Basic Education Minister Siviwe Gwarube has warned that cash-strapped provincial education departments are beginning to buckle, forcing the state to redirect money from early childhood development (ECD) to keep compulsory Grade R reforms alive.

South Africa is trying to implement the Basic Education Laws Amendment Act, which makes Grade R attendance compulsory.

At the same time, it is battling teacher-post placements, infrastructure backlogs and a literacy crisis in which 81% of Grade 4 learners could not read for meaning in any language in the 2021 PIRLS assessment.

“Aligning qualified Grade R practitioner salaries with Foundation Phase educators, while appointing additional Grade R teachers, will cost approximately R10 billion over the Medium Term,” Gwarube told Parliament during her Budget Vote speech.

“National Treasury has not allocated the full funding required. We have therefore redirected R800 million from the ECD Grant to address immediate Grade R pressures. This is not ideal, but doing nothing would be worse.”

The Department of Basic Education’s 2026/27 allocation is R38.2 billion, including R32.7 billion for conditional grants. Those include almost R11 billion for school nutrition, R16 billion for school infrastructure, R4.6 billion for early childhood development, R477 million for mathematics, science and technology, and R307 million for learners with disabilities.

Treasury has said the ECD grant receives an additional R12.8 billion over three years to expand access to an estimated 300,000 more children and maintain the R24 per child per day subsidy introduced in 2025/26.

But Gwarube’s speech made clear that national allocations are not keeping pace with the full cost of implementation in provinces, where most schooling delivery takes place.

“The learner must not become the shock absorber for provincial cash-flow failures,” she said.

Gwarube said financial risks previously identified in provincial education departments were now “materialising in KwaZulu-Natal, the Free State and the Northern Cape, with others under growing pressure”.

She announced a “Multi-disciplinary Recovery Technical Support Team” to support provinces on budget planning, financial analysis and school resourcing.

“When provincial education finances fail, learners suffer first,” she said.

In September 2024, Gwarube said a financial analysis she had initiated projected that three provincial education departments would fall into the red by 2025/26, increasing to four by 2026/27 and seven in the outer year of the medium-term spending period.

The Northern Cape later told Parliament it had a R358 million shortfall on declared posts, equivalent to 663 educator posts, including 51 Grade R practitioners for which funding had not been provided by the provincial treasury.

Gwarube put the funding fight at the centre of South Africa’s attempt to break entrenched inequality before children reach formal schooling.

“Over 90% of South African children are Nelsons and not Lindiwes,” she said, referring to two fictional 10-year-olds in her speech — one who had access to structured early childhood development and one who did not. “This is the education injustice of our time”.

The latest Thrive by Five Index found that 68% of South Africa’s four-year-olds live below the upper-bound poverty line, 37% live below the food poverty line, and about 29% were not attending any group learning programme in 2024.

Gwarube said more than 13,300 ECD centres had been registered in the past year, exceeding a 10,000-centre target. She said ECD registration had grown by 200% between 2021 and 2026, giving more than 1.2 million children access to registered ECD programmes.

She also announced that an ECD nutrition pilot had entered implementation, with the contract advertised in March 2026 and centres in the Eastern Cape expected to be piloted soon. She said the programme responded to Thrive by Five findings that 7% of South African children were stunted because of malnutrition.

Gwarube said the department would rank provinces using a “quality basket” instead of relying mainly on the matric pass rate.

The basket will include the overall pass percentage, bachelor passes, distinctions, participation and performance in gateway subjects such as mathematics, physical sciences and accounting, and learner retention.

“[F]or too long, the national conversation on quality has been reduced to a single percentage – the national pass rate or the misleading myth of a 30% pass mark,” she said.

Gwarube also said 10,000 Foundation Phase teachers would receive targeted literacy and numeracy training this year, while the department refreshes implementation of the National Reading Literacy Strategy.

She said the Funza Lushaka bursary programme had shifted more strongly toward Foundation Phase education, with 55% of bursaries allocated to that phase in 2026, up from 42% in 2025.

Gwarube announced an independent external investigation into the Foundation Phase National Catalogue process, saying concerns about procurement for Grade 1 to 3 learning materials were serious enough to require outside scrutiny.

She said Treasury’s consideration of the matter had been inconclusive, but had raised concern about whether the department’s deviation from ordinary competitive bidding processes was lawfully justified and properly supported by the required records, reasons and approvals.

“Corruption in education is never victimless. And neither is weak governance,” Gwarube said. “Both are ultimately paid for by children.”

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Basic Education Minister Siviwe Gwarube has called for stronger education systems across Africa, saying technology and artificial intelligence cannot replace basic literacy and numeracy skills.

Speaking at the Education World Forum 2026 in London, Gwarube highlighted South Africa’s efforts to strengthen foundational learning and expand Early Childhood Development (ECD) programmes.

“South Africa is investing R10 billion over three years to expand Early Childhood Development, and a further R496 million to create 115 000 ECD spaces in three of our most rural provinces of Limpopo, KwaZulu-Natal and the Eastern Cape. These investments signify our commitment to children whose futures should not be determined by the circumstances of their birth,” she said.

“As a country we can be proud of the strategic shift we have made towards strengthening the foundations of learning.”

The R496 million allocation is linked to an outcomes-based early childhood development fund aimed at expanding access to early learning in Limpopo, KwaZulu-Natal and the Eastern Cape.

The Education World Forum is being held in London from 17 to 20 May under the theme “Educating for a Shared Future: Peace, Planet, Purpose and Pathways”. The forum brings together education ministers, policymakers and education sector leaders to discuss the future of global education systems.

Gwarube said South Africa had made a strategic shift towards prioritising foundational learning for the country’s 13.7 million learners.

“Strong futures require strong foundations,” she said.

She said the issue was particularly important for Africa, which has the youngest population in the world, making education critical to turning demographic growth into economic opportunity.

“If Africa is to rise, Africa’s children must rise first,” she said.

Referring to South Africa’s literacy crisis, Gwarube said about eight in 10 children could not read for meaning by the age of 10.

She described this as more than a literacy challenge, calling it a “future-readiness crisis” that affected learners’ ability to succeed in gateway subjects such as Mathematics, Science and Technology.

“When a child cannot read for meaning, every subject becomes difficult and opportunities become limited,” she said.

While many countries were discussing artificial intelligence, automation and the future digital economy, Gwarube said governments had to recognise that meaningful innovation could not happen without strong educational foundations.

“No country can build a high-tech economy on weak educational foundations,” she said.

“No country can leapfrog literacy, and no country can automate its way around numeracy.”

Gwarube said the future economy would require children who could think critically, solve problems, adapt and create, rather than learners who only knew how to operate technology.

She posed what she described as an urgent question for learners facing the future: “Will I be able to read well enough to participate in that future at all?”

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Nearly 9 000 learners across South Africa will receive essential stationery packs after R1 million was raised through the Checkers Act For Change Back-to-School project in partnership with non-profit organisation Meals on Wheels.

The organisation announced on Monday that the fundraising initiative will help provide learners with school supplies, especially in low-income schools.

This includes pens, exercise books, calculators and other classroom essentials.

Meals on Wheels said it is working closely with schools and communities nationwide to ensure the stationery reaches learners and schools most in need.

“We see first-hand the challenges families face every day. Through our network, we’re able to help ensure these supplies reach learners in communities that are often overlooked,” said Gershon Naidoo, the national programmes and marketing director of Meals on Wheels.

The campaign was launched at the start of this year’s academic calendar.

According to the organisation, funds were raised through the sale of a limited-edition Act For Change exam pad, sold in Checkers stores and on the Checkers Sixty60 app, with R2 from every purchase going directly towards the stationery fund. 

Customers also contributed by donating R5 at till points in stores nationwide.

Several leading stationery brands supported the initiative by contributing a portion of proceeds from selected products. 

These included Pritt, Bostik, Henkel, Staedtler, Penflex, Bic, Butterfly, Casio, KV Art, Freedom Stationery, Bidvest, Palm Stationery, CTP Stationery, Sappi and Plastafrica.

Naidoo said access to basic school supplies can significantly improve a learner’s ability to participate confidently in class and focus on their education.

He said the overwhelming support for the campaign demonstrated how small contributions can collectively create meaningful change.

“Ensuring learners have the basic tools they need allows them to focus on learning and engage more fully in the classroom,” chief sustainability officer at the Shoprite Group, Sanjeev Raghubir said. 

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Gauteng recorded 69 125 new hypertension cases in the 2025/26 financial year, including 26 088 among adults aged 18 to 44, as health authorities warned that high blood pressure was increasingly affecting younger residents.

The figures were released by the Gauteng Department of Health in a statement issued on Sunday to mark World Hypertension Day, observed annually on 17 May.

“The Gauteng Department of Health has noted with concern the increasing number of adults under the age of 45 diagnosed with hypertension across the province,” the department said.

“During the 2025/26 financial year, from April 2025 to March 2026, Gauteng recorded 69 125 new hypertension cases across the province. Of these, 26 088 cases were recorded among adults aged between 18 and 44. Contributing factors include unhealthy eating habits, obesity, lack of physical exercise, smoking and excessive alcohol consumption.”

Hypertension, or high blood pressure, is often described as a “silent killer” because many people do not experience symptoms until serious complications develop.

“Hypertension, commonly known as the ‘silent killer’, often develops without noticeable symptoms and remains one of the leading contributors to stroke, heart disease, kidney failure and premature death,” the department said.

The department said routine screening remained critical, especially because many residents may not know their blood pressure status.

“As hypertension frequently presents without symptoms, routine screening remains essential. In a bid to strengthen early detection and prevention efforts, the Department screened approximately 8.7 million adults for hypertension across Gauteng during the 2025/26 financial year.”

Public healthcare facilities in the province provide free blood pressure checks and chronic disease management services for people diagnosed with hypertension, diabetes and related conditions.

“In addition, public healthcare facilities provide free blood pressure screening and integrated chronic disease management services for individuals diagnosed with hypertension, diabetes and related conditions,” the department said.

The department said its ward-based outreach teams and community health workers would continue providing health education, promoting healthier lifestyles and encouraging residents to undergo free blood pressure screening at public healthcare facilities and during community outreach activities.

“To reduce the risk of hypertension, residents are encouraged to exercise regularly, reduce salt intake, stop smoking and limit alcohol consumption. Individuals diagnosed with hypertension are advised to take their medication as prescribed by healthcare professionals and adhere to treatment plans to effectively manage the condition.”

Residents on chronic medication were also encouraged to register for the Central Chronic Medicine Dispensing and Distribution Programme, which allows patients to collect medication closer to their homes and reduce waiting times at healthcare facilities.

“Residents can also make use of the Central Chronic Medicine Dispensing and Distribution Programme to collect chronic medication closer to their homes and reduce waiting times at healthcare facilities. Visit your nearest clinic to register on the CCMDD system.”

The World Health Organisation said the 2026 World Hypertension Day theme was “Controlling Hypertension Together: check your blood pressure regularly, defeat the silent killer”. It said the day was aimed at raising global awareness about high blood pressure and promoting prevention, detection and control.

The WHO’s Regional Office for Africa said hypertension was rising rapidly across the region, driven by urbanisation, unhealthy diets, physical inactivity and the harmful use of alcohol and tobacco. It said the trend posed a growing threat to health, well-being and sustainable development.

Globally, WHO estimates that 1.4 billion adults aged 30 to 79 had hypertension in 2024, while about 600 million adults with hypertension were unaware they had the condition. It also estimated that only about 320 million adults with hypertension had it under control.

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One of the most important expectations placed on higher education today is that it prepares students for successful careers. 

While intellectual development remains central to the mission of universities, students increasingly seek – rightly so – educational experiences that provide clear pathways into professional life.

Career-focused education, therefore, plays a vital role in connecting academic learning with the practical realities of the workplace. 

For this reason, it is incumbent on universities to actively strengthen the link between learning and employability.

Students enter higher education with the hope that their qualifications will enable them to build meaningful careers. Institutions therefore have a responsibility to ensure that academic programmes provide both theoretical depth and opportunities for practical application.

Career-focused education does not diminish the intellectual value of higher education. Rather, it enhances it by ensuring that academic knowledge can be applied to real-world contexts.

In today’s economy, employers seek graduates who can demonstrate both subject knowledge and practical capabilities. Skills such as teamwork, communication, critical thinking, and problem-solving are highly valued across industries.

Universities must help students develop these competencies by integrating practical life skills opportunities into academic programmes. Work-integrated learning, internships, project-based learning, and industry collaborations also provide students with valuable opportunities to apply what they have learned in real-world settings.

These experiences help students build confidence while also developing the professional skills that employers seek. 

Institutions seeking to strengthen career-focused education can consider the following approaches:

Expand work-integrated learning opportunities

Internships, practical placements, and industry projects allow students to gain direct exposure to professional environments. This means that students graduate with practical experience that enhances employability.

Strengthen career guidance and development services

Career counselling, CV workshops, and interview preparation help students transition successfully into the workplace. Students, therefore, gain clarity about career pathways and develop stronger job-search skills.

Develop strong employer partnerships

Collaboration with industry partners can provide insights into emerging skills requirements and new employment opportunities. Institutions must strengthen their alignment with labour market needs.

Embed professional skills – including AI skills – within curricula

Communication, teamwork, leadership, and problem-solving skills should be integrated into academic programmes rather than treated as separate activities. This would allow graduates to become well-rounded professionals capable of contributing effectively in the workplace.

In addition, universities should explicitly teach students how to responsibly and effectively use AI tools, given the rapidly changing nature of the workplace. This includes developing critical AI literacy skills such as prompt engineering, ethical AI use, evaluating AI-generated outputs, and integrating AI to augment human capabilities rather than replace them.

Encourage entrepreneurship and innovation

Not all graduates will follow traditional employment pathways. Institutions that promote entrepreneurial thinking help students identify opportunities to create their own ventures. 

It is also a fact that entrepreneurship contributes to job creation and economic development.

Given all this, it is clear that career-focused education delivers benefits that extend beyond individual graduates.

For students, it increases confidence and preparedness as they transition from study to employment. Exposure to professional environments helps students better understand industry expectations and workplace dynamics.

For institutions, strong employability outcomes enhance reputation and strengthen relationships with industry partners.

For society, career-focused education contributes to economic growth by ensuring that graduates possess the skills required to support innovation and productivity.

Higher education institutions have a unique opportunity to shape the future workforce by designing programmes that combine academic excellence with practical relevance. 

Institutions that embrace career-focused education ultimately strengthen their contribution to society.

When higher education institutions actively connect learning with professional opportunity, they empower graduates to build careers that are both personally fulfilling and economically productive. 

As economies evolve and industries continue to transform, the ability of higher education to bridge the gap between learning and the workplace is essential.

 Peter Kriel is Executive: Operations at The Independent Institute of Education.

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South Africa has named its U17 national football squad, Amajimbos, ahead of their opening U17 Africa Cup of Nations match in Rabat, Morocco, on Wednesday.

Coach Vela Khumalo made the announcement on Friday, with the team set to depart for North Africa in the coming days ahead of partaking in Group D, against Senegal, Ghana and Algeria.

Khumalo said he was confident that the South African side could proceed to the knockout stages.

“What we have seen is that we stand a good chance, and we can get out of this group. We know that Senegal is a little bit physical, and they are big. The same goes with Ghana. Algeria is more or less like us. We have done our analysis on all of them, and we think we can do well,” he said.

The coach said that although the journey through the tournament was just as important, if not more so, than simply getting out of the groups, this did not diminish their determination to qualify for the U17 World Cup.

“We said that going to the World Cup is not about getting out of the group stages, but we also want to see ourselves going further in the tournament,” Khumalo said.

The tournament runs from 13 May to 2 June and will also serve as qualification for the 2026 FIFA U17 World Cup in Qatar, with the top 10 teams securing places at the global showpiece later this year.

South Africa open their campaign against defending 2023 champions Senegal on Thursday in what Khumalo described as one of the toughest groups in the competition.

The squad is dominated by players from the Gauteng Development League, with Kaizer Chiefs and Mamelodi Sundowns contributing the bulk of the players selected.

Among the standout inclusions is Germany-based midfielder Jaylen Potgieter, who recently received his first Amajimbos call-up after impressing at the academy of Bundesliga club FC Koln.

Potgieter’s father, former Ajax Cape Town and Orlando Pirates player Shaun Potgieter, said his son was thrilled to represent South Africa.

For goalkeepers, South Africa will rely on Lwandiso Radebe, Ethan Garcia and Keabetswe Morake.

Radebe heads into the tournament with strong credentials after captaining Amajimbos at the African Union Sports Council Region 5 Youth Games in Namibia, where South Africa won the title by beating Malawi 3-0 in the final.

He was named Goalkeeper of the Tournament and included in the competition’s Best XI.

The defence includes Tashiel Rugunanan, Reotshepile Malete, Tristan O’Malley, Neo Mangcaka, Zazi Qotoyi, Lutho Makunga, Braythen Moffit and Tumelo Moerane.

Qotoyi arrives at the tournament after helping Cape Town City win the Engen Champs of Champs title and earning Defender of the Tournament honours.

In midfield, Khumalo selected Jesse Gewer, Inganathi Simana, Aphelele Majola and Potgieter.

The attack will be spearheaded by Mpho Molepo, Omphemetse Sekgoto, Obama Mhlongo, Ntokozo Madondo, Siyabonga Mbongo and Samkelo Mkhonto.

The full 2026 U17 AFCON draw will see hosts Morocco in Group A alongside Tunisia, Egypt and Ethiopia, while Group B contains Cote d’Ivoire, Cameroon, Uganda and the Democratic Republic of Congo.

Mali, Angola, Tanzania and Mozambique make up Group C.

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All public ordinary and special schools in the Western Cape will be closed on Tuesday after disaster management officials and the South African Weather Service (SAWS) recommended a province-wide shutdown because of severe weather warnings.

“In the interests of learner and teacher safety, and after extensive consultation with the Provincial Disaster Management Centre and the South African Weather Service (SAWS), a decision has been taken to close all schools in the Western Cape on Tuesday, 12 May 2026,” provincial Education MEC David Maynier said on Monday.

“This includes all public ordinary and special schools in the province,” he said. “Disaster Management and SAWS have made the recommendation based on updated weather projections and current conditions.”

The province was being hit by severe storms, including heavy rain, strong winds and flooding risks.

SAWS has issued an Orange Level 8 warning for disruptive rainfall over Cape Town and mountainous parts of Drakenstein, Stellenbosch, Breede Valley, Witzenberg and western Theewaterskloof, with flooding of roads, bridges and settlements, mudslides and fast-flowing rivers expected through Tuesday.

Maynier said the provincial government’s default position was “always to keep schools open and only close schools in exceptional circumstances, but we are mindful of the severity of the warnings in place”.

The department would continuously monitor and evaluate the situation to ensure that schools can reopen as soon as possible, he said, adding that schools were currently expected to reopen on Wednesday, 13 May.

Maynier said that, as of 3h30 on Monday, 11 May, “a total of 227 schools applied for closure in addition to the closure list issued for the Cape Winelands and Eden and Central Karoo districts”.

“A number of schools have also suffered damage due to the storm, which is currently being assessed,” he said.

Maynier thanked officials, principals, teachers and parents “for the support in implementing school closures.”

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Gauteng Premier Panyaza Lesufi says more than 2,500 young people trained in plumbing, welding, carpentry, electrical work and construction will be deployed to help repair Gauteng’s schools, hospitals and public infrastructure as part of the province’s Unemployed Youth Skills Development Initiative (UYSDI).

Speaking at a graduation ceremony for participants of the programme on Sunday, Lesufi said the initiative was aimed at tackling youth unemployment while addressing deteriorating infrastructure across the province.

“Over 2,600 of these young people will have the skills that will make them sustainable forever,” Lesufi said.

The graduates received certificates after completing hands-on training at 71 technical high schools across Gauteng.

Lesufi said the provincial government wanted to move away from relying on tenders to fix infrastructure problems and instead use trained young people to carry out maintenance work.

“We want to send you to all our schools in Gauteng. Welding is needed where? Carpentry is needed where? So that we fix this problem using your skills, not using tenders, because tenders are creating problems for ourselves,” he said.

He added that graduates would also be deployed to hospitals to repair damaged ceilings, paving, fencing and other infrastructure issues.

“We don’t need a tender for that. We need skills for that. And we need young people to go and assist us to change their lives forever,” Lesufi said.

The premier also announced plans to expand the programme from 2,600 participants to 5,000.

“I want more. We are moving from 2,600. I want 5,000 now,” he said.

Some graduates shared emotional testimonies about how the programme had changed their lives.

Participant Sibusiso Ngcobo said the training restored his confidence after struggling with unemployment.

“It wasn’t easy. We all remember how it was being unemployed, especially as a gent. It’s not easy,” Ngcobo said.

He said he recently used his electrical training to help repair faulty wiring at a neighbour’s home in Soweto.

“So, Mr Premier, you didn’t just give us skills. You gave us purpose, and I’m grateful for that,” he said.

Another graduate, Thapelo Gumede, said he had dropped out of school in Grade 11 and had struggled to find opportunities before joining the programme.

“After receiving this programme, I feel like my life is changing,” Gumede said.

Lesufi said the province intended to use skilled young people in future infrastructure projects, including the planned high-speed rail line between Gauteng and Limpopo.

“There is a speed train that will move from here to Polokwane in 67 minutes. When we build that train, I don’t want anyone to hire somewhere else; they are going to hire you,” he said.

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University of KwaZulu-Natal (UKZN) staff member Dr Phumelele Basi has completed a PhD in Gender Education at the age of 25, making her the youngest doctoral graduate at the university’s Autumn graduation.

Basi’s doctoral study, titled “Negotiating Heterosexual Relationships on Campus: Female Students’ Sexual Practices, Desire, Pleasure and Risk at a South African University”, was completed in two years and approved without corrections.

The achievement follows what UKZN said was a “consistent record of academic excellence”, including cum laude and summa cum laude distinctions throughout her undergraduate and postgraduate studies.

Basi was raised in Hlokozi, a rural community on KwaZulu-Natal’s South Coast. Her academic journey, according to the university, reflects resilience, intellectual curiosity and a commitment to understanding gender and social justice in contemporary society.

She initially intended to pursue science education, but her academic path changed after she encountered gender studies during her undergraduate studies. She became interested in how gender is shaped by cultural norms, social expectations and lived experiences, later developing a focus on identity, relationships and power.

That interest deepened during her master’s research, which examined the links between social media, gender, sexuality and power in shaping ideas about beauty and self-worth. The study later led her to explore how young Black African women negotiate and express their sexualities within higher education institutions.

Her doctoral research challenges dominant narratives that frame young women’s heterosexual relationships mainly through risk and vulnerability. Instead, Basi’s work presents a more nuanced account of the pressures and pleasures that shape these relationships.

Through interviews and participatory workshops with female students, the research found that socio-cultural expectations, economic realities and institutional environments influence experiences of desire, agency and harm. Basi said she hopes the work will help inform interventions that promote gender equality and safer campus environments.

She was mentored and supervised by leading scholars, including Professor Deevia Bhana, who supervised both her master’s and PhD studies.

Basi currently works as a research assistant, a role the university said continues to strengthen her academic skills while allowing her to contribute to ongoing scholarly projects.

She now plans to pursue postdoctoral studies with the South African Research Chairs Initiative Chair in Gender and Childhood Sexuality and build a career in academia through teaching and research in Gender Education.

Her advice to aspiring scholars is to “embrace the process, remain resilient in the face of challenges, and recognise the transformative potential of knowledge”.

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Several no-fee and low-fee schools in the Western Cape have received “good” or “outstanding” ratings in independent school evaluations.

This is according to the province’s Schools Evaluation Authority (SEA) 2024/25 annual report, which was presented to the Standing Committee on Education in the provincial legislature this week.

The province’s education department said the SEA’s six lead evaluators and 10 evaluators undertook 90 school evaluations and three monitoring visits during the year under review.

“The SEA, which is unique to the Western Cape, seeks to improve school quality by increasing school accountability,” the department said.

“The purpose of the SEA is to conduct independent evaluations of schools, identify areas for improvement, and make recommendations to the school so that they can focus their efforts accordingly.”

The SEA said its independence reassures parents and schools that its findings and recommendations are aimed at improving the quality of teaching and learning.

The SEA evaluates schools across five key areas: learner achievement, quality of teaching and learning, behaviour and safety, leadership and management, and governance, parents and community.

“Schools are allocated a rating for each area, as well as overall, with detailed comments provided on the school’s performance. The rating categories are “inadequate” (1), “requires improvement” (2), “good” (3), and “outstanding” (4),” SEA said.

The evaluation reports are published on the SEA website, allowing parents to access information about their child’s school performance.

“One of the biggest takeaways from the SEA’s report is that there is excellence to be found throughout our province’s school system, across geographical areas and school quintiles,” SEA said.

Among the schools highlighted was the Centre of Science and Technology, known as COSAT, a no-fee quintile 3 school in Khayelitsha, which was recognised for outstanding learner achievement and its strong emphasis on language proficiency across grades.

The evaluation found that the school benefited from a strong foundation of skilled teachers, contributing to high levels of learner engagement.

Spine Road High School, a low-fee quintile 5 school in Mitchell’s Plain, was recognised for strong leadership and consistently strong learning outcomes.

“The school’s Grade 12 teaching was highlighted as outstanding, ensuring learners at Spine Road are well prepared for matriculation and future careers,” SEA said.

Steenberg’s Cove Primêre Skool, a no-fee quintile 2 school in St Helena Bay, was also acknowledged for providing a safe and stable environment that offers hope and opportunity to the surrounding rural community.

“The school sets clear and consistent expectations, valuing respect and positive problem-solving,” the organisation said.

“There are countless other examples that show that, while there is still much work to be done, our schools can achieve quality learning outcomes no matter what challenges they face.”

SEA Chief Evaluator David Millar said the reports strengthened accountability by giving school management teams, districts, and school governing bodies shared reference points to monitor progress and hold one another accountable.

“SEA reports offer actionable recommendations: specific, practical next steps (not vague advice) which enable schools to translate findings into real improvement,” Millar said.

“Of course, SEA reports focus on what matters most. By prioritising key issues, our reports show schools what to focus on instead of spreading improvement efforts too thinly.”

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Higher Education Minister Buti Manamela said on Friday South Africa still lacked a coherent national system to identify the skills its economy needs, warning that fragmented planning was weakening efforts to tackle unemployment and youth exclusion.

Speaking at the inauguration of the PSETA–University of Johannesburg Public Sector Skills Planning Research Observatory, Manamela said South Africa’s skills planning system had long suffered from weak coordination, duplication and poor integration between institutions.

“Does the South African state actually know what its economy needs? Does it know what its citizens require? Does it know what skills it must build, and where, and by when, and for whom?” Manamela said.

“The honest answer is: not well enough.”

Manamela said the new observatory should form part of a national effort to build a single skills intelligence system capable of helping government, universities, SETAs and research bodies plan for future labour market needs.

“A state that cannot see its own labour market cannot plan its own future. Skills intelligence is therefore not back-office work. It is sovereign work,” he said.

He said South Africa was facing a period of rapid change driven by digitalisation, artificial intelligence, the just energy transition, demographic shifts and global instability. At home, he said, unemployment, inequality, poverty, weak state capacity and youth exclusion remained persistent challenges.

“More than three million young people remain outside employment, education and training. That is not a statistic. It is a condition that produces, every single day, the kind of question that young woman asked me,” Manamela said, referring to a young woman at a Community Education and Training centre who had asked who decided which courses were offered and whether they would lead to jobs.

He said skills planning could no longer be treated as a compliance exercise and had to become a strategic tool for national development.

“For too long, our skills planning systems have suffered from fragmentation, duplication and weak coordination,” Manamela said.

“We have multiple data sources that do not speak to one another. We have Workplace Skills Plans and Sector Skills Plans that have, in too many cases, become exercises in reporting rather than instruments of decision-making.”

Manamela said the country had critical skills shortages alongside graduates unable to find pathways into employment, while industrial policy, economic planning, public sector reform and the skills system often produced separate assessments of what the country needed.

“Improving the data alone will not solve this. What is required is institutional integration and a shared national skills intelligence capability,” he said.

He said the Human Resource Development Council would be repositioned at the centre of a single national skills intelligence architecture, with sectoral observatories such as the PSETA–UJ initiative serving as specialised nodes within that system.

“South Africa cannot afford many competing claims to national skills intelligence,” he said.

“They are nodes: specialised, expert, sectorally focused, feeding into a coherent national capability. They are not, and must not become, parallel claims to the function.”

Manamela said the DHET would retain responsibility for coordinating the post-school education and training system, but would work with SETAs, universities, TVET and CET colleges, SAQA, the Quality Council for Trades and Occupations, the Council on Higher Education, the National School of Government, organised labour and business.

He said the observatory could help South Africa move from reactive to anticipatory planning by forecasting occupational demand, tracking labour market changes and identifying emerging competencies before shortages became crises.

It could also support the professionalisation of the public service by mapping skills gaps, career pathways and workforce planning needs, he said.

“A capable, ethical and developmental state requires more than slogans. It requires competency frameworks, structured career pathways, and evidence-based workforce planning,” Manamela said.

He said the future public service would be more digital, data-driven, and analytically demanding, but warned that technology alone would not improve service delivery without the right human capability.

“This is not primarily a technology story. It is a capability story. It is about whether South Africa builds a state that can use digital tools to deliver services better, or one that procures digital systems and continues to deliver services badly,” he said.

Manamela said the skills intelligence system South Africa needed did not yet exist, but was being built through the Human Resource Development Council, SETAs, universities, research councils and observatories such as the one launched at UJ.

“The honest answer to [the student], the answer I want to be able to give in five years’ time is that those decisions are no longer made in fragments,” he said.

“That they are made on the basis of a national skills intelligence system that actually sees the economy, that actually sees its citizens, and that actually plans for both.”

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Deputy Minister in the Presidency Nonceba Mhlauli has handed over a Huawei-supported cyber lab at her former school in Upington, saying the facility would help learners in an underserved community access digital learning and prepare for the future economy.

Speaking during the handover ceremony at Paballelo Senior Secondary School, Mhlauli said the occasion was deeply personal as the school played a major role in shaping her future.

“This school holds a very special place in my heart because this is the very school from which I matriculated. Returning here today, as Deputy Minister in the Presidency, is both humbling and emotional,” she said.

“I am very glad to be back at the institution that helped shape my journey and laid the foundation for my future.”

Mhlauli said coming back to the school reminded her of the dreams learners carried and the educators who encouraged them to strive for success despite challenges.

The event also coincided with the 30th anniversary of the adoption of South Africa’s Constitution, which Mhlauli described as an important milestone for the country’s democracy.

“This milestone invites all of us, especially young people, to reflect on where this country comes from and where it is going,” she said.

“It reminds us of the sacrifices made by those who fought for freedom, dignity, equality and justice so that future generations could enjoy opportunities that many were once denied.”

Mhlauli also stressed the importance of the Department of Basic Education’s review of the history curriculum, saying young people must understand the country’s past in order to build a stronger future.

“History is not only about remembering where we come from, it is also about shaping the kind of future we want to build together as South Africans,” she said.

She described the handover of the cyber lab as more than just an official event, calling it “a meaningful investment in the future of the young people of this community”.

Mhlauli thanked Huawei for partnering with government and the school to support education and digital development.

“Partnerships such as these demonstrate the importance of collaboration between the public and private sectors in creating opportunities for our learners,” she said.

She added that education remained one of the most powerful tools to transform lives and fight inequality.

Addressing learners directly, Mhlauli encouraged them not to allow their circumstances to limit their ambitions.

“Your circumstances do not define your destiny. I stand before you today as proof that greatness can emerge from this very school and this very community,” she said.

“Remain disciplined, work hard, respect your educators and parents, and never stop believing in your potential.”

She also urged learners to make full use of the new cyber lab and the opportunities it could unlock.

“To the matric class of 2026, I want to encourage you to make full use of the opportunities that this new lab and its resources will provide,” she said.

“Use this facility to research career opportunities, apply to universities and colleges on time, and prepare yourselves for the future economy. Technology is a gateway to opportunity, and you must use it to unlock your full potential.”

Mhlauli further encouraged learners of the appropriate age to register to vote and actively participate in democracy.

“Your voice matters, your future matters, and your participation in our democracy matters,” she said.

“Young people must play an active role in shaping the future of our country. Do not wait until others make decisions on your behalf.”

She also thanked Huawei Deputy CEO Charles Cheng for supporting education initiatives in the country.

“Your contribution today will make a meaningful difference in the lives of many learners at Paballelo High School,” she said.

Mhlauli said government remained committed to improving educational outcomes and ensuring learners in underserved communities have access to opportunities and resources that prepare them for the future.

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Basic Education Minister Siviwe Gwarube has called for urgent and sustained investment in early childhood development (ECD), saying that South Africa and the region risk entrenching inequality before children enter formal schooling.

Gwarube was speaking at the Southern and East Africa Regional Childcare Conference in Johannesburg this week, convened by the Department of Basic Education (DBE) and the World Bank to discuss access to affordable, quality childcare and early learning across the region.

The conference comes as government moves to expand access to ECD services through centre registration, increased subsidies and partnerships with the private sector and philanthropic organisations.

The department said government had exceeded its target of registering 10,000 ECD centres by the end of 2025, with more than 13,300 centres registered through the Bana Pele drive.

It has also set aside R10 billion over three years to support ECD subsidies, including an increase in the subsidy from R17 to R24 per child per day.

Gwarube said investment in early learning was critical to improving education outcomes, advancing gender equality and supporting long-term economic growth.

The conference heard that inequalities in education often begin long before children enter Grade 1.

“She illustrated this through the contrasting experiences of two children, one who benefited from early learning and support, and another who did not, highlighting that disparities in opportunity, not ability, determine educational success,” the DBE said.

Gwarube pointed to research showing that many children are not developmentally on track by the time they reach school-going age, while poor nutrition and stunting continue to undermine children’s ability to learn and thrive.

“Learning does not begin in Grade 1. It begins in the earliest years of a child’s life,” Gwarube said.

“If we fail to act during this critical window, we entrench inequality before formal education even begins.”

She also highlighted government’s work with private-sector and philanthropic partners through a R496 million Early Childhood Care and Education Outcomes Fund, aimed at expanding access to quality childcare in underserved communities, including rural areas.

The fund is expected to support the creation of more than 115,000 new ECD spaces in KwaZulu-Natal, the Eastern Cape and Limpopo.

Gwarube said childcare should be treated not only as a social priority, but also as an economic necessity, particularly because affordable and reliable childcare enables more women to enter and remain in the workforce.

The conference also focused on regional cooperation, with countries in Southern and East Africa expected to share best practice, improve quality standards and explore scalable models for childcare provision.

While Africa’s young population presents a major demographic opportunity, Gwarube warned that this potential would only be realised if governments and partners invest deliberately in children’s earliest years.

“The measure of our success must be the number of children who arrive at school ready to learn, to thrive, and to succeed,” she said.

She asked governments, development partners, civil society and the private sector to move beyond commitments and take practical steps to expand access to quality early learning and childcare.

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The decision to place the National Student Financial Aid Scheme (NSFAS) under administration has been slammed by student leaders and the Economic Freedom Fighters (EFF), who say it could deepen instability in the higher education funding system.

Higher Education and Training Minister Buti Manamela announced on Monday that NSFAS had been placed under administration with immediate effect, citing governance failures, audit concerns, operational weaknesses and instability within the board.

He appointed Professor Hlengani Mathebula as administrator, saying the intervention was necessary to “restore institutional credibility, operational effectiveness and public confidence”.

However, the South African Union of Students (SAUS) has rejected the decision and the process, saying that there was no consultation with student stakeholders and that conditions did not justify an intervention.

“SAUS unequivocally rejects the decision and process of placing NSFAS under administration,” the organisation said in a statement on Tuesday.

“There has never been any consultation done with the South African Union of Students as the larger stakeholder in the sector.”

The union said it had not observed governance failures severe enough to warrant administration, adding that NSFAS operations had improved in recent years.

“From the lived realities of students, NSFAS has shown measurable improvements in its operations,” SAUS said.

“While challenges persist, the scheme is significantly more functional than in previous years, and does not reflect a system in crisis warranting administration.”

Manamela, however, said the decision followed a “long process of engagement, legal assessment, governance intervention, and consideration of alternatives”, pointing to a disclaimer audit outcome, material irregularities flagged by the Auditor-General, operational weaknesses, and ongoing governance instability within the NSFAS board.

SAUS also raised concerns about the timing of the intervention, noting it came shortly after steps were taken to stabilise leadership at the scheme, including the board’s move to regularise senior management.

“The sudden imposition of an administrator undermines the role of the Board and raises serious questions about what informed this decision,” the union said.

The organisation further questioned whether the minister had complied with Section 17A of the NSFAS Act, which allows the minister to appoint an administrator where there is serious financial or other maladministration, where NSFAS’s effective functioning is seriously undermined, or where the board requests such an appointment.

“The failure to clearly demonstrate compliance with the provisions of Section 17A suggests that due process may not have been fully adhered to,” SAUS said.

The union warned that repeated interventions at NSFAS have historically failed to produce stability.

“Over the past decade, NSFAS has been subjected to repeated cycles of administrations and acting leadership,” it said.

“These interventions have not produced lasting stability, but have instead deepened uncertainty.”

SAUS also highlighted outstanding policy issues, including 2026 funding guidelines, accommodation protocols and student allowances, which it said require urgent ministerial approval.

The EFF also criticised the move.

“The EFF condemns the placement of NSFAS under administration following leadership instability, board resignations, and ongoing conflict with the Minister of Higher Education,” the party said.

The EFF said the intervention risks creating conditions for further corruption.

“The appointment of an administrator without proper oversight creates dangerous conditions for corruption and looting,” it said.

The party added that thousands of Technical and Vocational Education and Training (TVET) students remain in limbo.

“More than 12,000 TVET students still have unconfirmed funding statuses while the academic year is already underway,” the EFF said.

Manamela sought to reassure students that the intervention would not disrupt funding or daily operations at NSFAS.

“Student funding will continue. Allowances will continue. Appeals processes will continue,” Manamela said, adding that the administration is a temporary measure aimed at stabilising the institution and returning it to ordinary governance.

SAUS has called on the minister to provide a “full, transparent, and lawful account” of the decision and indicated it will engage other student bodies on sector-wide challenges.

“The South African Union of Students will continue to defend the interests of students and will not remain silent in the face of decisions that risk plunging NSFAS back into instability,” the organisation said.

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A school principal, who is also a pastor, accused of masterminding the murder of his lover will remain in custody after the KuGompo City Magistrate’s Court denied him bail.

George Jude Plaatjies, 52, is facing charges of premeditated murder, conspiracy to commit murder and defeating the ends of justice regarding the death of Zovuyo Mbana in March.

The National Prosecuting Authority (NPA) said on Tuesday that it welcomed the court’s decision to oppose bail.  

The court heard that Plaatjies allegedly played a pivotal role in the murder, including financing and coordinating activities for the killing.

Opposing bail, the state told the court that he posed a “significant risk” if released on bail, saying he could “interfere with witnesses, tamper with evidence, evade trial or commit further offences”.

Mbana was allegedly strangled and suffocated before her body was burned beyond recognition and abandoned in a forest along the N6 highway, towards Stutterheim.

State prosecutor Lerato Ngqinileyo argued that releasing Plaatjies would undermine public confidence in the criminal justice system, given the seriousness of the allegations.

The matter was postponed to 3 June 2026 for further investigation.

Plaatjies will remain in custody with his three co-accused, Temoso Manamela, 29, Aviwe Jilingisa, 40, and Gladys Rethabile Ramodi, 28, who previously abandoned their bail applications.

“The NPA remains committed to ensuring accountability, upholding the rule of law, and pursuing justice for victims of violent crime,” it said.

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The Oprah Winfrey Leadership Academy for Girls (OWLAG) on Monday honoured its teachers for their outstanding contribution to the Class of 2025’s exceptional matric performance.

The Class of 2025, also known as the Zenith cohort, achieved a 100% pass rate and a 100% Bachelor’s pass. All 44 learners passed, with a group average of 76% and an average of 2.98 distinctions per learner. More than half of the class obtained three or more distinctions, while 5% ranked among the top 1% nationally in IEB subjects. 

The awards recognised departmental teaching excellence using measurable indicators drawn from the Independent Examinations Board (IEB), aligned with national best practice.

Head of Academics Dumisani Tshabalala said the awards reflect the extraordinary journey of the cohort. He said that many learners joined the academy later than usual and experienced disrupted schooling due to the COVID-19 pandemic.

Unlike a typical five-year academic journey at OWLAG, some learners spent only two to three years at the school, having faced significant gaps in their foundational education. Tshabalala emphasised that teachers played a critical role in closing these gaps through “compensatory education”.

“In the space of a few years, teachers spent countless hours beyond the normal school day, including weekends, to support learners academically,” he said. 

“What they have achieved is nothing short of extraordinary.”

The Teacher Awards, presented at departmental level, highlighted the collective effort behind learner success.

Among the top-performing departments were:

• The Languages Department (Afrikaans FAL & English HL) produced learners in the national Top 1%
• Physical Sciences was recognised as the most improved subject
• IsiZulu First Additional Language achieved 100% distinctions, exceeding the national average by over 13%
• Life Orientation contributed the most distinctions, with all learners scoring above 80%
• Mathematical Literacy recorded 100% of learners above 70%
• Sesotho First Additional Language exceeded the national average by more than 15 percentage points.

A total of 14 teachers were recognised across categories, reflecting a strong culture of collaboration and shared accountability, according to the school.

Guest speaker Chumani Nyati praised teachers for their transformative role, saying the theme “Great Teachers, Greater Impact” reflected the lived reality of education.

“A great teacher does far more than deliver lessons. They create curiosity, inspire belief, and shape the future one learner at a time,” Nyati said.

She added that teachers play a crucial role in fostering belonging and confidence among learners, particularly those from disadvantaged backgrounds.

The school said Monday’s event marked its first year of honouring teachers for their role in the pass rate, and that it would continue to do so moving forward.

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The National Student Financial Aid Scheme (NSFAS) has been placed under administration following the resignation of two board members, including acting chairperson Mugwena Maluleke.

The student funding agency has been grappling with governance instability, audit failures and disruptions to funding processes affecting thousands of beneficiaries.

NSFAS has also operated without a permanent chief executive for more than 30 months, a vacuum widely cited as a key factor behind tensions between the board and the minister over the appointment of a permanent CEO.

Higher Education and Training Minister Buti Manamela, speaking at a media briefing in Pretoria on Monday, announced the appointment of Professor Hlengani Mathebula as administrator on Monday, in a move he said was aimed at restoring stability at the embattled scheme.

“This decision was not taken lightly. It follows a long process of engagement, legal assessment, governance intervention and consideration of alternatives,” Manamela said.

“We took this step because the government cannot ignore potential legal irregularities in the constitution of a statutory body entrusted with billions of rand in public funds and the futures of millions of students.”

Manamela outlined a series of governance and operational failures that led to the intervention, including a disclaimer audit outcome for the 2024/25 financial year, material irregularities flagged by the Auditor-General, and persistent weaknesses in internal controls.

A March directive from the minister highlighted “serious data integrity concerns”, unresolved student appeals due to system deficiencies, delays in ICT modernisation, and student accommodation failures “affecting student dignity and safety”.

“The real question became this: was NSFAS, as an institution, functioning effectively, sustainably and credibly in the interests of students and the country?” he said.

He said in light of the increasing instability within the board, each remaining board member was written to individually and afforded an opportunity to give their take on the challenges of the institution, possible alternatives and whether intervention was necessary.

In addition, he said the department also considered possible alternatives to placing NSFAS on administration.

These included filling vacancies, appointing further interim leadership, continued directives, intensified departmental oversight and allowing more time for governance processes.

But, the minister said no satisfactory alternative to administration was found.

“Ultimately, however, I was not satisfied that the ordinary governance arrangements were capable of adequately stabilising the institution within the urgency and seriousness of the challenges confronting NSFAS,” he said.

“I was also not satisfied that continued Board-led governance, in the prevailing circumstances, would provide the level of assurance required to restore institutional stability, protect students and safeguard public resources,” he added.

Manamela said Mathebula brings more than three decades of experience across governance, finance and higher education leadership, positioning him to lead the turnaround.

“[The] government is therefore confident that Professor Mathebula possesses the experience, independence, leadership capacity and institutional understanding necessary to stabilise NSFAS during this period,” he said.

Mathebula currently serves as the Director of Tshwane University of Technology’s Business School and has held senior roles in institutions including the South African Reserve Bank (SARB) and the South African Revenue Service (SARS).

According to the minister, Mathebula’s mandate will centre on “stabilisation, accountability, operational continuity and institutional renewal”, including strengthening governance, addressing audit weaknesses, accelerating ICT reforms, and resolving student funding and accommodation challenges.

The administrator will also be empowered to appoint specialist expertise in areas such as audit remediation, ICT systems, governance, finance and legal services.

Manamela moved to reassure students and institutions that the intervention would not disrupt funding operations.

“Let me state this clearly: student funding will continue. Allowances will continue. Appeals processes will continue. Universities and TVET colleges will continue engaging NSFAS operationally,” he said.

He added that the administration was a temporary but necessary step to rebuild credibility.

“The purpose of the intervention is precisely to protect continuity and restore confidence. This intervention is not about personalities. It is not about factions. It is about protecting students, stabilising a critical public institution, restoring accountability, and ensuring that NSFAS performs its mandate effectively and lawfully,” he said.

He also pointed to ongoing challenges in student accommodation, noting that while many universities have taken over provision, private providers remain part of the system.

“So the reality is that for some of the challenges to be resolved, we have to design an ecosystem that responds, you know, to the prevailing material conditions in our institutions, and to make life easier for students,” he said.

In closing, Manamela acknowledged the role of former and remaining NSFAS board members, saying many had served “under challenging circumstances and engaged the process in good faith”.

He reaffirmed the government’s commitment to ensuring NSFAS fulfills its mandate to poor and working-class students.

“Government remains fully committed to ensuring that NSFAS succeeds. We will continue engaging institutions, students, Parliament, National Treasury and the public as this process unfolds,” he said.

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The Department of Higher Education and Training (DHET), in partnership with Services SETA, has secured R5 million to support the further refurbishment and upgrading of the Emlandeleni Community Learning Centre in Ndwedwe, KwaZulu-Natal.

DHET deputy minister Dr Mimmy Gondwe announced the investment during a visit to the centre on Monday.

“Today is not only about announcing key infrastructure upgrades to Emlandeleni Community Learning Centre. It is about restoring dignity, reclaiming opportunity, and affirming to the people of Ndwedwe that you have not been forgotten,” Gondwe said.

She said the centre formed part of an effort to repurpose underutilised public infrastructure for community development.

Following the rationalisation of schools by the KwaZulu-Natal Department of Basic Education, a number of facilities were transferred to the department.

“Through the support of the national Department of Public Works and Infrastructure, this facility has been refurbished and prepared for its new purpose and is now operating as the Emlandeleni Community Learning Centre,” Gondwe said.

The centre serves out-of-school youth and adults who are not in employment, education or training, and is intended to give people a second chance to learn and gain skills.

“Across our country, there are many young people and adults, who for different reasons, did not complete their schooling. Some were held back by poverty, whilst others were held back by circumstances, and others were held back by the responsibilities they had to carry too early in life. But none of them should be written off,” she said.

“Learning centres such as this one exist to say that it is never too late to learn, never too late to rebuild, and never too late to participate meaningfully in the economy of your community and your country.”

She said South Africa could not afford to have a generation disconnected from learning, skills and opportunity.

“That is why CET Colleges are not a ‘by the way’ or a side initiative. They are central to how we respond to unemployment, inequality, and the NEET crisis.”

The centre and its satellite sites have enrolled more than 1,000 students this year.

According to Gondwe, the enrolments were across “a range of academic, skills, and occupational programmes, ranging from foundational learning to practical training in areas such as workplace readiness, first aid, baking, sewing, and other critical income-generating skills”.

Gondwe said access alone was not enough.

“What we provide, as the PSET system, must be meaningful and impactful. It must build confidence, restore dignity, and create real pathways into employment, entrepreneurship, or further education,” she said.

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Hoërskool Waterkloof has won the 2026 Belgotex Sport Girls Hockey Challenge title with a 1-0 victory over Collegiate Girls’ High School.

Playing at the Western Province Cricket Club in Newlands on Sunday, Waterkloof secured the win by a late goal from Elaine Haycock in a tightly contested final.

The decisive moment came in the 57th minute of a match that appeared destined for a penalty shootout.

With both teams locked in a tactical battle and struggling to break each other down, Haycock found a gap in Collegiate’s defence and fired home the only goal of the match.

Her strike capped off an unbeaten run for the Pretoria-based side, who recorded six consecutive victories en route to lifting the prestigious under-19 title.

Waterkloof’s triumph sees them being the second winners of the tournament, succeeding Paarl Gimnasium.

Waterkloof coach Omari Pienaar-Geyer, speaking after the match, praised her team’s resilience and unity.

“We are incredibly proud of the girls for winning the Challenge. Our midfield worked super hard. It could’ve been anyone’s game, but we’re happy it was ours,” Pienaar-Geyer said.

The final lived up to expectations, with both teams trading attacking phases but failing to convert their chances.

Collegiate, known for their tactical discipline, restricted Waterkloof’s attacking freedom for much of the encounter.

Pienaar-Geyer acknowledged the challenge posed by their opponents, noting her side had to adapt under pressure.

“At times, we had to reset and dig deep defensively, but every player held their role and stood strong. We defended with real grit when it mattered and scored some unbelievable team goals that came from everyone contributing,” she said.

Collegiate coach Michael Abrahams said his team had relied on structure and cohesion throughout the tournament.

“We made sure that we stuck to our processes and principles. We also made sure that we were always team-oriented and just supporting one another,” he said.

Despite falling short in the final, Collegiate reinforced their status as one of the top schoolgirl hockey teams in South Africa this season.

Their campaign included notable wins over Rhenish, Oranje Girls High school, and Diocesan School for Girls (DSG) Makhanda, following a strong showing at the National All Girls Festival earlier in the year.

Individual honours at the tournament reflected standout performances across multiple teams.

Waterkloof midfielder Lenique Vogel was named Player of the Tournament, while Paarl Gimnasium striker Alanda Rademeyer secured the Top Goalscorer award after netting 12 goals.

DSG Makhanda goalkeeper Abigail Meihuizen earned recognition as Goalkeeper of the Tournament.

Waterkloof’s route to the title included a dramatic quarterfinal victory over St Mary’s DSG Kloof, where they advanced 3-2 via a penalty shootout, before edging defending champions Paarl Gimnasium 3-2 in the semifinals.

Durban Girls’ College claimed the Plate title with a 2-1 win over St Anne’s, while St Andrew’s School for Girls secured the Bowl after a penalty shootout victory against St Mary’s Waverley.

The four-day tournament also featured under-16 and under-14 divisions, showcasing emerging talent from across the country.

Paarl Gimnasium successfully defended their under-16 crown with a commanding 4-0 win over St John’s DSG, while Bloemhof captured the under-14 title with a 2-1 victory over Rhenish.

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Social Development Minister Sisisi Tolashe has told parents not to shield those who exploit children by accepting money, cattle or goats as compensation.

Tolashe made the call as government launched Child Protection Month in KwaZulu-Natal. She told those at the event that communities, civil society and law enforcement agencies should work together to protect children from abuse, violence, statutory rape and exploitation.

The launch took place at the Prince Mangosuthu Sports Field in the eDumbe Local Municipality.

Delivering her keynote address, Tolashe said South Africa needed a whole-of-society response to ensure children are safe.

“Today we come here to fight a battle of different kind, the most vulnerable in our society, children. We are here today to fight child abuse, violence against children, statutory rape and child exploitation in our society,” she said.

Tolashe called on parents to prioritise children’s safety over compensation from perpetrators.

“[N]o matter how poor your family is, stop shielding the perpetrators by accepting money, cattle or goats as inhlawulo (compensation). Those who sexually exploit vulnerable girls and boys from vulnerable families must be identified, reported, prosecuted and face the consequences of their heinous actions.

“Dealing decisively with the scourge of gender-based violence and femicide, which President Cyril Ramaphosa has rightfully declared a national disaster, starts with reporting and robust prosecution of statutory rapists and ensuring that every child in South Africa knows his or her rights,” she said.

Various stakeholders, including children, civil society groups, NGOs and the United Nations Children’s Fund, were at the launch.

UNICEF delivered a message of support, saying that government alone cannot win the battle against violence affecting children. It said child protection starts at home with parents, continues at schools with teachers, and requires the involvement of society as a whole.

KwaZulu-Natal MEC for Social Development Mbali Shinga called on South Africans to play an active role in protecting children.

“Child Protection is a call to action that reminds all of us to create a safe environment for children. In KZN, we are working every day to protect children, together with all stakeholders. I call on all South Africans to work together with law enforcement to create a safer environment for children,” she said.

The Department of Social Development said the launch marked a heightened period of action by various stakeholders, but warned that child protection should not be treated as a once-off event.

It said the campaign would include engagements with children, traditional leaders, religious leaders, parents, caregivers and other stakeholders, all aimed at ensuring children are protected.

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