAT test and were looking for a place in an education faculty were probably intending to go into a STEM (Science, Technology, Engineering, and Mathematics) field. Five percent were AL proficient while 1% were QL and MAT proficient. They placed between 67 and 79% in the three basic benchmark categories. If you look at those who wanted to pursue engineering as a degree, 15% were in the proficient category in the MAT test.

“These results demonstrate that there is a mismatch of expectations,” she said. “If they end up in the system, do they do well in their chosen studies?”

Of the 51,048 who wrote the 2025 Academic Quantitative Literacy (AQL) tests,Gauteng, the Western Cape and online(provinces where the applicants reside were not identified) each had 20% of candidates followed by Kwa-Zulu Natal (KZN) with 13%, Limpopo 9%, Eastern Cape 8% and Free State 5%. On the other side of the scale were Mpumalanga with 2% and Northern Cape and North West province with 1% each. International and other African countries made up the remaining 1%.

The results were similar in the 2025 MAT tests. Of the 40 094 candidates, 21% were from Gauteng, 20% online and 16% from the Western Cape. This was followed by KZN 14%, Limpopo 11%, Eastern Cape 8%, Free State 5%, Mpumalanga 2% and Northern Cape, North West Province and international and other African countries with 1% each.

“We can see that there is a difference between the provincial preparedness level, particularly when looking at results between basic and proficient competencies. Gauteng and Western Cape lead the way, even though the picture is changing.  KZN also did well in AL,” said Sango.

“There is an urgency, and a responsibility, for us to tell learners whether or not they are prepared for first-year university and the fields of study they wish to pursue. Whether the institution they are applying to requires an NBT or not, it is an opportunity for them to know how they have done. It gives them a window of opportunity to prepare better, to think more deeply about the future and decide whether they should seek help from day one if they are accepted into an institute of higher learning. This helps address some adjustments students must make to become top learners.”

Sboniso Mzulwini, a Mathematics Lecturer from Nelson Mandela University, agreed that high school learners who wanted to further their education should be encouraged to take the NBT, recalling his test in 2012.

“I got very high marks in mathematics in high school, but my results were lower in the NBTs. It was an excellent tool to address the potential challenges I would face in my first year of university. It gave me an insight into what was coming and allowed me to prepare for it.” 

Janine Greenleaf Walker is a contract writer for Universities South Africa.

This article was first published by Universities South Africa.

BY Levy Masiteng

Bridging the digital divide is not just a matter of equity, it is necessary for the country’s collective future, according to Higher Education and Training Minister Nobuhle Nkabane.

The minister was speaking at the official launch of the Digital Innovation Lab at the Esayidi TVET College in Umzimkhulu in KwaZulu-Natal on Tuesday. 

She said the opening of the lab was a testament to the government’s commitment to bridging the digital divide and empowering the youth with the skills needed to thrive in a rapidly evolving technological landscape.

The lab is equipped with cutting-edge technology, including virtual reality and advanced manufacturing techniques. 

Earlier in April, the first cohort of lecturers and facilitators were trained to utilise the lab’s resources and provide quality of education to students.

“As we move forward, I am proud to say that the lab is already in operation,” said Nkabane.

“Opening the doors of learning and bridging the digital divide is not just a matter of equity; it is a necessity for our collective future.” 

Students engaged with the minister at the launch, showcasing their innovative projects and how the new lab would prepare them for the Fourth Industrial Revolution.

The lab, she explained, was a beacon of hope, demonstrating that with the right tools and opportunities, every student could achieve their full potential.

Nkabane highlighted the lab’s role in enhancing employability, noting that digital skills have become essential for career readiness in today’s job market.

That was why the facility was providing students with the skills they needed to thrive in a robotics-driven manufacturing environment.

“Through exposure to robotics programming, automation systems and smart manufacturing techniques, students will learn how to design, maintain and troubleshoot robotic systems. (These) skills are increasingly sought after by employers in the manufacturing sector and beyond,” Nkabane said. 

She encouraged students, lecturers, industry partners and the broader community to take full advantage of this new resource.

South African Technical Vocational Education and Training Student Association president Kgaogelo Chokoe praised the department’s commitment and urged the student body to protect the new facility. 

“Even though challenges and frustrations may arise, no harm should ever come to this lab. It is ours to protect, preserve and grow.”

INSIDE EDUCATION