By Johnathan Paoli

KwaZulu-Natal education MEC Sipho Hlomuka has firmly denied allegations of political interference and personal enrichment linked to a R2.9 billion National School Nutrition Programme (NSNP) tender.

He is facing mounting pressure from opposition parties, service providers and civil society for his immediate resignation and a full-scale investigation.

Responding to claims made by the NSNP Service Providers Association and opposition politicians, Hlomuka acknowledged past ties to a company allegedly implicated in the current tender awards but said he had divested years before taking office.

“In 2015, when I was not in government, I registered a company. However, I’m no longer part of that company and I’m not aware of its activities. If it has received any tenders, that information will come out in the investigation,” Hlomuka admitted.

In an interview with Newzroom Afrika, Hlomuka addressed a growing storm surrounding his alleged ties to the company, his role in the procurement process, and broader accusations of corruption plaguing the provincial education department.

The MEC emphasised that as the political head of the department, he had no involvement in the supply chain management process and had never sat on a tender adjudication panel.

He called for aggrieved parties to lodge formal appeals with the provincial Treasury, which was overseeing the current appeal stage of the procurement process.

“I’ve engaged the MEC for finance and the premier. If there are irregularities, the law must take its course. No one is above accountability,” Hlomuka said.

Despite his denials, political pressure is intensifying.

The uMkhonto weSizwe Party (MKP) is demanding that Hlomuka resigns or face formal removal proceedings.

The party has also called for a presidential proclamation to mandate the Special Investigating Unit to probe the matter, and has appealed to the Auditor-General, Public Protector and Hawks to launch parallel investigations.

“This is a feeding scheme hijacked for political gain. This is not governance, it is exploitation of hungry children.” spokesperson Nhlamulo Ndhlela said.

The Democratic Alliance has welcomed the Treasury’s preliminary intervention and called on Basic Education Minister Siviwe Gwarube to transfer all future NSNP funding responsibilities from the education department to the provincial Treasury.

“If the allegations prove true, MEC Hlomuka must be removed immediately. Corruption cannot be tolerated, especially when it affects hungry children,” DA KZN education spokesperson Sakhile Mngadi said.

The DA has also submitted a formal request to the Standing Committee on Public Accounts (Scopa) for an urgent investigation and subpoena of all procurement documents related to the NSNP tenders.

At the heart of the scandal is a detailed complaint from the NSNP Service Providers Association, which claims to have obtained “concrete evidence” of tender rigging.

According to association spokesperson Thabang Mncwabe, supply chain procedures were allegedly deliberately undermined, with whistleblowers and legitimate bidders sidelined.

KwaZulu-Natal finance MEC Francois Rodgers has confirmed that while no formal complaint had yet been submitted, his office is open to investigating any evidence brought forward.

“It is my responsibility to ensure fiscal discipline. Allegations of tender fraud deeply concern me. Anyone with evidence must approach my office so we can probe further,” Rodgers said.

When asked about the MKP’s demand for his resignation, Hlomuka was defiant but restrained.

“I was appointed by the premier. If there’s a need for me to resign, I’ll wait for guidance from the one who appointed me. I have not appointed myself,” he said.

With Treasury open to probing the matter, Scopa expected to intervene and growing calls for a national-level investigation, the future of KwaZulu-Natal’s school nutrition programme and Hlomuka’s political career hangs in the balance.

INSIDE EDUCATION

By Lungile Ntimba

The National School of Government (NSG) has signed a Memorandum of Understanding with the Technical and Vocational Education Training Colleges Governors’ Council to strengthen the capacity and governance of TVET sectors.

This strategic partnership brings together the expertise of both institutions in training, research, advisory services and professional development to empower college councils with the necessary skills and competencies to contribute meaningfully to national development.

“Both parties are committed to identifying joint initiatives and projects that create shared value, particularly as it pertains to the training of college councils on leadership, governance, ethics and other areas of mutual interest,” NSG spokesperson Dikeledi Mokgokolo said.

The partnership would focus on the development and implementation of project-specific ventures to ensure alignment with agreed objectives.

Key areas of co-operation include ensuring strategic alignment of initiatives with the goals of the TVET college sector and enhancing the overall performance of institutions through collaboration with NSG’s diverse service offerings.

Furthermore, Mokgokolo highlighted the importance of ethical leadership and value-driven support within the TVET framework, saying that the partnership would involve engagement with industry partners, government agencies and other stakeholders to advance the initiative.

The agreement would also involve hosting workshops, seminars and coaching programmes tailored to meet the evolving needs of the intended audience.

It would enable the mobilisation of resources and support from external partners, donors and stakeholders, contributing towards enhancing the capacity and performance of TVET colleges and increasing investment in the sector.

“The NSG is looking forward to working closely with the TVETCGC and other stakeholders to deliver on this shared vision and contribute meaningfully to building a capable, ethical and developmental state,” the NSG principal Prof. Busani Ngcaweni said in statement.

“We aim to ensure that public servants, educators and administrators in TVET colleges are equipped with the skills, tools and ethical leadership required to transform the post-school sector.”

TVETCGC secretary-general Sanele Zondi agreed that the partnership was a step in the right direction.

He said it would enable the development of tailored training modules for council members in areas such as ethics, governance, leadership, budgeting and oversight.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Portfolio Committee on Higher Education and Training has concluded that no independent panel ever formally existed to oversee the appointment of Sector Education and Training Authority (SETA) board chairpersons, despite repeated claims by now-dismissed minister Nobuhle Nkabane.

The committee, undeterred by this week’s sudden Cabinet reshuffle, has resolved to continue investigating what it now views as a deeply flawed, politically influenced process.

“This matter could have been easily avoided, but we are here because systems meant to ensure transparency and legality were ignored. The reality is that there was never a panel in effect,” committee chairperson Tebogo Letsie said.

The committee’s decision to press ahead follows President Cyril Ramaphosa’s removal of Nkabane on Monday, replacing her with former deputy minister Buti Manamela.

While some ANC and Patriotic Alliance’s Ashley Sauls argued that the inquiry should end with the minister’s dismissal, others most vocally from the Democratic Alliance, Inkatha Freedom Party, Economic Freedom Fighters and uMkhonto weSizwe, insisted the process had revealed serious governance lapses that must still be accounted for.

The department’s deputy director-general for corporate services, Rhulani Ngwenya, who was appointed secretary of the so-called panel, admitted she had never convened a meeting, set an agenda, or recorded minutes.

“I was neither compensated nor remunerated against my appointment as a secretariat. I wish to clarify that all communications with Advocate Terry Motau SC was undertaken as part of my secretarial support services to the nomination panel,” she said.

Chief of staff Nelisiwe Semane clarified that although her name appeared on the list of panel members for the selection of SETA board chairpersons, she did not participate in that process.

In a letter dated 19 June, Semane stated her involvement was limited to the recommendation of SETA accounting authorities.

She attributed the confusion to Nkabane’s submission of an all-inclusive panel list that failed to distinguish between the two roles, confirming that she received no additional remuneration for her involvement.

Ministerial advisor Asisipho Solani, now unemployed following Nkabane’s axing, denied accusations that he had orchestrated the appointment process on his own.

While he confirmed helping facilitate a meeting between Advocate Motau and a legal acquaintance, Luvo Makasi, who held no formal role in the department, he insisted there was no misconduct.

MPs, however, expressed deep concern that external individuals were engaged in a government process without legal consultation, calling it “a serious violation of procedure”.

Director-General Nkosinathi Sishi came under intense scrutiny for his lack of oversight.

While he maintained he had no involvement in the appointments and only saw the final list at the same time as the public, MPs challenged his claims.

Sishi admitted the process had been flawed and called for future panels to be codified in legislation.

“We must write it into law… that such a panel is established,” he said.

However, he deflected responsibility for the debacle, insisting he was legally barred from appointing chairpersons himself.

The committee also condemned what they called a growing “culture of retaliation” against whistleblowers in the sector, warning the department against punishing staff who had testified.

Despite legal advice cautioning that it would be inappropriate to proceed without offering Nkabane the right to reply, the committee continued with finalising its oversight.

Members resolved to draft a preliminary report with findings and recommendations, including potential disciplinary steps against departmental officials and a legislative review of the Skills Development Act and Higher Education Act.

INSIDE EDUCATION

By Lungile Ntimba

In an effort to make schools safer, KwaZulu-Natal police and Basic Education Department officials made unannounced visits to three schools in Inanada where they found cigarettes and dagga.

The visits form part of the Safe Schools Protocol, which is a joint initiative between the department and the South African Police Service. It was signed last month and seeks to address social challenges such as bullying, gangsterism, substance abuse, crime and gender-based violence in schools across the country.

The schools that were visited were Ikusasalentsha Secondary School, Newtown Combined School and Inanda Comprehensive School.

The area has been identified by the department as a high-risk area for violent crime.

Department spokesperson Elijah Mhlanga confirmed on Tuesday that police engaged with learners on safety awareness and conducted searches during the visits.

“This protocol is not just a document; it’s a commitment to action. It establishes clear lines of coordination between education and law enforcement sectors to protect learners and educators alike,” Mhlanga said in a post on X.

The department’s school safety director Sifiso Ngobese emphasised the department’s commitment to restoring discipline and dignity in schools. 

He described the protocol as a vital tool in the broader effort to create an environment where education could thrive.

INSIDE EDUCATION

By Johnathan Paoli

President Cyril Ramaphosa has removed Nobuhle Nkabane as Minister of Higher Education and Training amid mounting controversy over politically connected appointments to Sector Education and Training Authority (SETA) boards.

The president has swiftly filled the vacancy by appointing deputy minister Buti Manamela as the new minister, and former ZwaZul-Natal premier Nomusa Dube-Ncube in his old position as deputy minister.

The changes were confirmed by the Presidency in a statement issued late Monday evening, citing Section 91(2) and Section 93(b) of the Constitution as the basis for the appointments.

Manamela, a long-serving member of the executive, had been Deputy Minister of Higher Education and Training since 2014.

His elevation to the ministerial position marks a continuity of leadership, but also signals Ramaphosa’s attempt to restore stability and credibility in a portfolio crucial to tackling youth unemployment, skills shortages and institutional dysfunction in the post-school education system.

Manamela is a well-known figure in the education and youth development sectors, with a political career rooted in the Young Communist League and the African National Congress.

His appointment is being viewed as a logical progression following years of experience within the department, during which he oversaw key initiatives in TVET college development, student funding and SETA reform.

Manamela’s familiarity with policy processes and longstanding relationships with key education stakeholders are expected to ease the transition and facilitate continuity in programmes aimed at modernising the sector.

Section 93(b) of the Constitution allows the president to appoint up to two deputy ministers from outside the National Assembly.

The presidency said that Dube-Ncube brought a wealth of experience to the position.

She previously served as MEC for cooperative governance and traditional affairs in KwaZulu-Natal and was most recently the premier of the province, the first woman to hold that office.

Known for her administrative acumen and strong leadership record, Dube-Ncube’s appointment is being welcomed as an injection of new energy into the department.

The reshuffle follows months of tension and criticism directed at Nkabane.

Her tenure had become increasingly untenable after revelations surfaced that several SETA board chairpersons appointed under her leadership were either politically connected or held positions within her department, raising serious concerns about transparency and governance.

The crisis peaked when Nkabane failed to appear at two successive meetings of Parliament’s Portfolio Committee on Higher Education, where she had been expected to explain the SETA appointments.

Her absence drew sharp rebuke from opposition parties and civil society alike.

She was scheduled to appear on Tuesday before the committee to account for the controversial process, a meeting that is now in doubt following her dismissal.

In a statement released shortly after her removal, Nkabane confirmed her exit and expressed gratitude to Ramaphosa for the opportunity to serve in Cabinet.

“It was a privilege to lead such a crucial portfolio and I remain committed to the service of South Africans,” she said.

The Democratic Alliance (DA) welcomed the decision to remove Nkabane, with national spokesperson and MP Karabo Khakhau, who had earlier in the day renewed calls for her dismissal, citing poor leadership and alleged cadre deployment in SETA governance.

“To the Republic and its people, we remain committed. What a fight!” she said on X.

There is uncertainty over whether Manamela will attend the higher education committee meeting in her place, however, despite the removal of her executive position, Nkabane remains an MP and is potentially liable to the Joint Committee on Ethics and Members’ Interests.

INSIDE EDUCATION

By Johnathan Paoli

Higher Education and Training Minister Nobuhle Nkabane has reaffirmed her department’s commitment to transforming the Technical and Vocational Education and Training (TVET) sector through strategic digital skills initiatives, partnerships and labour-aligned training programmes.

Speaking in conversation with former University of Cape Town Vice-Chancellor Professor Mamokgethi Phakeng, Nkabane highlighted several critical efforts to modernise the sector and address the country’s persistent youth unemployment crisis.

The minister was particularly enthusiastic about the partnership with NetCampus and Microsoft under a presidential initiative to build demand-led digital skills.

“We are excited to partner with NetCampus in this programme, which is one of the president’s priorities in post-school education and training. We recognise the severe skills mismatch in the country and are working to produce graduates that match the demands of our economy,” Nkabane said.

The programme stems from the Business-Government Partnership on Employment and Co-Funding, signed in September 2023 under the leadership of President Cyril Ramaphosa.

It aims to boost economic growth through digital skills development and job placement, coordinated by the Presidency’s Project Management Unit and Business Unity South Africa.

Nkabane revealed that introductory artificial intelligence (AI) courses have already been delivered to principals, deputy principals and senior managers at TVET campuses.

“But this is only the beginning,” she stressed. “We want this programme to reach students on the ground and ensure they leave with recognised certifications that support their employability or business ventures.”

She argued that expanding access alone was insufficient.

“We need to strike a balance between access and success. Training for the sake of training is not impactful, it must lead to meaningful pathways into work or entrepreneurship,” she said.

A cornerstone of Nkabane’s strategy is repurposing TVET colleges into Centres of Specialisation, offering high-impact, future-oriented courses in areas like robotics, welding, mechanical engineering, drone technology and cybersecurity.

She said these centres were being aligned with the country’s labour market intelligence systems and industrial needs.

“TVETs must produce graduates who are ready to be absorbed into the workforce. Our interventions are aimed at deliberately growing the sectors where young people can actively participate in the economy, especially the small business and informal sectors,” Nkabane said.

With approximately 3.8 million young South Africans not in education, employment, or training, the department’s efforts are targeted at drawing these youth into productive and future-ready learning environments.

“When these opportunities are offered, we want young people to come on board so we can thrive together,” she urged.

The minister also underscored a coordinated national approach through the newly established Inter-Ministerial Committee (IMC) on digital skills and employment.

Chaired by the Presidency, the IMC includes Nkabane herself, as well as ministers from Employment and Labour, Small Business, Communications, and the Industrial Development Corporation.

“This shows our commitment to tackling digital transformation from all angles, not in silos,” she said.

To ensure the relevance and credibility of TVET training, the Manufacturing, Engineering and Related Services Sector Education Training Authority has developed more than 50 new occupational qualifications in collaboration with industry and the Quality Council for Trades and Occupations.

These qualifications span data science, systems development, robotics engineering, drone operation, cybersecurity and cloud computing.

“These programmes are not just relevant, they are essential. They reflect the future of work and the kinds of careers young South Africans must be prepared for,” said Nkabane.

Despite her progressive agenda, Nkabane has come under fire in recent weeks over the controversial appointment of Sector Education and Training Authority (SETA) board chairpersons.

Parliament’s Portfolio Committee on Higher Education and Training rejected her written apology after she failed to appear before them on Friday, citing prior commitments.

She explained that she had been scheduled to travel abroad but, after the trip was cancelled due to lack of presidential approval, she committed to attending a gender-based violence and femicide (GBVF) event instead.

The controversy erupted after allegations that some SETA board appointees were politically connected or were officials from within her own department.

The committee is expected to press her on these appointments on Tuesday.

While Nkabane’s digital skills push signals a transformative vision for the TVET and post-school education sector, the backlash over the SETA board saga underscores the complex political and administrative terrain she must navigate.

With youth unemployment still stubbornly high and public confidence in government-led programmes under strain, her ability to implement these changes with credibility and accountability remains under scrutiny.

Still, the minister is resolute about the youth, describing the department’s mission as not just to train, but to empower, employ and elevate South Africa’s youth.

INSIDE EDUCATION

By Johnathan Paoli

In a stirring celebration of Mandela Day, London mayor Sadiq Khan has reaffirmed the powerful role of sport in social upliftment and cross-continental cooperation, amid trade missions to Nigeria, Ghana and South Africa.

Khan visited Villagers FC in Claremont, Cape Town, where he engaged with young athletes from the Atlas Foundation South Africa, referencing the iconic image of Mandela in a Springbok jersey during the 1995 Rugby World Cup final as a moment that symbolised a fractured nation beginning to heal.

“Sport has the power to bring people together. Teamwork, leadership, respect, these are values learned on the sports field. They’re also values that prevent young people from being pulled into crime and gangs,” Khan said.

Khan, himself a former human rights lawyer, described his experience as “deeply humbling” and emotionally resonant.

“Nelson Mandela’s vision of equal rights and justice wasn’t just for South Africa. It was a vision for all of us, everywhere,” he said, recalling the powerful impact Mandela had on the UK, especially during his imprisonment.

The mayor’s remarks at Villagers FC linked the legacy of Mandela with the transformational power of sport, particularly for young people facing structural inequality, social exclusion, and risk of crime.

He highlighted the achievements of the Atlas Foundation SA, the local chapter of the UK-based foundation, for its work in empowering youth in under-resourced communities through rugby and life-skills training.

To that end, Khan used the occasion to announce a significant £1.4 million investment into London’s own grassroots sport programmes.

The funds, delivered through the Go! London initiative, the city’s largest ever community sports fund, will support youth development, encourage active lifestyles and help reduce crime in vulnerable communities.

The Atlas Foundation will be a key partner in these efforts in the UK, expanding its model from South Africa to London.

Khan’s visit to Villagers FC comes just months after Prince William toured the Atlas Foundation’s programmes in Ocean View and Masiphumelele, underlining the growing international attention on grassroots sport as a tool for development.

The mayor also used his time in Cape Town to meet with Mayor Geordin Hill-Lewis and engage in trade discussions focused on tech, fintech, and sustainability.

He praised Cape Town’s thriving start-up culture and expressed interest in building long-term partnerships between London and Cape Town-based businesses.

“As part of our Grow London Global initiative, we’re inviting South African businesses to expand into London. Whether you’re a start-up or scaling up, we’re here to offer support, funding, and connections. We don’t want to act as patrons, but as equal partners,” Khan said.

In summarising his African visit, Khan reflected on the interconnectedness of social justice, sport, and trade.

The mayor said his visit reinforced the symbolic and practical bridges being built between South Africa and the UK, grounded in a shared belief in equality, opportunity, and the transformative power of sport.

INSIDE POLITICS

By Lungile Ntimba

The University of Cape Town’s Senate Teaching and Learning Committee has endorsed a new Artificial Intelligence (AI) in Education Framework to guide the responsible and ethical use of AI technologies in teaching and learning.

Prof.  Brandon Collier-Reed, who is a deputy vice-chancellor in teaching and learning, said the recent decision was driven by the growing integration of AI tools into everyday academic and professional life.

“Staff and students are using tools such as ChatGPT, Claude and Gemini in innovative and productive ways; while at other times these technologies present significant challenges, requiring us to rethink teaching pedagogies, assessment practices and the fundamentals of what a university experience should be and what our qualifications should signify in a changing world,” Collier-Reed said in a statement.

The framework, which focuses primarily on generative AI, provides overarching principles for ethical and responsible use.

It also promotes three core pillars for engagement, including promoting AI literacy among staff and students, ensuring integrity in assessment practices, and investing in AI-enabled innovations in teaching, learning, and curriculum design.

According to Collier-Reed, these pillars served as a roadmap for short- and medium-term activities, while clarifying the roles and responsibilities of various stakeholders involved in implementing the framework. 

“Responding to AI in teaching and learning will require the commitment of the entire teaching and learning community as we come together to shape our future with intention and integrity,” he said.

He added that the endorsement followed an extensive engagement process involving faculties, support departments, student representatives and the university’s AI Initiative. 

“Some key messages from the consultations were to foreground academic integrity practices, ensure equity for staff and students in accessing AI technologies in teaching and learning, and promote staff and student AI literacies and capabilities.”

In a related development, Collier-Reed said the Senate Teaching and Learning Committee had also agreed to discontinue the use of Turnitin AI Score, an automated detection tool that flagged potentially AI-generated content in student submissions.

“AI detection tools are widely considered to be unreliable and can produce both false positives and false negatives. The continued use of such scores risks compromising student trust and academic fairness.”

This feature in plagiarism checker Turnitin would no longer be available at UCT from 1 October 2025.

INSIDE EDUCATION

By Anthea Adams, Charlene Geduld- Van Wyk, Patricia Muhoro, and Sandra Williams

Most universities and colleges have formal and informal programmes and initiatives to support student and staff development. Their goal is to create learning experiences that help students succeed academically.

Typically, academic development practitioners design and run these programmes. They are usually academics themselves. To help students, they use tools like data analytics to design tutoring and mentoring programmes. For staff, development might include formal courses, webinars, workshops and seminars. Education researchers Anthea Adams, Sandra Williams, Patricia Muhuro and Charlene Van Wyk-Geduld reflect on their recent paper on academic development in South African higher education.

What is the role of academic development in South African higher education?

It started in the early 1980s when black students were first allowed to register at universities that had previously been reserved for white students.

After 1994 when South Africa became a democracy, the main aim of academic development was to help transform society by giving black students better opportunities to succeed at university.

Research on whether these efforts were making a difference in improving student learning, and our reflections, show a mismatch between what academic development is supposed to achieve and how it is being carried out in practice.

What is the mismatch between goals and practices?

Academic development has come a long way, mainly thanks to government support and funding. There is evidence of this in research and annual progress reports submitted to the Department of Higher Education and Training. This evidence clearly shows the positive impact of academic development efforts over the years.

But even with these strides, we can’t ignore a major concern: many black students drop out of university or do not progress with their studies as expected. This tells us that there’s a serious disconnect between what academic development aims to achieve and its actual practices.

One of the biggest red flags is the ongoing gap in graduation rates across different population groups. For example, the Council on Higher Education’s 2022 review of higher education highlighted that in 2018, white students were six percentage points more likely to complete their studies than black students.

What’s also worrying is that South African curricula and learning approaches are not yet relevant to diverse learning contexts. Students, academic staff and professional organisations like the Higher Education Learning and Teaching Association of Southern Africa have all said that academic development practices may not sufficiently address the academic realities of the majority of students.

What lessons can we learn?

We propose that academic development work should be based on research that can genuinely support all students’ success.

A number of scholars have argued that the quality of current research on academic development work contributes to the mismatch between its goals and actual practices. The research is not yet as theoretical, scholarly and critical as it needs to be to help us fully understand and improve academic development work.

This critique helps us understand why academic development research often feels limited to one specific context. This is particularly true of research that looks into why some students are dropping out or struggling to complete their studies.
This kind of research doesn’t offer insights that help practitioners and academics think more broadly about how to apply the findings in different learning contexts.

Valuable work is being done by both veteran and less experienced academic development practitioners. Their efforts have influenced academic development work as we know it today. But we should respond to the observation that most academic development work is still, in practice, limited to one context.

What is the way forward?

Less experienced academic development practitioners and scholars may find it daunting to produce research rich in theory. Therefore, we propose working together in communities of practice to build networks and benefit from reciprocal mentorship opportunities.

Mentors can be peers or seasoned academic development practitioners and researchers. They can help each other unpack what it means to produce rigorous research based on real-life teaching and learning contexts.

Working alongside each other and sharing knowledge and expertise can be fulfilling. It can also be the catalyst for building theory that will advance an understanding of academic development work. Opportunities to form peer networks help academics develop confidence and competence as teachers and scholars.

This kind of work can happen naturally as long as the context is supportive. However, we recognise opportunities for both formal and informal reciprocal mentoring relationships. This is based on our reflections on our teaching experiences and engagements in postgraduate diplomas in higher education.

Several scholars support the proposal for national directives to develop academics as university teachers and scholars. Professional development initiatives, such as postgraduate diplomas, can be conducive learning spaces where academics can engage in the scholarship of teaching and learning.

In other words, supported by experienced facilitators, academics can use research and evidence to interrogate how they teach and how students learn.

Professional development initiatives are not a panacea for the mismatch between academic development goals and actual practices. However, they can be a place where academics help each other to build theory in academic development. Only then, by working together, can academics respond to challenges casting a shadow on academic development work.

Anthea Adams is a Lecturer: Academic Staff Development, Rhodes University, Charlene Geduld- Van Wyk is a Senior Instructor Emergency Health, Central University of Technology, Patricia Muhuro is a Senior Consultant Teaching and Learning, University of Fort Hare, and Sandra Williams is a Lecturer in Law in the Marketing Department in the Faculty of Business and Management Sciences, Cape Peninsula University of Technology.

The Conversation

By Johnathan Paoli

With just days to go before the Gauteng education department opens its 2026 online admissions system, MEC Matome Chiloane has urged parents and guardians to prepare thoroughly and comply with all steps of the process to ensure successful placement of their children in Grade 1 and Grade 8 at public schools.

Briefing the media, Chiloane confirmed that the application window opens on Thursday at 8am and closes on 29 August at midnight, with no late applications to be accepted.

“This process is strictly for Grade 1 and Grade 8 admissions. There is no automatic placement for children currently in Grade R or Grade 7, you must apply online during the window,” Chiloane said.

Applications must be submitted through the department’s admissions portal which will be inactive until the official opening time and will close automatically at the end of the application period.

All parents, regardless of past applications, must create new login credentials for 2026.

The application process consists of five steps: namely to register parent or guardian details; home address; learner details; apply to five schools; and submit supporting documents within seven working days.

“Selecting only one or two schools is risky, choosing five improves the likelihood of your child being placed at one of your preferred options,” Chiloane advised.

The supporting documents to be submitted include a certified copy of parent/guardian ID or passport; child’s birth certificate or passport; legal permits if applicable (asylum, refugee, residence, work, or study); proof of home and/or work address; Grade 7 report card (for Grade 8 applicants); and clinic card or immunisation record (for Grade 1 applicants).

Parents may upload these documents online or submit them physically to each selected school.

However, only one submission method is allowed per application.

“If you choose five schools and submit physically, you must submit your documents at all five schools,” said Chiloane.

The MEC emphasised that accurate personal information and a reliable cellphone number were vital for communication throughout the application process.

Inaccurate details or mismatched documents will result in the application being marked as incomplete, and such applications will not be considered for placement.

Chiloane confirmed that the system used verified home addresses to assign feeder zone schools.

Thus, proof of residence is the most important document in the application.

For homeowners, a certified municipal bill (not older than three months) in the parent’s name with the full physical address is required.

For tenants, a copy of the landlord’s municipal bill, a signed lease agreement, a recent rental payment slip and a utility or bank statement in the applicant’s name reflecting the same address must be submitted.

For those living in family homes, a municipal bill in the homeowner’s name and the parent’s ID are required, along with an account in the parent’s name showing the same address.

Affidavits and “offers to purchase” will not be accepted.

To curb fraudulent address use, schools are authorised to verify physical addresses, with full support from the department.

Parents applying for Grade 1 must indicate their preferred language of learning and teaching from South Africa’s 11 official languages. The system will match this with schools offering that language.

For Grade 8, the learner’s Grade 7 home language, as reflected on their report card, will be used to identify suitable schools.

Placement will be determined considering the home address within the feeder zone; sibling at the school or feeder school linkage; work address within the feeder zone; home address within a 30km radius and home address beyond 30km.

Chiloane reiterated that completing the application did not guarantee placement at the first-choice school, but successful applicants would be placed at one of their selected schools based on these criteria.

To assist families without internet access or digital literacy, the department has established 81 walk-In centres, 15 district offices and support desks at all public schools across Gauteng. These will be open throughout the application period.

The Democratic Alliance Gauteng education spokesperson Sergio Isa Dos Santos, criticised the department’s silence on the details of the walk-in centres, saying it was creating “unnecessary anxiety” for parents.

“This lack of transparency is unacceptable. The department must urgently publish the full list of walk-in centres and their operating hours before the system opens,” Dos Santos said on Monday.

The DA has submitted official questions requesting centre locations, citing the chaos of last year’s admissions when over 6,000 learners were placed late due to system failures.

Responding to media queries, department spokesperson Steve Mabona confirmed to Inside Education that the list would be uploaded, but did not give a specific date.

In the meantime, Chiloane has encouraged parents to prepare all documentation now, ensure all information is correct, and avoid using fraudulent addresses, which disadvantage legitimate applicants.

He also issued a stern warning against scammers claiming to offer guaranteed placements for a fee.

INSIDE EDUCATION