Photos by Eddie Mtsweni

Basic Education Minister Siviwe Gwarube has paid tribute to South Africa’s 485 000 educators, saying their daily work in classrooms is helping to build the country’s future as World Teachers’ Day shines a spotlight on the support and working conditions teachers need to perform their duties.

“Today is National Teachers’ Day, and I want to say to almost half a million of you that we see you, we see your hard work, we see just how much you dedicate yourselves to building South Africa,” Gwarube said.

“I want you to remember that every single time you walk into a classroom, that you are building the future of this country brick by brick, learner by learner. We want to say sianibulela, sianishonipa, and we want to say we appreciate the work that you do.”

World Teachers’ Day is observed annually on 5 October to recognise the contribution of teachers and draw attention to the professional conditions that shape their work.

This year’s observance is particularly significant as it marks 60 years since the adoption of the 1966 International Labour Organisation (ILO)/UNESCO Recommendation concerning the Status of Teachers.

UNESCO’s 2026 theme, “Standing with teachers: 60 years of protecting the profession, advancing its status and shaping our futures”, calls for more than recognition of educators. It places the spotlight on whether education systems are providing teachers with the professional, material and institutional support they need.

The Department of Basic Education said it was continuing to strengthen the foundations of the education system, including early childhood development and Foundation Phase teaching.

Over the past year, the department registered more than 13 300 early childhood development centres against a target of 10 000.

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

In addition, 10 000 Foundation Phase teachers are receiving targeted training in literacy and numeracy this year as the department works to strengthen the National Reading Literacy Strategy.

The interventions come as the education sector continues to grapple with challenges including learner performance, teacher workload, infrastructure, safety and the changing demands placed on educators.

Dean of Education at Rosebank International, Dr Shani Steyn, said World Teachers’ Day should be an opportunity to move beyond celebrating teachers and reflect on what it means to genuinely support the profession.

“Teaching is about far more than delivering curriculum. At its heart, it is relational work. Teachers see potential, build confidence, encourage curiosity and help young people make sense of themselves and the increasingly complex world around them,” Steyn said.

“Standing with teachers therefore means more than thanking them for what they do. It means recognising them as professionals, investing in their development, listening to their voices and ensuring that they are equipped and supported to respond to the changing needs of the learners and communities they serve.”

Steyn said teachers were working in increasingly complex classrooms while having to navigate technological developments, artificial intelligence, changing assessment approaches, learner wellbeing, neurodiversity and inclusive education.

She said teacher preparation therefore needed to extend beyond subject knowledge.

“This means that preparing teachers for the future cannot simply be about giving them subject knowledge and sending them into classrooms,” Steyn said.

“They need strong pedagogical knowledge, the ability to make sound professional judgements and the confidence to adapt their teaching so that different learners have meaningful opportunities to participate and succeed.”

The 60th anniversary of the international recommendation on the status of teachers also provides an opportunity to consider how educators are prepared before entering the profession and how they are supported throughout their careers.

“We need teachers who are knowledgeable, certainly, but also reflective, adaptable and willing to keep learning throughout their careers. The classroom will continue to change,” Steyn said.

“Good teacher education therefore cannot prepare graduates for one version of the classroom; it must prepare them to continue learning and responding as education itself evolves.”

Steyn said pathways into teaching should remain accessible while maintaining professional standards.

Rosebank International offers a Higher Certificate in Early Childhood Care and Education as an entry-level route for people interested in early childhood education, while students can progress through Bachelor of Education qualifications in Foundation Phase and Intermediate Phase Teaching.

“The journey to becoming a teacher does not always begin and end with a single qualification,” Steyn said.

“For some aspiring educators, a higher certificate may be that important first step. What matters is that we create meaningful pathways into the profession while maintaining the quality and professional standards that teaching demands.”

She said investing in teachers ultimately meant investing in learners.

“As we celebrate World Teachers’ Day, we should celebrate both those already serving in our classrooms and those preparing to join them. Standing with teachers means investing in the profession across the entire journey, from the aspiring student teacher to the experienced educator who continues to learn, adapt and lead,” Steyn said.

“Because when we invest in teachers, we are ultimately investing in every learner whose future they will help to shape.”

Meanwhile, the South African Democratic Teachers’ Union (SADTU) used World Teachers’ Day to call for stronger protection of teachers’ rights, improved working conditions and greater investment in public education.

SADTU said the theme was a reminder that the future of society was inseparable from the dignity, rights and working conditions of teachers.

The union paid tribute not only to school teachers but also to lecturers in higher education, education support personnel and early childhood development practitioners.

According to SADTU, the 1966 ILO/UNESCO Recommendation set out principles relating to teachers’ rights and responsibilities, initial teacher preparation, further education, recruitment, employment, and teaching and learning conditions.

It also promoted teachers’ participation in educational decision-making through consultation and negotiation with education authorities.

SADTU said the principles remained relevant as teachers faced a range of pressures in the education system.

The union highlighted the gender imbalance in the profession, saying that while the majority of teachers were women, men continued to dominate leadership positions.

It said women were also heavily represented in early childhood education, which plays a critical role in children’s academic, emotional and physical development, but that many ECD practitioners continued to struggle for recognition as teachers.

SADTU said the formalisation of the ECD sector by the Department of Basic Education was partly a result of its advocacy.

The union called for women teachers to be protected from harassment and discrimination and afforded equal opportunities to advance into leadership positions.

It also raised concerns about violence against teachers and the safety of educators in schools.

“No teacher should have to enter a classroom fearing for their lives,” SADTU said, calling for stronger measures to protect teachers and address the social conditions contributing to violence in schools.

The union said schools needed to be places of teaching, learning, safety and dignity rather than spaces where educators faced violence, intimidation or abuse.

SADTU further warned that teachers were bearing the impact of austerity measures and resource constraints, arguing that cuts to education budgets could affect the ability of educators to provide quality teaching.

Overcrowded classrooms, inadequate resources, insufficient support and growing administrative workloads were among the challenges identified by the union.

SADTU cited a University of Stellenbosch study which found that 50% of South African teachers were considering leaving the profession within a decade, with administrative burdens identified as a major source of stress.

The union said teachers could not be expected to continually do more with fewer resources while carrying the responsibility of preparing future generations.

It called for sustained investment in public education, saying education should be treated as a fundamental social investment rather than expenditure to be reduced when budgets come under pressure.

“Honouring teachers means ensuring decent working conditions, fair remuneration, safe schools, adequate resources, professional development, and meaningful participation in decisions that affect the education system and the teaching profession,” SADTU said.

The union also called for the restoration of the social status and dignity of teaching, saying teachers should be recognised as professionals whose expertise and commitment were essential to building a just, equal and prosperous society.

As the country marks World Teachers’ Day, SADTU also congratulated the educators recognised at the Department of Basic Education’s National Teaching Awards, saying the awards celebrate excellence, dedication and innovation in teaching and school leadership.

The union said it wanted to see more initiatives recognising teachers not only from government but also from the private sector.

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Africa must move beyond speeches and conferences and take concrete steps to transform the teaching profession, Eswatini’s education minister has warned.

Speaking during the official opening of the Pan-African Conference on Teacher Education (PACTED) 2026 in Eswatini on Monday, Education and Training Minister Owen “Handsome” Nxumalo said governments need to create an environment in which teachers were valued, protected, professionalised and empowered.

Africa was confronted by teacher shortages, uneven deployment and rapidly changing demands brought by technology and artificial intelligence.

“This conference must not be remembered merely for eloquent speeches and discussions. It must be remembered for concrete and actionable outcomes that will transform our education systems,” Nxumalo said.

The three-day conference, hosted by the African Union and the Kingdom of Eswatini, brought together more than 400 delegates from across Africa. They included governments, education policymakers, teachers and their organisations, teacher-training institutions, universities, researchers, development partners, civil society and the private sector.

Held under the theme “Transforming the teaching profession for Africa’s future: innovation, recognition, mobility, artificial intelligence, inclusion and professional excellence”, the conference coincided with World Teachers’ Day.

It gave African governments and education stakeholders an opportunity to recognise the contribution of teachers while considering how the profession should be strengthened for the future.

Nxumalo said the timing was significant as Africa faced major challenges affecting its education systems.

“Today, 5 October, can rightly be called doubly significant, as we officially bear witness to the opening ceremony of PACTED 2026, while simultaneously joining the global community in commemorating World Teachers’ Day,” he said.

Teachers were responsible for shaping the social fabric of African societies and remained fundamental to the continent’s development ambitions, he said.

Teacher shortages, uneven deployment, artificial intelligence, digital transformation, climate change and changing labour markets were creating new demands on education systems.

A central issue at the conference is investment in the teaching profession, with Nxumalo stressing the importance of sustainable domestic financing, professional development and better support for educators.

He also highlighted teacher mental health, motivation and working conditions as critical issues for retaining skilled professionals in classrooms.

The conference will consider the Continental Teacher Qualification Framework, which is intended to strengthen professional standards, licensing systems and career pathways. It also promotes the mutual recognition of teacher qualifications across African countries.

Nxumalo said greater recognition of qualifications could support teacher mobility and contribute to continental integration.

On artificial intelligence and digital technology, delegates will discuss how tools can support teachers in rural and underserved communities without replacing them.

Education International for Africa Director Dennis Sinyolo also called for greater investment in teachers, education infrastructure and teaching and learning resources.

Sinyolo said 233 million children remained out of school globally, including 110 million in Africa.

He argued that progress towards Sustainable Development Goal 4 on quality education was still insufficient.

He said some teachers were not paid regularly, with some reportedly going as long as two years without salaries.

“Let’s pay our teachers decent salaries, so that they can focus on what they know how to do best, to teach, not to worry about where the next meal will come from,” Sinyolo said.

He said digital technology could transform education if implemented through a human-centred approach, but warned that it should never replace teachers.

“The teacher-student relationship, that interaction is sacrosanct and must be protected,” he said.

The South African Democratic Teachers’ Union also used World Teachers’ Day to call for greater investment in public education, citing overcrowded classrooms, inadequate resources, administrative pressures and concerns about violence against teachers.

Basic Education Minister Siviwe Gwarube paid tribute to South Africa’s teachers, saying almost half a million educators were helping to build the country’s future.

“Every single time you walk into a classroom, you are building the future of this country brick by brick, learner by learner. We appreciate the work that you do,” Gwarube said.

PACTED 2026 will continue until Wednesday, when the African Union Continental Teachers’ Awards will recognise outstanding teachers for professional excellence, innovation, leadership and community impact.

The conference is also expected to produce an Eswatini Declaration on Transforming the Teaching Profession in Africa, alongside action frameworks and roadmaps covering teacher mobility, qualification recognition, digital education and AI.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“All teachers must be vetted,” she said.

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

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

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

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

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

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

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

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

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

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

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

“But today, you must celebrate.”

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

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

“Strong foundations create strong futures.”

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The National Skills Fund (NSF) has come under intense parliamentary scrutiny over unpaid stipends, accommodation problems and disruptions to the training of hundreds of young people transferred to the Denel Training Academy programme.

The Portfolio Committee on Higher Education heard on Wednesday that some learners had been removed from accommodation, forced to travel long distances to training sites and, in some cases, found sleeping in corridors after the termination of service provider Phila Jordan Capital (PJC).

NSF acting chief executive Melissa Erra told MPs that the fund had been alerted that learners were being “kicked out of their accommodation or being relocated” after the PJC project was terminated.

Some learners were moved so far from their workplaces that they had to wake up at 3am or 4am to travel from Pretoria to Johannesburg, she said.

“When we deployed our security team to go and verify the status, we found that some of the learners were sleeping in the corridors,” Erra said.

The NSF subsequently intervened with food packs and sanitary supplies.

The crisis affects 761 learners who were transferred from PJC to Denel after the NSF terminated PJC’s contract following concerns about its delivery of the programme.

The fund said 701 learners received their July stipends, while August payments were only made in September after administrative problems at Denel. May and June stipends remain unresolved because no teaching and learning took place during the transition between PJC and Denel.

The NSF said a legal opinion from the Department of Higher Education and Training indicated that paying stipends for periods when no training took place could potentially constitute fruitless and wasteful expenditure.

Denel has since been asked to pursue a declaratory order in the Labour Court on the outstanding May and June payments.

But MPs questioned why learners should continue bearing the consequences of administrative failures.

Higher Education Minister Buti Manamela said the situation was unacceptable and warned that responsibility must extend beyond simply fixing the administration of the projects.

“So when that opportunity is interrupted, Chairperson, by unpaid stipends, inadequate accommodation or a provider that fails to deliver, I think the consequences should extend beyond the administration of a project,” Manamela said.

“Those families have made sacrifices. Learners have moved away from home and their plans and expectations are placed in jeopardy.”

He said learners should not suffer because of failures within the administration of the NSF or its service providers.

“I do not think and I remain committed to the fact that learners should not be prejudiced, should not in any way suffer precisely because of the challenges that those who are responsible for administration have committed.”

Manamela said there should be consequences for training providers and any NSF officials found to have been negligent.

The briefing also exposed confusion over the exact status of some payments.

The NSF said most April learners had been paid, except four suspended learners, while its project manager later acknowledged that she might have been wrong about the timeline after MPs challenged the account against information previously provided by Denel.

Committee member Sedukanelo Louw demanded clarity on the payment failures.

“Learners are suffering,” he said. “We can’t be lying forever. We must be truthful and we must take a decision as Parliament.”

The committee also heard that one learner remained outstanding for April and 57 for July at one stage of the payment process, while individual learners were still affected by missing attendance registers and work-integrated-learning documentation.

The August stipend payment was eventually made by Denel on 14 September, a day later than planned.

Committee chairperson Tebogo Letsie said Parliament would engage directly with affected learners and indicated that members were likely to visit or speak to them in the coming weeks.

The crisis follows the NSF’s termination of the PJC project in May after repeated non-compliance.

The fund said its security verification found learners facing serious accommodation and food problems, while teaching and learning had been disrupted.

The NSF said more than R11 million remained unreconciled from the PJC project and that the matter had been referred to the state attorney for recovery. It was also referred to the Hawks.

Erra said the NSF accepted responsibility for the learners because they are beneficiaries of the fund.

“We do take accountability because these are our beneficiaries,” she said.

The NSF is now targeting 30 October to stabilise the Denel programme, including finalising a remedial plan, addressing additional training requirements and resolving outstanding stipend matters.

The fund said Denel’s latest remedial plan requires another two months of workplace teaching and learning, while SAA Technical has indicated that it needs another 10 months.

The discrepancy is still being investigated and could have financial implications for the programme.

The NSF’s intervention comes amid broader concerns about its management of skills projects. Parliament has previously raised concerns about alleged maladministration and financial management at the fund, while the Special Investigating Unit has been authorised to investigate allegations involving the NSF.

For the learners caught in the Denel transition, however, the immediate issue remains whether and when they will receive the money they are owed and whether the training programme will be completed without further disruption.

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Urban Academy from Gqeberha in the Eastern Cape have booked their place in the final of the 2026 Kay Motsepe Schools Football Championship U19 Boys category after defeating Gauteng’s Clapham High School on penalties following a thrilling 2-2 draw in the semi-final on Monday.

The Eastern Cape side held their nerve in the penalty shootout, winning 4-3 after the two teams could not be separated at the end of regulation time.

The semi-final produced an entertaining encounter, with both schools fighting back to keep their hopes of lifting the national title alive.

Clapham and Urban Academy went into the half-time break deadlocked at 0-0, with neither side able to find the breakthrough in the opening 45 minutes.

The second half, however, delivered an exciting exchange of goals.

Clapham broke the deadlock in the 62nd minute through Thabang Makoba, giving the Gauteng side a 1-0 advantage.

Urban Academy responded in the 75th minute when Aqhama Ndibaza found the back of the net to restore parity and make it 1-1.

The drama continued as Omphemetse Sekgoto regained Clapham’s lead in the 82nd minute, putting the Gauteng side 2-1 ahead.

However, Urban Academy refused to surrender, with Lilitha Voyi scoring a crucial equaliser in the 85th minute to make it 2-2 and force the semi-final into a penalty shootout.

In the penalty shootout, Urban Academy proved more clinical, converting four penalties, while Clapham managed three goals and missed twice, sealing the Eastern Cape school’s place in the national final.

The victory puts Urban Academy one step away from the national U19 Boys title, following a dramatic comeback in which they twice fought back from behind.

Urban Academy will now turn their attention to the final at Giant Stadium Soshanguve, Pretoria, on Wednesday, where they will have the opportunity to cap their national campaign with the championship trophy.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Basic Education Director-General Mathanzima Mweli has dismissed claims of tension between him and Basic Education Minister Siviwe Gwarube, insisting that differences over the contested Foundation Phase textbook catalogue have been wrongly portrayed as a personal battle between the department’s two most senior officials.

Mweli has also rejected reports that he refused to undergo a lifestyle audit, saying he had in fact proposed that he, Gwarube and Deputy Minister Reginah Mhaule voluntarily undergo the audits as a demonstration of their commitment to ethical and accountable leadership.

Mweli’s comments came amid the controversy surrounding the Foundation Phase National Catalogue for Grades 1 to 3, which has since been endorsed for implementation by the Council of Education Ministers (CEM), paving the way for provinces to procure learning and teaching materials from it for the 2027 academic year.

The decision followed consideration of the catalogue and reviews into its development by the Council of Education Ministers (CEM), which endorsed implementation on Friday.

‘Not a personal decision‘

Mweli told Inside Education, before the catalogue was approved, that the decision to support implementation of the catalogue was not his personal position, but that of the Heads of Education Departments Committee (HEDCOM), which brings together senior national and provincial education officials.

He said portraying the dispute as one between himself and Gwarube overlooked the role of provinces, which hold the budgets and are responsible for purchasing textbooks.

“DBE doesn’t buy books. Books are bought by provinces,” he said.

“Who has the money to buy books? Where is the money?” Mweli asked.

Mweli, who chairs HEDCOM, said his role should not be confused with the collective position taken by the committee.

“I’m a member of HEDCOM but I’m not HEDCOM,” he said.

Asked whether the disagreement over the catalogue was therefore between HEDCOM and Gwarube rather than between himself and the minister, Mweli responded: “Correct. Correct. Yes.”

He also rejected suggestions of a personal falling-out with Gwarube.

“There is no shred of evidence of any fight between the two of us,” Mweli said, adding that he and the minister continued to communicate on other education matters.

Mweli said his own opinion on whether the catalogue should proceed was irrelevant because the position had been taken collectively.

“I have no view. My view is irrelevant. Because I don’t buy books,” he said.

“The view that is there is the view of HEDCOM.”

Lifestyle audit clarity

On Monday night, Mweli issued a statement rejecting “widespread media and public comment concerning my position on a lifestyle audit”. saying he had not refused to undergo such.

“That characterisation does not reflect my position. I support lifestyle audits in the public service, and I am willing to undergo one,” he said.

“In fact, I was the person who initially proposed to the Minister and Deputy Minister of Basic Education that the three of us voluntarily undergo lifestyle audits as a demonstration of our commitment to ethical and accountable leadership. We agreed to do so,” Mweli said.

He said he thereafter encouraged other senior managers, including deputy directors-general, to participate.

Mweli said he had also engaged the head of the Special Investigating Unit (SIU) to begin putting arrangements in place for the SIU to conduct the audits before they were publicly presented as an instruction from Gwarube to senior DBE managers.

He said his subsequent concerns were not about whether he should undergo an audit, but about how his audit would be conducted, including the handling of confidential and personal information.

“They concern the manner in which the particular process relating to me is to be conducted, including the treatment of confidential and personal information and the safeguards applicable to the process,” Mweli said.

He said lifestyle audits involved sensitive personal and financial information and should comply with the applicable public-service framework governing confidentiality, fairness, independence, due care and professionalism.

“My raising concerns about that process should not be portrayed as a refusal to account or to submit to legitimate scrutiny,” Mweli said. 

He also rejected suggestions that his position on the audit raised questions about his integrity or responsibility for public funds.

“I reject that implication. My raising concerns about the manner in which the process is to be conducted does not alter my willingness to undergo the audit,” he said.

‘No public debate’

He said he would not publicly debate the details of the audit process because of its confidential nature.

“My focus remains on the responsibilities of my office, the work of the Department of Basic Education, and the interests of South Africa’s learners,” Mweli said.

On 19 September, the DBE announced that the 2026 Foundation Phase National Catalogue had been approved and endorsed and that provinces were empowered to use it immediately.

The department said procurement had already commenced.

According to the DBE, the decision followed a review process involving an Auditor-General of South Africa audit, an independent investigation and legal opinions from the department’s internal legal services and external Senior Counsel.

In a statement, the department said the reviews had confirmed the integrity of the process and found “NO FRAUD, NO FAVOURITISM, and therefore NO BASIS TO CANCEL (sic)”.

Recommendations arising from the reviews would, however, be incorporated into efforts to strengthen governance and administration around learning and teaching support materials while implementation continued.

The decision marks a significant shift from the position announced by Gwarube on 2 September, when she said the suspension would remain in place while the legal implications of findings from an independent investigation were considered.

At the time, the minister said the investigation had identified material areas of non-compliance, governance weaknesses and potential procurement and financial management risks.

She said the existing catalogue would remain available to provinces for the 2027 school year while the new catalogue underwent further legal scrutiny and remediation.

Competitive bidding concerns

Gwarube had previously raised concerns over the way the catalogue process departed from ordinary competitive bidding procedures.

In her May 2026 Budget Vote, she said a National Treasury assessment had been inconclusive but had raised questions over whether the deviation from normal competitive bidding had been properly justified and supported by the required records and approvals.

She subsequently ordered an independent external investigation.

The catalogue also became the subject of parliamentary scrutiny, with the Portfolio Committee on Basic Education resolving to refer the process to the Public Protector following concerns over procurement, the blind screening strategy and conflicting accounts from senior officials.

The catalogue is now listed on the department’s official learning and teaching support materials page as the 2026 Foundation Phase National Catalogue for Grades 1 to 3.

It covers materials for Home Language, First Additional Language, Mathematics, Life Skills and Coding and Robotics.

The DBE says the catalogue is intended to provide updated, curriculum-aligned materials while strengthening foundational literacy and access to newer curriculum areas.

One of the most significant changes concerns reading material.

The catalogue provides for 40 readers per class and a Core Reader for every learner, while reducing the number of listed titles from eight to three.

The department says the reduction is intended to allow more focused teacher development and subject-advisory support around a smaller number of approved resources.

It has also said the approach could create efficiencies through economies of scale and broaden participation in the publishing sector.
The catalogue process has previously faced gaps in some African languages.

In March, the DBE said it had identified 107 gaps across languages and invited publishers to submit material to address them, with significant shortages in IsiNdebele, Siswati, Tshivenda and Xitsonga.

The DBE said it had already engaged provinces on procurement arrangements. “The priority now is delivery,” the department said.

It said the education sector would need to work together to ensure books were purchased and delivered as effectively as possible ahead of the new school year.

The catalogue forms part of a wider push to improve foundational learning.

Gwarube has previously announced that 10,000 Foundation Phase teachers would receive targeted literacy and numeracy training during 2026/27 as part of efforts to improve early-grade reading and mathematics.

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The National Sea Rescue Institute (NSRI) has reported an increase in rescue activity along parts of South Africa’s coastline as warmer weather and the start of the school holidays draw more people to beaches and other waterways.

The organisation on Monday urged swimmers, boaters, anglers and families to take additional precautions at beaches, swimming pools, rivers and dams as water activity increases.

“Summer should be a time to enjoy the water safely, but increased activity along the coastline, dams and rivers can also result in more people getting into difficulty. Many water-related emergencies can be prevented by planning ahead, choosing safer places to swim and supervising children closely,” NSRI Head of Communications Andrew Ingram said.

Swim where lifeguards are on duty

He advised people to swim at beaches where lifeguards are on duty and to remain between designated swimming flags.

He also warned against drinking alcohol before or during swimming or boating, saying it could impair judgement and physical ability and affect a person’s ability to supervise children.

The NSRI told beachgoers to familiarise themselves with rip currents and warned swimmers caught in one not to attempt to swim directly against it.

Instead, swimmers should float, raise an arm to attract attention and, where possible, swim parallel to the beach until clear of the current before using incoming waves to help them return to shore.

People boating, paddling or fishing from rocks should wear correctly fitted lifejackets, while anglers and others on the shoreline should avoid turning their backs on the sea.

Rescue buoys

The NSRI also urged members of the public who see someone in difficulty not to enter the water without flotation. They should alert a lifeguard or the NSRI and, where possible, throw the person a flotation device such as a Pink Rescue Buoy.

It said parents and caregivers should be particularly vigilant because drowning is often silent, with children in distress sometimes unable to splash, wave or call for assistance.

Young children should remain within arm’s reach when they are in water, including swimming pools, paddling pools and baths, while caregivers should avoid distractions such as mobile phones.

“Water safety starts before you leave home. Check where lifeguards will be on duty, make sure everyone knows what to do in an emergency and save the relevant emergency numbers on your phone. Most importantly, please actively supervise children whenever they are near water,” Ingram said.

The NSRI advised the public to save the national emergency number, 112, and its Emergency Operations Centre number, 087 094 9774, on their phones.

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A donation of 500 pairs of school shoes to learners in Mpumalanga is aimed at removing basic barriers to school attendance and participation, the provincial education department said on Monday.

The Mpumalanga Department of Education, in partnership with ABSA Bank, handed over the shoes to learners at Kwena Combined School in Emakhazeni Local Municipality.

The department said the donation formed part of ABSA’s Community Development and Corporate Social Investment initiative, which focuses on supporting learners from disadvantaged backgrounds.

“When a learner comes to school without proper shoes, especially during winter, their ability to concentrate and participate fully is compromised,” the department said.

“This intervention will ensure that 500 learners can walk to school with dignity and be fully present in the classroom. It directly supports our efforts to improve attendance and retention.”

The department said many learners at Kwena Combined School travel long distances to school each day and that the new shoes would make a significant difference.

The school’s principal, on behalf of the School Governing Body and parents, thanked the department and ABSA, saying partnerships of this nature gave hope to schools and showed learners that their education mattered to the broader community.

ABSA representatives also reiterated the bank’s commitment to education as part of its community development work.

The bank said education remained a key tool in breaking the cycle of poverty and that it would continue working with government to support vulnerable learners across the province.

The department said the initiative was aligned with its Rhandza Xikolo Xa Wena, or Love Your School, campaign, a flagship programme led by the Premier which calls on business, traditional leaders, faith-based organisations, alumni and community members to support schools.

The campaign is based on the principle of Babize Bonke, which encourages collective responsibility and volunteerism in addressing challenges faced by schools.

The department said it would continue seeking partnerships with the private sector and other stakeholders to address learner needs, including infrastructure, learning materials, support and wellbeing.

“As government, we cannot do it alone. The partnership with ABSA today demonstrates the value of collective action in addressing barriers that may affect learners’ participation in education,” the department said.

“Every contribution towards a learner is an investment in the future of Mpumalanga and South Africa.”

The department thanked ABSA for the donation and called on other private-sector partners to support schools through the Rhandza Xikolo Xa Wena campaign.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Food insecurity was another concern raised during the engagement.

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

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

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

Accommodation and transport were also raised.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Basic Education Minister Siviwe Gwarube has told South Africans to look beyond the political disputes and crises of the day and focus on reforms that can protect the country’s future by improving what education makes possible for every child.

Addressing the Cape Town Press Club on Monday, Gwarube said meaningful reform required the government to confront institutional weaknesses, protect public money and strengthen education from early childhood rather than relying on the matric pass rate as the main measure of success.

“Our children do not get a second childhood while we put our institutions in order. I came into this office to help change what education makes possible for a child — not simply to manage disputes about it,” Gwarube said.

She said this was the purpose of her “Strong Foundations, Strong Futures” strategy, which seeks to improve learning from the earliest years of a child’s education.

Gwarube said South Africa had made progress, including an 88% national matric pass rate in 2025, but added that this could not obscure deep weaknesses in foundational learning.

“Extra lessons and support for matric learners remain important. But support must begin much earlier. A child who struggles to read will struggle to learn from a textbook. A child who lacks confidence with numbers will find later Mathematics and Science increasingly difficult,” she said.

“I do not believe that a child in a poor community has less potential than a child in a wealthy one. I believe we have a responsibility to stop allowing unequal opportunities to decide how much of that potential is realised.”

She said the reform agenda was built around early childhood development, the Foundation Phase, language and literacy, teacher development, safer schools, infrastructure and stronger governance.

She said the government had registered more than 13,300 early learning centres in 2025, exceeding its target of 10,000, while the subsidy rate had increased from R17 to R24 per funded child per day.

The department was also targeting 10,000 Foundation Phase teachers for focused training in reading, writing and early Mathematics during 2026.

Gwarube said reform also meant confronting the way public money was spent, citing her decision to maintain the suspension of the new Foundation Phase National Catalogue after two final reports by independent investigating firm Rakoma identified serious weaknesses in the process.

The catalogue has been at the centre of controversy over Lighthouse Publishers, a relatively new company that secured a significant share of approved titles. Gwarube acknowledged that the investigation had not substantiated some of the allegations surrounding the process and that the reports recognised strengths in the assessment of learning materials, but said the wider review had also identified serious shortcomings.

The investigation found problems including undisclosed rules around price comparisons and how these would affect the allocation of orders, non-compliance with a compulsory supplier-document requirement and an extension and withdrawal of a submission deadline without the required approval.

The reports also raised potential financial misconduct implications, although Gwarube stressed that this did not amount to a finding of guilt against anyone.

“I chose to act on the findings and recommendations of the investigation reports I have received. I chose to protect public money. I chose to keep preparations for 2027 moving. I will not choose between getting books to children and protecting the integrity of the process. My responsibility is to do both,” she said.

She said preparations for the 2027 school year would continue, with provinces and schools purchasing the materials they needed using the existing catalogue as a reference while the legal implications of the investigation findings were considered.

Gwarube also rejected suggestions that insisting on proper procurement processes amounted to an attack on transformation.

She said she supported a publishing sector where emerging businesses, including black-owned and women-owned companies, had a fair opportunity to compete, but argued that transformation had to extend beyond contracts and reach classrooms.

“Transformation cannot stop at the contract. It must reach the classroom. For me, transformation means that a child in a rural village can receive the same quality of early education as a child in an affluent suburb,” she said.

She said the Government of National Unity also had a role to play in creating the stability needed for long-term reform, arguing that cooperation did not mean avoiding difficult questions.

“Stability is not the absence of difficult questions. It is the confidence that an institution will face them honestly and keep delivering. Addressing a weakness is not an attack on an institution; it is an investment in its future.”

She said the government also needed to measure education outcomes more honestly, with greater attention paid to reading, Mathematics, learner retention and subject performance rather than simply the final matric pass rate.

She highlighted the operationalisation of the National Education and Training Council as part of efforts to build reform that could survive political cycles.

The council has produced four substantial reports containing 33 recommendations covering foundational learning, school resourcing, assessment and progression, and reducing teachers’ administrative burden.

Gwarube said lasting reform would require political leaders to confront vested interests, acknowledge what was not working and remain guided by evidence.

“I did not become Minister to make powerful people comfortable. I became Minister to serve the children of South Africa,” the minister said.

She said the ultimate test of her office should not be how many policies or announcements it produced, but whether those interventions changed what children experienced in classrooms.

“The problems are real. They do not have to be permanent,” Gwarube said.

“Strong foundations. Strong futures. That is the work before us.”

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A 19-year-old Grade 10 learner was shot dead at Ndengezi Intermediate School near Pinetown on Monday.

KwaZulu-Natal police said the victim and the suspect were seen entering the school grounds together before the shooting. The suspect was reportedly dressed in the same school uniform as the learner.

The learner was shot several times and declared dead at the scene. Police have opened a murder case and said the motive for the killing was not yet known.

KwaZulu-Natal Education MEC Sipho Hlomuka said the department had received a preliminary report on the shooting.

“According to a preliminary report received by the Department, the male learner was shot on the school premises and subsequently succumbed to his injuries,” he said.

Police and education officials attended the school after the shooting, while forensic teams processed the scene.

“The loss of a learner is always devastating, but for such a tragedy to occur within the school environment is particularly distressing,” said Hlomuka.

“I am deeply saddened by the tragic loss of this young learner. My heartfelt condolences go to the learner’s family, friends, fellow learners, educators and the entire Ndengezi Intermediate School community during this extremely difficult time.”

Police said the suspected shooter left the school after the attack and the investigation was continuing.

“The department will continue to provide the necessary support to the affected school community and work with all relevant stakeholders to promote safety in our schools,” said Hlomuka.

Earlier this year, Hlomuka said the province had experienced an increase in incidents of crime and criminality in and around schools, which he said was undermining efforts to maintain safe learning environments.

Police have not disclosed what may have led to Monday’s shooting and have not publicly identified the suspect.

The Education Department said it would avoid speculating on the circumstances of the killing while the police investigation continued.

“I urge everyone to allow law enforcement officials to conduct their investigation without interference,” Hlomuka said.

“I also appeal to members of the community to refrain from sharing unverified information, particularly on social media, as this may cause further pain and distress to the bereaved family and the school community.”

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Gauteng has intensified its crackdown on illegally operating independent schools, with 32 schools served with closure letters since the beginning of the year and two school directors arrested.

The figures were revealed by Gauteng MEC for Education, Sport, Arts, Culture and Recreation Lebogang Maile during a media briefing on the state of independent schools in the province on Sunday.

According to the Gauteng Department of Education (GDE), officials visited 61 schools suspected of operating illegally between January and September 2026, with 32 subsequently served with closure letters.

“Between January and September 2026, 61 schools were visited and 32 were served with closure letters. Of the schools dealt with in 2026, seven were found to have ceased operating, four subsequently applied for registration with the department and two school directors were arrested,” Maile said.

The crackdown comes as Gauteng’s independent school sector continues to expand, with the province now having 1,083 registered and operational independent schools, up from 961 in 2021.

“The department does not regard the closure of an illegal school as the end of the matter because the learners still require education,” it said.

When an institution is found to be operating unlawfully, it is instructed to cease operating and the relevant closure process is followed.

The GDE said it does not simply shut down illegal schools without considering the learners affected.

Following a closure, the relevant education district is required to work with parents to place affected learners in lawful schools, ensuring that they do not lose access to education.

Maile said concerns about illegal schools could be raised by parents, community members or other government institutions.

“Officials then visit the premises and verify the institution’s registration and compliance documents before determining whether it is operating lawfully,” he added.

The department has urged parents to verify the registration status of independent schools before enrolling their children or paying fees.

“A school building, uniform, website or advertisement does not on its own prove that an institution is legally operating,” the department said.

Parents are advised to request the school’s Education Management Information System (EMIS) registration certificate and ensure that the EMIS number and physical address correspond with the school their children will attend.

“While GDE registration gives an independent school legal authority to operate, Umalusi accreditation relates to quality assurance for schools offering qualifications that fall within its mandate,” Maile said.

The issue has become increasingly significant as Gauteng’s independent school sector continues to grow.

Maile said the province had 1,083 operational independent schools in 2026, compared with 961 in 2021 — an increase of 122 schools over five years.

“These institutions currently educate 379,727 learners and employ 24,974 educators.”

However, the sector’s growth has also brought an increase in complaints from parents and learners.

Between 2024 and August 6, 2026, the department received 3,688 cases relating to independent schools.

Of these, 550 concerned registration, 518 involved outstanding fees linked to suspension or expulsion, and 422 related to outstanding fees and the withholding of transfer certificates or learner reports.

“The department also received 458 disciplinary and bullying cases, 345 admission or refusal-to-re-enrol cases and 312 curriculum and assessment queries,” Maile added.

“The government has a responsibility to ensure that its processes are applied consistently and transparently.”

The department said it monitors registration, governance, financial management, teaching and learning, learner and educator attendance, safety and examination requirements.

Independent schools may also be subjected to unannounced departmental visits to monitor leadership, governance and curriculum delivery.

“Parents should check a school’s legal status before enrolling a child,” Maile said.

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The National Student Financial Aid Scheme (NSFAS) has restored funding for 182 Tshwane University of Technology (TUT) students who were defunded under the N+ rule after incorrect qualification codes were entered or updated.

The funding was restored after the Office of Deputy Minister of Higher Education and Training Yusuf Cassim intervened following more than 300 complaints submitted by TUT students through his help desk.

“Although these issues might seem administrative, for students they are highly personal, affecting their ability to register, access allowances for meals, transport or accommodation, and continue their studies. No student should miss academic time due to incorrect data or unresolved issues between the institution and NSFAS,” Cassim said.

The cases submitted to the help desk primarily concerned students who had been defunded under the N+ rule, pending GAP investigations, dual registrations and data-sharing problems between TUT’s financial aid office and NSFAS.

The N+ rule limits NSFAS funding to the minimum duration of a qualification plus one additional year, or two additional years for students with disabilities.

After receiving the cases from Cassim’s office, TUT and NSFAS worked through the individual files and identified 182 students whose qualification codes had been incorrectly updated.

The university subsequently made the necessary corrections, allowing NSFAS to restore the affected students’ funding.

TUT has confirmed that the funding has been fully restored and that September allowances have been paid to the 182 students.

Cassim visited TUT on Wednesday, accompanied by officials from the Department of Higher Education and Training’s university branch and NSFAS.

The delegation met TUT’s senior management, led by vice-chancellor Professor Tinyiko Maluleke, as well as representatives of the institution’s Student Representative Council.

The engagement also uncovered a separate problem involving more than 1,300 students whose accommodation payments remain unresolved.

According to the ministry, 1,212 students had been placed in accredited accommodation after the NSFAS portal closed, but their accommodation costs had not subsequently been paid.

A further 115 students had their NSFAS funding approved after the portal closed and consequently faced the same accommodation payment problem.

Cassim has written to the NSFAS board, asking that the cases be investigated without delay and that affected students be assisted immediately.

The intervention comes as NSFAS continues to work through a broader backlog of funding and allowance disputes affecting students at universities and TVET colleges.

The scheme has confirmed that payments have been processed for students whose GAP investigations were successfully concluded.

Nationally, funding has been reinstated for 2,476 TVET college students, with payments for students with valid registrations processed and issued from 25 August.

A further 3,234 university students have had their funding reinstated.

Cassim’s office said the deputy minister had been consistently following up on students whose funding was restored after the conclusion of GAP investigations to ensure they also received their outstanding allowances.

NSFAS has indicated that students whose GAP investigations have been successfully concluded but who have not yet received their allowances can approach the help desk to have their cases escalated.

Dual registrations have also emerged as a significant source of funding problems.

NSFAS received 2,982 records involving students who were registered at more than one institution. Of these, 1,303 cases have been confirmed and are being paid.

At TUT, 16 cases of dual registration had already been resolved, but the students’ funding had not yet been restored.

Cassim has urged NSFAS to prioritise the outstanding cases.

The ministry said the issues highlighted during the TUT engagement demonstrated how administrative and data-management problems can have immediate consequences for students’ ability to remain at university.

The latest intervention follows growing pressure on NSFAS and universities to resolve funding disputes quickly, particularly where students face disruptions to accommodation, transport and living allowances.

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Deputy Minister of Sport, Arts and Culture Peace Mabe on Thursday handed over a new multipurpose sports facility at ED Mashabane Secondary School in Evaton, Gauteng, as part of efforts to expand access to sport and develop young talent.

The facility includes a combi court for soccer, basketball, netball, volleyball and tennis, as well as an outdoor gym, a children’s play area and newly planted trees.

Mabe said the facility, which has an expected lifespan of 14 years, would provide learners with a long-term platform to develop their sporting abilities.

Addressing learners during the handover, she said the investment was also aimed at strengthening the pipeline of athletes who could represent South Africa at future Olympic Games.

“We said in the next coming Olympics we should build a bigger and stronger team to represent South Africa in the Olympics,” Mabe said.

She said the country could not expect young people to compete at the Olympics without first providing the infrastructure and opportunities needed to develop their talents.

“This facility will produce people who are going to represent us in the next Olympics because we cannot say, come participate, be part of the Olympics, but we are not building enabling infrastructure,” she said.

Mabe said she wanted the facility to become a place where learners from different schools and backgrounds could discover and develop their sporting talents.

“We want to see children coming from far and all different schools saying, because of the facility in 2026, we are here because we got an opportunity to go and practise there,” she said.

She urged learners to take pride in the facility and use it responsibly.

“So love this combi court. If you love it, it is going to love you back,” she said.

Mabe said the facility was built to world-class standards and would provide an environment that supports both participation and athlete development.

She also highlighted the specialised material used for the sports surface, saying it was designed to reduce the impact on athletes’ joints.

“This facility is made out of a special plastic and that plastic, I’m told, looks after the joints,” she said.

Mabe said the department’s investment in sports infrastructure was about more than providing a place to play, but about creating opportunities for young people to build discipline, confidence and skills and potentially pursue sport professionally.

As part of the initiative, Mabe distributed sports apparel, books and equipment to three schools in the area: ED Mashabane Secondary School, Tokelo Secondary School and Mosioa Primary School.

The equipment is expected to give learners greater opportunities to participate in different sporting codes and develop their abilities, while the new facility will provide space for training and competitions.

Mabe urged learners to make full use of the facility and take responsibility for protecting and maintaining it.

She said the infrastructure belonged to the community and should remain available to future generations.

The handover forms part of the department’s efforts to strengthen school sport by improving access to sporting infrastructure and providing learners with resources to participate in different sporting codes.

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About 165 third-year Computer Science students at the University of the Witwatersrand will gain access to AI-powered software development tools through a new partnership between the Telkom Foundation, BCX, Alibaba Cloud and Wits.

The Qoder Programme aims to equip students with practical experience in emerging artificial intelligence technologies while they work on real-world software development projects.

The initiative is also intended to prepare young South Africans for an increasingly technology-driven economy and ensure university education keeps pace with changes in the workplace, particularly in software engineering.

“The Qoder Programme is an important step in equipping young South Africans with the digital skills required to thrive in a rapidly evolving technology landscape,” said Maanda Rashaka, senior manager at the Telkom Foundation.

“By partnering with BCX, Alibaba Cloud and Wits University, we are helping students not only engage with emerging technologies such as artificial intelligence, but also use them responsibly and creatively to solve real-world challenges.”

Professor Richard Klein, head of the School of Computer Science and Applied Mathematics at Wits, said AI was already changing how software was developed and applied across industries.

“Artificial intelligence is fundamentally changing the way software is developed, researched and applied across every industry,” he said.

Alibaba Cloud will provide students with access to its Qoder platform, giving them practical exposure to AI-assisted development tools and emerging approaches to software engineering.

BCX, Telkom Group’s technology solutions business, will contribute industry expertise and help strengthen the link between academic learning and the skills required in the technology sector.

Klein said the partnership would help ensure that Wits’ curriculum kept pace with global technological developments.

“It is important that our curriculum evolves alongside these global developments. Through the Qoder Programme, our students gain access to technologies that enhance their learning experience and better prepare them for the realities of modern software engineering,” he said.

According to the partners, students will gain exposure to artificial intelligence, cloud technology, data and modern software development while applying emerging technologies to practical challenges.

The programme will also focus on responsible and creative use of AI as a tool in software development.

Wits said the partnership ultimately aims to strengthen pathways between education, technology and employment while expanding access to future-focused digital skills among young South Africans.

“At the Telkom Foundation, we believe that access to opportunity begins with access to the right tools, knowledge and experiences,” Rashaka said.

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The Department of Higher Education and Training is considering expanding its Entrepreneurship Development in Higher Education (EDHE) programme to TVET colleges as government seeks to equip more students with the skills and support to start businesses and create jobs.

Deputy Director-General for the University Education Branch at the department, Professor Thandi Lewin, said discussions were already under way on how the programme, or a similar model, could be introduced in TVET colleges.

Lewin was speaking to Inside Education on the sidelines of the 2026 EDHE Absa Studentpreneurs Indaba at the Birchwood Hotel and OR Tambo Conference Centre in Boksburg on Thursday.

The two-day national gathering brought together about 500 student entrepreneurs, academics, investors, university leaders, industry stakeholders and entrepreneurship ecosystem partners.

Lewin said the expansion was particularly important as TVET colleges increasingly move towards occupational programmes.

“But I think as the TVET colleges go more into the occupational programmes and into that space, we need to really think about how this programme, or a similar programme, can be set up in the TVET colleges. So it is something we’re talking about as a department,” Lewin said.

She said TVET colleges could draw on the experience gained from implementing the programme at universities.

The EDHE programme is currently funded through the University Capacity Development Programme, with a portion of the subsidy allocated to universities being used to support the initiative.

“At the moment, the funding for this programme comes through the University Capacity Development Programme, so it’s specifically a portion of the subsidy that we provide to universities that is top-sliced for this programme,” Lewin said.

“It’s something that could have huge traction in TVET colleges and we can learn a lot from how we’ve used the university programme to implement it in TVET colleges.”

The programme is aimed at making entrepreneurship a broader part of the higher education experience, rather than focusing only on students who already run businesses.

Lewin said it had three main pillars.

The first supports student entrepreneurship through programmes designed to help students start and develop businesses.

The second seeks to embed entrepreneurship in the curriculum so that students, regardless of their field of study, are exposed to entrepreneurial thinking.

The third focuses on developing entrepreneurial universities that can turn research, teaching and innovation into real-world solutions.

“The idea of the programme is to ensure that university students get access to entrepreneurship education throughout their degrees, regardless of which field they’re going into,” Lewin said.

She said the broader objective was to ensure students could either find employment after graduation or create employment for themselves and others.

However, balancing entrepreneurship with academic responsibilities remains a challenge for students running businesses while studying.

Lewin said universities provided various forms of academic and student support, while mentorship through EDHE could help student entrepreneurs manage competing demands.

“The difficulty that probably students who are also running businesses face is the same that students who also work are facing: how to balance your academics with earning money if you are working on the side?” she said.

She said students who chose entrepreneurship needed to develop the ability to manage both their studies and businesses.

“Through this programme, I think some of the mentorship work that gets done through the EDHE programme really helps with that,” Lewin said.

The department also acknowledged that entrepreneurship training alone was not enough, particularly when students and graduates need funding, mentorship and other support to grow their businesses.

Lewin said government departments and agencies would need to work together to ensure young people could access the support needed to turn entrepreneurial ideas into sustainable businesses.

“We also need to work across government to ensure that when people do graduate, and even if they don’t, that they have access to funding opportunities and to mentorship and support that they can gain access to,” she said.

This includes agencies such as the National Youth Development Agency, the Department of Trade, Industry and Competition and the Department of Small Business Development.

The push comes as government increasingly looks to entrepreneurship and skills development as part of its response to high youth unemployment.

Lewin said graduates were generally less likely to be unemployed than young people without higher education qualifications, but the department wanted universities to prepare students to enter the labour market or create opportunities for others.

“The fact is that if you graduate from university you’re far less likely to be unemployed than if you are not making it into university. So graduate unemployment is not as high. Obviously, what we want is to create young people at universities who are able to go out into the world and either find employment or create employment for themselves and for others,” she said.

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The Department of Basic Education is using the classroom as a frontline in the fight against gender-based violence and femicide (GBVF), rolling out new Life Orientation and Life Skills textbooks aimed at equipping learners to navigate issues including consent, healthy relationships, safety, wellbeing and citizenship.

Deputy Basic Education Minister Reginah Mhaule and North West Education MEC Desbo Mohono on Thursday officiated at the At the Crossroads Life Orientation/Life Skills Textbook Activation Launch and Textbook Handover at Rutanang Primary School in the Boitshoko Circuit, Bojanala District.

Mhaule said the rollout includes 14,714 learner textbooks and 250 teacher guides, developed in line with the Curriculum and Assessment Policy Statement (CAPS) for Grades 4 to 12.

The materials will be distributed to 18 schools in the circuit and reach about 9,064 learners.

The Life Orientation textbook project began in 2017, but Mhaule said the Council of Education Ministers later undertook a review of the curriculum to determine whether it adequately reflected the realities faced by learners.

“The honest answer, at the time, was ‘No. Not fully.’ And so, the work began to change that,” Mhaule said.

She said the rollout marked the activation of a programme rather than the conclusion of a project.

“We officially launched the At the Crossroads textbook series nationally in June last year. What we are doing today, here in Bojanala District, is different and, in many respects, more important. We are moving from policy documents to the hands of a Grade 7 learner in Tantana, a Grade 10 learner in Boitekong, a teacher in Lerutlhware preparing tomorrow’s lesson,” she said.

Mhaule said the success of curriculum reform would ultimately be determined in classrooms rather than government offices.

“This is why the training of our Subject Advisors and Heads of Department matters so much. A textbook, however well written, is only as powerful as the educator who brings it to life,” she said.

Mhaule said GBVF was among the most serious threats to the safety, dignity and future of children, particularly girls, and that education had to form part of the response.

“We cannot legislate our way out of this crisis alone. We cannot police our way out of it either,” she said.

“We must educate our way through it, patiently and consistently, from the earliest grades, so that our learners grow up understanding consent, respect, healthy relationships and their own worth, long before those lessons are tested by the pressures of adolescence and adulthood.”

She said this was the purpose of the revised Life Orientation and Life Skills curriculum.

Mhaule thanked the GBVF Response Fund for supporting the programme, particularly the training of Subject Advisors and Heads of Department.

She also acknowledged the Eskom Development Foundation for supporting the printing and distribution of the textbooks, saying its Electricity Safety Awareness Campaign reflected the broader principle that child safety could not be confined to a single lesson or subject.

“Safety on our roads, safety around water, safety around electricity infrastructure, food safety in the school nutrition programme, safety within our relationships and safety with our own bodies,” she said.

“These are all part of the same conversation about protecting the well-being of a child.”

Addressing learners, Mhaule said young people should play an active role in shaping discussions around their safety and wellbeing.

She encouraged them to use the textbooks, ask difficult questions and speak out when they encountered wrongdoing.

“An educated learner who knows their rights is one of the strongest defences we have against gender-based violence, against unsafe choices and against the social ills that continue to threaten the promise of a better life for all,” she said.

Mhaule said the 18 schools in the Boitshoko Circuit would serve as a pilot for the programme, with lessons from its implementation informing its expansion to other provinces.

“To our principals, subject advisors and educators here in the Boitshoko Circuit, you are the custodians of this pilot,” she said.

“What happens in your eighteen schools over the coming months will generate lessons that inform how we take this programme to the Northern Cape, to the Western Cape, and nationwide.”

She urged educators to use the textbooks consistently and participate in monitoring and evaluation processes so that the department could identify what worked and what needed to be improved before the programme was expanded.

Mhaule also described the initiative as an example of the role partnerships can play in addressing social challenges.

“The Department of Basic Education, the National Education Collaboration Trust, the Eskom Development Foundation and the GBVF Response Fund have chosen to walk this road together so that 14,714 learners in this district will open a new textbook tomorrow morning, written for them, about them and in service of their futures,” she said.

She called on other strategic partners to support the initiative, saying there was a need for more organisations to contribute to the programme.

Mhaule said learners stood at a crossroads in making decisions about relationships, safety, citizenship and the people they wanted to become.

“Let us make sure that what we place there is honest, relevant and rooted in respect for their dignity,” she said.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The investigations have also resulted in recoveries.

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

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

Repayments in the Rubicon matter are under way.

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

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

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

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

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

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

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

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

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

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

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

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

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Three University of Johannesburg (UJ) researchers have been recognised at the 2026 National Research Foundation (NRF) Awards, with Professor John Maina receiving his fourth A-rating and two emerging scholars honoured for research excellence.

The awards ceremony was held at the Boardwalk Hotel and Casino in Gqeberha, Eastern Cape, under the theme “Building an Inclusive, Impactful and Transformed Research Future”.

The theme reflects the NRF’s Vision 2030 and its five strategic pillars of Transformation, Innovation, Sustainability, Excellence and Impact.

Among this year’s UJ recipients were Maina and PhD researcher Anathi Msobo from the Faculty of Science, as well as Digital Media Design lecturer Nthabiseng Mabale, who is pursuing a PhD in Media Studies at the University of the Witwatersrand.

Maina, a researcher in UJ’s Department of Zoology, received his fourth NRF A-rating.

An A-rating is awarded to researchers recognised by their peers as leading international scholars in their fields, based on the quality and impact of their recent research. Each rating is valid for six years.

Maina’s work focuses on respiratory systems in animals and how they have evolved and adapted. He studies how different species exchange oxygen and carbon dioxide across aquatic and terrestrial environments.

His research uses technologies including three-dimensional computer reconstructions, micro-computed tomography scanning, microscopic cell imaging and detailed physical measurements.

More recently, he has been investigating the use of bird lungs and fish gills as bioindicators of environmental pollution. He is also studying ostrich eggshell structures and the development of the chorioallantoic membrane, which enables an embryo to exchange gases while developing inside the egg.

The work could help identify structural factors contributing to poor ostrich egg hatchability, with potential benefits for South Africa’s ostrich farming industry.

Mabale, a lecturer in UJ’s Department of Multimedia, received a Research Excellence Award for Next Generation Researchers.

She is pursuing a PhD in Media Studies at Wits University titled Fortification of Self-Reliance and Independence of Black South African Women in Informal Businesses.

Her research examines how digital tools can support women traders operating in Johannesburg’s Kwa Mai-Mai community.

She works with the traders as co-creators of knowledge, documenting their experiences, business practices and challenges while exploring ways digital technologies can strengthen economic self-reliance.

The research is funded through the NRF-FirstRand Empowerment Foundation Black Academics Advancement Programme, which supports Black academics pursuing doctoral qualifications.

Msobo, a PhD researcher in UJ’s Department of Biochemistry, also received a Research Excellence Award for Next Generation Researchers.

Her NRF-funded work investigates antiviral compounds in South African medicinal plants, including natural compounds with the potential to inhibit the SARS-CoV-2 main protease, a protein the virus relies on to replicate.

She combines artificial intelligence, computational science, advanced chemistry and laboratory testing to accelerate the identification of potentially useful compounds.

The approach could contribute to antiviral drug discovery and pandemic preparedness while building expertise in biotechnology, metabolomics and computational drug discovery.

Delivering the keynote address at the ceremony, Minister of Science, Technology and Innovation Professor Blade Nzimande raised concerns about the concentration of research funding and infrastructure at historically stronger institutions.

According to Nzimande, about 63% of NRF funding goes to the 10 universities with the highest research outputs, while 83% of South African Research Chairs Initiative Chairs are hosted at top-output universities.

He said efforts were being made to broaden participation at historically disadvantaged institutions, universities of technology and newer universities.

Earlier this year, 41 new SARChI Chairs were awarded specifically to these institutions. The NRF has also begun implementing its University Programmes and Collaborations initiative to strengthen research and human-capital capacity at historically disadvantaged institutions.

“The issue is crucial not for posterity, but for practical reasons: to ensure our country, with its scarce resource base, makes full use of its institutional resources to reach deeper and wider into every corner of South Africa and unleash its full potential,” Nzimande said.

The 2026 NRF Awards also included Lifetime Achievement Awards for Professor Jonathan Jansen of Stellenbosch University’s Department of Education and Professor Helen Rees of the University of the Witwatersrand’s Department of Obstetrics and Gynaecology.

UJ Vice-Chancellor and Principal Professor Letlhokwa George Mpedi said the awards reflected the university’s growing research profile.

“The NRF Awards represent a wonderful and prestigious recognition for any scholar; it is something to treasure. UJ has over the years shown a stronger performance in these prestigious awards, and this year is not different,” Mpedi said.

UJ Deputy Vice-Chancellor: Research and Innovation Professor Refilwe Phaswana-Mafuya said the recipients reflected the work being done by established and emerging scholars at the university.

“The awards show the quality of the research, not only for its own sake but for societal impact and sustainability. As a university, we are immensely proud of the achievements and of the work of our scholars, and we hope the awards will inspire more students,” she said.

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