Organisers commemorating the 50th anniversary of the 1976 Soweto uprising have launched a nationwide campaign aimed at honouring the legacy of the student revolt while reviving youth activism and civic participation ahead of the 2026 milestone.

The Seth Mazibuko Foundation unveiled its “1976@50” programme at the Hector Pieterson Memorial in Orlando West last week, bringing together struggle veterans, political figures, artists and young people at the site synonymous with the June 16 uprising against apartheid-era education policies.

Led by uprising leader Seth Mazibuko, the initiative will include concerts, academic forums, youth dialogues and heritage projects under the theme “Finishing What Was Started”.

“The spirit of 1976 still exists 50 years after the atrocities of June 16,” Mazibuko said at the launch. “It is a spirit and an idea that Steve Biko said would never die.”

The foundation said it had partnered with organisations including the Kagiso Trust, Constitution Hill, the Robben Island Museum and the National Heritage Council of South Africa to coordinate the commemorations.

Organisers said American R&B singer Syleena Johnson would collaborate with South African artist Yvonne Chaka Chaka on a commemorative theme song, while a documentary and feature film on the uprising were also planned.

A Unity Concert scheduled for June 14, 2026, will feature performers including Sipho Mabuse, Marah Louw and PJ Powers.

Academic institutions including University of the Witwatersrand and University of Johannesburg are expected to host colloquiums examining the political and social impact of the 1976 uprising.

Neo Merafi, founder of Maverick Brand Communications and a lead organiser of the campaign, said the anniversary should serve as a catalyst for addressing challenges facing South Africa’s youth.

“While the youth of 1976 were the dawn of liberation, the youth of 2026 are the dawn of reconstruction,” Merafi said.

“They are facing their own catastrophic struggles — economic exclusion, political disillusionment and systemic inequality.”

Merafi said the campaign would focus on practical initiatives including youth employment, civic education and voter participation, alongside efforts to preserve oral histories and create a permanent digital archive documenting the events of 1976.

Organisers also plan intergenerational dialogues between members of the “class of 1976” and the “class of 2026”, culminating in a proposed National Youth Manifesto to be presented to the president on Youth Day in 2026.

The public has been invited to gather at Confrontation Corner in Soweto on June 16, 2026, for a symbolic march to Orlando Stadium marking five decades since the uprising that helped galvanise resistance to apartheid.

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Former Auditor-General Terence Nombembe has been appointed chairperson of the University of the Witwatersrand Council for a three-year term, with the option of renewal, the university said on Thursday.

Nombembe was the first black South African to serve as Auditor-General in the institution’s 100-year history and brings extensive experience in governance, ethics and public accountability to the role.

Wits Chancellor Judy Dlamini welcomed the appointment, describing Nombembe as “a wise, accessible and ethical leader”.

“We are pleased to welcome Mr Nombembe to Wits. We look forward to working with him,” Dlamini said.

Nombembe said he was honoured to take up the position and committed to strengthening governance in higher education.

“I am pleased to serve in this role and I look forward to building on the strong governance foundation that Council has established,” he said.

Nombembe served as chief executive of the South African Institute of Chartered Accountants from 2014 to 2019.

In 2018, he joined the Judicial Commission of Inquiry into Allegations of State Capture, known as the Zondo Commission, as head of investigations, serving until the commission concluded its work in 2022.

He also served on the board of the South African Reserve Bank until 2023 and completed his tenure as chairperson of the Gauteng Ethics Advisory Council in 2024.

“These roles have placed me in good stead to accept this key position in higher education. I believe that universities have a role to play in sustainable nation building and we must safeguard against leadership override of good governance and internal controls,” Nombembe said.

Nombembe holds a Bachelor of Commerce degree from the University of Transkei and a BCompt Honours degree from the University of South Africa. He qualified as a chartered accountant in 1990.

His career includes senior roles at KPMG, Unilever South Africa and BP Southern Africa, where he gained experience in auditing, financial management and corporate governance.

He has received several honours for ethical leadership and public service, including the Jörg Kandutsch Excellence Award from the International Organization of Supreme Audit Institutions, as well as honorary doctorates from Walter Sisulu University and the University of Pretoria.

Wits Vice-Chancellor and Principal Zeblon Vilakazi described Nombembe as a leader of “exceptional integrity and distinction”.

“We are honoured to welcome him and look forward to working with him in advancing Wits’ mission of academic excellence and societal impact,” Vilakazi said.

The university said Nombembe’s experience and principled approach to governance aligned closely with Wits’ institutional values.

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Deputy Minister of Basic Education Dr Reginah Mhaule on Tuesday reiterated the department’s focus on strengthening foundational learning, with particular emphasis on literacy and numeracy.

Speaking at the Theological Short Course Workshop and launch at the University of South Africa (UNISA) in Pretoria, Mhaule said a solid foundation remained critical to the success of the education system as a whole.

She warned that weak early learning structures compromised the entire trajectory of education outcomes.

“For this reason, the department continues to strengthen early learning interventions while expanding key programmes such as mother tongue-based bilingual education, South African Sign Language, digital skills training, and improved English language instruction to ensure inclusive and quality education for all learners,” she said.

Mhaule said partnerships with higher education institutions were also central to reviewing and strengthening teacher education qualifications, as well as improving training systems.

“Partnerships with higher education institutions remain central, particularly in the review and strengthening of teacher education qualifications and the continuous improvement of training systems,” she said.

“Teachers, especially at foundation level, must be continuously trained, supported, and re-skilled, as they play a critical role in shaping learning from its earliest stages and building strong educational outcomes for the future.”

Drawing a parallel with faith-based leadership, Mhaule said ongoing development was equally important for church leaders to remain relevant in a rapidly changing environment.

“It strengthens leadership capacity in areas such as pastoral care, management, communication and conflict resolution, while also deepening spiritual maturity and practical effectiveness in guiding communities,” she said.

“Education and ongoing development are essential for effective service, responsible leadership, and meaningful transformation. I urge leaders to remain grounded in knowledge, guided by purpose, and committed to lifelong growth in both professional and spiritual capacity.”

Mhaule added that church leaders must be equipped to navigate complex social, cultural and technological realities, stressing that continuous learning was key to maintaining relevance and sound doctrine while adapting to change.

“Ultimately, continuous development, whether in education or ministry, is about strengthening foundations, sustaining relevance and preparing leaders to serve with wisdom, excellence and purpose,” she said.

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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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The University of Johannesburg (UJ) has launched an augmented reality heritage experience at the Melville Koppies Nature Reserve.

The project uses digital technology to reconstruct a 500-year-old African smelting site without disturbing the protected landscape.

Launched on Workers’ Day, it was developed in collaboration with the Melville Koppies Management Committee and led by Dr Izak Potgieter and Dr Herman Myburgh of UJ’s Metaverse Research Unit.

It allows visitors to use their smartphones to scan QR codes and view a historically grounded, three-dimensional reconstruction of the ancient smelter overlaid on the existing remains.

Through animation and narration, the site is presented as an immersive learning environment focused on early African engineering, resource use, and environmental awareness.

UJ said the project pays tribute to the labour, craftsmanship and metallurgical knowledge of the pre-colonial ancestors of today’s Sesotho and Setswana-speaking communities, placing indigenous innovation at the centre of the heritage experience.

The university’s Department of History and Language Unit also worked on the project to ensure that the experience is academically rigorous and accessible through multilingual narration.

“Melville Koppies has long stood as a place of deep historical and cultural significance. For many of the present generation, these histories can feel distant and this project steps in as not just a technological achievement but an intellectual and cultural bridge.

“Through augmented reality we can reconstruct, reanimate and re-experience a vital aspect of our shared history,” said Professor Kammila Naidoo, Dean of the Faculty of Humanities, at the launch.

UJ said the technology had been designed to be affordable and widely accessible, with even low-cost smartphones able to access the QR code and view the animated storytelling experience.

Potgieter said the project showed how history was embedded in the landscapes people inhabit and the communities they build.

“The site offers a rare opportunity to represent pre-colonial African technological knowledge in-situ,” said Dr Potgieter. “By animating the past, we enable visitors to engage with history in a way that is immediate, accessible, and deeply meaningful.”

The AR experience will also be made available at all UJ libraries in an effort to attract students to the site.

Jenny Grice, of the Melville Koppies Management Committee, said the project would add to the range of activities already taking place at the reserve and help draw more visitors, young and old.

UJ said the initiative could set a new standard for preserving cultural memory through digital storytelling while protecting conservation landscapes.

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Johannesburg Zoo is expecting more than 8,000 people at its annual Mother’s Day Concert on Sunday, 10 May 2026, with Ami Faku set to headline the four-hour live music event.

Johannesburg City Parks and Zoo (JCPZ) said that the concert will take place at the zoo and will combine live music, family activities, guided tours, and picnic spaces.

This year’s line-up includes The Soil, Bongi Archi, Phoebe Mgxaji, Matthew Mole, Chubby Cheeks, and The Phoenix Orchestra, conducted by Richard Cock.

JCPZ said the event would “blend world-class entertainment, culture and family-friendly activities into a truly unique celebration of mothers”.

The concert will run from 12:00 to 16:00, following a morning programme of guided heritage tours through the zoo from 09:15 to 11:45. Gates will open at 08:30.

The event will also include a kiddies corner with face painting, jumping castles, arts and crafts, and interactive animal experiences.

Other activities include heritage tours, an adopt-an-animal initiative, food vendors and picnic-friendly spaces.

“Guests are encouraged to bring picnic baskets or enjoy curated food offerings available on-site,” JCPZ said.

Entry will be controlled through designated gates, and JCPZ has encouraged visitors to arrive early “to ensure a seamless guest experience”.

JCPZ said the concert would continue to play a role in promoting social cohesion and strengthening its position as a community-centred organisation.

The event will be supported by a safety and operations plan aimed at ensuring a secure and smooth experience for attendees.

“The Mother’s Day Concert at Joburg Zoo has become a signature highlight on Johannesburg’s events calendar, a space where music, nature and community come together to honour mothers in a meaningful and memorable way,” JCPZ said.

Tickets are available via Webtickets at https://bit.ly/41iNTDr.

Adult tickets cost R150, while tickets for children aged three to 12 and pensioners cost R80.

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Artificial intelligence (“AI”) is no longer a distant technological concept; it has become an everyday tool in workplaces, homes, and, increasingly, classrooms. Students today have access to AI-powered tools that can assist with research, summarising information, drafting written content, analysing data, and solving complex problems.

While these technologies create new opportunities for learning and efficiency, they also present significant challenges for educational institutions. Many schools and universities have responded cautiously, with some attempting to restrict or ban AI use entirely. 

However, in the South African context, such an approach is unlikely to be sustainable.

Artificial intelligence is rapidly becoming integrated into modern life and the future workforce.

Instead of avoiding AI, educational institutions must focus on developing digital literacy and implementing clear policies to regulate the responsible use of these technologies.

The Evolution of Technology in Education

Education has historically evolved alongside technological advancements. Tools that were once viewed with suspicion, such as calculators, computers, and the internet, are now essential components of the learning environment.

Artificial intelligence represents the next stage in this evolution.

Students entering professional fields such as law, finance, engineering, healthcare, and technology will inevitably encounter AI in their daily work.

If educational institutions fail to equip students with the skills needed to navigate these technologies responsibly, graduates may find themselves unprepared for the realities of the modern workplace. For this reason, the focus should not be on eliminating AI from education, but rather on teaching students how to use it responsibly, critically, and ethically. 

The Importance of Digital Literacy

A key component of adapting to artificial intelligence is developing digital literacy. Digital literacy goes beyond simply knowing how to use technology; it involves understanding how digital systems operate, recognising their limitations, and critically evaluating the information they produce.

In the context of artificial intelligence, students must learn that AI-generated outputs are not inherently accurate or unbiased. 

AI systems rely on data patterns and algorithms, which means they can produce incorrect, misleading, or incomplete information. Without the ability to critically assess AI outputs, students may become overly reliant on automated tools, undermining independent thinking and academic integrity.

Teaching AI literacy is therefore essential to ensuring that students remain active participants in the learning process rather than passive consumers of automated information.

Developing Clear Institutional AI Policies

Alongside digital literacy, educational institutions must develop clear and comprehensive policies governing the use of artificial intelligence. One of the primary concerns surrounding AI in education is academic integrity.

Institutions must therefore clearly define when the use of AI tools is permissible and when it may constitute academic misconduct.

For example, using AI to generate ideas or assist with research may be acceptable, while submitting entirely AI-generated work as one’s own would undermine the purpose of academic assessment.

Establishing transparent guidelines helps students understand the boundaries of acceptable conduct while allowing technology to remain part of the educational process.

Transparency is also an important element of responsible AI use. Institutions may consider requiring students to disclose when AI tools have been used in the preparation of assignments, research, or projects.

Such disclosures encourage honesty and accountability while acknowledging that AI can be a legitimate support tool when used appropriately.

In addition, traditional assessment methods may need to evolve. Greater emphasis may be placed on oral presentations, in-class assessments, and practical demonstrations of understanding to ensure that students are genuinely engaging with the material.

The South African Legal Framework

From a legal perspective, the use of artificial intelligence in educational institutions must also be considered in the context of South African law. The Constitution of the Republic of South Africa, 1996, protects fundamental rights that may be implicated in the digital learning environment, including the rights to dignity, privacy, and access to education.

These rights remain relevant in online and technologically mediated environments, meaning that educational institutions must ensure that the adoption of AI technologies does not compromise students’ rights.

In addition, the Protection of Personal Information Act 4 of 2013 (POPIA) plays a significant role in regulating the collection, storage, and processing of personal data.

Many AI platforms operate by analysing large volumes of data, which may include students’ personal information. Schools and universities must therefore ensure that any AI technologies used within their systems comply with POPIA’s requirements relating to lawful processing, consent, and data security.

Failure to do so could expose institutions to legal risk and undermine students’ privacy rights.

Balancing Innovation and Protection

Ultimately, the challenge facing educational institutions is not simply technological, but also ethical and regulatory.

Schools and universities must balance the need to prepare students for a rapidly evolving digital world with the responsibility to protect them from the risks associated with emerging technologies.

Achieving this balance requires thoughtful policy development, ongoing educator training, and collaboration between academic institutions, legal professionals, and technology experts.

Conclusion

Artificial intelligence will continue to shape the future of education and the broader professional landscape. Attempting to ignore or prohibit these technologies may hinder rather than protect students.

A more effective approach is to embrace the reality of AI while equipping students with the knowledge and skills needed to use it responsibly.

By prioritising digital literacy, implementing clear policies, and ensuring compliance with South Africa’s legal framework, educational institutions can create learning environments that both safeguard students and prepare them for the demands of a technologically advanced society.

Written by Robyn Shepherd, Attorney, SchoemanLaw Inc 

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Learners at Lethabong Maths, Science and ICT School of Specialisation in Soshanguve have unveiled a home-built electric vehicle, the EV LMSI 1000.

The Gauteng Department of Education said international media visited the school to observe the impact of partnerships aimed at advancing innovation, skills development and quality education.

“The unveiling marks a significant milestone for the department’s Schools of Specialisation programme, as learners demonstrated not only technical skills but the ability to design and build solutions aligned with the future of mobility,” it said.

The EV LMSI 1000 is the latest in a series of learner-led innovations at the school, which focuses on automotive studies, science and ICT.

The institution was established as part of Gauteng’s drive to equip young people with industry-relevant skills, particularly in the automotive sector linked to the Tshwane economic corridor.

Learners have previously developed projects including a solar-powered transport system and autonomous vehicle models designed and built on campus, reflecting a growing foundation in engineering and digital technologies.

As South Africa expands its electric vehicle ecosystem, including charging infrastructure initiatives led by Eskom, such projects position learners within a rapidly evolving industry.

Educators and partners said the EV LMSI 1000 is not only a school project but a symbol of what can be achieved through collaboration between education, industry and policy.

Photos: X/DBE

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South Africa’s 50 public technical and vocational education and training (TVET) colleges are, in the main, struggling institutions. In many, throughput rates – how many students qualify in the expected time – are low. Some lecturers are under-qualified and under-resourced. Relationships with employers, which are crucial for the type of training that these colleges offer, are uneven.

Colleges are hard pressed to provide training to young people with weak schooling behind them and no clear path to employment ahead. The youth unemployment rate is almost 44%.

The response to problems in the sector has been reform: rename the colleges, restructure them, give them new governance models, new qualification types, new funding arrangements. Over 30 years of democracy, South Africa has done all of these things, repeatedly. It has not worked.

And now there’s another round of changes being rolled out. There is little clearly documented explanation of what the new system is and how it will work in practice. But colleges have been instructed that most current qualification offerings will be phased out and replaced by new “occupational” qualifications.

In 2024 I wrote a paper tracing the history of the technical and vocational training sector, drawing on published literature, my research on skills development and my own involvement in South Africa’s education and training policy processes. The paper sets out why the sector is not working and what it needs to succeed.

In my view, based on the history of the sector, there is a serious risk that the latest reforms will make things worse.

Thirty years of the same mistake

South Africa’s policy vision and funding model for TVET colleges has, like that of many other countries, been to base funding on student enrolment for programmes that are linked to employer demand. It assumes colleges will respond to what employers want, and channel young people into jobs.

It has a long and largely unsuccessful track record, with problems in many countries – most extensively documented in Australia and the UK, the originators of the broad policy model.

The problem is structural. Funding institutions only through enrolments in specific programmes provides no institutional stability. It creates no incentive to invest in equipment, lecturers, or long-term relationships with employers. It treats colleges as if they were competing as private training providers.

When the programmes that attract funded enrolments change – as they do, repeatedly – colleges are left with stranded staff, obsolete equipment, and no financial buffer. And when new funding is made available, for new programmes, they don’t have lecturers who can teach them.

Private institutions tend not to offer manufacturing-related programmes – those are expensive. They focus on business-related programmes, which are cheaper.

Consider the National Technical Education Diploma (Nated) qualifications, the government-funded programmes that colleges have provided for decades. First, they were to be phased out. Then, when the National Development Plan created TVET enrolment targets, colleges were told to expand them. Colleges have built up staffing around them and enrolled students in them.

Now, the Department of Higher Education and Training has instructed colleges to phase them out. What replaces them are “occupational qualifications”.

The occupational qualifications problem

The department defines an occupation as a set of jobs whose main tasks and duties are characterised by a high degree of similarity (skill specialisation).

The theory behind occupational qualifications is sound: link qualifications to specific occupations, make workplace experience part of the qualification, and graduates will have credentials that employers recognise and value.

The framework has thousands of occupations.

The problem – and here is where our new research (not yet published online) is indicating an uncomfortable finding – is that many of the “occupations” to which these new qualifications are linked do not really exist in workplaces and labour markets. And there is little publicly available information about them.

Some “occupations” have special skills that need special training, and others are really just jobs.

For example, in our research (not yet online) across 53 food and beverage manufacturing plants, we found that there are artisan trades like millwrighting, fitting and turning, and electrical work which fit the idea of an occupation.

But machine operators don’t fit that description. Yet machine operators are among the new qualifications to be offered. The employers we visited don’t need those qualifications. They would rather hire someone they can train themselves, to use the equipment in their plant.

Training in a “knowledge module” like “personal mastery and interpersonal relationships” is not specific to the “occupation” of operating a machine.

You cannot create an occupation by developing a qualification for it. It works the other way: the occupation must exist before you create a qualification for it.

This is not an abstract concern. Colleges are now being instructed to gain accreditation to offer these qualifications, to hire staff to teach them, to find workplace placements for students doing them – all on the assumption that there is a real occupational destination at the end.

For artisans, this assumption holds: there are real occupations that translate to opportunities in the workplace. But for the majority of new occupational qualifications being developed, far more analysis is needed.

What institutions actually need

Colleges cannot become strong institutions through enrolment-driven funding alone, any more than a school can become strong by being paid per pupil with no base funding for teachers or classrooms. And calling qualifications “occupational” does not mean that they will lead to work where there is no meaningful occupation in labour markets or workplaces.

Institutions need a stable core – employed lecturers, maintained equipment, administrative capacity – that allows them to function as institutions rather than as collections of projects cobbled together from different funding streams.

Some of them may be better off offering second-chance matric (secondary school leaving certificate) programmes instead of narrowly focused programmes where there are few real opportunities for employment in the surrounding areas, and no way colleges can find work placements for their learners.

Pockets of genuine excellence exist in the current system: colleges with good employer relationships and real employment outcomes for graduates. What they have in common is principled management, experienced staff, and enough stability to build relationships over time. The system should be trying to replicate those conditions.

In my view, what needs to happen is this:

• colleges should be funded with a core institutional grant, and enabled to provide a mix of training that reflects their local economic contexts
• occupational qualifications should be rolled out only where employers need them.

Otherwise the latest reforms risk repeating the errors of the past 30 years. Colleges and young people deserve better than that.

Stephanie Allais is Faculty member, Centre for Researching Education and Labour, University of the Witwatersrand.

THE CONVERSATION

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The Equal Education Law Centre, the Western Cape Children’s Commissioner and Ilitha Labantu have raised concerns over the Department of Basic Education’s draft regulations on managing learner pregnancy, warning that gaps could undermine implementation.

The Department of Basic Education has extended the deadline for public comment to May 24, 2026, after civil society groups requested more time to broaden participation.

The extension follows the gazetting last month of the draft regulations under the South African Schools Act, as amended by the Basic Education Laws Amendment Act.

The regulations aim to ensure pregnant learners can remain in school and return after childbirth, supported in a non-discriminatory environment. Schools would be required to provide academic, psychosocial and health support, reinforcing the constitutional right to basic education.

A key provision introduces mandatory reporting in certain cases. Where a learner under 16 falls pregnant, schools would have to report the matter to the Department of Social Development and the South African Police Service.

While intended to address potential statutory offences and protect minors, the measure has raised concerns among stakeholders about its practical implications.

Basic Education Minister Siviwe Gwarube said the regulations build on progress made in addressing learner pregnancy.

“We have moved away from a painful past where young girls were expelled or forced out of school due to pregnancy. These practices contributed to high dropout rates. The regulations reaffirm our commitment to dignity, inclusion and equal opportunity,” she said.

In a joint submission, the organisations welcomed the intent of the regulations but said significant gaps remain.

They cited a lack of clarity on implementation, particularly in under-resourced schools, as well as unclear roles across departments, limited detail on funding, insufficient operational guidance for schools, and capacity constraints in school health and support systems.

Without a clear implementation plan, the groups said, the regulations risk being ineffective despite their policy intent.

They also called for a stronger rights-based approach, with greater emphasis on learners’ dignity, privacy and best interests, improved accountability mechanisms, and clearer recognition of learner fathers.

“The regulations must be responsive, practical and adequately resourced,” the organisations said.

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Higher Education Minister Buti Manamela has outlined a R443 billion medium-term budget to drive South Africa’s post-school education and training priorities, presenting the 2026/27 Annual Performance Plan (APP) to Parliament’s higher education committee on Thursday.

The plan sets targets to support more than 1.15 million university students, enrol over 520,000 students in TVET colleges and fund more than 700,000 students through National Student Financial Aid Scheme (NSFAS).

It also aims to deliver 91,800 workplace-based learning opportunities and 22,000 artisan certifications, while aligning skills development with the just energy transition, the digital economy and industrial policy priorities.

The APP outlines several major delivery priorities for 2026/27, including:

• Support for over 1.15 million university students;

• More than 520,000 TVET college enrolments;

• Over 700 000 NSFAS-supported students;

• Expansion of occupational qualifications and artisan pathways;

• 91 800 workplace-based learning opportunities;

• 22 000 artisan certifications;

• Strengthened alignment with the Just Energy Transition, digital economy, and industrial policy priorities.

“This APP is the operational expression of the national Skills Revolution mandate articulated by President Cyril Ramaphosa during the 2026 State of the Nation Address, and not an isolated administrative document,” Manamela said.

He said the plan marks a shift from compliance-driven planning to measurable outcomes, with a focus on expanding access, improving student success, strengthening TVET colleges and boosting employability.

The minister acknowledged concerns raised by the Auditor-General of South Africa over weaknesses in aspects of the plan, saying corrective measures were under way.

“Producing reports is not performance. Performance is whether students complete, whether artisans qualify, and whether graduates find work,” he said.

The department is finalising service level agreements with Sector Education and Training Authorities (SETAs) to strengthen accountability and coordination, and is standardising data definitions and verification processes across the system.

Manamela said the department remained focused on ensuring that public investment translates into tangible opportunities for young people.

Director-General Nkosinathi Sishi presented detailed performance indicators and implementation plans to lawmakers, including responses to the Auditor-General’s findings.

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President Cyril Ramaphosa has proclaimed the 2026 municipal elections, clearing the way for the official gazetting of the poll date and setting the stage for voters to head to the ballot later this year.

He announced that the Local Government Elections will be held on Wednesday, 4 November 2026, describing the timing as strategically chosen to maximise voter participation.

A voter registration weekend has been set for 20–21 June, as government ramps up efforts to counter growing concerns over voter apathy.

“The proposed date falls on a Wednesday and outside the festive period, which will improve voter turnout while having minimal impact on schooling and travel,” Ramaphosa said.

The announcement was made during his closing remarks at the Extended Presidential Coordinating Council (PCC) meeting in Boksburg, Gauteng, on Thursday.

Cooperative Governance and Traditional Affairs (COGTA) Minister Velenkosini Hlabisa, also speaking at the PCC meeting in Boksburg, said the 4 November date was selected to avoid overlap with the festive season and the January back-to-school period, allowing the education sector to plan accordingly.

“The earliest opportunity was the first of November,” Hlabisa said, adding that the Department of Basic Education would adjust its examination timetable to minimise disruption.

He said the department was expected to finalise its plans by the end of June, including arrangements for first-time voters who will be casting their ballots.

Addressing voter apathy, Hlabisa expressed confidence that citizens would turn out in significant numbers.

“Our people will gain courage from today. Those who have raised concerns about poor basic service delivery will have their time,” he said.

He added that the next five-year term of local government would be shaped by voters’ choices.

Hlabisa also called for peaceful campaigning, urging political parties and communities to uphold democratic principles and ensure that voters can exercise their rights freely.

He said he would convene a meeting with the Electoral Commission of South Africa (IEC), the Municipal Demarcation Board (MDB) and the South African Local Government Association (SALGA) to coordinate voter mobilisation efforts.

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Basic Education Minister Siviwe Gwarube has called for an urgent investigation into alleged irregularities in a R1.6 billion textbook procurement process for Grade 1 to 3 learners.

The move follows a News24 investigation which reported that Lighthouse Publishers (Pty) Ltd — a company with no established publishing track record — was awarded a substantial portion of the tender shortly after its registration.

Gwarube confirmed that she has written to Finance Minister Enoch Godongwana, requesting the National Treasury to probe the matter.

“I have noted with serious concern media reports containing allegations of procurement irregularities in the textbook procurement process,” she said.

The tender affects learning materials for more than 13.7 million learners, raising concerns about the potential impact on the education system.

According to reports, Lighthouse Publishers was registered just three days after tender specifications were issued, yet received over a quarter of approvals for foundation phase materials — potentially earning more than R285 million.

Gwarube warned that any compromise in the procurement process could have far-reaching consequences.

“Any compromise in the integrity of textbook procurement directly threatens the ability of the education system to function effectively and undermines the constitutional right of every child to access basic education,” she said.

She stressed that the National Treasury, as the custodian of procurement compliance, is best placed to assess the allegations before further action is taken.

“Should the investigation uncover malfeasance, I will not hesitate to act. Any and all those implicated will be dealt with,” she said.

The developments have triggered broader political concern, with ActionSA calling for a transparent and comprehensive investigation into the tender process, stressing the need to safeguard public funds and protect learners’ interests.

In a separate development, Parliament’s Portfolio Committee on Social Development has raised alarm over allegations involving the Minister of Social Development.

Committee chairperson Bridget Masango said claims reported by Daily Maverick suggest that a state-paid employee may have been used for private domestic work and allegedly forced to return part of her salary.

“If true, this is not just a technical breach of rules but a violation of public trust. Public money is not personal money,” Masango said.

She added that the allegations raise serious concerns about compliance with the Public Finance Management Act and ethical governance standards.

The committee has requested a full briefing from the department and indicated that the minister will be called to account.

“As part of its oversight responsibility, the committee will formally request a full briefing from the department. The Minister will also be invited to appear before the committee to respond to these allegations,” Masango said.

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