Hisense has said its newly established Technology Museum in Kampala is intended to help Ugandan students translate classroom theory into practical technological skills, as part of efforts to nurture future innovators in one of the world’s youngest populations.

The remarks come as the global electronics manufacturer launched the Hisense Technology Museum the first facility of its kind in East Africa marking a shift from retail operations toward social impact and science education initiatives in Uganda.

Derek Haewoong, Director of Marketing for Hisense MEA, said the museum was designed to complement formal education by offering hands-on experiences in science and technology.

“Students are always in classrooms learning concepts from books. But when theory meets experience, that theory becomes stronger,” Haewoong said. “When they come here, they can explore what they have learned and see how it works in real life.”

The museum features demonstrations explaining how digital screens function, how energy-efficient systems operate and how artificial intelligence responds to users.

Haewoong said the aim is to make scientific concepts more tangible and relevant to everyday life, including applications in homes, businesses and environmental sustainability.

He noted that Uganda’s youthful demographic presents both an opportunity and a responsibility for technology companies operating in the country.

“Uganda has one of the youngest populations in the world. These young students will become future innovators,” he said. “This museum shows them that the future is already here.”

Haewoong added that the initiative aligns with the company’s broader research and development strategy, which focuses on listening to consumer needs and encouraging innovation.

Exposure to technology at an early stage, he said, can inspire students not only to use products but also to improve and create new solutions.

“When a child sees a product, some of them will ask, ‘What if I can make it better?’ That is how innovation begins,” he said.

Developed in partnership with Ximing Group, the museum serves as the flagship project of Hisense’s 2026 Environmental, Social and Governance (ESG) strategy.

The center is designed to provide schoolchildren and the public with hands-on exposure to science, technology, engineering and mathematics (STEM).

Speaking at the launch, Ximing Group Managing Director Liu Mingshu said the company’s role in Uganda has evolved since entering the market nearly two decades ago.

“Since Hisense first entered the Ugandan market, we have grown from being a guest in your homes to becoming part of the Ugandan family,” she said, adding that the initiative aims to inspire the next generation of innovators through exposure to artificial intelligence and green technologies.

The museum includes interactive exhibits on the physics of light, climate-smart engineering and AI-powered systems.

Education leaders, including headteachers from schools across the country, attended the launch, marking the start of a nationwide program to give students practical exposure to global technologies.

Liu said the facility builds on the company’s recent donation of 50 smart televisions to schools, shifting focus from providing digital tools to creating an environment where young people can explore innovation firsthand.

Jason Ou, President of Hisense Global MEA and India, described Uganda as a central pillar of the company’s global social strategy.

He said the museum represents a move beyond standalone products toward integrated intelligent solutions and serves as a “social classroom” aimed at nurturing future technology leaders.

Courtesy: NILEPOST

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This is according to Louise Schoonwinkel, Managing Director of Optimi Schooling, of which Impaq is a registered trademark, who explains that home and online schooling has emerged as compelling alternatives to the traditional system. 

“When it comes to educating our children, a one-size-fits-all approach is becoming obsolete. There is a growing need for a more dynamic, learner-centric model that is fit-for-purpose and accessible,” she says. 

One of the most significant advantages of home and online schooling is the ability to tailor the educational journey to the individual learner.

The conventional school system operates on a set pace, with students moving through a curriculum in lockstep.

This can be problematic, as some learners grasp concepts quickly and may become disengaged, while others require more time to master subjects and risk falling behind. 

Learner-centric learning 

Home and online schooling dismantles these rigid boundaries, allowing children to learn at their own pace.

As Schoonwinkel points out, “Education today is about putting the needs of the learner first, which starts with the acknowledgement that the days of a one-size-fits-all approach are both outdated and simply no longer necessary.”

This approach allows a student to spend extra time on a challenging topic until they truly understand it, or to accelerate through a subject they find easy.

It fosters a deeper understanding of the material and cultivates a genuine love for learning, moving beyond the pressure to simply pass exams.

Personalised learning is the central premise of both home- and online schooling. It encourages learners to take responsibility for their own education, fostering self-discipline and independent thinking. 

“I completed my high school career through Impaq, and it was one of the best decisions I could have made for my future,” says Tiwhan Botha – now 19 – who matriculated in 2024.

“The homeschooling structure taught me how to work independently, manage my time effectively, and take responsibility for my own progress. I now apply these skills daily in my role as office manager at a company specialising in Body Corporate and HOA management.”

“The self-discipline and independence I developed at Impaq help me handle large volumes of administration, client service, and management tasks with confidence and accuracy.”

“Impaq’s flexibility gave me the opportunity to focus on academic content, but also to develop life skills that prepared me for the realities of the professional world.”

“Since I became used to managing my own schedule, I am now able to balance both my work and my studies. I am currently completing my LLB degree through UNISA, and every day I see how Impaq’s system taught me to work consistently, with perseverance and a clear sense of purpose.”

Rather than being passive recipients of information, students become active participants in their learning process.

Parents or caregivers assume a supporting role, guiding their child’s educational journey rather than acting as a traditional teacher.

This self-directed approach helps to build confidence and prepares learners for a future that will demand self-management and continuous learning. 

What’s more, an agile structure allows for a broader range of subject choices.

Learners are not limited by the resources available in a single school; instead, they have the freedom to explore other subjects such as coding, creative arts, or entrepreneurship.

Adding options like these makes learning more meaningful and directly aligns education with a child’s interests and future aspirations.

Tech and tools 

The accessibility and power of technology are central to the success of this educational shift.

“The rise of online schooling platforms has made quality education available to learners regardless of their geographical location,” Schoonwinkel says.

It leverages digital tools and resources to create a rich and interactive learning environment. 

Beyond just accessibility, technology enriches the learning experience itself.

Digital platforms can offer interactive lessons, educational videos and real-time assessments that provide immediate feedback.

This level of engagement can make complex topics more understandable and engaging for learners.

Myth busters 

Contrary to common myths, home and online schooling are far from haphazard.

Schoonwinkel confirms that these learners follow structured, reputable curricula like CAPS, which ensures they receive the same National Senior Certificate (NSC) as traditionally schooled learners.

This fact is crucial, as it reassures parents that their child’s education is not compromised. 

Further, one of the most persistent myths surrounding homeschooling is the idea that it leads to social isolation. However, this concern is largely unfounded.

As Schoonwinkel advises, “The reality is that home and online schooled learners often have more flexibility to engage in activities outside of a school setting. Socialising does happen – it just looks different.”

Joining homeschooling groups, sports clubs, or online communities can help learners build strong social connections.

For families with children involved in demanding activities, home and online schooling provides the necessary flexibility to balance education with personal passions, creating a well-rounded individual.

Ultimately, the decision to pursue home or online schooling is a personal one, but it is a choice that is increasingly being recognised as a legitimate and beneficial alternative. 

It represents a paradigm shift from a one-size-fits-all approach to an educational model that is dynamic and truly puts the needs of the learner first.

By leveraging technology and embracing alternative education methodologies, home and online schooling provide a powerful pathway for South African learners to achieve a quality, future-ready education that is tailored to their unique pace and passions.

PRESENTED BY IMPAQ

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School violence is a global public health phenomenon. This is when learners and teachers are the victims of physical and psychological abuse, cyber threats and bullying, fights, gangsterism, and the use of weapons at school.

The consequences of school violence are dire. There are implications for learners, teachers, the school and the community. Violence undermines the learners’ and teachers’ safety. It causes stress, academic decline and behavioural problems. It can contribute to a broader cycle of violence in communities.

School violence is a problem across southern Africa. This includes South Africa, Zimbabwe, Mozambique and Namibia.

In 2008 the regional body, the Southern African Development Community adopted Care and Support for Teaching and Learning framework. It was to prevent violence, create safer schools and foster a positive school ethos.

But there has been limited research unpacking factors that contribute to school violence. We recently undertook a review project to identify and understand those contextual factors.

Our research stems from our shared scholarly interest in issues of violence in educational settings. Our professional backgrounds include school social work, health promotion, social services with children and adolescents, and teaching general education modules at a South African university.

The review of studies of violence suggests that a range of factors contribute to school violence. These include: exposure to domestic violence, socio-economic status, poor family communication, lack of appropriate disciplinary processes at school, intolerance of individual and social differences, and exposure to alcohol and substance use in the community.

What’s needed are clear school policies, teacher training and deployment of school social workers.

The scope

Our project reviewed 24 studies of violence in Southern African Development Community schools. Most of the studies were done in South Africa but some were in Eswatini, Zambia, Malawi and Angola.

We focused on this region for the following reasons.

• The region comprises low- and low-middle-income countries. Learners experience various socio-economic challenges and structural disparities within their communities and schools.
• Previous research suggests that communities in the region face crime and violence, gangsterism, high unemployment rates and poverty.
• Our findings from the papers we reviewed indicate that factors contributing to school violence are present in learners’ home environments, communities and schools.

Family environment

Disrespect towards teachers and physical fights are linked to witnessing domestic violence. The family unit’s socio-economic standing is significant.

Compared to better-off learners, those from less privileged environments are more likely to violate school rules, steal other learners’ belongings, and bully others for their lunch meals. Learners from food-insecure families enter into transactional relationships with teachers for financial support and “free” groceries.

Research shows that the inability of parents to support and talk to their children results in children succumbing to peer pressure and becoming involved in gangs and fights. Parents sometimes incite school violence by defending their children’s misconduct and blaming teachers for their children’s behaviour.

We also observed that in schools with children who have disabilities, some parents arrange intimate relationships for their children with other learners, to shield them from exploitation by community members. However, this exposes them to unintended sexual violence in those relationships, as sexual boundaries and consent are not adequately explained to the young couples.

Community environment

The studies we reviewed indicate that the surrounding community has a role in school violence. Learners’ exposure to alcohol and substance use can lead to violence.

Specifically, community members sell substances to learners, who then return to school intoxicated, disrupting teaching and learning. In some instances, fights among the boys that start outside school continue in the school premises.

School environment

Different types of bullying occur among learners. Research shows that most of the perpetrators are boys, ridiculing girls for their achievements and using violence to “prove masculinity” and gain popularity.

Boys are ridiculed for not having romantic partners, which often leads to aggression.

Peer pressure also causes boys to verbally abuse girls who refuse their advances, and resort to behaviours such as taking pictures of their underwear in class or through toilet windows. Gangs are common and contribute to violence, serving as venues for violent interactions among boys.

Another factor fuelling school violence is lack of understanding and intolerance of demographic and individual diverse identities – like nationality, gender and sexual orientation, physical appearance, culture and religion.

Migrant learners are subjected to xenophobic attitudes where they are body shamed and insulted. Learners are the target of homophobic statements because of their gender and sexual identities. Dark-skinned and slender learners are often targeted, with teasing guised as humour.

Way forward

The purpose of this review project was to map the literature on factors contributing to school violence in the Southern African Development Community region. It could be useful in other similar regions too.

We suggest education ministries and schools countries could consider:

• implementing clear school policies on how to report and respond to incidents of school violence
• training teachers and school administrators on national and school policies for addressing school violence and promoting professionalism
• documenting incidents of school violence and developing strategies to create safe environments
• collaboration among schools, parents and psychosocial support personnel, such as school social workers, to reduce violence in schools.

We argue that different intervention programmes and services need to be adopted to address the root causes of violence. Deploying more school social workers would be part of this effort.

By Gift Khumalo, Lecturer at Durban University of Technology; Bokang Lipholo, Senior HTS Coordinator; and Nosipho Faith Makhakhe, Senior Lecturer at Durban University of Technology

THE CONVERSATION

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A rapid shift from a small, familiar school environment to expansive university classrooms filled with thousands of students is one of the first adjustments students face when moving from high school to tertiary education.

When examining the differences between both stages, it becomes clear that adapting to your new academic and social environment is essential in successfully transitioning to University life. 

Large buildings, diverse groups of students, and thousands of individuals wandering across campus in search of lecture rooms can be overwhelming—let’s not even start discussing the anxiety that comes with it. 

Many first-year students experience culture shock and begin questioning whether they have chosen the right career path. Some are further influenced by peers who may discourage certain degrees by claiming they offer limited financial prospects. As a first-year student, you are already facing numerous challenges, making such doubts even more stressful. 

One of the biggest adjustments students face is the shift in academic expectations. In high school, teachers typically offer close guidance, frequent reminders about assignments, and regular check-ins. 

In contrast, University requires a far greater level of self-direction. Lectures expect students to manage their own deadlines, complete readings independently, and engage with academic material on a deeper level. 

Another concern is the first-year dropout rate with roughly 30% of students completing a 3-year degree in six years.

According to Future SA, beginning of 2025 academic year, between 50% and 60% of South African first-year university students drop out before completing their qualification.

Margi Boosey, Principal at the IIE’s Varsity College said that transition from high school to university is a major hurdle: ” Academically, emotionally and socially, many students simply aren’t prepared or getting support the support they need to navigate the shift.”

Boosey stated that rather than concentrating only on academics, the answer is in overall student development.

The Council of Higher Education (CHE) statistics revealed that  students in three-year degrees starting in 2016, 38% had not graduated by 2021, and most of them dropped out in their first year.

According to Department of Higher Education and Training (DHET), attrition rates in 2016 for first-year students in South Africa have been fluctuating between 33% and 25% in recent years.

Many students report that they felt unprepared for university and ultimately chose to take a gap year to rest or regroup. 

Beyond academics, several non-academic factors contribute to students questioning their choices after enrolling.

Personal challenges such as friendship issues, family problems, roommate conflicts, and financial strains play a significant role in shaping first-year experience. 

For many students, attending university is their first experience living away from home.

Tasks that were once managed by parents—like cooking, cleaning, and budgeting—now become daily responsibilities.

This newfound independence can feel both free and challenging. Learning to balance freedom with responsibility becomes an important part of the transition. 

Small routines can make a significant difference. Preparing simple meals, doing weekly laundry, or tracking expenses contributes to stability and helps students better manage both academic and social demands. 

Students also note that technology is used more extensively in university compared to high school. Additionally, they often struggle to keep up with the pace of the curriculum. Many observe that there is less collaborative work in university, whereas basic schooling often encourages group activities and peer support. As a result, university students may feel confused or isolated in their academic journey. 

Financial aid through the National Students Financial Aid Scheme (NSFAS) is a critical intervention, with studies showing that NSFAS-funded students often have lower dropout rates than non-funded registered students.

For example, many institutions provide orientation programs, academic advisors and counselling services to help students to adjust.

Recognising these challenges, universities and external bodies offer various support mechanisms to address challenges faced by first-year students in ensuring they adapt and avoid falling behind

The University of the Free State offers a First-Year Seminar (FYS), a mandatory module designed to equip students with the knowledge, skills, and confidence needed to adjust to university life and prepare for academic and career success. Blended learning support services assist staff and students integrating technology meaningfully into education.

Peer advisors are also available to assist first-year students in connecting with career support services, with academic advice offered to approximately 13,000 students each year. 

Similarly, Wits University introduced the Gateway to Success (GTS), a two-week program designed for first-year students that takes place before the academic year begins. This mandatory blended program assists students in adapting to the university environment, connecting with peers, accessing support services, and building a strong foundation for academic success. 

As part of the Gateway to Success program, first-year students are also required to participate in a two-week course focused on digital skills.

This course aims to enhance students’ confidence in using various digital tools and to explore a wide range of content and opportunities available online. Participants will learn about digital wellbeing, cybersecurity, Microsoft Office, and information literacy. 

The University of Johannesburg (UJ) reported steadily increasing retention of first year students in 2013, the result of a series of initiatives to reduce the institution’s drop-out rate.

In 2012, the university recorded an improved first year success rate of 80%, up from 75.6% in 2011.

UJ introduced a part-academic, part-psychosocial programme with an accent on students mentoring fellow students, called the First Year Experience (FYE) programme, which was introduced in 2010. 

FYE offers academic skills reinforcement through an Academic Development Centre and psycho-social assistance through the university’s Centre for Psychological Services and Career Development (PsyCaD).

 In addition, the university’s Management Executive Committee approved substantial strategic funding to further develop the tutor programme.

UJ also introduced academic advisors in university residences and approved off-campus accommodation facilities. Under the Academic Excellence Programme, 250 student advisors are serving 2 000 first years of 25 residences.

Personal experiences from students across institutions highlight the realities of this transition:

Puleng Motholo, from the University of the Free State, shared that his journey was particularly difficult.

Coming from a challenging background and moving to a new province with very little made adjusting even harder.

He explained: “University life was overwhelming at first. Coming from a poor background with little, it made it difficult to adjust. NSFAS delays added stress, but I learned to be independent. support programs helped, though often overstretched.” 

Noxolo Thobekile Ndlela, a first-year postgraduate student at the University of the Witwatersrand, described her experience as a rollercoaster.

Although this was not her first time entering university, adapting to a new environment still came with challenges.

She said: “Transitioning from a strong Matric pass to university life is a big shift while a good high-school result opens the door, success at tertiary level depends on learning new study habits, managing time, and dealing with practical challenges such as limited digital skills, delayed NSFAS payments and the feeling of being alone in a large, competitive campus.” 

She emphasised the importance of families, noting their role in providing tutoring, financial assistance, and emotional support. 

“Many students still struggle due to a lack of sufficient support. While university programs such as orientation, mentoring, and counseling can be helpful, they are often under-resourced. Therefore, the most effective approach is to seek help early, actively utilise campus resources, and build a small network of peers and mentors to bridge this gap between the structured cycle of school and the independent reality of higher education,” said Ndlela. 

Regaugetswe Makgoba from Boston College in Johannesburg stated that the high expectations many students have entering university often clash with harsh realities.

She explained: “The transition from high school to varsity is a big drastic change. The reality of independence and being alone in the world isn’t something someone can ever prepare themselves for, especially at such a young age. The main factor of not being able to afford to have education due to the lack of financial stability from home has become such a disadvantage and most of these student bursaries aren’t enough to cover all students. Already looking end, the future doesn’t look bright like it used to due to the harsh realities.” 

She added that cultural and social isolation can be deeply challenging. 

“This can be mentally frustrating and lead to making life decisions that might have possible implications such as having a ‘sugar daddy’ that will give you the lifestyle that you want. Most students get overwhelmed by the reality of what life brings to them,” she said. 

Lungi Litshani, also from Boston College, highlighted that experiences differ widely based on personal backgrounds.

She said: “The reality is that people from misfortunate backgrounds will have so many disadvantages to their social and cultural lives. This also trains you as an individual to surpass your personal needs and goals for future success. The reality in varsity and high school is completely different. At varsity, you are there to grow yourself and choose your own path whereas in high school, you do what you are told and what is expected of you.” 

Pamela Ngaleka, from Wits University, spoke about the non-academic challenges she faced. 

“My first year was horrible for 7 months, whereby I had issues with my NSFAS. I had to move from office to campus residence to an on-campus residence because my NSFAS status was still on appeal submitted. After 6 months I got my money and that is when everything started to become better and I saw the light. After all those horrible 6 months I was finally happy, I met friends who were supportive and assisted one another in terms of exams and fun,” said Ngaleka. 

Ashley Ndlela, from Rhodes University in the Eastern Cape, shared that her first-year experience was both overwhelming and exciting. 

“There were a lot of cultural shocks that I encountered that left me questioning the life that I have lived in Johannesburg. University is way different from High School, and that threw me off a bit because the work ethics required were way beyond what I had anticipated,” said Ndlela. 

Despite the pressure, Ndlela eventually adapted well to her new environment and enjoyed her experiences in the lecture hall.

With layers of support put in place to endure the adaptation from transitioning from high school to higher institute, first-year dropout remains an international concern.

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The event, organised by the School Liaison Office, gave prospective students the chance to experience Wits firsthand, meet the university’s deans, and interact with lecturers and researchers.

In his address, Wits Vice-Chancellor and Principal Professor Zeblon Vilakazi spoke about the future that awaits the next generation of Wits students.

“Whether you study engineering, medicine, law, economics, psychology or physics, what matters is that you find your why. Your why is your true north, your centre,” he said.

He emphasised the importance of using skills ethically in a world increasingly shaped by artificial intelligence.

“AI, like all other scientific machines, does not have a conscience of its own. It is us who impose that conscience on them. Therefore, we need to utilise these tools in a very ethical way.”

He also encouraged students to measure success not by titles or salaries, but by the impact they have on those around them.

“Don’t chase success for the sake of success. Measure your worth by the difference you make to those around you. We want you to be indispensable to your community, your country, this continent, and the world in general.”

A glimpse into Wits life

The function combined informative sessions with a welcoming atmosphere, allowing applicants to explore different faculties, learn about the courses they are interested in, and engage directly with departmental heads.

“We hope that by engaging with our academic leaders and experiencing campus life, applicants will feel prepared and excited to join Wits in 2026,” said Msimelelo Tshotyana from the School Liaison Office.

For many attendees, the experience was both eye-opening and affirming. Joshua Fynn, a top applicant from Amajuba High School, shared that the sense of belonging stood out most.

“I chose Wits because of the strong culture and the first-year students who welcomed me, not just as a number, but as part of the family,” he said.

“That strong culture really resonates with me.”

Parents and guardians were equally impressed. Le’Anne Ponen, who attended with her son, Carlin, said she was inspired by the environment and the people she met.

“From what I could see here, it’s very diverse, and I love that. There’s a spirit of excellence that flows through everything, even the response and feedback from the faculty were absolutely amazing,” she said.

The day was both inspiring and practical, giving prospective students and their families a clear sense of what life at Wits will be like and how they can make their mark on the world.

Courtesy: Wits University

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The South African Teachers’ Union (SAOU) has called for a sustained, year-long celebration and recognition of teachers, warning that the emotional strain, professional isolation, and looming teacher shortages threaten the stability of the country’s education system.

SAOU executive officer, Paul Sauer, said this decision reflects the urgent need for deeper, more consistent appreciation for educators, particularly at a time when many are leaving the profession due to exhaustion and lack of support.

“In the current circumstances, where teachers are experiencing emotional exhaustion and where the wellness of teachers can be measured by the number of good teachers leaving the education system, the time has come to provide more focused acknowledgement to our teachers,” Sauer said.

The SAOU’s call for greater recognition comes against the backdrop of a worldwide crisis in teacher supply.

According to data from UNESCO and Education International, there is currently a global shortage of 44 million teachers capable of meeting basic education needs.

Sub-Saharan Africa, in particular, has been hit hard by this shortfall, with the number of qualified teachers declining sharply over the past two decades.

UNESCO’s 2025 Fact Sheet reveals that the proportion of qualified primary school teachers in the region has dropped from 85% to 69%, while qualified secondary school teachers have decreased from 79% to 59%.

This decline coincides with a rising population of school-age children and the introduction of early childhood development (ECD) programmes, which have increased the demand for teachers even further.

Since 2000, Africa’s expansion of ECD initiatives has created a global need for an additional six million preschool teachers, UNESCO reports.

The union warned that unless South Africa takes proactive steps to retain its teaching workforce, the country could face severe teacher shortages within the next 15 years.

Sauer expressed concern about the Basic Education department’s proposed Early Retirement Programme, which would allow teachers aged 55 to 59 to exit the system voluntarily.

While intended to rejuvenate the teaching workforce, Sauer said the policy could “escalate the problem” by accelerating the loss of experienced educators at a time when replacements are already scarce.

In addition to early retirements, South Africa continues to lose qualified teachers through emigration and career changes.

Many educators seek opportunities abroad or in other sectors due to better pay, improved working conditions, or professional development prospects.

Sauer highlighted the emotional and social dimensions of teaching, noting that educators often struggle with professional isolation and a lack of institutional support.

Strong relationships between teachers, parents, learners, and school management teams are essential to fostering a healthy school environment, the union said.

Without this sense of connection and recognition, teacher morale, and by extension, learner outcomes, inevitably decline.

As nearly one million learners across the country begin their National Senior Certificate (NSC) examinations, the union reminded South Africans that behind every matriculant stands a team of teachers who have guided them from their first day in Grade R.

“Teaching is a work of heart, and teachers are at the heart of education,” Sauer said.

The union appealed to communities to show tangible support for educators, not only during October but throughout the year, including public recognition, encouragement and collaboration between schools and communities to improve teachers’ working conditions.

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The South African Democratic Teachers’ Union (SADTU) has hailed the achievement of Eastern Cape teacher Ntombozuko Mkizwana, who brought continental honour to South Africa by winning two prestigious African Union (AU) Teaching Awards in Addis Ababa, Ethiopia.

Mkizwana, a deputy principal at the Nelson Mandela School of Science and Technology in Mthatha, received both the African Union Continental Teaching Award and the African Union Continental Award for Excellence in Rural Teaching at the Pan African Conference on Teacher Education earlier this month.

“SADTU proudly celebrates our member and 2024 National Teaching Awards Best Teacher winner, Comrade Ntombozuko Mkizwana. Her recognition demonstrates the excellence of South African teachers, particularly those working in rural contexts under challenging conditions,” the union stated.

The union framed her victory as a collective achievement for South African educators, emphasising that it reflects the dedication, professionalism, and resilience of teachers working in environments where resources are limited but commitment remains high.

For SADTU, Mkizwana’s recognition underscores the role of teachers not only in classrooms but also as community builders and champions of equality in education.

Her journey to continental recognition began with the National Teaching Awards, where she emerged as South Africa’s Best Teacher in 2024.

That honour earned her the nomination to represent the country at the AU platform, where her story of innovation and impact in rural teaching resonated with judges from across the continent.

The AU event, held in Addis Ababa under the theme “Advancing Strategies for Teacher Training, Recognition, and Professional Development”, was a landmark gathering for educators across Africa.

Beyond the awards, it also marked the launch of the Continental Teacher Community of Practice Platform, a network designed to link teachers, share best practices, and strengthen professional development across borders.

SADTU’s leadership has argued that Mkizwana’s achievements should encourage the government and society at large to value teachers more meaningfully.

The union noted that while teachers often face criticism, their victories on national and international stages show the depth of talent and commitment in the profession.

They also stressed that the recognition of a rural-based educator is particularly important in a country where the gap between urban and rural schooling continues to present challenges.

Director of the Matim Institute of Excellence in Mthatha, Lubabalo Mpongwana, echoed SADTU’s sentiments, saying Mkizwana’s success is proof that excellence in teaching can flourish anywhere.

“She has represented the province and the country, and we are happy to have taken that global stage,” he said.

He added that her achievement should inspire other educators in the Eastern Cape to pursue higher levels of professional development and dedication.

Mkizwana, 49, has been teaching for more than two decades and has developed a reputation for combining academic rigour with compassion and community involvement.

Colleagues describe her as a mentor to younger teachers and a motivator for learners, particularly in science and mathematics, while for SADTU, her story demonstrates what can be achieved when teachers are supported and encouraged to reach their full potential.

The union used her victory as an opportunity to highlight the importance of ongoing teacher training, professional appreciation, and recognition; calling for broader investment in rural education, arguing that teachers like Mkizwana succeed despite, rather than because of, the conditions they work under.

For SADTU, the awards are more than just a personal achievement for one teacher; they are a validation of the union’s long-standing call for recognition of South Africa’s educators as central to the country’s development.

The union said it is proof that South African teachers have the ability not only to compete but also to lead on the global stage.

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Research and experience are clear: one of the greatest indicators for educators’ long-term success and job satisfaction is effective classroom management. The NJEA Review asked the five recent New Jersey state teachers of the year to share practices and advice for fostering productive, respectful learning environments.  

Grade school discipline starts with routines—but grows with relationships

Angel Santiago: Response to Intervention (RTI)elementary school teacher, Loring Flemming Elementary School in Blackwood, Camden County, 2020-21 NJ State Teacher of the Year 

In college, our instructors always emphasized drilling routines and procedures during the beginning of the year. I think we can all agree it’s essential to have proper procedures and routines. But as a new teacher, I had no idea what that looked like. It took some time, observing colleagues––which I believe all first- and second-year teachers should have access to. Through observation, I discovered Whole Brain Teaching before I understood how to create a safe and well-oiled learning environment.  

From our morning meeting, where we review the day’s itinerary, to setting clear goals and expectations for each lesson, to assigning roles during group work––even the seemingly minor tasks like lunch count and asking for a pencil––everything follows a consistent, clearly taught procedure. I make sure that my students know what’s expected of them and give them the support and resources to accomplish those daily goals.  

I believe that teaching these expectations is essential. Using real-life examples through role-play or videos can make these expectations more relatable and effective. Once I mastered the routines and procedures, I realized I also needed to give my students a reason why they mattered. It took a couple of years, but I came to understand that alongside routines and procedures, we needed to add another “R” to our mix: relationships. So, in addition to establishing routines and procedures, I made it a goal during the first two weeks of the school to really get to know my students––their likes and dislikes, their dreams for the future, their cultures, and their identities. Learning who my students are and what they aspire to be allows me to use lessons in class to help bring them a little closer to those dreams.  

Before disciplining a student, I always ask myself, “Would I want a teacher to say this to my child in this manner?” We must remind ourselves: these are people with feelings, ideas, compassion and fears. It’s OK to be firm, but we must never intentionally provoke a fight-or-flight response in our kids. Fear isn’t a useful tool in education.  

It’s almost impossible to develop strong classroom management without begging, borrowing and stealing from seasoned colleagues. Find a veteran teacher bestie and soak everything in. Be open to change and to constructive feedback. One of my professors, Donna Bender, gave me the best advice for new teachers.  

“In order to become a brilliant teacher, you must always be willing to be a brilliant student,must always be willing to be a brilliant student, she said.”  she said.  

Never, ever stop being a brilliant student of this profession.

Build a learning community, not just classroom rules  

Theresa Maughan, social studies teacher at East Orange STEM Academy, East Orange, Essex County, 2021-22 NJ State Teacher of the Year  

It’s not about “managing behavior,” but about building a community of learners. That’s the key to reducing potential classroom conflicts. So how do I build a community?  

Each year, I devote the first week of the school year to activities that foster trust and a sense of belonging. I begin with something as simple as our names. I ask students to share the phonetic pronunciation of their names to show respect—because our names are part of our identity. My students also create “identity charts,” which we then share together.  

I use many strategies outlined in Facing History and Ourselves Back to School: Building community for connection and learning. One of the most important strategies is collaboratively creating our classroom guidelines or expectations. I have students use Padlet to list positive suggestions for how students should treat each other in class. We review the responses together, and students vote on a final list of expectations. I print the Padlet responses in the classroom for everyone to see. 

It’s also essential to establish classroom routines early in the school year. Students should have roles such as timekeeper, teacher assistant (distributing journals/materials) and class ambassador (guiding discussions). These responsibilities work well, even in high school. The goal is for students to feel comfortable with the daily procedures the moment they enter the room. 

My classroom practices shifted once I recognized the importance of creating a learning community that provides a safe space for students to accept our differences. Centering our community norms around the word “Respect” leads to fewer behavioral conflicts. I model the behavior I want to see—speaking to students with respect, and helping them understand that in our community, we lift each other up instead of using words that are put-downs. 

My advice? Start with some personal archaeology. Reflect on your own identity and be sure you’re not bringing personal biases into the classroom—ones that could unintentionally make students feel unwelcome. Also, remember that the more engaged students are with the class activities, the less likely they are to act out.  

I like to begin each period with a brief writing prompt in a journal or notebook. It could connect to the day’s lesson or ask students for their opinion on a current issue. The New York Times Learning Network is a great resource for student opinion prompts that can be adapted for your “Do Now” activity. Also, give yourself grace. Some days will be more challenging than others.

See the needs of your students, make them feel special 

Christine Girtain, science teacher and the director of Authentic Science Research at Toms River High School North and Toms River High School South in Toms River, Ocean County, 2022-23 NJ State Teacher of the Year  

When I have a student dealing with behavioral issues, I try to get to know them before it ever gets to the point of detention. If it’s a situation that warrants immediate detention, the student serves it with me, and I don’t just sit silently with them. I talk to them and get to know who they are. When you understand where they’re coming from—or when they understand where you’re coming from—that line of communication becomes essential. It helps both of us move forward. 

I’m still close with the first student I ever gave detention to. I ran into him at ShopRite. We hugged and ended up crying together. He was so happy for me with the teacher of the year honor. 

“I’m going to go to the car, and my wife is going to ask why I’m crying,” he said.  

He’s in the military now.  

One of the best pieces of advice I can give is: See the needs of your students. Make them feel special. Make sure they know they have something to contribute. Let them know when you need their help. Students feel valued for what they understand they bring to the table.  

Whatever the issue is, it’s coming from somewhere. No one is innately bad—especially at that age.  

The students are different post-pandemic. They’re more stressed, and they’re not handling that stress the way they used to. I teach high achievers. I could push them before, but I can’t in the same way now. I must be mindful of where they are emotionally and mentally.  

If I’m having issues with a student, I’ll talk with other teachers about the student and see what works for them. For example, I once had a student who looked miserable in my class. Another teacher said she looked the same way in his class—and it was affecting how he interacted with her. But she told me she loved his class; she just had a resting unhappy face. I told him that, and it changed the dynamic. He stopped internalizing her expression. I also encouraged her to be mindful of how she appeared.   

I recommend sitting in on other teachers’ classes during lunch. You might pick up on student dynamics that help you better understand them. I had one student who wore a fluorescent green sweatshirt, and I noticed everything he did. So I was really riding him because it seemed out of the ordinary for me but for him, these were things that he’d been doing all along. We joked about it.  

“You need to get rid of that sweatshirt,“ I said.  

We were all good because we talked about it.  

You have to figure out what works for you by trying lots of things. Because what works for one teacher might not work for another. Newer teachers have to give themselves grace.

Be firm, fair and follow through 

Joe Nappi, social studies teacher, Monmouth Regional High School, Tinton Falls, Monmouth County, 2023-24 NJ State Teacher of the Year  

I got some really good advice early in my career about the three F’s of classroom management, and they’ve served me well over the years.  

The first F is firm, if there’s going to be a rule in your room, you need to fully understand why it exists and be able to explain that to your students. Let them know why it matters—and don’t waiver in your commitment to upholding that rule.  

The second F is fair. It’s crucial to be fair when enforcing your rules and policies. This is where equity comes into play in classroom procedures. A student who’s late to class because they came from the other side of campus is not the same as one who’s late when their previous class was across the hall. I generally don’t allow students to take phone calls during my class, but if someone is in school while a family member is having surgery, that rule needs to be flexible. When students see that you’re fair and willing to work with them, you open lines of communication and build relationships.   

The final F, follow-through, is the most important and the hardest for novice teachers. If I say something, you better believe I mean it. If I say anyone who doesn’t put their phone into the bin will get a teacher detention, then I follow through with that.  

While I’m not a big punitive guy, but when it comes to classroom management, I will have students meet with me after school or during their lunch—especially if they have to work, for example—to discuss their behavior, why it is a problem and how we can move forward together. I’ve found that handling these situations myself, rather than outsourcing discipline to the assistant principal’s office—except in cases where a student endangers others—is far more effective.  

Although I set high academic expectations and have established classroom procedures—many of which I “borrowed” from other teachers I’ve observed over the years—I’ve added an additional rule and that one is all about respect. That one is nonnegotiable. I keep a framed picture of Aretha Franklin on my classroom shelf and play her song “Respect” for them on the first day of school. 

“Aretha is watching!” I tell my students.  

It doesn’t take long before they’re calling each other out, even making each other apologize to Aretha. 

What about the other norms and expectations for the class? We create them together. As a class, we develop a contract, and everyone signs it. Facing History and Ourselves has a great strategy for developing class contracts that new teachers might find helpful. (facinghistory.org)  

I believe that with fair rules, engaging lessons and community building, most classroom problems will disappear. When issues persist even in that environment, it’s usually a sign of deeper concerns. These are the kids who make us earn our salaries, and they’re the ones most deeply impacted by how we respond. I know this because I was one of those kids. When you encounter one of them, remember this: Sometimes the students who are hardest to love are the ones who need it most.

Building community, not just managing a classroom 

Stefanie Lachenauer, Skills for Success and Global Leadership teacher, at Montgomery Upper Middle School in Montgomery Township, Somerset County, and the 2024-25 NJ Teacher of the Year 

For me, classroom management is about relationships. I don’t love the term “classroom management” because what we’re really talking about is behaviors and connection with students. From the first day, I work with my class to build relationships—with each other and with me. 

We begin by creating community agreements. These are not the same as classroom rules or norms, they are commitments we make together.  

We ask: What do you want this classroom to feel like? What makes you feel safe enough to ask a question? What environment do you need to learn best?  

These conversations lead to thoughtful agreements that we all sign—students and me—and then post in the classroom. Later, when something comes up, we return to the agreements and ask whether we are missing something or whether something needs to change. This allows us to hold one another accountable with kindness and grace. It is everyone’s responsibility to create the culture we want. 

Students will act out, call out or argue. That is part of being human. But instead of labeling it as misbehavior, I try to look through a lens of curiosity: What does this student need that they are not getting? Maybe they need to stand while learning, sit closer to the board or move away from distractions. Sometimes they just need to be seen and heard. Approaching behavior this way helps all of us understand what is missing and then support the student in finding healthier ways to meet that need. When we teach through a trauma-sensitive lens, we are always thinking about students’ needs and how we can best support them. 

Clear expectations and routines are another foundation of a safe learning environment. I model everything—from communication to assignments—so students know exactly what is expected of them. If I want a project completed in a particular way, I spend time going over it, showing examples and building skills step by step. This alleviates confusion, reduces anxiety and helps students feel confident in their work. 

Restorative practices are also central to how I think about community. Instead of focusing only on behavior and consequences, restorative practices help the community take responsibility for actions. When something breaks down, we talk about how to repair it. When feelings are hurt, we discuss how to heal the harm. In my classroom, restorative conversations and circles give everyone a voice in restoring trust and strengthening our community. 

Finally, mindfulness has been a game changer. Helping students regulate themselves and prepare their brains for learning makes everything else possible. The more students know who they are, what they need and how they learn, the better they are able to show up for themselves and their education. I am so passionate about this that I have embedded mindfulness into my curriculum and even written a book for students on the practice.

NJEA.ORG

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AI integration in schools worldwide has become a transformative force, reshaping how teachers teach and students learn. Schools are finding innovative ways to incorporate artificial intelligence into everyday classroom activities. These real-world case studies of successful AI integration demonstrate how technology is transforming education across diverse cultural and economic contexts.

“Schools that thoughtfully implement AI tools see improvements not just in academic outcomes, but in student engagement and teacher effectiveness,” explains Michelle Connolly, an educational consultant with over 16 years of classroom experience. The success stories span from English as a Foreign Language classrooms using AI chatbots to enhance language acquisition to science programmes employing virtual reality for immersive learning experiences.

While schools face challenges like connectivity issues and the need for proper teacher training, the global movement towards AI integration in education continues to gain momentum.

Schools in countries like Finland, Singapore, South Korea, and India are pioneering approaches that bridge technological innovation with sound pedagogical practices, creating blueprints for others to follow.

The Evolution of AI in Education

Artificial intelligence has transformed from theoretical to practical tools in classrooms worldwide. Educational AI technologies have progressed rapidly, creating new opportunities for personalised learning while presenting unique implementation challenges.

From Theory to Practice

The journey of AI in education began with simple computer-assisted instruction systems in the 1960s. These early programmes laid the groundwork for today’s sophisticated AI technologies in education systems.

Over the decades, AI evolved from basic programmed learning to intelligent tutoring systems. The 2010s marked a turning point when machine learning algorithms became sophisticated enough to analyse student performance patterns and adapt learning materials accordingly.

“I’ve witnessed how AI has shifted from a futuristic concept to an essential classroom tool that helps teachers identify learning gaps more efficiently,” notes Michelle Connolly, founder and educational consultant.

Today’s AI educational tools can:

• Generate personalised learning paths
• Provide instant feedback on student work
• Automate administrative tasks
• Create adaptive assessments

Milestones in Educational AI

The first major milestone came with intelligent tutoring systems like Carnegie Mellon’s Cognitive Tutors in the 1990s. These systems could track student progress and adjust difficulty levels based on performance.

The launch of adaptive learning platforms like Knewton in 2008 represented another leap forward, demonstrating how successful integration of computers into classroom teaching could personalise education at scale.

Between 2015 and 2020, natural language processing advancements enabled AI to assess written work and provide meaningful feedback. Schools began implementing chatbots to answer student questions outside class hours.

Most recently, AI-powered technologies have been integrated into developing countries’ educational policies, helping bridge educational divides. These systems support teachers rather than replace them, addressing teacher shortages while maintaining human guidance.

Building a Foundation: Developing AI Literacy

AI literacy forms the essential groundwork for successful technology integration in education. Proper development involves thoughtful curriculum design, comprehensive teacher training, and focusing on critical thinking and problem-solving skills that prepare students for an AI-driven future.

Curriculum Design and Teacher Training

Creating effective AI literacy programmes requires careful planning and resource allocation. Schools worldwide are developing curricula that introduce AI concepts progressively from primary years onward.

“I’ve seen how crucial it is to build teacher confidence before expecting them to introduce AI in classrooms,” explains Michelle Connolly, educational consultant and founder of LearningMole.

Successful teacher training programmes typically include:

• Hands-on workshops where teachers experience AI tools firsthand
• Collaborative planning sessions to develop cross-curricular AI activities
• Ongoing professional development rather than one-off training sessions

The most effective schools pair teachers with technology specialists to co-develop lessons. This partnership ensures AI concepts are taught accurately while remaining pedagogically sound.

Essential AI Skills for the Future

The AI literacy skills students need extend beyond basic technical knowledge to include critical thinking and ethical reasoning. You’ll find the most successful programmes focus on developing a blend of technical and human-centred capabilities.

Key skills include:

1. Data literacy – Understanding how data powers AI systems
2. Algorithmic thinking – Recognising patterns and problem-solving
3. Ethical reasoning – Evaluating AI impacts on society and individuals
4. Critical analysis – Questioning AI outputs and understanding limitations

Project-based learning provides an excellent framework for developing these skills. When you engage students in creating simple AI models or evaluating existing ones, they gain a deeper understanding through practical application.

Role-playing exercises also help students grasp AI ethics concepts by considering multiple perspectives. This approach builds empathy alongside technical knowledge—a powerful combination for responsible AI citizenship.

Case Studies of AI Integration

Various educational institutions worldwide have embraced artificial intelligence to enhance learning outcomes and transform teaching methods. These case studies highlight practical implementations and their measurable benefits for students and educators.

Asia: Pioneering AI Schools

In Singapore, Nanyang Primary School has successfully integrated AI into their mathematics curriculum. Their adaptive learning platform analyses students’ performance and customises exercises based on individual learning patterns.

Japan’s Fujitsu Learning Systems partnered with 50 schools to implement AI-driven language acquisition tools. The system uses speech recognition to help students perfect pronunciation and provides real-time feedback, improving speaking confidence by 40% within six months.

“The success in Asian schools comes from balancing technology with human teaching,” explains Michelle Connolly, an educational consultant with 16 years of classroom experience.

South Korea’s KAIST School has introduced AI teaching assistants that help with marking and provide personalised feedback, allowing teachers to focus on complex teaching aspects.

Europe: Innovative Educational Reforms

Finland’s Helsinki Education Department has pioneered cross-cultural AI integration across 30 primary schools. Their AI-enhanced reading programme recognises when pupils struggle with specific concepts and provides additional resources.

The Romanian education system’s AI integration demonstrates how smaller countries can implement educational technology effectively. Their case studies show 31% improved scores in coding and computational thinking.

Estonia’s TalTech School uses AI to predict potential dropouts through behavioural pattern analysis, enabling early intervention and support for struggling students.

Americas: Blazing a Trail in Adaptive Learning

In Canada, Toronto District School Board has implemented an AI-powered maths platform that adapts to each student’s pace. Teachers receive weekly insights about class progress, helping them identify knowledge gaps.

Arizona State University’s pilot programme in 15 secondary schools uses AI systems for adaptive learning that have reduced achievement gaps by offering:

• Personalised learning pathways based on individual progress
• Early detection of learning difficulties
• Automated assessment for immediate feedback
• Custom content suggestions aligned with curriculum goals

“The most successful AI implementations happen when technology enhances rather than replaces the teacher-student relationship,” notes Michelle Connolly, founder of Learning Mole.

Peru’s educational ministry has documented how AI technologies in developing countries can bridge resource gaps, allowing schools in remote areas to access quality educational materials through low-bandwidth AI applications.

AI Tools and Applications in the Classroom

Schools worldwide are revolutionising learning with AI tools that enhance personalisation and engagement. Modern classrooms now integrate technologies that adapt to individual student needs while providing interactive experiences that boost participation.

Adaptive Learning Platforms

Adaptive learning platforms use AI to customise educational content based on each student’s abilities and progress. These systems analyse student performance and adjust difficulty levels automatically, ensuring learners receive appropriate challenges.

Popular platforms like DreamBox for maths and Lexia for reading track student responses and create personalised learning paths. The effectiveness comes from real-time feedback that helps pupils master concepts before moving forward.

“As an educator with over 16 years of classroom experience, I’ve seen adaptive learning platforms transform struggling students into confident learners by meeting them exactly where they are,” explains Michelle Connolly, an educational consultant and founder.

Many schools report improved test scores after implementing these systems, particularly in subjects requiring sequential skill building. Teachers benefit too, gaining insights from detailed analytics that highlight areas needing additional support.

Enhancing Engagement with Generative AI Tools

Generative AI tools are changing how students create and interact with learning material. Applications like ChatGPT and DALL-E help pupils generate stories, artwork, and presentations, fostering creativity while building technical skills.

These tools are particularly valuable for differentiation. A Year 8 history class might use AI-powered applications to create personalised historical narratives or virtual museum exhibits, allowing different entry points based on interest and ability.

Teachers are using AI tools to create engaging lesson materials, saving time while producing high-quality resources. For example, language teachers use AI to generate culturally relevant dialogue scenarios that students can practise with.

Project-based learning benefits tremendously from these applications, as students can focus on higher-order thinking rather than mechanical tasks. When implemented thoughtfully, these tools support, rather than replace, human creativity and critical thinking.

Ethical Implications of AI in Education

As AI systems become more prevalent in classrooms worldwide, schools must navigate complex ethical considerations to ensure these tools benefit all learners. The responsible implementation of AI in education requires careful attention to privacy concerns, equitable access, and proper governance structures.

Data Privacy and Security

When implementing AI in education, protecting student data is paramount. Schools collect vast amounts of information through learning platforms, which raises significant ethical consequences regarding how this data is stored, used and shared.

“As an educator with over 16 years of classroom experience, I’ve seen the anxiety that data collection can cause among parents and students. Schools must prioritise transparency about what information is being gathered and how it’s protected,” explains Michelle Connolly, educational consultant and founder.

You should consider these key privacy measures:

• Clear consent procedures for data collection
• Robust security protocols to prevent breaches
• Limitations on data retention periods
• Restricted access controls for sensitive information

Children’s data deserves special protection. Many countries have enacted specific regulations governing educational data, requiring schools to implement stronger safeguards for AI systems that track learning behaviours.

Fair Access and Transparency

The benefits of AI in education should be available to all students, regardless of socioeconomic background. Equitable access to AI tools remains a significant challenge as schools with fewer resources may struggle to implement these technologies.

Transparency in how AI makes decisions is equally important. When an AI system determines a student’s learning path or assesses their work, both teachers and students should understand how these judgements are made.

Michelle Connolly notes, “Having worked with thousands of students across different learning environments, I’ve observed that children respond best when they understand why certain recommendations are made for their learning. AI systems must be explainable at a level appropriate for their users.”

Consider these aspects of fairness:

AI Governance in Schools

Proper governance frameworks are essential for ethical AI implementation in education. Schools need clear policies that outline responsible AI use, including accountability measures when systems fail or produce harmful outcomes.

Effective AI governance involves multiple stakeholders. Teachers, administrators, students and parents should all have input into how these technologies are deployed in educational settings.

“Drawing from my extensive background in educational technology, I believe schools need comprehensive AI policies that balance innovation with ethical safeguards,” says Michelle Connolly. “These policies should be living documents that evolve as technology and our understanding of its impacts develop.”

Schools should establish ethics committees dedicated to reviewing AI applications before implementation. These committees can assess potential risks and ensure alignment with educational values and goals.

Regular audits of AI systems help identify bias or other issues that may emerge over time. This ongoing oversight ensures that educational AI remains beneficial and doesn’t inadvertently disadvantage certain student groups.

Impact of AI on Educational Outcomes

AI technologies are reshaping the educational landscape with measurable improvements to student achievement. These tools create more tailored learning experiences while giving teachers powerful resources to enhance their instruction and assessment practices.

Personalised Learning and Student Performance

AI-powered educational systems are transforming how students engage with content by delivering truly personalised learning experiences. These systems use machine learning to improve learning outcomes through continuous assessment of student progress and adaptation to individual needs.

When you integrate AI into your classroom, you’ll notice students progress at their optimal pace. Struggling learners receive additional support while advanced students encounter appropriately challenging material, preventing both frustration and boredom.

“Having worked with thousands of students across different learning environments, I’ve seen how AI-driven personalisation can dramatically improve engagement and achievement,” says Michelle Connolly, founder and educational consultant with 16 years of classroom experience.

Research shows schools using AI-powered adaptive platforms have seen up to 30% improvement in test scores, particularly in mathematics and science subjects where concepts build upon each other sequentially.

Teacher Support through AI-Driven Tools

AI tools are revolutionising how you manage administrative tasks, freeing valuable time for meaningful student interactions. Automated marking systems can assess objective assessments instantly, while more sophisticated systems provide feedback on essays and complex assignments.

These AI-driven tools enhance educational quality by offering data-driven insights about student performance. You’ll receive detailed analytics highlighting both class-wide trends and individual student needs, allowing for more targeted interventions.

Key Benefits for Teachers:

• Reduced marking time (up to 70% for some assessment types)
• Early identification of struggling students
• Data-driven lesson planning
• Automated differentiation suggestions

The most successful implementations occur when AI tools complement rather than replace teacher expertise. Your professional judgement remains essential for interpreting AI recommendations and maintaining the human connection that drives educational success.

Challenges and Concerns

As schools adopt AI technologies, several key issues arise concerning ethics, information quality, and the changing nature of human relationships in education settings. These challenges require careful consideration to ensure AI enhances rather than hinders the educational experience.

Navigating Misinformation and Plagiarism Risks

The integration of AI in education brings significant concerns about data quality and accuracy. When students use AI tools for research and writing, they may encounter misleading information that appears credible but lacks factual basis.

AI writing tools make plagiarism easier and harder to detect. Students might submit AI-generated work without proper understanding of the content, undermining genuine learning.

“As an educator with over 16 years of classroom experience, I’ve observed that teaching critical evaluation skills is essential when introducing AI tools in the classroom,” notes Michelle Connolly, educational consultant and founder. “Students need guidance to question AI outputs rather than accepting them as fact.”

To address these concerns, you can:

• Implement clear policies about AI usage
• Teach students to verify information from multiple sources
• Use plagiarism detection tools designed to identify AI-generated content
• Create assignments that require personal reflection and unique experiences

The Debate on AI and Human Interaction

A central ethical concern in AI education is whether technology might reduce meaningful human connections in learning environments. Face-to-face interactions help develop crucial social skills that screen-based learning cannot fully replace.

Teachers worry about becoming technicians rather than mentors. The human elements of encouragement, inspiration and emotional support remain essential for effective learning but are difficult to replicate with AI.

Cultural differences also affect AI integration in classrooms. Research shows that different societies have varying comfort levels with technology in education, requiring adaptable approaches.

Finding balance is crucial. You can use AI to handle routine tasks whilst preserving time for meaningful discussions and personalised feedback. The goal should be using technology to enhance rather than replace human educational relationships.

Global Perspectives on AI in Education

Around the world, educational systems are finding innovative ways to use artificial intelligence to enhance teaching and learning. Countries are developing their own approaches while also following shared guidelines that help make AI integration effective and ethical.

OECD’s Guidelines and Standards

The Organisation for Economic Co-operation and Development (OECD) has become a key player in shaping how AI is used in education globally. Their framework provides important guidelines that help schools implement AI tools responsibly. These guidelines focus on transparency, security, and putting human values at the centre of AI development.

“As an educator with over 16 years of classroom experience, I’ve seen how following established guidelines like those from the OECD helps schools avoid common pitfalls when adopting new technologies,” says Michelle Connolly, educational consultant and founder.

The OECD encourages countries to:

• Ensure AI systems respect privacy and data protection
• Make AI technologies accessible to all students regardless of background
• Focus on using AI to complement rather than replace teachers
• Regularly assess the impact of AI tools on learning outcomes

Schools following these guidelines have reported better outcomes when integrating AI into different curricula.

Cross-Cultural Educational Innovations

Different cultures are adapting AI to fit their specific educational needs and values. This creates a rich landscape of AI-driven education worldwide with diverse approaches.

In Asian countries, AI often focuses on personalised learning paths and exam preparation. European schools tend to emphasise critical thinking and creativity through AI projects. Meanwhile, African educational institutions are exploring how AI can help overcome resource limitations and reach remote areas.

These cultural differences lead to fascinating innovations. For example:

Global collaboration between educational institutions is creating communities where successful AI practices can be shared and adapted across borders, enriching educational experiences for students everywhere.

Preparing for the Future

Education systems worldwide are adapting to integrate AI technology, focusing on developing skills that will remain relevant in an increasingly automated workforce. Schools are reimagining their curricula to balance technical knowledge with uniquely human capabilities that AI cannot easily replicate.

The Role of AI in Future Employment

The job market is evolving rapidly as AI transforms industries across the globe. Many routine tasks are being automated, creating both challenges and opportunities for today’s students. Schools must prepare young people for a workplace where AI-driven technologies will be commonplace.

“As an educator with over 16 years of classroom experience, I’ve seen how vital it is to help students understand not just how to use AI, but how to work alongside it,” says Michelle Connolly, founder and educational consultant at Learning Mole.

Successful schools are teaching students to:

• Identify which tasks AI excels at versus human strengths
• Develop complementary skills to AI capabilities
• Understand the ethical implications of AI in the workplace

Case studies from countries like Singapore and Finland show schools introducing AI literacy alongside traditional subjects. These programmes often include real-world simulations where students solve problems that require both AI tools and human judgement.

Investing in the Next Generation’s Skills

Educational institutions are integrating ethical discussions and practical AI experiences into their curricula. This investment focuses on developing skills that will remain valuable despite technological advancement.

Key skills being prioritised include:

Several international schools have implemented comprehensive AI education that touches all subjects. In Japan, for example, secondary schools teach AI concepts through cross-curricular projects that combine science, ethics, and humanities.

The most successful programmes don’t treat AI as a separate subject but as an integral part of preparing students for future careers. This holistic approach acknowledges that tomorrow’s workers will need both technical understanding and uniquely human capabilities.

Enhancing Education Beyond the Classroom

AI technologies are transforming learning experiences outside traditional classroom settings, creating opportunities for immersive education and cross-disciplinary applications that prepare students for future careers.

Extended Reality and Virtual Classrooms

Extended Reality (XR) combined with AI is revolutionising how students learn beyond physical classrooms. Virtual classrooms now allow pupils to experience historical events, explore anatomical structures, or visit faraway locations without leaving their homes.

“Having worked with thousands of students across different learning environments, I’ve seen how virtual reality transforms abstract concepts into tangible experiences, particularly for visual learners,” explains Michelle Connolly, educational consultant with 16 years of classroom experience.

Several schools in Finland and Singapore have successfully implemented AI-powered virtual learning environments that adapt to individual learning paces. These systems provide real-time feedback even when teachers aren’t physically present.

Students with mobility challenges particularly benefit from these technologies, as they can participate in field trips and laboratory experiments virtually. The educational experience becomes more equitable and accessible for all.

Interdisciplinary Impact of AI

AI’s integration in education extends beyond individual subjects, creating connections between traditionally separate disciplines. Students now engage with technology that mirrors real-world applications in industry, healthcare and transport.

For example, secondary schools in South Korea have implemented programmes where students use AI tools to analyse environmental data while simultaneously developing maths, science and geography skills. This interdisciplinary approach better prepares them for future careers.

The integration of AI-powered technologies also helps students understand complex systems through simulation. Healthcare scenarios allow students to practise diagnostic skills, while transport models demonstrate physics principles in real-world contexts.

Many schools have established partnerships with local industries to provide real-world challenges for students to solve using AI tools. These collaborations bridge the gap between theoretical knowledge and practical application, making learning immediately relevant.

Learning Mole

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As a full-time teacher completing a PhD part-time, I made a decision early on: do research that speaks to the daily realities of teachers and teaching. And so, the idea came from a lived experience – the day I asked one of my grade 11 learners (an A student) about the interpretation of a poem. His response?

Ma’am, please just write the answer on the board so we can study it for the exam.

I am sure that many teachers can relate to that request, which is typical of education framed by a “chalk and talk” approach.

“Chalk and talk” refers to a classroom environment where the teacher does most of the talking. There’s an over-reliance on textbooks and a focus on recall and rote learning. This is your typical “one size fits all” approach to teaching. Learners are mostly motivated to learn to pass their final year exams.

In South Africa, where I work, that’s contrary to what the national curriculum states. The critical outcomes of the Curriculum Assessment Policy Statement say learning has to be active, focus on critical thinking and reasoning, and go beyond memorising.

But that’s the exception rather than the rule in South African classrooms. There is a mismatch between policy and practice.

A US study weighed the pros and cons of active learning vs direct instruction. Ultimately, active learning is essential to promote curiosity, take ownership of one’s learning journey, and develop important social skills.

The goal of my research was simple: to help teachers include active learning activities in their regular classroom routines. I called my intervention the “altered flipped classroom”. The idea originates from the “flipped classroom”, an active learning approach to make the best use of face-to-face time with learners.

Altering the flipped classroom

The flipped classroom makes use of pre-recorded lessons that learners view before coming to class. In class, teachers support them to do their “homework”.

The flipped classroom has been researched in depth and the advantages to learning are impressive. These include improved learning performance and the development of skills such as critical analysis, problem-solving and collaboration. One study discovered that the flipped classroom helped low performers to keep up with their peers.

In South Africa, only 21.48% of public schools have access to the internet for teaching and learning. Because of this limitation, I had to “alter” the flipped classroom by excluding the technology component.

For example, instead of relying on online resources, learners can be given a visual representation of a poem along with a few guiding questions to prepare at home for the next day’s lesson. In class, they could then share their responses with a peer or the whole group.

This simple adjustment can enable meaningful contributions and include participation from all learners in a class.

Teachers take on the challenge

I invited Grade 8-11 teachers in public and private schools in the Western Cape province to participate. Thirty-one teachers attended the online training, and nine took part in the study. Their teaching experience ranged from first-year to over 30 years.

They also received a teacher manual which included the background of the flipped classroom, its underlying theories, and practical examples of how to start. Teachers were asked to flip their classroom for three consecutive lessons and to keep a research diary to capture their experiences. These were also discussed during online interviews.

The aim was to explore what had been holding them back from active learning methods. It turned out that they experienced internal and external pressures. Teachers had to overcome possible judgement for “teaching differently” and faced uncertainty regarding the changing of roles. They also experienced fear of having less control, and noted their old habits and mindsets of teaching.

Voices from the classroom

The teachers in my study were concerned about what colleagues or management might think:

If someone walked into my class, it would have seemed like … the kids were playing around, not working, but they were. It just … looked different.

Teachers had to face their own deep-rooted habits and mindsets, which mostly centred on control. This appeared to come from their well-established teacher identities, shaped by their beliefs, assumptions and experiences with regard to their own teaching and how they were taught.

One teacher emphasised the need to move from “a conservative in a box kind of teacher”. One said “my classroom is my stage”; another “felt territorial about {her} space”.

Some teachers recognised the need for change. One said, “I feel like we can break that habit” and another, “We cannot do it the way we have always done it”. They started to become aware of old habits that influenced their practice:

It’s so like hammered into me that you have to be in the front, you have to teach.

From passive learning to purposeful growth

Ideally, teachers will challenge themselves to question the chalk and talk comfort zone and the system that reinforces it.

If nothing changes, learners are being set up to be dependent on their teachers.

The teachers reported many advantages for active learning, such as increased motivation and learners taking responsibility for their learning.

Teachers should be encouraged to go beyond the boundaries of traditional teaching. Learning experiences have to include opportunities to develop thinking, skills and values. Apart from knowledge, these are essential when entering the workforce or when studying a post-school qualification.

Change is not always easy, but it is necessary.

THE CONVERSATION

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Interventions aimed at improving teacher education and development in South Africa  – particularly concerning the teaching of languages and mathematics – are beginning to pay dividends.

This message emerged from an entity involved in teacher education at Universities South Africa’s Education Deans’ Forum (EDF) meeting on 15 August.

The Primary Teacher Education (PrimTEd) project began as an initiative of the Department of Higher Education and Training (DHET). It is part of the Teaching and Learning Development Capacity Improvement Programme (TLDCIP) that covers areas of primary teacher education.

Since 2016, PrimTEd has assessed standards for measuring Initial Teacher Education (ITE) programmes for primary school teachers’ English and mathematics levels and abilities. It also tracked their development by testing both first-year and fourth-year students. It has now been expanded to measure student teachers’ knowledge in foundation phase literacy in IsiXhosa, Sepedi and English as a First Additional Language (EFAL).

The project also facilitates communities of practice (CoP) among lecturers from the 20 public and private universities involved in PrimTEd, to garner their support and inputs in the design and uptake of these assessments. Lecturers engage in research, standard setting, item writing, and collaborative dialogue based on research outputs produced by colleagues across all participating universities.

Professor Maureen Robinson who currently works for the educational consultancy, Kellelo, was previously a Dean of Education at Stellenbosch University for five years, and for 10 other years served the Cape Peninsula University of Technology (CPUT) in a similar capacity. She reported to the EDF on the progress that PrimTEd has made to date.

isiXhosa and Sepedi glossaries

She said PrimTed had developed isiXhosa and Sepedi glossaries to standardise the languages, and to enable quality assurance and testing. “Extensive piloting of the (updated) maths and English test and pre-piloting of isiXhosa and Sepedi has been done. If you are going to create a benchmark test across universities, you want to be very confident that the testing is valid and that the resulting information is useful. It’s been an intense and long process developing and checking these tests, which included Rasch analysis,” she said.

Professor Robinson dealt with the nuances between Home Language (HL) Knowledge and HL Practice: “It’s not just about what English, Sepedi, isiXhosa or maths content student teachers know; it’s also about what they know about the teaching of these subjects. This takes into consideration the pedagogy, the theory and practice of teaching that subject. That’s really what these tests are aimed at.”

She urged deans to encourage their maths and language staff to join the CoP meetings and administer PrimTEd testing at their universities.

Maths pilot testing

Her colleague, Dr Qetelo Moloi, a Quantitative Analysis Expert at Kelello, shared some of the findings of the PrimTEd maths pilot testing that has taken place.

He said that between 2016 and 2022 they used what they now refer to as PrimTEd 2.0, which has now been changed to PrimTEd 3.0.

“We have developed a standard that can be used across the institutions of higher learning, and this is not only about content. The process is now at the stage where we have piloted more than 500 items of maths with standards attached to them”

“We have tested more than 3000 first-year students and more than 1000 in year four. It is worth noting that there is good progress from first to fourth year – evidence that students improve their performance as they progress through their degree. We also have fewer students functioning at the basic level and more functioning at a higher level of competency– evidence that the interventions in place are bearing fruit.”

Key changes to ISPFTED

Mr Haroon Mahomed, Executive Manager: Teacher Education and Development (TED) Policy and Planning, updated the EDF members on the status of the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED), currently being revised. He also updated them on the National Policy Framework for Teacher Education and Development (NPTED).

According to Mahomed, TED policy in South Africa is guided by ISPFTED. It aims to improve the quality of teaching and learning in schools by enhancing teacher education and development opportunities. It focuses on improving access to quality education and development for both current and prospective teachers. 

The first TED summit took place in 2009, and ISPFTED was launched in 2011. The second TED summit, held at the end of 2021, developed resolutions in six key areas, namely,  teacher standards and professionalism, teacher recruitment and retention, teacher education, system deployment, career paths and accountability.

The 2011 ISPFTED framework, Mahomed said, laid the groundwork by outlining strategies for teacher development, recruitment and professionalisation. It has been undergoing revision since the 2021 TED Summit, and this 2025 framework builds upon this foundation, focusing on further improving teacher quality and ensuring a well-rounded education system for all learners. 

Key changes include:

• Context and content updating – Including the impact of Covid, rapid technological advances between 2011 and 2025 and inclusive education including mother-tongue based bilingual education.
• Governance and coordination – Proposal to strengthen governance through the establishment of a National Council for Teacher Education and Development (NCTED). 
• Alignment – Process to align the ISPFTED with the NPFTED, previously not aligned, resulting in many challenges with mandates.
• Adjustment of outputs and activities – Outputs increased from four to eight, and activities were adjusted, based on SMART (Specific, Measurable, Achievable, Relevant and Time-bound) principles for ease of planning and implementation; planning was streamlined, and goals were made more achievable.
• Budget – Current budget information was updated with an increase to around R2 billion and how these funds can be used more effectively and efficiently. A  70% skills levy can be used for TED.
• Collaboration: The roles of various role players including higher education institutions, Sector Education and Training Authorities, the South African Council for Educators, the Education Labour Relations Council and unions to be clarified.

Mahomed asked the EDF to provide feedback, adding that in-depth dedicated workshops could be arranged at universities in collaboration with the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA).

The updated ISPFTED policy document will be tabled at the Heads of Education Departments Committee (HEDCOM) meeting later this year and later taken to the Council of Education Ministers (CEM).

“In terms of current projection, we could complete this work by the end of this year with HEDCOM and CEM to advise on the further rollout of this process in 2026.”

Changes to Grade R qualifications

Ms Nombulelo Sesi Nxesi, CEO of ETDP SETA, said there had been a change to Grade R teaching: “A decision has been taken that all Grade R teachers must have a Bachelor of Education (BEd) in Foundation Phase Teaching. We are no longer going to be funding a Grade R diploma for employment purposes.”

For the unqualified or underqualified Grade R teachers, transitional measures are currently being developed in consultation with the Education Labour Relations Council (ELRC) and HEDCOM. This framework will ensure that teachers are appropriately qualified for the specific developmental and pedagogical needs of learners at this critical early stage of education. 

University of South Africa

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South African learners consistently struggle with reading comprehension, performing poorly in both international and local assessments. A significant issue is that 81% of grade 4 learners (aged 9 or 10) are unable to read for meaning: they can decode words, but do not necessarily understand them.

While this problem has received considerable attention, no clear explanation has emerged.

In my recent PhD thesis, I considered a crucial, but often overlooked, piece of the puzzle – the curriculum policy.

My research sought to uncover and understand the gaps and contradictions in reading comprehension, especially between policy and practice, in a grade 4 classroom.

This research revealed a difference between curriculum policy and practice, and between what learners seemed to have understood and what they actually understood in a routine reading comprehension task.

My main findings were that:

grade 4 learners were being asked overly simple, literal questions about what they were reading, despite the text being more complex than expected

the kinds of questions that learners should be asked (as indicated in the curriculum policy) were different from what they were being asked

• this gap led to learners seeming to be more successful at reading comprehension than they actually were.

Pinpointing the gaps between what the policy says and how reading comprehension is actually taught at this crucial stage of development (grade 4) could pave the way for more effective interventions.

Curriculum policy

South African teachers are expected to base their reading comprehension instruction and assessment on the guidelines provided by the 2012 Curriculum and Assessment Policy Statement.

The policy outlines specific cognitive skill levels – essentially, ways of thinking and understanding – that learners should master for each reading task.

These levels are drawn from Barrett’s 1956 Taxonomy of Reading Comprehension, an international guideline. It’s based on the popular Bloom’s Taxonomy of Reading Comprehension, which categorises reading comprehension according to varying skill levels.

According to Barrett’s Taxonomy, reading comprehension involves five progressively complex levels:

1. Literal comprehension: Identifying meaning that is directly stated in the text. (For example, “Name the animals in the story”.)
2. Reorganisation: Organising, paraphrasing, or classifying information that is explicitly stated. (“Find four verbs in the story to describe what the animals did.”)
3. Inference: Understanding meaning that is not directly stated, but implied. (“When in the story is the leopard being selfish?”)
4. Evaluation: Making judgements about the text’s content or quality. (“Who do you think this story is usually told to?”)
5. Appreciation: Making emotional or personal evaluations about the text. (“How well was the author able to get the message across?”)

Typically, reading comprehension tasks will assess a range of these cognitive skills.

South Africa’s Curriculum and Assessment Policy Statement document specifies (on pages 91-92) that all reading comprehension tasks should comprise questions that are:

• 40% literal/reorganisation (lower-order thinking skills)
• 40% inferential (middle-order)
• 20% evaluation and appreciation (higher-order).

This approach aims to allow most students to demonstrate a basic understanding of the text, while challenging more advanced learners.

However, as my classroom case study shows, the system appears to be failing. There was a mismatch between the policy and what was taking place in the classroom.

Classroom practice

For this research, I observed the reading comprehension practices in a single classroom in a public school in the Eastern Cape province. This took place over six months, at a time when schools were not fully reopened during the COVID-19 pandemic.

The task in question included a text and activity selected by the teacher from a textbook aligned with the policy.

My analysis (which used Appraisal, a linguistic framework that tracks evaluative meaning) showed that most of the text’s meaning was implicit. To fully understand it, learners would need higher-order thinking and sophisticated English first-language skills. This was a surprising finding for a grade 4 resource, especially because most learners in this study were not English first-language speakers.

Even more surprising, learners achieved seemingly high marks on comprehension, with an average of 82.9%. This suggested they understood this complex text.

However, I found that the questions in the textbook did not align with policy. Instead of the balance of skills required by the policy, 73% of the questions called only for lower-order skills. Only 20% were inferential and a mere 7% required evaluation or appreciation (middle- to higher-order skills).

At least six of the 15 available marks could be gained simply by listing explicitly stated items, not requiring genuine comprehension.

This reveals that, in this classroom, activities labelled as policy-compliant actually tested only lower-order comprehension. Learners could pass simply by identifying and listing information from the text. This creates a false sense of comprehension success, as revealed by the high marks.

When learners were tested on the same text but using different questions that I designed to align with the policy requirements, they scored lower marks, especially for the higher-order questions.

This mismatch might partly explain why South Africans score poorly in international tests (which require more higher-order thinking).

Why this matters and moving forward

These findings are concerning, as learners may be lulled into believing that they are successful readers. A false sense of accomplishment could have significant impacts on the rest of their education.

Comprehension difficulties can’t be blamed solely on the disconnect between policy and practice, however. Many other contextual factors shape how learners perform in reading comprehension tasks.

In my study, factors like COVID-19, insufficient home language teaching policies, educational inequalities, and the pressures on teachers during a crisis (brought on by COVID-19) all contributed to the literacy crisis.

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Gauteng Member of the Executive (MEC) for Education, Sport, Arts, Culture and Recreation Matome Chiloane has praised the response to the 2025 online application system for the 2025 academic year calling it a vote of confidence in the education administration.

MEC Chiloane said this week, that in just 6 days since the system’s launch on 11 July, the department has received over half a million applications for Grade 1 and Grade 8 positions.

“The phenomenal number of applications we’ve received demonstrates the trust parents place in our education system. The department remains committed to providing quality education for all and ensuring a fair and transparent admissions process,” Chiloane said.

The system recorded a total of 512 237 applications, translating to 214 843 grade 1 applications, and 297 394 grade 8 applications.

The MEC said the application window for admissions would remain open until 12 August, and strongly encouraged all parents to complete the full 5 step application process.

Chiloane said incomplete applications would not be processed for placement and that currently over 12 000 parents who have not completed the full process have been identified.

He said to ensure a smooth application process, parents should either upload certified copies of required documents online or submit them to all selected schools within 7 days of the application.

The MEC urged all parents to ensure their contact details are accurate, as ongoing communication regarding their application will be sent via sms notifications.

Applicants who have submitted complete applications can expect to receive offers of placement from 16 September.

He said the department remained committed to assisting parents who may not have the means to apply online, and that all schools in the province, as well as the 80 decentralised walk-in centres, are available to provide support throughout the application process.

Chiloane said the department looked forward to accommodating everyone in their schools.

“We extend our heartfelt thanks to all parents for their cooperation and understanding during this important period,” he said.

Chiloane led the official launch of the 2025 Online Admissions system at the Diepsloot Youth Centre, assisting parents and guardians with the application process for their children entering Grade 1 and Grade 8 in Gauteng public schools for the 2025 academic year.

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During the second day of the recent Department of Basic Education Language and Literacy Workshop, key education stakeholders consisting of researchers, literacy and numeracy experts, national and provincial education officials and government entities applauded the DBE for considering MTbBE as a platform to strengthen social cohesion in the schooling system. 

The participants engaged in a robust discussion during five workstreams as part of the Workshop. According to the participants, the Basic Education Sector is on the right track to strengthen learning and teaching in General Education and Training and Further Education and Training. Some participants urged the sector to ensure proper teacher development and learning materials were in place for the full-scale implementation of the MTbBE. 

The workstreams recorded the following inputs shared by participants during the workshop:

Workstream 1: 

The best way to teach literacy in African Languages is to focus on African logic, which includes African knowledge systems such as stories, rhymes, games, songs and riddles. 

The sector should consider a multi-stakeholder transformation task team to drive activities intended to strengthen MTbBE.  There must be a special allocation of funds and other resources to enable the teaching of African languages, especially African story books instead of translated stories. 

The methodology of teaching reading should be debated to identify the right methodology. The sector should ensure that the implementation of MTbBE is aligned with the existing School Based Assessment.

Workstream 2: 

MTbBE and Mother Tongue Education should be interpreted differently. MTbBE uses more than one language for teaching, learning, and assessment. It is the intentional and deliberate use of multiple languages for teaching, learning, writing and assessment. 

This allows learners to trans-language for meaning. Mother Tongue Education is associated with using the child’s mother tongue as a Language of Learning, Teaching and Assessment. 

The implementation of bi/multilingualism is informed by legislation, including the demographics and to meet the needs of the diverse society. (Sign and braille languages). The Sector must allow natural progression from ECD to grade R-7 whilst creating opportunities for learners to access education in their mother tongue starting from ECD onwards. 

As a sector, we must strengthen teacher development programmes to enhance the teaching of African Languages. We must enforce teacher collaboration to implement appropriate concepts throughout the phases. It is also critical to consider engaging various stakeholders, especially parents, to support the implementation of MTbBE. Another critical aspect that should be taken into consideration is the strengthening of collaboration with HEI through the establishment of work streams. HEIs must take responsibility for producing competent teachers.

Workstream 3: 

One of the principles of bilingual assessment is to weigh the two languages, commencing with a greater weighting of the mother tongue and gradually phasing in the second language so that a 50:50 split is reached in Grade 7. 

Translanguaging should be considered as the pedagogical approach to learning. Assessments should be linked to teaching, and learners should be allowed to respond to assessment questions in any of the two languages. 

There should be a policy amendment to accommodate translanguaged responses in assessment. The sector will have to profile learners and teachers to be able to apply for MTbBE. 

The distinction between mother tongue, LOLT and language of assessment is critical. A task team might be required to look at policy implications and policy review.

Workstream 4: 

The sector should consider a Framework for national teacher development on implementing MTbBE, which can be contextualised provincially. The workstream looks forward to auditing current practices in schools regarding Translanguaging. 

An audit of language offerings in HEIs (fully developed language units with lecturers or communicative language) will be critical in this undertaking. 

The DBE should develop MTbBE resources collaboratively through the involvement of Higher Education and PANSALB. A survey should also be conducted to obtain teachers’ perspectives on MTbBE.

Workstream 5: 

The critical overarching principle for private funding is that the Government must take the lead regarding planning and funding. The extent to which funds can be raised depends on the extent to which a clear and robust plan exists. This is particularly true for civil society. 

There is a need to go out and look for materials and reach out to these parties. Model 2 is a public/private partnership in which materials are developed together with a state development process in which the Government is responsible for the end-to-end development of materials. 

A collaborative approach between the Government and the Private Sector will be essential in making Mother Bilingual Education successful.

A complete, consolidated report will be available in the next few weeks. The inputs shared by various participants during the Workshop are envisaged to play a crucial role in transforming South Africa’s education landscape.

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Minister of Higher Education and Training Blade Nzimande has said that the dissolution of the National Student Financial Aid Scheme (NSFAS) Board was an important step in turning the entity around, and was not a decision taken lightly, but considered all critical factors, including the impact on students.

Minister Nzimande briefed the media on recent developments related to the financing scheme on Sunday afternoon in Pretoria, following the dissolution of the NSFAS board last week, and its subsequent placement under administration.

The department said the decision was made as part of interventions meant to improve the efficiency of NSFAS, and comes on the heels of the resignation of the board’s former chairperson, Ernest Khosa, amid allegations of corruption, which also fingered the minister.

Nzimande said he had no choice but to dissolve the board, but confirmed that the dissolution will not affect the normal functioning of NSFAS, including the disbursement of funds.

“People must not panic, we are changing things. We are not going to change our commitments just because the scheme has been placed under administration,” the Minister said.

He confirmed that the administrator will have the authority to appoint expert opinion and assistance in his administration, and was expected to submit a written report every three months, detailing the progress in addressing the critical issues.

Nzimande appointed the former head of the South African Institute of Chartered Accountants, Freeman Nominal, as the administrator for the scheme. The appointment was published in the Government Gazette and signed by Nzimande on Thursday.

However, EFF deputy President Floyd Shivambu has called on Nzimande  to wait until after the elections before appointing a new board.

Shivambu said that the outgoing Minister must not rush to appoint a new board, but allow the incoming government to appoint the new board to sort out the crises he created in NSFAS.

“We as EFF Members of Parliament conducted an oversight visit to DHET in January and cautioned the Ministry, Department and NSFAS board about an impending crisis and they did nothing. The ANC must be voted out of power for the damage and crisis they are causing to Higher Education,” Shivambu said.

The Democratic Alliance (DA) condemned what it referred to as the “shocking mess” in NSFAS, with Shadow Minister of Higher Education Chantel King saying the allegations implicating both Nzimande and Khosa had weakened the foundation of trust in the administration of student financial aid once again.

“Khosa had previously asked to be placed on leave in the wake of allegations against him by the Organisation Undoing Tax Abuse (Outa). The organisation accused him and Minister Nzimande of corruption, ” King said.

Opposition party ActionSA welcomed both the dissolution of the NSFAS board and the resignation of Khoza and reiterated its demand for the immediate resignation of Nzimande.

However, when asked about the calls for his resignation, Nzimande reiterated his claim of innocence and said that in terms of the detractors, he would not resign simply because opposition parties such as the DA and EFF have called for it.

Nzimande said that neither the DA nor the EFF appointed him, so he was not beholden to them, and furthermore, questioned why he should resign when he has contributed so much to the growth and expansion of the financing scheme.

Student organisation South African Students Congress (SASCO), along with other organisations, have renewed calls for NSFAS to terminate its contracts with four service providers who run the funding scheme’s direct payment system.

While the board adopted a report that proved there were some irregularities in the appointment of the service providers, SASCO said there has not been any urgency from the funding scheme in resolving the matter.

Secretary Alungile Kamtshe says this should be done with immediate effect.

“We are largely interested that in the interim the money must be distributed by institutions of higher learning up until the method for direct payment is fine-tuned so there is no middle person, it becomes direct, not indirect,” Kamtshe said.

Over the last year, NSFAS has been riddled with challenges, including allegations of corruption from OUTA bringing about more issues for the embattled funding scheme.

Thousands of students were left stranded without allowances, after the implementation of the direct payment system in June last year, which led to backlash from students, and protest action.

In October 2023, CEO Andile Nongogo was fired for interfering with processes to appoint service providers, and in December, OUTA released a report and audio implicating Khosa in corruption, with the chairperson taking a leave of absence in January, pursuant to his recent resignation.

The Minister said that further meetings and media updates would be scheduled for the coming weeks in which the administrator is expected to meet with all the relevant stakeholders as well as further updates by both him as well as NSFAS in order to give further details on the process of engaging the issues stalking the scheme and students.

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As a young girl from a rural village in Eswatini, she wanted to boldly go “where no man has gone before”. But Captain Kirk and his merry men ensured that women must wait their turn in space – in reality and on the television screens. Khensani loves reading. Her favourite teacher gave free rein to her vivid imagination. She wanted to become an astronaut. While her desire did not materialise, she has excelled in her chosen space in the marketing world. 

Today, Khensani, the 2023 Scopen Top Most Admired Marketer in South Africa, still has an expansive imagination. But she is focused on doing good as the charismatic and much-loved leader as Nedbank Group Executive for Marketing and Corporate Affairs. 

It’s been an incredible journey for the young girl born in the rural area of Fonteyn in the country formerly known as Swaziland. She never dreamed that all that she had achieved would be possible. 

But she told delegates at the International Advertising Association conference in Malaysia from 6 to 8 March, where she spoke on the future being female, that her grandmother and mum believed in her. “And that’s why the past, the present, and the future are female. Believe it.”

Previously, Khensani marketed and promoted skin care products, a famous liquor brand, and a mobile operator. The financial world, however, has taken her career into orbit, with countless industry awards, making her one of the country’s most powerful women in marketing. 

As the marketing executive and a Nedbank Group executive leadership member, she ensures the cohesive and consistent alignment between marketing messaging, brand positioning, and business objectives across the group while providing strategic input into various Nedbank structures, committees, and partnerships.  

Khensani joined Nedbank in September 2017 as Executive Head of Group Marketing before being promoted to her current role and the Nedbank Group Exco in May 2018. Her 20-year marketing career has afforded her invaluable experience in several leading South African and multinational organisations. 

After starting as an assistant brand manager at Unilever, she rose to eventually head up the Skin Category for Unilever in Africa, the Middle East, and Turkey. Before joining Nedbank, various leadership and executive roles followed this in Diageo, South African Breweries and Vodacom. 

Khensani has a BCom from the University of the Witwatersrand, an MBA from GIBS and an Advanced Management Program from Harvard Business School, where she was nominated as representative for that cohort. She is a member of Effie Awards South Africa and the Loeries boards, a Jury President for the Bookmarks Awards, and a sought-after public speaker.

She has amassed several accolades in recognition of her contribution to the industry, including top honours as winner of the Loeries 2021 “Marketing Leadership & Innovation” award and the “Marketing Industry Leader of the Year” award by AdFocus, as well as the 2022 “Most Admired Marketer in South Africa” award by Marklives.com. She was among the three most admired marketing professionals rated by marketers and agency professionals in the Agency Scope 2023/2024. 

Khensani recently shared memories of her favourite teacher in conversation. 

What was their name? Mrs Brenton-Smith

Please share the name of the school attended and year/s. Malkerns Valley Primary in eSwatini 1984 to 1990

How did your favourite teacher endear themself to you? She encouraged my love for reading. She would allow me to spend more time in the library than I was allowed to and even skip some extra murals because I was engrossed in a book and couldn’t put it down.

What subject/s did he/she teach you? She was my grade 1 teacher, so she taught me everything except the second language I was studying, French.

Did you look forward to their subject? I looked forward to class. It was a place where my imagination was allowed to wander and flourish.

What did you like about your teacher? She allowed us as kids to lean into what we wanted whilst ensuring we achieved what was required to pass the grade.

What was your favourite subject at school? Overall, across primary and high school, English and history were taught. I loved English because, in literature, we had to read books…that seemed like an easy pass for me. History is essential because, to move forward, we must learn from the many stories of our past. They give us context and allow us to see the present in that context. Also, learning history builds up a repository of knowledge that allows one to engage in many topics.

Has this influenced your choice of career? Maybe a little bit. Indeed, brands have roots and histories that we must respect. So, as much as we can reposition brands, we must never forget where that brand comes from and build from that past to ensure that whilst we look forward…we look forward rooted in the past.

What was the one phrase from any teacher that stuck with you or inspired you? Don’t give up on what you enjoy, she would say – even if other people want you to do different things, I’m happy you know what you love doing and always keep at it.

Have you kept in touch with your favourite teacher? Unfortunately, she passed on. I returned to primary school as part of my #40before40 journey. I planned 4o things to do before I turned 40, and one of them was to return to St Michael’s. It was surreal standing in front of that grade 1 class and reflecting on the fact that it underlined a big part of who I was.

Why are teachers so important to society? Phew… a big question. In summary, they give kids the opportunities and possibilities for “A Better Life.” I know that without the education I received, I wouldn’t be where I am.

Finally, what advice do you have for learners today? For a seed to grow, it has to land on fertile ground. Your attitude is the most important thing, no matter how good the teacher is. I realised that education was MY road to success, so really, during my schooling, even as I sometimes didn’t agree with my teachers, I used that as an opportunity to have a good debate where I could come up more knowledgeable. I loved school because I was clear that school was going to be the road to my success.

One final question: did you imagine ending up where you are today while at school, and why is it important to believe in one’s dreams? I thought I’d be an astronaut. At no point did Mrs. Brenton Smith say that’s not possible for a young black girl from the Southern tip of Africa. So, whilst I never became an astronaut, she encouraged me to lean into my dreams.

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President Cyril Ramaphosa has praised the progress of transformation in Basic Education, but said more needs to be done to meet sustainable development goals in line with the broader agenda across the continent.

Ramaphosa made an address virtually from Cape Town during the 9th annual Basic Education Sector Lekgotla which kicked off at the Birchwood Hotel and OR Tambo Conference Centre, eKurhuleni on Thursday.

The President started his address with a welcome note and said it was a distinct honour and privilege to address the 6th Basic Education Sector Lekgotla and that it was immensely gratifying to see the diverse support from the private sector, non-governmental organisations, academics and researchers, civil society, organised labour and parent associations.

“We have always maintained education was a collective activity, and we have always been grateful of the input, contributions and advice from key stakeholders in the sector,” Ramaphosa said

The President said education is a social issue, which links people to communities and society as a whole during a person’s life and that consequently, education must be seen as a societal undertaking.

The president thanked the gathering and said the colonial and apartheid legacies of education remained a long term problem that SA continues to live in the shadow of.

Ramaphosa highlighted the dedication of leaders during the struggle with regard to expanding education and facilitating the “doors of learning” being opened for all within the country.

He said the journey of renewal and reform is essentially ongoing and in its endeavor to transform past injustices, the government is working on a new curriculum that’s inclusive for all.

“As Government, we have continued to pursue pro-poor policies to systematically tackle the multifaceted factors impeding progress in basic education. These policies encompass the establishment of non-fee-paying schools—indeed, 80% of schools in our country do not require fees,” Ramaphosa said.

Ramaphosa confirmed that the Department of Communications and Digital Technologies has been instructed to prioritise connectivity for education and health and that the licensing of communication companies is now linked to their collaboration with the Department to enhance connectivity in schools and health facilities, a crucial step towards integrating technology into our educational and healthcare systems.

He said the government remained committed to eradicating the digital divide ensuring equitable opportunities for all learners, regardless of their location, social standing or financial situation.

“Our Government’s pledge to ensure that all learners have access to quality education is vividly illustrated through our achievement of equipping 435 public Special Schools with assistive devices, ICT tools and connectivity,” Ramaphosa said.

He said the initiative is a testament to the department’s commitment to inclusivity, ensuring every learner, irrespective of their abilities, is poised for success in an increasingly digital world.

Ramaphosa said the AU’s #Agenda2063 frameworks and international organisations such as UNESCO endorse the implementation of mother tongue instruction as a pivotal strategy for addressing literacy challenges, whose widespread support recognises the fundamental role of education in one’s first language in enhancing learning outcomes and improving literacy rates.

He added that he was profoundly aware of the pivotal role that mother tongue instruction plays in the fabric of democracy, and that it is a cornerstone of the essential reforms we undertake in basic education and speaks to the broader imperative of decolonising education.

The President said the department’s commitment to decolonisation and transformation remained urgent, ensuring that language is a bridge to knowledge and empowerment rather than a barrier.

“Our nation’s history reminds us of the profound impact of language as a tool of subjugation and oppression,” Ramaphosa said.

Early Childhood Development is a key priority for the Government, crucial to shaping the nation’s future and consequently, the development of the 2030 Strategy for Early Childhood Development Programmes, which outlines a comprehensive plan to achieve universal access to quality ECD programmes by 2030, he said.

“To ensure that we reach universal access to ECD programmes for children aged 3-5, we will need to provide quality access to an additional 830,000 children. This is over and above the 2.2 million children in this age group who are already accessing ECD programmes,” the president said.

In addition, the President outlined the reality that more than 9.6 million children have benefited from the national school nutrition programme, free textbooks, scholar transport, and child support grants provided by the Department of Social Development.

The concerted efforts signified the government’s commitment to enhancing the educational landscape of South Africa, ensuring that every child has the opportunity to succeed, irrespective of their background; reaffirming a dedication to fulfilling Mandela’s vision of education as the most powerful weapon one can use to change the world.

He also highlighted that despite universal access to basic education being at 98%, dropout and repetition rates are unacceptably high due to factors which include poverty, youth criminality, teenage pregnancy, and general violence in some of the country’s communities.

Ramaphosa said that pursuing of pro-poor policies to systematically tackle the multifaceted factors impeding progress in basic education, is an important priority which encompassed the establishment of non-fee-paying schools, of which 80% of schools in the country do not require fees.

In conclusion, Ramaphosa said that a doubling of efforts was required to ensure the nation’s children stand on equal footing, which meant all shall have access to public schools, the assurance of being taught by a qualified teacher, and the provision of ample workbooks, textbooks and stationery.

“It also means having the necessary learning tools, dignified sanitation facilities, clean running water, basic electricity, and a clean, welcoming environment that guarantees safety for both learners and teachers,” he said.

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Minister of Basic Education, Angie Motshekga, and Deputy Minister, Dr Reginah Mhaule co-chaired the National Consultative Forum (NCF) to review the progress made by the Basic Education Sector in strengthening school functionality and governance in South Africa.

The NCF took place at the DBE Conference Centre in Pretoria on 23 January 2024. The Forum, chaired by Minister Motshekga, included representatives from School Governing Body (SGB) Associations, including the Federation of Association of Governing Bodies (FEDSAS); the Governors’ Alliance (GA); the South African National Association for Special Education (SANASE); the National Association of School Governing Bodies (NASGB); the Governing Body Foundation (GBF); and the United Front for School Governing Bodies (UF4SGBs).

The NCF focused on critical aspects of improving school functionality in the country, with the determination to ensure the success of the 2024 school calendar. The issues discussed during the Forum included strengthening the participation of SGB Associations at the national level by reviewing the NCF’s Founding Document, reviewing national provincial interventions regarding existing harmful religious practices in schools, and preparing holistically for the 2024 SGB elections.

Explaining the SGB election processes, James Ndlebe, Chief Director for Planning and Implementation Support, emphasised the importance of adhering to guidelines. In preparation for the SGB elections, eligibility criteria were outlined, including mental health status, financial solvency, criminal convictions, and alignment with the category represented at the time of the election.

Co-opted members with and without voting rights were also considered, with elections conducted via secret ballot. The term of office for SGB members, except for the learner component, was limited to three years, whilst office-bearers served for one year. Vacancies could be filled by co-opted members with voting rights for a maximum of 90 days, after which a by-election would be held.

Various senior managers from various branches of the DBE were invited to attend the Forum. They presented key issues such as the discipline summit; school safety; Gender-Based Violence (GBV); post provisioning; progress reports on the Three Stream Model in the Basic Education Sector; and anticipated SGB post-election training.

The NCF, according to the DBE, was established to facilitate formal negotiations, discussions, and interactions between the DBE and SGB associations at a national level. Minister Motshekga acknowledged the NCF’s role in improving quality learning and teaching, emphasizing the need for effective communication amongst education stakeholders.

The Minister highlighted the critical role of SGBs in school management and governance, urging the sector to expedite SGB election processes.

In her closing remarks, Deputy Minister Mhaule stated that the Forum needed sufficient time for participants to share valuable inputs. The Forum scheduled its next sitting for 8 March 2024.

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Gauteng MEC for Transport and Logistics, Kedibone Diale-Tlabela, on Monday, conducted an over-site visit at Petit High School in Ekurhuleni North, Benoni.

The visit formed part of the Gauteng Provincial Government’s oversight visits in Gauteng schools to monitor the overall readiness of schools upon re-opening for the 2024 academic year and are part of the Back-to-School campaign, which also includes activities such as the handover of new schools.

The department said that the oversight visits to schools were meant to ensure that there was effective teaching and learning in all schools and further ensured that appropriate resources were in place.

The provincial government, led by Premier Panyaza Lesufi, has a tradition of conducting oversight visits to schools across the province to monitor their readiness for the new academic year which were led by MECs, including Education MEC Matome Chiloane.

During these visits, the MECs observe the first day of teaching and learning and conduct oversight visits to Early Childhood Development Centres (ECDs) to gauge their preparedness.

The 2020 matric class of Petit High School obtained a 76.7% pass rate higher than 70% attained in the year 2019 National Senior Certificate Examination. The 193 learners wrote the exam in 2020 from 200 in 2019. From 2018 to 2020, the school attained an average of 78.6% pass rate.

In the year 2023, the matric class of Petit High School obtained a drop in the pass rate to 67.9 %.

Petit High School is a public secondary school located in an industrial area of Benoni in Gauteng Province, South Africa.

The school was formally reopened in 1998 as a High School to accommodate the overflow of learners from former Model C schools.

While starting off with 500 learners from areas such as Daveyton, Benoni, Kempton Park and Springs, the GDE decided to place the grade 8-12 learners from two farm schools, namely Bekekayo Primary and Mehlaring Combined School due to poor performance.

This movement led to an increase in enrollment numbers beyond capacity, and as a result, an extra Home language (isiZulu) and first additional language (English) was introduced.

In addition, the exponential increase of learners resulted in the introduction of a number of additional makeshift or temporary classrooms with the SGB assisting in erection.

In 2020, the school received a budget of R982 570 from the GDE for the Self-Built classroom project, with which the school managed to efficiently build 3 classrooms and completed them in record time.

The school is a Section 21 school meaning it is allocated finances by the department and is responsible for ordering stationery, textbooks, paying water and lights accounts and undertaking their own maintenance under ACD functions and classified under quintile 4.

MMC for Transport Planning Andile Mgwevu said it remained important to remember the future that lies ahead of learners were decided upon by their own decisions and encouraged the matriculants that life started after matric.

Diale-Tlabela called on the learners not to rush into life, and remain focused on achieving their goals and warned the learners on making the right choices in life and said that it was one’s commitments that determined one’s achievements.

“The growth of the economy is fundamentally dependent upon a good infrastructure, which would only be possible through good education,” the MEC said.

She referred to the learners as the investment of the SA government and warned against teenage pregnancy.

“In our democratic government it is free for someone who cannot afford to have a child, to access the clinics, as the child has rights and needs to be protected,” the MEC said.

Petit High school Principal D.D Mkhabela said that three learners of Grade 12 and seven learners from Grade 11 were currently pregnant and called on them to focus on their studies.

Both the MEC as well as the circuit manager hailed the fact that fees at the school were meant to be R1200 and yet due to government funding only required parents to pay R500 per month.

The MEC said that the high HIV rate of the youth called for a warning surrounding the dangers of unprotected sex, physically, psychologically as well as the more long term consequences, namely the importance of delaying in order to make the right decision that one could live with for the rest of one’s life.

Diale-Tlabela said that students should remain vigilant over the challenges facing high-school life and keep in mind that the decisions made today bore an impact on the future one was trying to create.

In conclusion, the MEC, MMCs and the principal Mkhabela partook in a walk-about around the school grounds, inspecting the developments thus far achieved.

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Higher Education and Training Minister Blade Nzimande has refuted allegations that he received kickbacks from service providers that were awarded multi million-rand tenders by the National Student Financial Aid Scheme (NSFAS).

Nzimande was speaking at a media briefing at the GCIS offices in Pretoria in response to allegations of corruption within NSFAS leveled against him by the civil society organisation.

The tenders were awarded to the companies in order for them to administer direct payments to students.

Nzimande said he has never received money from any of the service providers or any other entities falling under the Department of Higher Education and Training.

“Firstly, I wish to once again assure the South African public that, as minister of higher education, science and innovation I have never used any money from any of my department’s entities for the purpose of funding the SACP, as maliciously suggested in the Outa’s [Organisation Undoing Tax Abuse] report.

“Nor have I received any personal kickbacks from any of the service providers to NSFAS or any of the other entities falling under my departments.

“I therefore wish to dismiss this baseless insinuation by OUTA and some organisations including some sections of the media, that I as minister was involved in some form of corruption at NSFAS.

“These are all lies that emanate from a malicious fightback campaign. My conscience is clear, and I have nothing to hide or fear.”

Nzimande said the allegations against him and Khosa “are part of a fightback campaign that is linked to success and measures I have taken to fight corruption and ensure clean governance at NSFAS.

“This campaign includes threats to the life and person of the NSFAS chairperson.

“It is our view therefore that the leaked recordings are part of a nefarious fightback campaign that is meant to undermine and frustrate the decision of the NSFAS board to start with the legal proceedings to terminate the contracts of these four direct payment solution service providers, as recommended by the Werksmans report.

“And I’ve also voluntarily decided that I am going to subject myself to the relevant legal processes and ethics bodies of the African National Congress, its integrity committee, and the South African Communist Party, its central ethics commission, ” he said. 

Outa has alleged that Nzimande, the South African Communist Party (SACP) and NSFAS board chair, Khosa received millions of rands from service providers awarded multi-million rand tenders to administer direct payments to students.

Meanwhile, DA leader John Steenhuisen said the party plans to lay criminal charges against Nzimande for the corruption allegations leveled against him.

Steenhuisen said the party also plans to brief its legal team to declare the NSFAS board delinquent.

However, the South African Communist Party (SACP) has supported Nzimande who is the party’s chairperson and has rejected the Outa allegations.

In a statement SACP said it has never approached or delegated any person

“to approach any entity, public or private, to request funds illegitimately. We both reject and denounce the allegation that the NSFAS funded the Party with the contempt it deserves.

“The SACP has never received any funding in return of any favour anywhere,

and any person or entity who will make the attempt to approach the Party with such

funding support will face the full might of the law the SACP will lay a criminal charge against that person or entity”.

The statement added that a legitimate investigation upholds the fundamental principle of justice, “audi alteram partem, meaning listen to the other side, before you can reach conclusions. Any exercise, including by a non-governmental organisation, that violates this fundamental principle is not an investigation but something else.

“The opportunist party of overwhelmingly white leaders in an overwhelmingly black population, the DA, is using the non-governmental organisation OUTA’s utterances and the untested allegation as its electioneering agenda”. 

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