An educator accused of raping a nine-year-old Grade 4 learner at Busisiwe Primary School in Zola, Soweto, appeared in the Protea Magistrates’ Court on Thursday, as Gauteng Education MEC Lebogang Maile called on communities to unite against sexual abuse and gender-based violence.

The court appearance followed the educator’s arrest after he reportedly handed himself over to police on Wednesday evening.

The outcome of Thursday’s proceedings could not be independently confirmed at the time of publication.

The allegations have sparked outrage among parents and community members, who gathered outside the school earlier this week to demand accountability and answers about how the matter was handled.

Maile attended the court proceedings on Thursday.

In a statement, the Gauteng Department of Education said the government had established a coordinated intervention involving the departments of Education, Social Development and Health, the South African Police Service (SAPS) and other child-protection stakeholders.

“The protection and recovery of children affected by sexual abuse require coordinated and compassionate government assistance,” the department said.

Maile called on families, educators, religious leaders, communities and civil society organisations to work together to prevent child abuse and gender-based violence.

“It takes a village to raise a child, and it equally takes a united village to protect a child,” he said.

“We cannot allow moral decay, sexual violence and the abuse of vulnerable people to become normalised in our communities.”

He urged communities to allow law enforcement authorities and the judicial process to take their course without interference or prejudice.

Maile also appealed to the media to report responsibly, stressing that the learner’s identity, dignity and wellbeing must be protected throughout the proceedings.

The case came to public attention after allegations emerged that the learner had been sexually assaulted on the school premises.

According to reports, the alleged incident occurred on 8 October, when the learner reportedly asked to go to the toilet during class and the educator allegedly followed her.

The learner’s family subsequently raised concerns about the incident, while parents questioned the school’s response and demanded action against the educator.

On Tuesday, 20 October, parents and community members protested outside Busisiwe Primary School, expressing concern over the handling of the allegations.

Reports also indicated that the learner had been reluctant to return to school following the alleged incident.

The Gauteng Department of Education dispatched officials to investigate the matter.

On Wednesday, the department confirmed that the educator had been placed on precautionary suspension pending the finalisation of internal disciplinary proceedings.

The police investigation is separate from the department’s internal disciplinary process.

The department said the coordinated intervention would continue throughout the judicial process and beyond, with the aim of safeguarding the learner’s emotional, psychological and physical wellbeing.

The Portfolio Committee on Basic Education also condemned the allegations and called for swift justice and stronger safeguards to ensure that schools remain safe environments for children.

“Any act of violence against a child within a school environment, particularly by an educator, constitutes an egregious breach of trust and the law,” committee chairperson Joy Maimela said.

The educator remains accused, and the allegations have not been proven in court.

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Professor Wezile Chitha has been appointed vice-chancellor and principal of the University of Fort Hare following a unanimous decision by the university’s Council at a special meeting on Friday.

Chitha is expected to assume office in the first quarter of 2027.

He is currently executive dean of the Faculty of Medicine and Health Sciences at Walter Sisulu University, where he also serves as an associate professor of health systems and policy.

A medical doctor, health economist and experienced academic executive, Chitha takes over as Fort Hare advances its institutional re-visioning and rebirth agenda, which aims to strengthen academic excellence, research, governance, infrastructure and the student experience towards 2040.

He replaces Professor Sakhela Buhlungu, who resigned in September shortly before he was due to begin presenting his defence at a disciplinary hearing.

Buhlungu faces several disciplinary charges, including gross misconduct, insubordination and bringing the university into disrepute.

Council chairperson Dr Siyanda Makaula said the appointment reflected confidence in Chitha’s academic credentials, leadership experience and understanding of institutional governance and transformation.

“The appointment of Professor Chitha marks an important moment in the history of the University of Fort Hare as we advance our journey of institutional re-visioning and rebirth,” Makaula said.

Chitha holds a Bachelor of Medicine and Bachelor of Surgery (MBChB), a master’s degree in public health specialising in Health Economics from the University of Cape Town, and a Doctor of Philosophy (PhD) in Public Health from Walter Sisulu University.

He currently serves as Executive Dean of the Faculty of Medicine and Health Sciences at Walter Sisulu University, where he is also an Associate Professor of Health Systems and Policy.

His previous leadership roles include Acting Assistant Dean for Strategic Affairs at the University of the Witwatersrand and founding Director of the Albertina Sisulu Centre for Global Health and Research.

He was also elected president of the Health Professions Council of South Africa for the 2025-2030 term.

Before moving further into academic leadership, Chitha held senior management positions in the public healthcare sector, overseeing hospital services and implementing health programmes.

As head of Mowbray Maternity Hospital, he managed obstetric and neonatal services at the regional hospital, alongside community-based midwife obstetric units serving peri-urban communities.

Under his leadership, the hospital received the Western Cape Premier’s Service Excellence Award, announced in early 2008.

Later that year, Frontier Hospital, where he served as chief medical superintendent, was named the Eastern Cape Department of Health’s best-performing hospital.

His research interests include health systems strengthening, public health policy, health economics, clinical governance and equitable access to healthcare.

Fort Hare said Chitha’s appointment comes as the university prepares a new strategic framework to guide its development towards 2040, with priorities including research impact, institutional sustainability, effective governance, infrastructure development and an improved student experience.

Makaula said the university needed leadership that could preserve its historical legacy while responding to the demands of higher education.

“As we look towards 2040, our responsibility is to build a University that honours its extraordinary history while responding decisively to the demands of the future,” he said.

The university said the recruitment process followed its approved procedures and included candidate screening, shortlisting, competency-based assessments, strategic presentations and structured interviews.

On October 15, shortlisted candidates presented their visions for the university’s development towards 2040 at a joint sitting of Council, Senate and the Institutional Forum. Representatives of the Student Representative Council, Convocation and organised labour also attended.

Formal interviews took place on October 16.

Council considered the unanimous recommendation of the Vice-Chancellor Recruitment and Selection Committee, institutional voting outcomes and candidate assessments before making its decision.

According to the university, Chitha was the highest-ranked candidate in both the Senate and Institutional Forum assessments.

Makaula said the process demonstrated the importance of participation and collective responsibility in selecting the university’s leadership.

He congratulated Chitha on his appointment and called on students, staff, alumni and other stakeholders to support the incoming vice-chancellor.

“The future of Fort Hare is a shared responsibility, and its success will depend on the collective commitment of our students, staff, alumni and institutional stakeholders,” Makaula said.

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The exclusion of Black voices from cultural institutions and the appropriation of African heritage by global commercial interests have renewed questions about who controls, preserves and benefits from the continent’s cultural narratives.

These issues took centre stage at the Yale Directors Forum 2026 Global Symposium in Johannesburg on Tuesday, where international cultural leaders examined how museums and heritage institutions can confront historical inequalities, recognise African knowledge and ensure communities retain a voice in how their histories are told.

Held from 12 to 16 October, the symposium brought together museum directors, curators, conservators, academics and creative practitioners from 15 countries to explore the role of cultural institutions in preserving history while responding to contemporary social and economic realities.

Convened by Yale University’s Institute for the Preservation of Cultural Heritage (IPCH), the gathering focused on representation, institutional transformation and the recognition of African knowledge, with discussions extending beyond museum collections to include textiles, food, music, photography, religious traditions and creative enterprises.

In her welcoming address, Charlotte Ashamu, director of international programmes at Yale’s IPCH, said the Yale Directors Forum emerged from conversations with people establishing museums, libraries and cultural spaces across Africa, many of whom were working in isolation and using their own resources.

The programme was established to connect these leaders, enabling them to exchange knowledge, build professional relationships and learn from one another’s experiences.

Ashamu said the network had grown to include 28 fellows across 15 countries, with participation extending to Latin America and the Caribbean.

The initiative promotes the exchange of knowledge, recognising that cultural institutions in Africa and the Global South have valuable expertise to contribute to international heritage preservation.

Through the network, fellows have visited one another’s institutions, collaborated on projects and introduced organisational changes, including staff training and specialised departments such as collections management.

Ashamu said preservation extended beyond exhibitions and public programmes, requiring the patience, technical expertise and rigour of the people responsible for ensuring cultural materials remained accessible to future generations.

She also highlighted the importance of recognising the knowledge embedded in African textiles and other cultural practices.

Drawing on her personal connection to textiles through her mother, aunts and grandmothers, Ashamu said their significance extended beyond aesthetics and fashion.

Textiles carry histories, techniques and knowledge passed down through generations, yet African traditions are often used by global fashion brands without adequate recognition of their origins, she said.

She stressed the need to document these traditions and acknowledge the communities and practitioners responsible for sustaining them.

The discussion raised broader questions about who receives recognition for cultural knowledge, whose histories are documented and whose contributions are overlooked when traditional practices enter global commercial markets.

Reclaiming Black histories

The symposium also examined how museums can confront difficult histories and challenge institutional practices that have excluded Black people from positions of influence.

Anthropologist and curator Hélio Menezes drew on his experience at Museu Afro Brasil, now known as Museu Afro Brasil Emanuel Araújo, to illustrate how cultural institutions can develop more inclusive and historically grounded accounts of society.

Menezes, whose research explores contemporary art, race, archives and Afro-diasporic practices, said he had studied the museum for about 15 years before becoming its artistic director.

Founded in 2004, the museum holds a collection that, according to Menezes, demonstrates why Brazil cannot be understood without acknowledging the central role of Africa and the African diaspora in shaping its identity.

He highlighted Brazil’s history of slavery, saying about five million Africans were brought to the country through the transatlantic slave trade. Brazil abolished slavery in 1888, becoming the last country in the Americas to do so.

Despite the profound influence of African heritage on Brazilian art, culture and society, the country continues to grapple with racism and inequalities affecting Black communities, he said.

Menezes challenged the notion of Brazil as a racial democracy in which different populations blended harmoniously, describing it as a myth that obscures racial discrimination.

He said the museum’s collection offered an opportunity to confront these contradictions and recognise the African foundations of Brazilian society.

However, transforming the institution required more than displaying historically significant objects.

When he assumed leadership, the museum faced weaknesses in conservation, governance, programming and publishing. Menezes also questioned its limited engagement with contemporary African and Afro-Brazilian artists, curators, critics and other cultural practitioners.

He said the museum’s board had consisted entirely of white men from Brazil’s elite during its first 15 years, highlighting the disconnect between its African-centred collection and the lack of diversity in its governance.

The imbalance raised questions about who holds decision-making power in institutions established to represent Black histories and experiences.

Menezes said his appointment came with considerable challenges because he had previously criticised the museum’s curatorial choices and institutional structure.

He accepted the opportunity to help transform the institution and broaden its understanding of African and Afro-Brazilian cultural production.

Changes included introducing contemporary African artists into the collection, moving beyond displays that relied heavily on ethnographic interpretations of African art.

The museum also reconsidered how it presented slavery, seeking to move beyond representations centred on suffering and the aesthetics of torture towards a fuller account of African and Islamic contributions to Brazil’s production techniques and labour history.

Its treatment of Afro-Brazilian religions was expanded to acknowledge connections with other Black religious traditions across the Americas, including Cuba and the southern United States.

Menezes also described efforts to improve representation in the museum’s historical displays. In one section, about 85% of the people depicted were Black men, prompting the institution to include more Black women and broaden the narratives presented to visitors.

These changes formed part of a wider effort to move beyond narrow national interpretations of cultural heritage and recognise the historical exchanges connecting Africa, Brazil and the wider Atlantic world.

Heritage as an economic resource

The Johannesburg symposium also explored cultural heritage as a source of economic opportunity, highlighting its links to tourism, creative enterprise and cultural businesses.

The discussions recognised that traditions and historical knowledge could support livelihoods while strengthening communities’ understanding of their identities.

Johannesburg was presented as a fitting setting for the conversations because of its position as a regional arts and cultural hub, with a living heritage expressed through its neighbourhoods, music, food, photography and contemporary creative industries.

The programme includes a visit to Eyethu Heritage Hall in Soweto on Wednesday. The cultural space draws on the legacy of Eyethu Cinema, one of South Africa’s first Black-owned cinemas.

The visit is hosted by Yale Directors Forum fellow Batana Vundla, executive director of Eyethu Heritage Hall, and includes musician Yvonne Chaka Chaka.

The engagement highlights the importance of preserving community-based cultural spaces and recognising the people and institutions that safeguard histories beyond conventional museum settings.

Through its international network, the Yale Directors Forum aims to strengthen collaboration among cultural leaders and support institutions in preserving collections, expanding public engagement and responding to changing social realities.

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The Gauteng Department of Education (GDE) has registered 203,794 candidates for the 2026 National Senior Certificate (NSC) examinations, an increase of 11,049 from last year.

The cohort comprises 152,527 full-time candidates and 51,267 part-time and repeater candidates. The examinations will run from October 13 to November 26.

Gauteng Education MEC Lebogang Maile briefed the media on Monday on the province’s state of readiness, saying the 2026 cohort was the first in Gauteng’s history to exceed 200,000 candidates.

“This is a reflection of both the quantitative increase in the population of Gauteng, and by extension its learner population, as well as a reflection of the trust in the qualitative strength of the education system in the province,” Maile said.

A total of 192,745 candidates registered for the examinations in 2025.

Maile said all three categories of candidates — full-time, part-time and repeaters — had increased this year.

The examinations will cover 77 subjects, comprising 155 question papers. While full-time candidates are required to write seven subjects, almost 20,000 will also write an eighth subject.

Examinations will be administered across all 12 official South African languages, as well as foreign languages at the applicable levels.

English recorded the highest enrolments at Home Language and First Additional Language levels, with 54,163 and 98,350 candidates, respectively. This was followed by isiZulu at Home Language level, with 31,940 candidates, and Afrikaans at First Additional Language level, with 44,879.

Maile said 70.7% of full-time candidates had registered for Mathematical Literacy, compared with 29.3% for Mathematics.

The examinations will be written at 1,065 registered and audited centres across the province.

Enrolments range from two to 545 candidates at full-time centres and from nine to 1,513 at part-time centres.

Maile said the department had worked with all 15 education districts and schools to ensure operational readiness.

School principals will serve as chief invigilators, while additional support will be provided to high-risk centres, including those with large enrolments, newly established centres and those that experienced examination challenges in previous years.

Private chief invigilators and resident monitors have been appointed and trained to strengthen oversight at these centres.

The department will print, package and distribute an estimated 2.7 million question papers, comprising 76.5 million print images, to 16 storage points each week. The papers will then be distributed daily to examination centres through 75 dedicated distribution points.

Approximately 1,700 monitors, including provincial, district and resident monitors, will oversee the examination process.

Their responsibilities include checking examination systems and centre readiness, inspecting secure storage facilities, verifying key management and the chronological storage of question papers, and auditing electronic security measures.

The department has also audited school-based assessments, practical assessment tasks and teacher files.

“Our target remains 100% monitoring coverage, exceeding the national requirement of 70%,” Maile said.

Preparations for marking are at an advanced stage, with 27 marking centres identified and audited. The appointment of 14,800 marking personnel is under way.

Maile said systems and resources had been put in place to process examination scripts and capture marks ahead of the release of the 2026 results on January 12, 2027.

Security and examination integrity

The department has introduced measures to prevent examination irregularities, including a pledge-signing ceremony held at schools across the province on October 9.

Candidates were briefed on examination rules, the code of conduct and the sanctions for non-compliance.

Maile said penalties for disruptive or dishonest behaviour could include the nullification of results, delays in obtaining a matric qualification and exclusion from up to three future examination cycles, depending on the severity of the offence.

Security measures across the examination process include secure printing facilities, audited storage and distribution points, armed security escorts, access controls, surveillance systems and double-locking mechanisms.

“All district storage facilities and distribution points have been audited and strengthened security arrangements are in place for the duration of the examination,” he said.

The department will also use real-time reporting systems and security scanners at examination room entrances to detect concealed electronic devices.

Maile said the scanners were intended to identify sophisticated cheating devices, including smart glasses, spy pens with hidden recording technology and micro-earpieces, rather than invade learners’ privacy.

“With the rise of ‘cheat-tech’, students are increasingly using highly sophisticated gadgets to smuggle information into examination centres,” he said.

“Super security scanners help by detecting hidden wireless signals, adding a necessary layer to ensuring the integrity of the examination process.”

The department will also work with police and other law enforcement agencies where necessary to prevent disruptions during the examination period.

Maile said measures would be taken to prevent examination paper leaks, adding that question papers were kept in guarded facilities.

Academic support for candidates

Maile said the department had provided additional academic support throughout the year through programmes targeting learners who needed assistance, as well as those seeking to improve their results.

The Secondary School Improvement Programme (SSIP), managed in partnership with the Sci-Bono Discovery Centre, supports priority and underperforming high schools from Grades 8 to 12, with intensive assistance for matric candidates.

The programme focuses on gateway subjects, including Mathematics, Mathematical Literacy, Physical Sciences, Life Sciences, Accounting, English First Additional Language, Economics, Business Studies, History and Geography.

It provides free Saturday classes, holiday lessons, examination preparation camps, tutoring, learning materials, catering and transport assistance.

Maile said digital learning resources had also increased candidates’ access to subject-based learning and assessment activities.

Special monitoring teams track attendance, teaching quality and pre- and post-test results to identify and address learning gaps.

He said SSIP had helped learners affected by disruptions during the year, including service delivery protests and interruptions to municipal services.

The department also runs a High Flyer Programme for top-performing Grade 12 learners, offering specialised tuition and revision camps aimed at improving distinction rates and bachelor-level passes.

The programme focuses on subjects such as Mathematics, Physical Sciences, Accounting and Business Studies, providing specialised notes, structured learning materials and problem-solving sessions led by subject advisers and experienced teachers.

Maile said the programme was designed to meet the needs of advanced learners who might not be sufficiently challenged by the pace of conventional classroom teaching.

The department’s Just-in-Time Programme provides short-term professional development for teachers ahead of specific curriculum requirements. It combines standardised lesson plans, learning materials and classroom coaching.

Candidates will also have access to daily revision opportunities ahead of examination papers.

Gauteng targets further improvement

Gauteng recorded its highest-ever matric pass rate of 89.1% in 2025, continuing a five-year trend of annual improvement since 2021.

The province ranked third nationally, producing 67,861 bachelor passes, equivalent to 48.15% of candidates who wrote the examinations.

All 15 districts achieved pass rates above 83%.

Johannesburg West was the top-performing district, with a pass rate of 96.2%, while Gauteng East recorded the lowest rate at 83.7%. Independent schools in the province achieved a pass rate of 94.82%.

Maile said the department was confident that the Class of 2026 would continue the upward trajectory, given the support provided throughout the year and during the examination period.

He called on parents, guardians and communities to help candidates prepare by providing suitable study environments, limiting household chores and ensuring learners were well-rested.

Through its “It Takes a Village to Raise a Child” programme, the department has emphasised the role of families and communities in supporting learners.

Maile urged communities not to block access roads or school gates during the examination period, warning that candidates who missed papers because of disruptions would have to write them in the June 2027 examinations.

Such delays could affect their transition to higher education and training.

He also advised candidates to limit their use of social media during the examination period, saying it could affect their mental and emotional well-being.

“The Department cannot over-emphasise the importance of candidates maintaining personal integrity during this process,” he said.

“Cheating has no place in our examination system. We call on every candidate to uphold the values of integrity, honesty and hard work espoused in the NSC Pledge that all candidates have already signed.”

Acting Gauteng education head of department Albert Chanee said the department had established policies and guidelines to prevent political campaigning from disrupting schools during the election period.

“There is an established protocol that there is no political campaigning, and that no political officer can come into a school to address the staff unless it is on community matters,” Chanee said.

He said the protocol had been in place for a long time and had not caused problems in previous years.

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KwaZulu-Natal is preparing to accommodate a record 203,815 candidates for the 2026 National Senior Certificate (NSC) examinations, which begin on Tuesday.

Provincial Education MEC Sipho Hlomuka announced the figures on Monday during a media briefing on the department’s state of readiness at the Maritime School of Excellence in Durban.

He said the record number of candidates had prompted the department to strengthen its examination systems to ensure the process was conducted securely and efficiently.

Of the registered candidates, 188,102 are full-time and 15,713 are part-time. The total represents an increase of 7,916 candidates, or about 4%, from the 195,899 registered in 2025.

“This is the biggest examination ever conducted by the Province of KwaZulu-Natal, and the biggest examination operation in the country,” Hlomuka said.

The examinations will run from October 13 to November 26.

Hlomuka said the increase reflected the growing number of learners reaching the end of their schooling, but also placed greater responsibility on the department to ensure every candidate had a fair and secure opportunity to complete their Grade 12 qualification.

The department has trained about 31,156 invigilators to oversee examinations at approximately 1,766 centres across the province.

It expects to print 112 question papers, amounting to about 32 million individual prints. Examination materials will be distributed through 13 storage points and 103 distribution and collection centres.

The examination timetable comprises 29 morning sessions and 24 afternoon sessions, requiring careful coordination to ensure question papers reach the correct centres on time and under secure conditions.

The department has also trained chief invigilators and invigilators, while district teams have been briefed on examination rules, procedures and protocols.

“The integrity of the NSC examinations is non-negotiable. Every learner must be confident that their performance will be assessed fairly and that the examination process is protected from any form of malpractice or irregularity,” Hlomuka said.

The department is working with relevant joint operations and management structures to maintain a secure examination environment.

Preparations are also under way for marking, with 12,386 personnel expected to be appointed.

The team will comprise 8,186 markers, 1,637 senior markers, 325 deputy chief markers, 67 chief markers, 65 internal moderators, 348 examination administration personnel and 1,758 examination assistants.

Hlomuka said appointment letters for markers were expected to be issued by October 16.

Marking is scheduled to begin on December 2 and conclude on December 11.

The national announcement of the 2026 NSC results is scheduled for January 11, 2027, followed by KwaZulu-Natal’s provincial announcement on January 12.

Hlomuka urged candidates to approach the examinations with discipline and confidence, saying the department had provided additional academic support through winter tuition programmes and spring boot camps.

More than 4,380 learners benefited from the winter camps held between June and July, while spring boot camps were conducted across all 11 districts during October to provide support in key and challenging subjects.

The department has also been piloting a virtual therapy programme to support the mental well-being and examination preparation of candidates and educators.

“The key to succeed in this assessment phase is to approach every examination with discipline, confidence and determination,” Hlomuka said.

“Read every question carefully. Manage your time. The biggest enemy that seeks to undermine your preparation is anxiety. You must not allow it to win.”

He appealed to parents, guardians and communities to provide learners with supportive environments in which they could study, prepare and rest adequately.

“The NSC is more than an examination. It is an important gateway to higher education, skills development, employment and economic opportunity,” he said.

With the examinations coinciding with the November 4 local government elections, Hlomuka said measures had been introduced to minimise disruptions.

He said the department had also revised the timetable for internal examinations for Grades 4 to 11 to protect learners during the election period.

Those examinations are scheduled to run from October 21 to November 14.

The department said it was confident that its preparations would allow the province to accommodate the record number of matric candidates without compromising the credibility and integrity of the examinations.

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Basic Education Minister Siviwe Gwarube has warned nearly one million Grade 12 learners against cheating in their National Senior Certificate (NSC) examinations, saying dishonesty undermines the credibility of their qualifications.

Speaking at the nationwide NSC Examination Pledge Signing Ceremony on Friday, Gwarube urged the Class of 2026 to uphold honesty and integrity as they prepare for examinations, which begin on 13 October and end on 26 November.

“There are no shortcuts to success,” she said, warning learners against using leaked examination papers, copying others’ work or possessing unauthorised electronic devices.

“A cellphone hidden in a pocket is not preparation. A leaked question paper is not intelligence. Copying another learner’s work is not achievement. The National Senior Certificate must remain a qualification that South Africans can trust because it is earned honestly,” she said.

The pledge-signing ceremony took place at public schools across all nine provinces.

Independent schools whose learners write the state NSC examinations were also encouraged to participate.

Gwarube urged learners experiencing anxiety or difficulties with their preparations to seek support from their teachers and schools rather than resort to examination irregularities.

“Impilo ayakhiwa ngobuqhetseba. Yakhiwa ngokusebenza nzima, ngokuzimisela nangentembeko,” she said, meaning that life is not built through dishonesty, but through hard work, determination and integrity.

The Department of Basic Education reiterated that cheating, collusion, possession of unauthorised materials or electronic devices, impersonation, disruption and other examination irregularities would not be tolerated.

Learners were also urged to report suspected wrongdoing through the appropriate channels.

“Any information about an examination question paper that has not yet been written must immediately be reported to the relevant teacher or school principal,” the department said.

Deputy Basic Education Minister Reginah Mhaule joined Gauteng Education MEC Matome Chiloane Maile at Riverside High School, where they signed the pledge alongside Grade 12 learners.

Mhaule said the pledge represented more than a commitment to follow examination rules, describing it as a promise of personal accountability and academic integrity.

“Today, our learners are making a commitment not only to the examination system, but to themselves and the futures they are working to build,” she said.

“The true value of the National Senior Certificate lies in the knowledge, discipline and integrity behind every result. We want every learner to succeed, but that success must be earned honestly.”

The department said the initiative formed part of preparations to ensure learners understood examination rules and procedures before the start of the NSC examinations.

It added that protecting the credibility of the examinations was a shared responsibility involving teachers, invigilators, examination officials, parents and communities.

In KwaZulu-Natal, Education MEC Sipho Hlomuka presided over the provincial NSC Examination Pledge Signing and Prayer Ceremony at Vukuzakhe High School in uMlazi on Friday.

Hosted by the uMlazi District on behalf of the province, the ceremony saw learners commit to writing their examinations honestly and earning their results through hard work.

“The journey to secure the future of the Class of 2026 begins,” the KwaZulu-Natal Department of Education said.

Hlomuka urged matriculants to uphold honesty, discipline and integrity, while calling on parents, teachers and communities to support learners during the examination period.

The provincial ceremony also encouraged high schools across KwaZulu-Natal to hold their own pledge-signing activities to reinforce a collective commitment to fair and credible examinations.

Education departments have urged candidates to remain focused, follow examination rules and ensure their results reflect their own knowledge and effort.

“You have worked for this moment. Trust yourselves. Trust your preparation. Trust the work you have put in throughout the year. When you enter that examination room, enter with your preparation, your knowledge and your integrity. Nothing more is required,” Gwarube said.

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President Cyril Ramaphosa has urged the Class of 2026 to approach their matric examinations with honesty and discipline, warning that cheating or involvement in stolen examination papers could jeopardise their futures.

Addressing 2,174 Grade 12 learners from 13 schools at the National Pledge Signing Ceremony at the Bluegumbosch Community Multipurpose Centre in Phuthaditjhaba, Free State, on Friday, Ramaphosa described the National Senior Certificate (NSC) as a passport to further education and employment.

“Your matric certificate is a record that shows that you’ve got a passport. You’ve got a free pass that takes you anywhere you want to go,” he said.

The ceremony took place four days before the examinations begin on 13 October. Ramaphosa urged learners to recognise the significance of completing 12 years of schooling and the opportunities that could follow.

“Writing your matric examination in the coming weeks is not only a milestone, it’s one of the biggest achievements that you will ever have,” he said.

He acknowledged the sacrifices made by learners, their families and teachers, urging candidates to remain focused during their final preparations.

Ramaphosa encouraged learners to aim for distinctions, saying consistent effort and discipline were essential to achieving good results.

“The more effort you put in, the more you will get better results. The more effort you put in, the more you will get distinctions,” he said.

He acknowledged that some candidates had faced difficult family circumstances and challenges in the classroom, but urged them not to allow these obstacles to determine their futures.

He also encouraged learners struggling with their studies to seek assistance from their teachers and spend more time revising.

“You must aim to know your subject the fullest. Go and revise more and more,” he said.

Ramaphosa issued a stern warning against examination misconduct, telling learners to reject offers of stolen question papers and avoid anyone attempting to involve them in cheating.

He referred to cases in the previous examination cycle in which learners had obtained and distributed stolen matric examination papers, warning that those found guilty could be barred from obtaining the qualification and potentially face arrest.

“If other people come to you with stolen exam papers, you must never even get close to them,” he said.

“You will never get your matric certificate. And you could even be arrested. And you don’t want to start your life with a bad record like that.”

He urged candidates to trust their preparation rather than take shortcuts that could undermine their achievements.

The President also signed the National Pledge alongside the learners, reinforcing the commitment to honesty and integrity during the examination period.

The Department of Basic Education designated 9 October as the national day for Grade 12 learners to sign the pledge, review examination rules and commit to writing their examinations without cheating.

Ramaphosa challenged the Free State Class of 2026 to help restore the province to the top position in the national matric results, drawing on its history of strong academic performance.

“As a Free State student, you belong in the No. 1 spot. Whether they like it or not, that’s where you belong,” he said.

The Free State Department of Education said preparations were in place for the October/November 2026 NSC examinations, with 48,141 candidates expected to write at 409 examination centres across the province.

The candidates comprise 39,352 full-time and 8,789 part-time learners.

The examinations will begin on 13 October and end on 25 November. Rewrites of Computer Applications Technology Paper 1 and Information Technology Paper 1 are scheduled for 26 November at 09:00.

The department said it had finalised arrangements for examination centres, candidate registration, invigilators, monitors, secure storage and transportation of question papers, as well as marking.

High-risk centres have been identified for additional monitoring to ensure compliance with examination policies, proper invigilation and the reporting of irregularities.

Security measures include regular inspections of provincial and district storage facilities, functional alarms, double-locking systems, safes and secure, documented transportation of question papers.

Preparations for marking include the appointment of centre managers, monitors and markers. Contingency measures have also been put in place to address possible electricity and water disruptions.

“We are fully ready to deliver a credible, secure and fair examination,” the department said.

“Our 48,141 candidates have worked hard for 12 years – our duty is to give them a safe, dignified and honest environment to write. There will be no tolerance for any irregularity or security breach.”

Free State Education MEC Dr Mamikie Maboya expressed confidence in the candidates, saying she expected them to make the country proud.

“Free State will once again make South Africa proud,” she said.

The Minister of Basic Education is scheduled to announce the national matric results on 11 January 2027, followed by Maboya’s provincial announcement on 12 January. The provincial well-done function is scheduled for 15 January 2027.

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Umalusi says approximately 1.08 million candidates have registered for the 2026 year-end national examinations, with the National Senior Certificate (NSC) accounting for the largest share at 989,141 candidates.

Umalusi chief executive officer (CEO) Dr Mafu Rakometsi said the candidates would write their examinations at 9,183 centres across four assessment bodies.

“All the centres have been profiled according to their risk levels from low, medium and high-risk centres. Resident monitors will be deployed to high-risk centres, supported by regular Umalusi monitoring,” he said.

Rakometsi was briefing the media on Thursday on Umalusi’s state of readiness ahead of the start of the matric examinations next week at the Thuto-Mfundo Building in Pretoria.

The matric examinations will run from October 13 to November 26, 2026.

He said Umalusi had confirmed the readiness of the Department of Basic Education (DBE), Department of Higher Education and Training (DHET), Independent Examinations Board (IEB) and South African Comprehensive Assessment Institute (SACAI) to conduct and administer the 2026 national examinations.

Umalusi itself, he said, was ready to quality assure the examination system during and after the examination period.

“Umalusi conducted its state-of-readiness audit from 24 August to 30 September 2026,” Rakometsi said.

The audit covered candidate registration, staffing at examination and marking centres, external moderation of internal assessments and question papers, security measures for the printing, packaging, storage and distribution of question papers, mark-capturing systems and structures for managing examination irregularities.

Umalusi externally moderated and approved 283 subject question papers across three qualifications and four assessment bodies, confirming their validity, fairness and reliability.

This included 151 NSC papers, 118 DHET papers and 40 General Education and Training Certificate: Adult Basic Education and Training (GETC: ABET) papers.

Rakometsi said although the DBE had reported marker shortages in Afrikaans Home Language, English Home Language and History, Umalusi was confident that the department’s plan to start marking early and phase the process would mitigate the risk.

He said the DHET was expected to finalise its marker appointments later this month, with Umalusi set to pronounce on the department’s marking capacity by October 19.

However, Umalusi raised concerns about recurring irregularities involving Integrated Summative Assessment Tasks (ISAT), Practical Assessment Tasks (PAT) and Internal Continuous Assessments (ICASS) at DHET colleges.

Rakometsi said Umalusi had repeatedly advised the DHET that the successful implementation of ISAT and PAT required comprehensive planning, adequate resources and facilities, and appropriate scheduling.

“Although Umalusi remains seriously concerned about these recurring irregularities, little progress appears to have been made,” he said.

He also expressed concern over the practice of teachers and principals preventing registered candidates from writing examinations in particular subjects.

“As previously stated, this unlawful practice is driven by an attempt to improve examination results,” he said.

Despite these concerns, Rakometsi said they were not systemic and did not threaten the overall credibility or integrity of the 2026 examinations.

“On the evidence presented, Umalusi is satisfied that the system is broadly ready to conduct, administer and manage the 2026 year-end national examinations, which will involve approximately 1.08 million candidates at 9,183 examination centres,” he said.

“Where concerns remain, corrective measures are being implemented by assessment bodies and closely monitored by Umalusi.”

Elections pose disruption risk

Rakometsi said the examination timetable had been amended to accommodate the local government elections on November 4, as was the case in 2021.

Umalusi has previously identified political activities and community protests as potential disruptions to examinations.

“Because the local government elections on 4 November coincide with the examination period, related political activities may affect examination operations,” he said.

“Umalusi therefore urges all stakeholders, including political and community leaders, principals, teachers, parents, etcetera, to minimise the disruption caused by political activities, especially in the vicinity of schools serving as examination centres.”

Rakometsi said Umalusi’s executive committee would announce its decision on the release of candidates’ results at a media briefing on January 8, 2027.

Umalusi will issue certificates of achievement to successful candidates within three months of the executive committee’s approval, subject to the timely submission of certification data by assessment bodies.

2025 exam paper breach

Rakometsi also confirmed that Umalusi had received the final report of the National Investigative Task Team (NITT), established by Basic Education Minister Siviwe Gwarube to investigate the breach involving the 2025 NSC Mathematics Papers 1 and 2, Physical Sciences Papers 1 and 2, and English Home Language Papers 1 to 3.

He said the investigation found that, of the 600,000 candidates who wrote the three subjects nationwide, the breach was limited to 40 Pretoria-based candidates.

“The DBE’s disciplinary processes are underway in accordance with relevant policies,” he said.

Rakometsi also noted that 2026 marks Umalusi’s 25th anniversary, which will be commemorated with a public lecture in Pretoria on December 4.

He wished the Class of 2026 strength and determination as they enter the final stage of their schooling.

He urged candidates to approach the examinations with confidence, discipline and integrity.

“This is the final stage of an important journey, and the country wishes you every success,” he said.

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A Free State teacher from Letlotlo Naledi Primary School, Mpho Anatjie Mosala, has been named South Africa’s National Best Teacher at the 26th National Teaching Awards.

Mosala was recognised for her commitment to literacy and supporting learners beyond the classroom.

She was among more than 133 teachers who participated in the national adjudication process before being recognised at the awards ceremony hosted by the Department of Basic Education (DBE) at the Birchwood Hotel and OR Tambo Conference Centre in Benoni, Gauteng, on Thursday.

The National Teaching Awards are the department’s flagship platform for recognising educators whose dedication, innovation and leadership contribute to teaching and learning across the country.

This year’s awards were held under the theme, “Uniting for Excellence: Elevating Achievement, Empowering Educators to Shape South Africa’s Future.”

Speaking about her achievement, Mosala said her approach to teaching extended beyond the classroom, with a particular focus on understanding learners’ backgrounds and strengthening literacy from an early age.

“I’m a teacher that believes in supporting learners beyond the classroom and also understanding the background of my learners,” Mosala said.

“Most importantly, I am a language teacher. I believe in making sure that my learners know how to read for comprehension, and I also encourage early literacy in schools, neighbouring schools and in ECDs.”

Teachers from across the country were also recognised in categories covering school leadership, inclusive education, mathematics, science, Grade R teaching, primary and secondary school teaching and technology-enhanced learning.

The awards also recognised teachers whose work demonstrates the importance of strong foundations in literacy, numeracy and learner development.

In the Excellence in Secondary School Teaching category, Samukelisiwe Melody Msibi from Phendukani Full Service High School in KwaZulu-Natal took first position. Nokuthula Claudia Zulu from Prudens Secondary School in Gauteng was second, while Zininzi Ncwama from Monchusi Secondary School in North West took third.

In Excellence in Teaching Mathematics (GET), Fulufhedzani Zwivhuya Mulaudzi from Danel Mubvu Primary School in Limpopo took first position, followed by Winnie Sithembiso Mashabz from Laerskool Mooifontein in Gauteng and Thabo Ivirn Mazibuko from Makause Combined School in Mpumalanga.

Abiud Prosper Baloyi from Mungwazeni Secondary School in Limpopo was named the top teacher in Excellence in Teaching Physical Science (FET). S’nenhlanhla Nicholus Sibutha from Elangwane Secondary School in Mpumalanga took second position, followed by Sabata Benjamin Hlohlolo from Senakangwedi Secondary School in Mpumalanga.

Hortense Frances Stegmann from Welgemoed Primary School in the Western Cape took first position in Excellence in Technology-Enhanced Teaching and Learning.

Ridwaan Saith from Dr Yusuf Dadoo Primary School in Gauteng was second, while Emanuel Sampodi Tonga from Sihakwaneng Primary School in Mpumalanga took third.

In Excellence in Life Skills (Grade 1-6), Vusi Christopher Maseko from Hlanguphala Primary School in Mpumalanga took first position. Matabane Laura Mmutle from Thabanapitsi Primary School in Limpopo was second, while Mpho Molatlhwa from Pitso Tolo Primary School in North West took third.

Other educators recognised included Duduzile Constance Nkuna of Sekampaneng Primary School in Gauteng, who received the Kader Asmal Lifetime Achievement Award.

Mosimanegape Webster Moepi of Rayogana Primary School in North West received the award for Excellence in Primary School Leadership, while Mthobi Ian Fihla of Phakamisani Primary School in the Western Cape was recognised for Excellence in Inclusive Education Leadership.

Hendrik Jacobus Küchelhoffer of Hoërskool Trio High School in the Free State was recognised for Excellence in Secondary School Leadership.

In Excellence in Grade R Teaching, Danielle Sherilyn Bosch of Koos Sadie Primary School in the Western Cape took the award, while Xolile Gladness Mazibuko of Sipheni Primary School in KwaZulu-Natal was recognised for Excellence in Primary School Teaching.

Toetso Evidance Mmako of Molamo Primary School in Limpopo received the award for Excellence in Teaching Natural Science (GET), while Tshepang Confidence Olifant of Pholoho Special School in the Free State was recognised for Excellence in Inclusive Education Teaching.

Among the highlights of the awards was the Minister’s Special Award, which recognised Grade 6 and 7 teacher Paulos Emmanuel Mthimunye from Khulufunde Primary School in Buhlebesizwe, KwaMhlanga.

Mthimunye was nominated by one of his Grade 7 learners, Appreciate Jiyane, for his contribution and the positive and lasting impact he has had on his learners.

Mthimunye received R20,000, while Jiyane received R15,000.

Delivering the keynote address, Basic Education Minister Siviwe Gwarube said the National Teaching Awards provided an opportunity for the country to recognise educators who give the education system its “human face and its soul”.

“These Awards are an opportunity for the country to pause and recognise the people who give our education system its human face and its soul,” Gwarube said.

She said teachers played a crucial role in helping young people understand their potential, regardless of the circumstances in which they were born.

Gwarube used the example of two hypothetical 10-year-olds, Lindiwe and Nelson, to illustrate inequalities that can emerge before children enter formal schooling.

While Lindiwe had access to early childhood development, reading and other learning opportunities from an early age, Nelson grew up without access to an ECD centre and with limited opportunities to develop literacy and numeracy foundations.

Gwarube said the difference was not about ability, but about the foundations children received.

“The reality is that the majority of South African children are Nelsons and not Lindiwes and that is the great injustice that we, in the basic education sector, must work incredibly hard to correct,” she said.

She said the department’s focus on Strong Foundations for Strong Futures was aimed at addressing these inequalities through early childhood development, Grade R, Foundation Phase literacy and numeracy, teacher development, school safety, inclusion and improved governance.

Gwarube said more than 13,300 ECD centres had been registered over the past year against a target of 10,000, while about 1.2 million children were accessing registered ECD programmes.

The subsidy rate had also increased from R17 to R24 per funded child per day, while the department was implementing an ECD Nutrition Pilot in the Eastern Cape.

She said a R496 million fund had also been established to create ECD spaces in KwaZulu-Natal, Limpopo and the Eastern Cape.

Gwarube said 10,000 Foundation Phase teachers were receiving targeted training in literacy and numeracy this year, while the department was strengthening the National Reading Literacy Strategy.

She also said the department was reviewing the Post Provisioning Norms, which determine how teachers are allocated to schools.

“We want to have more teachers in the Foundation Phase, we want them to be better trained and to be highly skilled,” Gwarube said.

She highlighted the department’s support for Mother Tongue-Based Bilingual Education, saying language could play an important role in improving learning outcomes.

Gwarube also addressed the administrative burden placed on teachers, saying the department was finalising a circular aimed at reducing unnecessary administrative requirements.

“Teachers are not data capturers. Teachers must teach,” she said.

At the same time, Gwarube warned that teachers had a responsibility to protect learners and the teaching profession from abuse.

She said 40 teachers had been found guilty of sexual offences by the South African Council for Educators since January 2026, while fewer than 35% of teachers had submitted themselves for vetting against the National Register for Sex Offenders.

“All teachers must be vetted,” she said.

Gwarube also urged the sector to look beyond matric results when assessing the quality of the education system, saying foundational literacy, numeracy, learner retention and access to subjects such as Mathematics and Physical Sciences were equally important measures.

She said the National Teaching Awards should not only recognise individual excellence but also help spread successful teaching practices across the education system.

“These awards must connect recognition with system improvement,” Gwarube said.

“The purpose of these awards should therefore extend beyond today. An outstanding teacher should become a source of professional knowledge for other teachers. Excellence should travel, knowledge should travel.”

Gwarube thanked the country’s 485,000 educators for their contribution to South Africa’s education system.

She reflected on her own grandmother, who was a teacher, and described teachers as being like candles that consume themselves to light the way for others.

“To all 485,000 teachers, I want to say, on behalf of the people of South Africa, thank you,” Gwarube said.

“Thank you for your professionalism, for your courage and for the sacrifices you make for our learners.

“Thank you for building an education system capable of preparing South African children for the country they will inherit.”

She reminded teachers that while the awards ceremony was a moment to celebrate excellence, their work would continue when they returned to their classrooms.

“Teachers, on Monday, you will return to your schools and the work of building South Africa’s future will continue,” Gwarube said.

“But today, you must celebrate.”

She ended by calling for the work recognised at the National Teaching Awards to extend beyond the ceremony and contribute to stronger foundations for South Africa’s learners.

“May you continue to inspire the profession. May the work recognised today travel far beyond this room. And may our collective efforts continue to build an education system founded on strong foundations of learning,” she said.

“Strong foundations create strong futures.”

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Higher Education and Training Minister Buti Manamela has urged young people to turn their passions for music, fashion, dance, culinary arts and poetry into careers, saying the creative and heritage sectors offer opportunities beyond traditional professions.

Speaking at the launch of the fourth Heritage Careers Expo at ORBIT TVET College’s Mankwe Campus in the North West on Tuesday, Manamela said young people should view their cultural interests as potential careers rather than hobbies.

The expo, held under the theme “Heritage to Wealth: Turning Culture into Careers”, connects learners and students with career, training, employment and entrepreneurship opportunities in South Africa’s cultural, creative and heritage industries.

Manamela said South Africa’s heritage carried both cultural and economic value and that young people needed to be equipped to develop that value through education, skills and enterprise.

“Our responsibility is to help young people develop that value through education, skills and enterprise,” he said.

He encouraged learners to challenge the perception that career success was limited to traditionally prestigious professions, saying passion should be an important consideration when choosing a field of study.

“Your passion can become your profession, and your heritage can become your career,” Manamela said.

He said some young people dropped out of universities and TVET colleges because they had chosen careers they were not passionate about.

“One of the biggest challenges which we have is that kids who drop out of university or TVET colleges may have chosen something that they’re not passionate about,” he said.

Manamela said careers in fashion, music, dance and culinary arts could be pursued through formal education, noting that many professionals in the creative sector had studied their respective fields at universities and other institutions.

He urged learners to use the expo to gather information about these programmes and discuss alternative career choices with their parents.

“When you get home, you must tell your parents that it’s not just actuarial scientists or all of these so-called sophisticated careers, that all careers must be given an opportunity,” he said.

The minister said perceptions of creative careers had also changed, with industries that were once dismissed increasingly providing opportunities for young people.

He urged learners to consider how technology and artificial intelligence could be incorporated into creative careers.

“The world has moved quite a lot since 2019 when we started the Heritage Career Expo. There’s been, in particular, technological advancement,” he said.

Manamela said young people entering creative fields needed to understand and use technology to develop their skills, enhance their knowledge and expand their opportunities.

He said the department wanted to see more young people pursuing careers as chefs, fashion designers, dancers, producers and other professionals linked to heritage and culture.

The minister also used the platform to call on young people to take a stand against gender-based violence and femicide.

With the country approaching the 16 Days of Activism for No Violence Against Women and Children campaign, Manamela urged young people to challenge gender-based violence wherever they found themselves.

“We have to send out the message against gender-based violence and femicide. We have to remain activists against gender-based violence and femicide,” he said.

He called on young people to carry the message into schools, villages, townships, churches and sporting environments, while urging young men to challenge harmful attitudes around masculinity and entitlement.

Manamela also said institutions of higher learning had a responsibility to provide safe environments for students.

“Our country will continue doing its best. Institutions of higher learning, TVET colleges, universities will continue to step up against gender-based violence, so that when you come to universities and TVET colleges next year, you find a safe environment to study at,” he said.

The minister said education institutions had an important role to play in equipping young people with the skills needed to combine heritage, technology, innovation and entrepreneurship.

The Heritage Careers Expo was initiated by Manamela during his tenure as deputy minister of higher education and training to promote careers in the heritage and creative sectors.

The fourth edition brought together school learners, TVET college students, government representatives, education institutions and industry stakeholders, with masterclasses and practical demonstrations forming part of the programme.

Manamela thanked the Sector Education and Training Authorities, particularly CATHSSETA, the North West provincial government, TVET colleges and industry stakeholders for supporting the initiative.

He encouraged learners to leave the expo with practical information about career opportunities and share what they had learnt with others.

“It may not be of use to you, it may be of use to somebody else,” he said.

“Let’s go out, let’s try a skill, let’s ask questions, and leave here with everything, all the information that you need.”

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Deputy Minister of Higher Education and Training Yusuf Cassim has vowed to follow up on thousands of student complaints received through his Helpdesk, after revealing that about 4,429 queries were recorded in July, including 560 NSFAS-related cases.

Cassim made the remarks during a visit to Nelson Mandela University (NMU) in Gqeberha on Friday, where he engaged directly with students about funding, food, transport, connectivity and unpaid work-integrated learning stipends.

The session also focused on student accommodation, non-academic barriers to well-being, SETA support, and restoring NSFAS funding for the Extended Studies programmes.

“A responsive government must be prepared to listen when questions are difficult, go where problems are experienced, distinguish between what it knows and what it still needs to establish, and identify clearly where responsibility sits,” Cassim said.

The visit went ahead despite a disagreement between NMU management and the Deputy Minister’s office over the arrangements and timing of the engagement.

Cassim’s office said the university had initially confirmed and supported the visit before later raising security concerns and asking that it be postponed.

NMU said it had welcomed the proposed visit but raised concerns about the short notice, security risks, the possible mobilisation of thousands of students and the impact on the academic programme.

Despite the disagreement, Cassim proceeded with the visit and met students who had raised concerns through his office.

“This is not a ceremonial visit. I am here because students have raised matters with my Office that require attention,” Cassim said.

The Deputy Minister, an NMU alumnus and former SRC president, said he wanted to hear directly from students and find practical solutions to problems affecting their university experience.

He said the Helpdesk had become an important mechanism for identifying recurring challenges across the higher education sector.

“In July alone, it recorded approximately 4,429 queries, including 560 NSFAS-related queries,” he said.

Cassim said the figures highlighted pressure points in the system, but warned that the Helpdesk should not become a place where students receive reference numbers without substantive assistance.

“It must be a mechanism through which we listen, identify patterns, intervene where necessary and follow cases through to substantive responses,” he said.

He said his office had undertaken similar engagements with students and institutions at Unisa, the Central University of Technology and Tshwane University of Technology.

Cassim said the NMU visit followed the same approach: listening to students, establishing the facts, identifying responsibility and determining what action was required.

Among the main issues raised was NSFAS funding and financial exclusion.

Cassim said his office had previously engaged NSFAS leadership over GAP investigations and the difficulties these cases created for students.

He said the department needed an updated picture of students affected by GAP investigations and cases involving dual registration.

A student submission cited during the engagement indicated that 63 NMU students were affected by GAP matters linked to dual registration, although Cassim said the figure still needed to be verified.

He called for clarity on how many students had been defunded, how many had appealed and how many cases remained unresolved.

He also questioned what happened to students who remained academically active but were financially excluded.

“A referral is not a resolution,” Cassim said.

He said students needed to know who was responsible for their cases, what information was still required and when they could expect a response.

Food insecurity was another concern raised during the engagement.

Cassim referred to a 6 May 2026 communication from the university regarding a proposed alternative Meal Management System under which students could opt out of catered meals and receive their food allowance directly into their bank accounts.

He said the status of the required safety and infrastructure assessment needed to be established, including what remained outstanding and when the model could be implemented.

He also called for immediate assistance for students struggling to access food.

Accommodation and transport were also raised.

Cassim said his office needed to establish the current accommodation gap and what immediate measures were available for students unable to secure accommodation on campus.

He said accommodation and transport could not be viewed separately because students living off campus still needed reliable access to lectures, laboratories and libraries.

The Deputy Minister also raised concerns about connectivity, saying reliable Wi-Fi had become essential to participation in higher education.

He called for an assessment of connectivity gaps both on campus and in accredited off-campus accommodation.

Another matter involved about 50 Medical Laboratory Science students undertaking work-integrated learning through the National Health Laboratory Service.

The students reportedly had not received their WIL stipends since July.

Cassim said his office had engaged the Health and Welfare Sector Education and Training Authority to establish whether the students were correctly captured, whether verification was outstanding and what was required for payments to be processed.

“The student should not carry the consequence of an administrative problem between institutions,” he said.

Student wellbeing was also discussed, with Higher Health participating in the engagement.

Cassim said students’ mental and emotional wellbeing could not be separated from the conditions in which they lived and studied.

He said financial exclusion, food insecurity, accommodation problems, transport difficulties and academic disruption could all affect students.

“Are students able to eat? Do they have a safe place to stay? Can they get to class? Do they have access to funding?” he asked.

Cassim told students he could not guarantee that every matter would be resolved immediately because some cases required verification and formal processes.

However, he said students should not be left moving from one office to another without knowing who was responsible for their cases.

He also addressed the absence of NMU management from the engagement.

Cassim said he had hoped university management would participate because some of the concerns raised by students required the institution’s response.

“I am not here to turn that decision into an institutional dispute or speculate about its reasons,” he said.

“But the absence of one stakeholder does not make the issues raised by students disappear.”

The university disputed the suggestion that it had refused to host the Deputy Minister.

In a statement, NMU said it was first notified of the intended visit on 11 September, seven days before the engagement.

It said management had to reconsider longstanding commitments, including preparations for a scheduled Council meeting, while the programme extended across two campuses and included weekend activities.

The university also pointed to the upcoming SRC election process scheduled for Monday, 21 September, saying the possible mobilisation of large numbers of students had implications for safety, security and the academic programme.

NMU said an internal security assessment had identified concerns that were shared with the Deputy Minister’s security detail.

It said it had proposed either proceeding with the visit under an arrangement that clearly allocated responsibilities and liabilities, or rescheduling it to allow the objectives of the visit to be achieved while managing the identified risks.

The university said it remained committed to constructive engagement with the Department of Higher Education and Training.

Cassim, meanwhile, said his office remained prepared to engage with the university through appropriate institutional channels.

The Deputy Minister is scheduled to continue the engagement at NMU’s George Campus on Saturday.

He said the measure of the visit would be whether students saw progress after the engagement.

“The real measure of this visit will not be how many meetings we hold or speeches we make. It is whether the student sees a change after we leave,” Cassim said.

He said this could mean a student’s question being answered, a funding case being addressed, an accommodation problem being escalated or a WIL stipend matter being progressed.

“The work does not end when we leave this room,” he said.

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Higher Education and Training Minister Buti Manamela has vowed to tighten controls across the post-school education and training sector after Special Investigating Unit (SIU) investigations uncovered alleged corruption, procurement failures and misuse of public funds at institutions including TVET colleges.

Manamela said his department would act on SIU recommendations, including changes to procurement processes, governance, financial controls and oversight.

The department would also monitor how institutions respond to findings and referrals arising from the investigations, including criminal, disciplinary and regulatory processes.

“We must not only investigate what went wrong; we must fix the systems that allowed it to happen,” Manamela said.

He was speaking after receiving a briefing from SIU head Leonard Lekgetho and his team on investigations into allegations of corruption, fraud and maladministration across the post-school education and training sector.

The briefing covered investigations involving the National Student Financial Aid Scheme (NSFAS), National Skills Fund, University of Fort Hare, Vaal University of Technology and the Chemical Industries Education and Training Authority.

The investigations have exposed a range of problems at TVET colleges, including payments for training that allegedly never took place, incomplete projects, irregular procurement and weak monitoring of service providers.

At Ingwe TVET College in the Eastern Cape, the SIU investigated an R187 million project intended to support the turnaround of the college and artisan development in Lusikisiki and Bizana.

The SIU found that service provider Ada Holdings received R132.98 million from the National Skills Fund but allegedly failed to train learners despite receiving payment.

Investigators also found that training facilities were not completed according to the required specifications.

More than R105 million was transferred between companies linked to the service provider, including R52.49 million paid to Artisan Development, R45.03 million to Umbani and R7.39 million to PWC Institute.

The SIU said it was investigating the financial transfers to establish why the money was moved between the companies.

Some lecturers involved in the project also told investigators they had not received certificates for training that was allegedly conducted.

The SIU appointed a quantity surveyor to determine the amount spent on the incomplete buildings and indicated that it could approach the Special Tribunal to recover funds.

In another investigation, the SIU examined a National Skills Fund project involving Rubicon Communications, where about R2.7 million was paid for a training programme. Investigators found that no training had taken place.

At Vaal University of Technology, SIU intervention resulted in the cancellation of a security contract, preventing an estimated R109 million in future expenditure.

The investigations have also resulted in recoveries.

According to the department, more than R2 billion in NSFAS-related funds has been recovered from universities and TVET colleges.

The University of Fort Hare investigation resulted in acknowledgements of debt worth about R5.4 million, while an acknowledgement of debt of about R2.7 million, plus interest and costs, was recorded in the Rubicon Communications matter involving the National Skills Fund.

Repayments in the Rubicon matter are under way.

Manamela said the government could not allow wrongdoing in the sector to continue without consequences.

“Where public resources have been misused, there must be consequences. Where wrongdoing is established, those responsible must be held accountable. Where money can be recovered, it must be recovered and redirected to its intended purpose,” he said.

He said the impact of losses extended beyond the financial cost.

“Behind every rand lost or misused is an opportunity denied to a student,” Manamela said.

“Every skills-development programme that is funded but not delivered robs a young person and our economy of an opportunity.”

Manamela also warned that wrongdoing involving qualifications could damage the credibility of the education system and devalue legitimate qualifications.

“Any qualification improperly or fraudulently obtained undermines the integrity of our education system and devalues the qualifications of those who have worked hard to earn them,” he said.

The department said it would strengthen its monitoring of SIU matters and hold affected accounting authorities, councils and management structures accountable for implementing recommendations.

Manamela stressed that the SIU must be allowed to conduct its investigations independently, while the rights of people affected by ongoing investigations must be respected.

He said people implicated in ongoing investigations should not be treated as having been found guilty before the relevant processes had been completed.

The department said it would continue working with the SIU, law-enforcement agencies and other authorities to pursue corruption cases and implement reforms across the sector.

“Our ultimate objective is to build a PSET system in which public resources are protected, institutions are properly governed, qualifications retain their integrity and students can have confidence that the system is working in their interests,” Manamela said.

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The Gauteng Department of Health has selected 18 young people from disadvantaged communities across the province to study medicine in Cuba through the Nelson Mandela Fidel Castro (NMFC) Medical Training Programme.

The latest cohort, comprising 10 males and eight females, was selected from 2,480 applicants following a competitive recruitment process launched in May 2025.

Among those selected is 20-year-old Zezethu Swelindawo from Cosmo City in Johannesburg, who described the opportunity as a life-changing step towards her dream of becoming a doctor.

The candidates were selected from all five Gauteng districts — Tshwane, Johannesburg, Ekurhuleni, Sedibeng and the West Rand.

Of the 2,480 applications received, 740 candidates met the qualifying criteria and progressed to the next stage. A further 91 were shortlisted based on their academic performance, socio-economic circumstances and potential contribution to the healthcare sector.

The shortlisted candidates came from households with an annual income of R350,000 or less, with preference given to learners from Quintile 1 to 3 schools.

The final selection followed an assessment process that included home visits, interviews and background evaluations.

The department said academic performance was not the only consideration, with candidates also assessed on their commitment to serving their communities and improving healthcare outcomes in South Africa.

The successful candidates will undertake medical studies in Cuba before returning to South Africa for clinical integration at local universities.

They are expected to join the public healthcare system and contribute to improving access to healthcare, particularly in underserved communities where shortages of medical professionals remain a challenge.

The NMFC programme was established through an agreement between former South African president Nelson Mandela and former Cuban president Fidel Castro to help address the shortage of doctors in South Africa, particularly in rural, underserved and previously disadvantaged communities.

The Cuban medical training model places strong emphasis on primary healthcare, disease prevention and health promotion, which the department said aligns with South Africa’s healthcare priorities.

The Gauteng Department of Health said the programme was helping build a pipeline of medical professionals to strengthen primary healthcare and improve service delivery.

To date, 463 Gauteng students have graduated through the programme and are employed at public healthcare facilities across the province.

The department said the graduates were contributing to patient care and service delivery, while the latest cohort would continue the programme’s focus on addressing socio-economic barriers to medical education and the unequal distribution of healthcare professionals.

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The South African Democratic Teachers’ Union (SADTU) in North West has called for urgent action to address learner indiscipline and improve educator safety following an incident in which a learner allegedly insulted and verbally abused a teacher at Batlapaneng Secondary School in Dr Ruth Segomotsi Mompati district.

The incident, which occurred on Tuesday, has renewed concerns about what the union described as escalating learner indiscipline, including verbal abuse, threats, intimidation and physical attacks against educators.

SADTU North West said it was deeply concerned by the incident and warned that teachers could not be expected to work effectively in environments where their safety and dignity were compromised.

“An educator cannot be expected to perform their professional responsibilities effectively while being subjected to threats, insults, intimidation or violence,” the union said.

It said educator safety was a fundamental condition for quality teaching and learning and called for decisive action against serious learner misconduct.

“Violence against educators must never be normalised or treated as merely a disciplinary matter,” SADTU said, adding that law enforcement should be involved where conduct amounted to a criminal offence.

The union called on the North West Department of Education and the provincial education MEC to strengthen school safety and learner-discipline measures, including the implementation of clear consequences for serious misconduct.

It also called for immediate intervention when educators are threatened, intimidated or physically attacked, as well as greater support for principals and School Governing Bodies dealing with serious disciplinary cases.

SADTU said schools, parents, the department, the South African Police Service and other stakeholders needed to work more closely to address safety and discipline challenges.

It further called for appropriate psychosocial and professional support for educators who experience violence or trauma in the workplace.

The union wants the department to regularly monitor schools where serious disciplinary and safety problems have been identified.

It also raised concerns about parental responsibility, saying parents and guardians should support reasonable disciplinary measures and should not threaten or intimidate educators.

SADTU called for a comprehensive review of measures to prevent weapons, drugs and other dangerous substances from entering school premises.

The union stressed, however, that stronger discipline should not come at the expense of learners’ rights.

“SADTU does not advocate for the violation of learners’ rights. Learners have rights, but rights come with responsibilities,” it said.

“The protection of learners cannot be interpreted in a manner that leaves educators exposed to abuse, intimidation or violence.”

The union said a balanced approach was needed to protect learners, educators, principals and support staff.

SADTU also linked learner indiscipline to broader challenges in the education system, including overcrowding, social problems, substance abuse, inadequate psychosocial services and mounting pressure on educators.

It said these challenges could not be addressed by teachers alone and required a broader societal response.

Parents, it said, had an important role in reinforcing respect, responsibility and acceptable behaviour among learners.

At the same time, SADTU said educators must uphold professional standards and exercise their authority responsibly.

The union said it remained committed to protecting educators while advocating for a public education system that was safe, disciplined and conducive to teaching and learning.

“Teaching cannot be an attractive and respected profession when educators are expected to work in unsafe environments,” SADTU said.

“An attack on an educator is not only an attack on an individual, it is an attack on the teaching profession and the right of every learner to quality education.”

SADTU North West called on the provincial Department of Education to move beyond statements of concern and implement concrete measures to address learner indiscipline and school safety.

“The time has come to move beyond statements of concern towards concrete interventions that restore discipline, protect educators and reclaim schools as safe spaces for teaching and learning,” the union said.

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More than 40,000 students at 76 higher education institutions were improperly funded by the National Student Financial Aid Scheme (NSFAS), at a cost of approximately R5.1 billion, with more than R2 billion recovered so far, Public Protector Advocate Kholeka Gcaleka said on Tuesday.

The figures form part of an investigation by the Public Protector into systemic maladministration at NSFAS, which found that failures in the student financial aid system went beyond administrative shortcomings and caused direct and foreseeable harm to students.

Gcaleka made the findings while briefing the media in Pretoria on the progress of her systemic investigation into alleged maladministration at NSFAS.

She said information presented by the Special Investigating Unit (SIU) to Parliament’s Standing Committee on Public Accounts was among the developments that raised concerns about NSFAS and contributed to the investigation.

The investigation found that allegations of systemic deficiencies in the administration, governance, funding, coordination and oversight of student financial aid were substantiated.

Gcaleka said students had experienced recurring delays in funding decisions, appeal outcomes and allowance payments, with the consequences extending beyond inconvenience.

“These delays caused direct and foreseeable prejudice, including food insecurity, accommodation instability and exposure to unsafe living conditions,” she said.

The investigation found that the problems affecting students were not isolated incidents but reflected recurring failures across the higher education sector.

The Public Protector said the investigation began after complaints against NSFAS concerning administrative deficiencies affecting students’ access to financial aid and, consequently, higher education.

However, as the investigation progressed, the office identified broader systemic challenges, including inadequate access to tuition funding, inefficiencies in existing funding mechanisms, delays in allowance payments and problems with the administration of funding criteria.

“The recurrence and consistency of these concerns strongly suggested the existence of systemic rather than isolated administrative deficiencies,” Gcaleka said.

The investigation also found persistent instability at NSFAS, which the Public Protector said had weakened the entity’s ability to fulfil its statutory mandate effectively.

The office pointed to leadership and governance disruptions dating back several years, including the suspension and termination of former CEO Andile Nongogo in 2023, the dissolution of the NSFAS board in 2024 and renewed governance difficulties after a new board was appointed in 2025.

NSFAS has also been placed under administration three times in the past eight years — in 2018, 2024 and 2026.

The Public Protector said independent reviews, including a 2021 Ministerial Committee of Inquiry, had found that NSFAS had operated in a “near-permanent state of crisis”.

Gcaleka said the instability had contributed to repeated failures in the administration of student funding.

“The evidence gathered depicts NSFAS as an institution affected by persistent governance instability, administrative weakness and inadequate systems,” she said.

Higher Education and Training Minister Buti Manamela welcomed the Public Protector’s report, saying its findings were consistent with longstanding concerns about NSFAS.

“The issues identified in the report are not new. They are among the longstanding governance, administrative and operational challenges at NSFAS that have been a matter of concern to the Minister,” Manamela said.

He said these challenges had contributed to his decision to place NSFAS under administration.

The investigation found that students continued to face delays in funding confirmations, allowance payments and appeals.

The Public Protector also raised concerns about NSFAS’s ability to assist students when they sought help.

NSFAS reported that it was unable to resolve 80% of queries received through its contact centre without escalating them to internal units.

The Public Protector found that the entity’s limited accessibility and ineffective query-resolution arrangements undermined students’ ability to obtain assistance on matters directly affecting their access to higher education.

Gcaleka said NSFAS’s limited accessibility had affected its ability to provide students with effective assistance.

“The inability to establish accessible and responsive administrative mechanisms capable of providing students with effective assistance in relation to matters that directly affect their constitutional right to further education, is in conflict with section 195(1)(e) and (g) of the Constitution,” she said.

The investigation further found that delays in eligibility verification were linked to NSFAS’s reliance on third-party data sources and weak interfaces with institutions and state entities such as Home Affairs, SASSA and SARS.

These weaknesses contributed to delays in funding determinations and resolving eligibility disputes.

Mid-year defunding and funding reversals were also found to have caused serious disruption to students who had already enrolled and started their studies.

The Public Protector said such decisions exposed students to severe financial, academic and personal prejudice, particularly where funding was withdrawn after the academic year had begun.

The investigation found that NSFAS needed to address eligibility verification delays and ensure that students received timely decisions, adequate notice and an opportunity to respond before adverse funding decisions were implemented.

Appeal backlogs added to the problem, with students left unable to secure support while waiting for their cases to be resolved.

The investigation also criticised the pace at which government had implemented recommendations contained in the 2022 Ministerial Task Team report on student funding.

The Public Protector found that three years after the report was tabled before Cabinet, limited progress had been made in converting its recommendations into an operational and coherent funding reform programme.

“Three years after the report was tabled to Cabinet, the evidence indicates limited progress in converting the recommendations into an operational and coherent funding reform programme,” Gcaleka said.

The so-called “missing middle” was among the unresolved issues.

The Department of Higher Education and Training (DHET) reported that NSFAS had been capitalised with R3 billion over a three-year cycle from 2024 to 2027 to support students in this category.

However, despite receiving 43,261 applications from students eligible for the funding, NSFAS could not roll it out because it needed to procure a new loan system.

The Public Protector also found that recommendations on funding postgraduate studies had not been implemented.

Gcaleka said the collective conduct of NSFAS and DHET impaired the practical realisation of the constitutional right to further education and constituted maladministration.

Manamela said the findings were consistent with concerns raised in a report he received earlier this month from NSFAS Administrator Professor Hlengani Mathebula, which identified a range of challenges requiring urgent intervention.

He said his concerns about NSFAS had also intensified after a March meeting with the Auditor-General of South Africa over the scheme’s financial management and governance.

The Auditor-General had issued NSFAS with a disclaimer of opinion, with Manamela saying its accounting records and supporting evidence were so inadequate that the AGSA could not determine whether the financial statements were reliable.

“Measures to remedy the situation will continue to be explored,” Manamela said.

He said the administration of NSFAS formed part of a broader effort to restore stability, strengthen systems and ensure the scheme could fulfil its mandate.

The investigation is now at the stage where affected and implicated parties have an opportunity to respond to the Public Protector’s notice before the findings and proposed remedial action are finalised.

The parties have 60 calendar days from receipt of the notice to submit written representations, including any records, information or evidence they want the Public Protector to consider.

Gcaleka cautioned that the findings contained in the notice are not yet final and may change after the affected parties have made their representations.

The Public Protector has proposed several remedial measures, including requiring NSFAS to clear appeal backlogs, strengthen financial controls and improve its systems for processing funding decisions.

NSFAS would also be required to identify officials or former officials responsible for governance breaches, maladministration and control failures that caused prejudice to students, with consequence management to follow where warranted.

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Higher Education and Training Minister Buti Manamela has called on businesses to open their workplaces to technical and vocational education and training (TVET) students, saying stronger industry partnerships are essential to improving graduates’ employment prospects.

Manamela made the call on Thursday while officially launching TVET Month 2026 at Esayidi TVET College in KwaZulu-Natal, where he highlighted work-integrated learning as a key component of efforts to strengthen the country’s skills pipeline.

The launch, held under the theme “TVET: The Inclusive Home of Occupational Excellence, Driving the Skills Revolution”, brought together Grade 9 to 12 learners, TVET students and alumni, government representatives, industry partners and community members.

Manamela said government could not bridge the gap between skills training and employment on its own and urged companies to treat workplaces as places of learning.

“Our focus is to make sure that students spend some time … in the classroom, you spend some time in the workshop, you also spend some time in a workplace,” Manamela said.

He said South Africa could learn from countries with established dual training systems, but these systems worked because industry played an active role in training students.

“We cannot alone as government resolve the connection between skills and training,” he said.

“But all of those countries work because industry opened their doors, and the workplace is also seen as a learning place.”

Manamela called on businesses across sectors to take in students for workplace-based learning.

“If you’re running a farm, get students who are doing agricultural work. If you’re running a hair salon, get a student who’s doing hairdressing and beauty,” he said.

“So we really want to call on you as industry to adopt students and ensure that those students are placed in the workplace.”

The minister said the department was working with organisations such as the Department of Health and private-sector providers to create practical training opportunities for TVET students.

He also pointed to improvements in TVET college infrastructure and the quality of lecturers, saying students needed exposure to modern equipment and real-world industry practices.

“We have improved the infrastructure in our TVET colleges. We have the machinery that any child in many of our TVET colleges, any child anywhere in the world, be it in the continent,” Manamela said.

He said lecturers were increasingly being exposed to industry to ensure that training was informed by practical experience.

“There’s now emphasis on the fact that our lecturers need to have exposure to industry so that they don’t teach people mechanical engineering when they themselves have not seen the engine of a car,” he said.

Manamela said government was seeking to position TVET colleges as institutions of choice for young people considering further education, employment and entrepreneurship.

He encouraged learners to visit TVET campuses, speak to lecturers and students, and see the workshops and equipment available before making decisions about their futures.

“Universities are important institutions but TVET colleges are equally important institutions that I want to encourage you to experience,” he said.

The minister also urged Grade 12 learners to apply early for further education and financial aid rather than waiting until they received their matric results.

“It’s August already and I’m sure you have been at work preparing for your matric examination. I want to wish you all the best. But I also want to encourage you to apply now,” Manamela said.

He warned that learners who waited until after receiving their results could find themselves without a place at a university or TVET college, or without funding.

“We’ve seen many instances where students pass their matric with flying colours, get surprised by the number of distinctions that you have accumulated for that year, you get shocked by your success, you haven’t applied for university, you haven’t applied for NSFAS, you haven’t applied to a TVET college for next year,” he said.

“And so I want to encourage you to apply now and secure your space in these institutions now.”

Manamela said TVET colleges also provided opportunities for students interested in entrepreneurship, pointing to Esayidi’s Maker’s Space as an example of initiatives encouraging students to pursue entrepreneurial ventures.

He said many students could study at TVET colleges without paying tuition fees through funding from the National Student Financial Aid Scheme (NSFAS), Sector Education and Training Authorities, colleges and other state entities.

“Most students who are studying at our TVET colleges are studying for free,” he said.

He added that students pursuing occupational trades could also receive stipends while undergoing their training.

Manamela said TVET graduates had strong employment prospects, particularly after completing work-integrated learning.

“A good proportion of TVET college graduates get employment almost immediately after completing, especially their work-integrated learning,” he said.

Manamela said TVET colleges offered learners an opportunity to combine classroom theory, practical training and workplace experience.

“We don’t only show you the picture of a car and tell you how it was made. We also allow you into the workshop to touch and feel the gearbox, to touch and feel whatever else that’s in the car,” he said.

He acknowledged that the TVET system still faced challenges but said its record of producing artisans and other skilled workers showed that it remained an important part of South Africa’s education and training system.

“It’s not yet a system that is perfect. It’s not a system that we want it to be where it should be,” he said.

“But if it’s a system that has produced the many artisans who’ve been absorbed into industry, it therefore means that it is a system which you can rely on.”

The department said TVET Month would include activities aimed at exposing school learners to TVET colleges, their programmes, workshops, lecturers, students and industry opportunities.

South Africa has 50 TVET colleges and more than 350 campuses across the country, offering training in fields including engineering, agriculture, ICT, plumbing, electrical work and other occupational programmes.

Manamela said the month-long campaign was intended to strengthen the profile of TVET colleges and encourage young people to consider them alongside universities when planning their futures.

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Higher Education Minister Buti Manamela has warned that the National Student Financial Aid Scheme (NSFAS) is facing an estimated R15 billion funding shortfall, saying the growing gap threatens the sustainability of South Africa’s fee-free higher education policy.

Briefing Parliament’s Portfolio Committee on Higher Education on Wednesday on progress in stabilising NSFAS under administration, Manamela said the shortfall had grown from about R2.5 billion in 2018 to R13.5 billion last year and was now estimated at about R15 billion.

“The most significant and I think unresolved issue remains the financial position at the NSFAS,” Manamela said.

He said the funding crisis was largely driven by growing demand for higher education, while the NSFAS allocation was effectively fixed through the Medium-Term Expenditure Framework and did not automatically increase with the number of students qualifying for funding.

“We have a policy to provide free education on the one hand. On the other hand, we have an allocation that is almost set in stone in the medium-term expenditure framework and in the budget for a cycle,” he said.

Manamela said the number of learners progressing from Grade 12 into higher education was increasing, putting further pressure on the student funding system.

He said government needed to confront whether it was prepared to provide the resources required to sustain fee-free higher education.

“We have made a commitment to South Africans that we will provide fee-free higher education, and we have to go and find the money,” he said.

“And if we don’t have that money from the national fiscus or from wherever, we need to rethink our approach towards a fee-free higher education.”

Manamela said the issue could not be treated as a problem belonging only to NSFAS or the Higher Education Department, but required a broader government response.

He said government was already discussing the matter with Finance Minister Enoch Godongwana, while policy proposals were also being developed.

The minister also raised concerns about the current state of NSFAS, which has been under administration since May.

He said the administrator’s initial stabilisation plan had correctly identified systemic weaknesses, including governance, financial controls, data, information and communications technology, audit remediation, accommodation, appeals and stakeholder confidence.

However, Manamela cautioned that the plan should not itself be regarded as evidence that NSFAS had been stabilised.

“Our preliminary assessment as the department is that the plan remains stronger at the level of strategic commitment than at implementation level,” he said.

He said the plan required clearer baselines, costed interventions and measurable milestones, as well as a clear framework for determining when the administrator would be able to exit.

“The test is whether NSFAS is measurably moving from instability towards reliable performance,” Manamela said.

The minister said the administrator had inherited serious structural weaknesses, including unreliable data systems, problems reconciling billing and registration records, accommodation payment challenges and defects in the appeals system.

He said historical reconciliation failures had also affected students’ ability in some cases to clear their accounts, obtain certificates and progress with further studies or employment.

Manamela identified student accommodation as the biggest immediate challenge facing NSFAS.

He said tens of thousands of students were currently recorded as being in non-accredited accommodation and stressed that students should not be punished for structural shortages.

“It is important that we send the message that students should not be penalised or punished for structural shortages,” he said.

“Temporary exceptions cannot become a permanent substitute for minimum safety, for quality and financial control standards.”

He said NSFAS needed a reliable accreditation and deviation database, stronger verification and payment controls, and systems to ensure legitimate accommodation providers were paid on time while students were protected from eviction caused by administrative failures.

Manamela also highlighted the so-called “missing middle” funding gap, saying NSFAS had received about 53,000 applications under the loan scheme, but only about 3,000 had been assessed as eligible.

He said the issue formed part of the longer-term discussion about stabilising student funding.

The minister also addressed concerns about the remuneration of the administrator and the appointment or contracting of people supporting the administration.

He said the administrator was appointed with effect from 4 May under sections 17A to 17D of the NSFAS Act, with the appointment published in the Government Gazette.

However, determining the administrator’s remuneration required concurrence from the Finance Minister, a process Manamela acknowledged had taken longer than it should have.

“The Department and I are engaging with the Minister of Finance urgently to ensure that this matter is finalised,” he said.

Manamela said he had also requested a complete account of the people appointed or contracted to support the administrator, including documentation relating to remuneration, contracts and the legal basis for the appointments.

“Everything that happens at the NSFAS has to happen within the law,” he said.

He said the department remained supportive of the administrator but would ensure that the processes followed in appointing the supporting team complied with the law.

With the next funding cycle approaching, Manamela said NSFAS’s readiness for 2027 would need to be measured against clear milestones covering applications, systems, funding policy, appeals and accommodation planning.

“2027 readiness must also be tested against hard milestones, applications and systems,” he said.

The minister said the administration should ultimately result in the rebuilding and redesign of NSFAS so that it no longer required repeated interventions.

“Administration cannot become NSFAS’s permanent governance model,” he said.

“The purpose of this intervention must be to rebuild an institution that no longer requires an intervention during crisis and therefore an administrator.”

Manamela said the department, NSFAS administration and Parliament should judge the progress of the intervention against that standard.

“Where mistakes have been made, I think they should and must be corrected. And where allegations require investigations, appropriate processes have to follow,” he said.

“The overriding obligation remains unchanged to build an NSFAS that performs its mandate reliably, lawfully, sustainably for the students of this country.”

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Water and Sanitation Minister Pemmy Majodina has handed over a new decentralised water supply system at Lukhanyo Secondary School in Mohlakeng, Rand West City, aimed at addressing persistent water interruptions affecting the school and surrounding community.

Majodina, accompanied by Water and Sanitation Deputy Minister David Mahlobo, Gauteng MECs, local government leaders and Rand Water officials, officially handed over the system on Monday.

The intervention forms part of government efforts to strengthen water security and ensure learners and staff have access to a safe and conducive learning environment.

Lukhanyo Secondary School, which has about 1,544 learners, has experienced persistent interruptions to its municipal water supply. The unreliable supply affected ablution facilities, contributed to unhygienic conditions and disrupted teaching and learning.

Implemented through the Rand Water Foundation, the new system includes a borehole drilled to a depth of 55 metres, with a yield of about 6,500 litres an hour, two 5,000-litre storage tanks and water filtration units.

Two communal taps have also been installed, with one serving the surrounding community and the other the school.

The handover formed part of a wider ministerial programme in Rand West City, where Majodina and Mahlobo also handed over 150 completed low-flush household sanitation systems in the Zenzele and OR Tambo townships.

The government said the intervention was aimed at addressing sanitation shortages and providing immediate relief to communities lacking adequate sanitation services.

“Today marks more than the hand-over of infrastructure. It is a demonstration of government working together to restore dignity, improve lives and bring essential services closer to communities,” the Department of Water and Sanitation said.

In a statement on X, Rand Water said Rand West City continued to face sanitation and drainage challenges, including overflowing sewage, blocked street drains and poorly maintained waste infrastructure.

It said most informal settlements in the municipality were served by ventilated improved pit (VIP) toilets, highlighting the need to expand access to improved sanitation.

The latest handover brings to 430 the total number of low-flush sanitation systems constructed and installed by the Rand Water Foundation in Rand West City since the 2023/24 financial year.

Of these, 80 were installed in 2023/24, 200 in 2024/25 and 150 in 2025/26.

The programme has benefited about 300 women-headed households over the past three years, while creating 200 temporary employment opportunities and supporting four local small, medium and micro enterprises.

The ministerial delegation also inspected household water-storage and supply systems installed through the Rand Water Foundation programme in the Zenzele community.

The department said the intervention demonstrated the importance of cooperation between national, provincial and local government in addressing service-delivery challenges.

Majodina and Mahlobo also handed over a further 100 completed low-flush household sanitation systems in Mimosa Township in the Victor Khanye Local Municipality in Mpumalanga.

The systems are expected to benefit about 500 residents.

The government said the projects formed part of its broader efforts to bring essential services closer to communities, strengthen water security and improve living conditions in areas facing persistent basic service-delivery challenges.

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Gauteng Education MEC Lebogang Maile has warned municipalities that schools disconnected over unpaid electricity bills must be reconnected immediately or the provincial government will consider legal action.

Speaking during a media briefing on Monday following the conclusion of the Gauteng government’s “It Takes a Village to Raise a Child” outreach programme, Maile described the disconnection of schools as “reckless” and “irresponsible”, saying municipalities should not treat schools as easy targets for revenue collection.

“We are warning the municipalities for the last time today, whatever school that is disconnected must be connected immediately,” Maile said.

“If they don’t do that, we are going to explore our legal options because you can’t disconnect schools.”

Maile said the department provides schools with funding to pay for water and electricity, but acknowledged that the money available to individual schools is limited.

He said the department was considering centralising the payment function and taking it back from schools, while also exploring a public-private partnership model and the possibility of taking schools off the electricity grid.

The MEC said some schools had complained about being overcharged by municipalities, while others had struggled to obtain electricity meters.

“The department doesn’t have the money. The money that is there is with the schools. And even that money with the schools is limited,” he said.

The issue forms part of a broader crisis around municipal services affecting schools.

The province’s post-consultative report found that communities repeatedly raised concerns about unreliable water supplies, electricity interruptions, poor roads, illegal dumping and other municipal failures affecting learning environments.

School safety

School safety also emerged as a major concern during the briefing, with Maile revealing that the department is reviewing its seven-pillar school safety strategy while intensifying search-and-seizure operations.

The department said it had already conducted raids, including at Badirile Secondary School in Carletonville and schools in Orange Farm.

Maile said the operations would continue through both announced and unannounced raids as the province attempts to curb weapons, drugs, crime and violence in schools.

“We are very concerned about crime and violence in schools,” he said.

The department said it is spending R165 million on the deployment of school patrollers and is working with the Department of Community Safety on traffic wardens, while relying on the South African Police Service to respond to criminal activity.

But Maile said the education department could not afford to divert money from teaching and learning to fund extensive security deployments.

“We’ve got schools that are not having desks, that are not having chairs. Shortages of Learning and Teaching Support Material (LTSM), shortages of educators. Whatever money we have, we have to prioritise those,” he said.

The province’s outreach findings reinforced the seriousness of the problem, with communities consistently raising concerns about crime, violence, bullying, gangsterism, substance abuse, vandalism, weapons and gender-based violence.

Gauteng is also considering a technology-driven overhaul of school security.

About 600 schools have already had cameras installed, but the department wants surveillance cameras eventually installed in all schools.

The long-term plan includes biometric or facial-recognition access for learners and educators, cameras covering classrooms and school perimeters, tighter access control and armed-response systems linked to police stations.

Maile pointed to an incident in Alexandra in which criminals allegedly entered a school despite the presence of an unarmed guard as evidence of weaknesses in the current system.

He said the department was considering implementing the measures through a public-private partnership model.

“These are big ideas that we’re working on, but these are the issues which will require money,” Maile said.

The province’s broader school-safety strategy is based on the understanding that security cannot be addressed by schools alone.

Its post-consultative report calls for stronger partnerships between schools, SAPS, municipalities, parents, communities and other stakeholders.

R27bn infrastructure backlog

While security remains an immediate concern, Maile said the province’s biggest challenge is the scale of its infrastructure needs.

The department estimates that R27 billion is required to address occupational health and safety concerns across its school buildings.

Another R35 billion is needed to build 200 additional schools.

“We need R27 billion to deal with occupational health and safety. We need R35 billion to build more schools. So, we need money, and that’s the problem,” Maile said.

The MEC said the department was prioritising schools facing emergencies, particularly those that are no longer habitable, while searching for alternative ways of raising funding.

The infrastructure pressure is compounded by shortages of desks and chairs, with Maile warning that learners in some schools are even fighting over limited furniture.

He said schools receive funding for maintenance, with about 12% allocated towards infrastructure maintenance.

The provincial outreach programme similarly identified overcrowding, classroom shortages, delayed maintenance and deteriorating infrastructure as recurring concerns across communities.

Gauteng also faces a major backlog in sports infrastructure.

Responding to concerns about deteriorating sporting facilities at schools, Maile said the province would need R600 million to provide sports facilities at every school.

“We need R600 million to ensure that there is sports facility in every school. R600 million. So, we don’t have it,” he said.

Admissions and overcrowding

The growing pressure on Gauteng’s schools is also reflected in online admissions.

At the time of the briefing, approximately 451,000 applications had already been recorded, including 105,786 Grade 8 applications and 93,864 Grade 1 applications.

Maile said the increasing number of learners would require not only additional schools and furniture, but also more teachers.

But he was unequivocal that overcrowding at a preferred school should never result in a child being left without education.

“If a school you want is full, over-subscribed, it doesn’t mean the child must stay at home,” he said.

“No child must stay at home. Every child must be in a school.”

Maile said the department would rather place a learner in a school further from home and address the resulting pressure on resources than allow that learner to remain outside the education system.

“Every child must be in class. Every child must be in schools,” he said.

The province’s post-consultative report identifies overcrowding and learner placement as major challenges driven partly by Gauteng’s population growth and migration into the province.

To help address the infrastructure backlog, Maile announced that Gauteng would soon launch an “Adopt a School” campaign aimed at mobilising businesses and other partners to assist schools.

He said he had already been approached by potential partners, including an individual prepared to assist about 15 schools in Katlehong.

The campaign will prioritise urgent needs such as ablution facilities, classrooms and damaged ceilings.

Maile said the initiative would allow government to work with partners to tackle infrastructure challenges that the provincial budget cannot address on its own.

Skills and education pathways

Maile also outlined plans to expand a multi-certification programme that could allow learners to obtain practical qualifications while still at school.

He said the department wants learners to have opportunities to obtain certificates in areas such as plumbing, electrical work and swimming alongside their academic studies.

The aim is to move beyond certificates that have little value in the labour market towards accredited qualifications that could provide learners with employment opportunities even if they do not complete matric.

“If that child was not to finish matric, they could still go get work and all that,” Maile said.

The department is also focusing on STEM subjects, including mathematics, science, technology and accounting, while strengthening teaching in the Early Childhood Development (ECD) and foundation phases.

Maile said the province was also expanding opportunities in arts, culture and sport for learners who may not follow traditional academic pathways.

Outreach programme

Launched in May 2026, the “It Takes a Village to Raise a Child” programme aimed to create direct engagement between government, communities and education stakeholders.

Between May and July, provincial departments planned 127 engagements and institutional visits and completed 90.

These included 41 community meetings, 25 unannounced school visits and 24 sports hub visits, reaching 11,294 people through direct engagements.

The programme’s educational communication platforms generated more than 10.2 million views and impressions and more than 90,000 direct online interactions.

Maile urged communities to help protect schools from vandalism and criminality, called on parents to remain actively involved in their children’s education, and encouraged businesses to contribute to education and skills development.

He also urged young people to reject violence, drugs and gangsterism.

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The Construction Education and Training Authority (CETA) has partnered with the V&A Waterfront on the iconic precinct’s new R24 billion development programme over the next 10 to 15 years.

CETA is the lead partner in a work-based skills and learning programme linked to the V&A Waterfront’s expansion, which will develop an additional 5,500 square metres land over the next decade and a half.

The development is expected to support 120,000 direct and indirect jobs during this period.

Joining CETA in the partnership are the Transport Education and Training Authority (TETA), the Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA), the Wholesale and Retail SETA (W&R SETA) and the Services SETA.

Speaking at the launch of the programme at the Cape Town tourist destination, Higher Education and Training Minister Buti Manamela praised the partnership, describing the V&A Waterfront development as “more than a construction site”, but rather “a classroom” and training centre where unemployed young people will gain employment while taking pride in “building something for the country”.

Manamela said the partnership underscores the importance of Work-Integrated Learning (WIL) as part of government’s skills development drive.

He said the department aims to secure 100 major employers as Work-Integrated Learning partners by the beginning of next year.

CETA administrator Oupa Nkoane said he hopes the initiative will become a template for similar partnerships in future.

He revealed that CETA is expected to announce a comparable partnership with the Airports Company South Africa (ACSA) later this month.

Nkoane said learners participating in the programme will spend more than half of their training on site rather than in the classroom, providing them with practical workplace experience.

He added that CETA has allocated R320 million over three years to the V&A Waterfront project alone.

The programme also places a strong emphasis on entrepreneurship.

W&R SETA chief executive officer Tom Mkhwanazi said the authority was drawn to the partnership because of the V&A Waterfront’s significant retail component as one of the country’s leading shopping destinations.

Learners placed through the programme are expected to benefit from employment and business opportunities in the retail sector once the development is completed.

National Skills Fund (NSF) chief executive officer Melissa Erra said the fund can help scale successful programmes, expanding them from around 100 beneficiaries to significantly larger numbers when replicated through similar partnerships.

She added that the NSF also supports artisans, electricians and other tradespeople who want to become entrepreneurs by helping them acquire tools and providing entrepreneurship training.

Some of the V&A Waterfront upcoming development include a residential development, boutique hotel and a retirement facility.

INSIDE EDUCATION

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