When a parent puts their child on a bus and sends them to university, they are making an enormous leap of faith.

They are trusting the university, but they are also trusting a much bigger system: the residence, the municipality, law enforcement, transport providers, accommodation operators and government.

That trust comes with a heavy responsibility. Our responsibility cannot simply be to draft policies, hold meetings or receive reports. When a system is failing, our responsibility is to change it.

ALSO READ: West Coast TVET launches joint safety forum to tackle campus crime and GBVF

This is why we must rethink how we understand student safety in South Africa.

A student does not stop being a student when they leave the campus gate. They remain a student when they walk to their residence, wait for a taxi, cross a municipal road, visit a shop or return home at night. No one can have freedom if they live in fear and the campus gate cannot become the boundary of our responsibility.

Beyond the campus gate

The tragic murder of Uyinene Mrwetyana made this painfully clear. Her story is a stark reminder that the route between where a student lives and where they study is just as critical to their safety as what happens inside the lecture hall.

Nearly seven years later, remembrance remains important, but remembrance must ultimately drive action. The question we should ask is not simply whether we remember Uyinene, but whether we have actually changed anything. That requires moving beyond a culture of responding to incidents after they happen and toward a culture of prevention.

Governance driven by outcomes, not labels

It also requires government to work differently. Serving as a Democratic Alliance deputy minister in a Government of National Unity, I recognise that South Africa’s political traditions do not always agree on how government should operate. That diversity is part of our governing reality.

However, higher education is precisely where we should be judged less by the labels we carry and more by the outcomes we deliver.

For me, that demands a practical approach: go where the problem is, listen to the people experiencing it, bring the relevant institutions together and ask whether the intervention actually works.

I have applied that principle when responding to severe student accommodation and funding challenges. At Western TVET College, more than 60 students were displaced. At the Central University of Technology’s Welkom Campus, 1392 students faced accommodation allowance crises and the immediate prospect of eviction. These are not abstract policy debates; they determine whether a student has somewhere safe to sleep and whether they can continue their education.

ALSO READ: Manamela steps in as arson, violent student protests shut down CPUT campuses

Safety requires that same ground-level intervention.

We can install cameras, deploy drones, improve street lighting and leverage technology to track risks. These tools matter, but technology alone will never keep a student safe. We need eyes in the sky, but we also need eyes on the ground. We need responsive teams when a risk is identified and clear channels to ensure help reaches the student in time.

Breaking institutional silos

Most importantly, we must stop managing student safety in institutional silos.

A university understands its students. A municipality understands its streets. The South African Police Service understands crime patterns. Accommodation providers understand residences. Private security understands immediate physical surroundings. Student leaders understand the lived reality.

Students themselves know where the risks are. They know which pathways feel unsafe, which residences have broken gates, where harassment occurs and which reporting mechanisms work versus those that exist only on paper. That knowledge is an essential asset.

Students should not be consulted only after decisions are finalised or after a tragedy occurs. They must be active partners in identifying risks, shaping interventions, and assessing results.

A compact for action                                      

This is why South Africa needs a practical national student safety compact.

This cannot be another empty declaration that disappears after a summit. It must be an operational framework with defined, measurable responsibilities for universities, municipalities, law enforcement, accommodation providers and student leadership, backed by a mechanism for reporting progress publicly. If sector leaders gather again next year, success should not be measured by the speeches made, but by what actually changed on the ground.

This is where the principle of #NoStudentLeftBehind becomes tangible. A student struggling with funding is not just a funding case. A student facing eviction is not just an accommodation case. A student walking through an unsafe neighbourhood is not just a policing case. Students are human beings whose safety and success depend on the whole system working together.

Their lives do not fit into tidy departmental or municipal jurisdictions. While our administrative systems divide their problems into separate buckets, the student experiences them as a single reality. The ultimate test of our work is straightforward:

• Is the student safer?
• Can a young woman leave her residence for a lecture and return unharmed?
• Can a parent in Limpopo, KwaZulu-Natal, the Eastern Cape, Gauteng, the Free State, the North West or the Western Cape send their child to university confident that everything reasonably possible is being done to keep them safe?

For a country navigating a Government of National Unity, this is an area where the politics must remain simple. Different parties bring different philosophies to the table, but when a student leaves home in pursuit of knowledge and opportunity, they should not need to know which party governs which municipality or which agency owns which piece of the problem. They should simply know that the system around them will protect them.

Student safety is not a party-political issue. It is a fundamental test of whether government can put the student at the centre and cross institutional boundaries to deliver.

That is not an ambition; it is the minimum we owe them.

Yusuf Cassim is the Deputy Minister of Higher Education and Training.

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South African universities collect vast amounts of information about student performance, attendance, engagement and progression. Yet too often, that information tells institutions what has already happened rather than helping them influence what happens next.

The aim is to use existing data to identify emerging academic risks earlier and connect students with the right support before difficulties become entrenched.

In practical terms, data-informed decision-making requires institutions to establish where each student is in their academic journey, where they need to be, and what intervention is most likely to close the gap.

A shared understanding of these questions gives lecturers, academic leaders and student-support teams a common view of student progress. It also establishes a clear path from evidence to action: identify the risk, determine the appropriate support, intervene, and assess whether the response was effective.

With student retention and completion continuing to place pressure on the higher education sector, the ability to recognise warning signs early is increasingly important.

Historically, institutions have relied heavily on retrospective reporting, analysing academic performance after results have been released. While this helps explain what happened, it offers limited opportunity to change the outcome for a student.

Bringing together current attendance, engagement and assessment data can provide a much earlier picture. Missed classes, declining engagement or weaker assessment performance, for instance, may signal that a student requires additional support.

We have moved beyond using data for compliance or historical reporting purposes. It should be informing how institutions support students while there is still an opportunity to make a difference.

For students and their families, the stakes are significant. Higher education represents a substantial personal and financial investment, making timely support critical when academic difficulties emerge.

When lecturers, academic leaders and student-support teams share a common picture of student progress, decisions stop being guesswork. Students who need support can be identified earlier, resources can be directed where they are most needed and the effectiveness of interventions can be measured.

But identifying risk is only useful if the insight reaches those who can act on it. Academic information needs to be consolidated and made available to deans, lecturers and student-support teams during the relevant semester, rather than remaining in central reports reviewed after the fact.

The value extends beyond individual interventions. Patterns in performance, progression and graduate outcomes can also reveal where programmes and institutions themselves need to improve. These insights can inform curriculum design, teaching development, quality assurance and the alignment of qualifications with evolving workplace needs.

As higher education evolves, institutions need to learn about their own practice as rigorously as they teach.

Data, used well, allows an institution to listen to itself. The advantage is not in having more information, but in recognising what it is telling you and acting early enough to improve outcomes.

Taryn Migatchev is Head of Academic Insights and Reporting at The IIE and Advtech’s Academic Centre of Excellence.

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Access to higher education remains one of South Africa’s most powerful tools for social mobility, economic growth, and national development. 

For many young people – especially first-generation students – it represents the chance to break cycles of poverty and build better futures for themselves and their families. 

While it is estimated that between 30-40% of qualifying students can’t access higher education for various reasons annually, simply opening the doors of higher learning to more young people is not enough. 

True access means creating opportunities for students to enter higher education, thrive within it, and graduate with the skills and confidence needed to build meaningful careers.

There are five practical ways for South African higher education institutions to expand access while supporting student success:

Develop multiple entry pathways

Traditional admission routes exclude many talented students whose school backgrounds may not fully reflect their potential. Institutions can widen participation by offering foundation programmes including higher certificates, extended curriculum streams, bridging courses, and alternative admission pathways.

These flexible entry points acknowledge that academic readiness is not equally available across all communities. By providing targeted academic preparation, institutions can identify and nurture talent that might otherwise be left behind, without lowering standards.

Widening participation is not about lowering academic standards, but rather about creating appropriate pathways that enable students to reach those standards. 

Strengthen transition support programmes

The jump from school to higher education is often daunting. Students face new academic demands, greater independence, and the need for advanced analytical skills. 

Strong orientation programmes, first-year experience initiatives, and structured academic skills workshops help ease this transition.

Proactive support in the critical first year significantly improves retention and builds the foundation for long-term success. 

Invest in academic development initiatives

Ongoing support is essential. Tutoring services, writing centres, peer-assisted learning programmes, and dedicated academic development resources help students bridge knowledge gaps and build confidence. 

These initiatives are particularly valuable for students navigating higher education for the first time in their families, turning potential struggles into opportunities for growth.

Use data to identify at-risk students early

Institutions should harness student success analytics to spot challenges before they become crises. Early warning systems allow for timely interventions – whether through additional tutoring, counselling, or personalised support.

Proactive data-driven approaches dramatically improve completion rates and ensure that expanded access translates into actual graduate outcomes. 

Create inclusive and adaptive learning environments

Students succeed best when they feel they belong. Inclusive campuses that respect diversity, foster connection, and value different backgrounds help students engage fully with their studies. 

AI and adaptive technologies further enhance this by enabling personalised learning pathways – adjusting content, pace, and support in real time to match each student’s unique needs, learning style and progress

Feeling respected and supported by lecturers and peers, ensures increased persistence and chances for success.

Broader impact and shared responsibility

When students complete their qualifications, the benefits multiply. 

Graduates access better employment, develop critical thinking and professional skills, and often become role models who inspire the next generation. This creates a powerful ripple effect: stronger families, more skilled communities, and broader economic growth.

Students also have a key role to play.

Actively using available support services, building good study habits, managing time effectively, engaging with lecturers, and staying curious can make a significant difference. 

At the same time, institutions must recognise that many students enter higher education while dealing with financial pressure, family responsibilities, or personal challenges. 

Support systems therefore need to be visible, accessible, and proactive – reaching students before they have to ask for help.

Expanding access to quality higher education is one of South Africa’s greatest opportunities for meaningful change. This means not simply increasing enrolment numbers, but an active strategy to unlock human potential, enabling individuals to contribute meaningfully to their communities and the broader economy.

Peter Kriel is Executive: Operations at Advtech and The IIE’s Academic Centre of Excellence.  

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South Africa currently operates in a volatile and disruptive environment, where the promise of the fourth industrial revolution (4IR) frequently clashes with the harsh realities of the digital divide.

While global conversations are dominated by high-tech features like immersive learning and automated grading, many South African students continue to face unreliable connectivity, frequent power cuts, and outdated hardware.

Pouring resources into cutting-edge technology that only benefits a few risks deepening existing socioeconomic fractures and leaving “forgotten classrooms” further behind.

However, a new wave of context-specific innovation is proving that high impact does not always require high bandwidth.

The “digital divide” in South Africa is characterised by uneven access to information and communication technologies, particularly in rural and underprivileged communities.

For these students, the high cost of data and access to adequate devices are major barriers to academic success.

True innovation in this context means “designing for disruption”, creating tools that assume power and internet access will fail. This approach moves away from heavy, bandwidth-intensive applications toward lightweight, “offline-first” solutions that utilise caching and low-bandwidth content.

Designing for disruption

A primary example of this locally responsive innovation is The Invigilator App .

Developed by South African entrepreneurs, the app was born from the realisation that international proctoring solutions were often unsuitable for the local landscape because they required high-speed internet and high-end devices.

Instead, The Invigilator App is mobile-centric, designed to run on entry-level smartphones that are far more accessible to the average South African student, while also offering a lightweight desktop version for PC use that can operate on relatively low-specification devices.

To maintain academic integrity in remote environments, the app utilises advanced AI and machine learning to simulate the presence of a physical invigilator.

It performs random checks throughout an assessment, including facial recognition to verify identity and liveness, GPS tracking to identify proximity-based collusion, and audio analysis to detect unauthorised conversations.

Crucially, the app is engineered to be data-efficient and features offline capabilities, allowing students to complete their examinations without a constant internet connection and syncing their data once they reconnect. This ensures that a student’s geographical location or financial status does not prevent them from earning a qualification of integrity.

Inclusive pedagogy

Beyond assessment, tackling inequality requires a shift toward inclusive pedagogy.

AI-driven tools are now being used to provide multilingual support in all 11 official South African languages, which is a vital intervention for students who often struggle when transitioning from home-language instruction to English in the foundational phase.

By using advanced natural language processing, these tools ensure that linguistic diversity and inclusivity become an asset rather than a barrier to learning.

Furthermore, predictive student support systems are being deployed to monitor real-time engagement and performance data. These tools are built on the principle of “intelligence augmentation,” using data to identify at-risk students far earlier than traditional methods would permit.

By bridging the “recognition-to-response gap,” these systems allow educators to provide essential mentorship and psychosocial support to combat high dropout rates.

The development of these tools follows a “teacher first, tech second” philosophy, ensuring that technology empowers educators rather than replacing them.

In this model, the human remains the central instructional decision-maker, while AI handles administrative burdens and provides insights that a human might miss.

Additionally, the rise of portable micro-credentials allows for flexible, stackable learning outcomes that respond directly to the needs of the 4IR labour market, providing students from disadvantaged backgrounds with clear signals of their expertise to potential employers.

National Policy Framework

For EdTech to truly function as a scalable and inclusive solution, it must be supported by a robust national policy framework.

Current efforts by the Department of Higher Education and Training (DHET) are beginning to prioritise ICT infrastructure and digital literacy through strategic public-private partnerships.

Initiatives like the distribution of mobile devices to funded students and the rollout of fibre connections to technical colleges are critical steps toward ending bandwidth poverty.

Ultimately, the goal of EdTech in a developing nation should be to empower educators and students through technology that respects their constraints. By focusing on low-bandwidth, high-impact tools — like The Invigilator App and offline-capable learning platforms — South Africa can ensure that the technological revolution becomes a bridge to equity rather than a wall of exclusion.

True progress lies in celebrating contextual innovation and rewarding the creativity required to make learning accessible for all.

Landman is Executive: Educational Technology and Innovation in the Academic Centre of Excellence at The Independent Institute of Education.

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As countries push ahead with digital transformation, infrastructure planning is evolving. It is no longer just about connectivity and platforms; it is also about building a skills pipeline that enables citizens and businesses to utilise technology effectively and securely at scale.

In South Africa, the skills-and-infrastructure link is especially real for young people entering the next phase after matric. The question is increasingly practical: what skills translate into opportunity, and how quickly? 

Micro-credentials and industry certifications are gaining momentum as shorter, stackable routes to build job-relevant capability, prove competence, and access entry points into the digital economy.

Digital transformation is also raising the bar on what “readiness” looks like. 

Organisations may have networks, devices and platforms in place, yet still struggle to use technology at scale because the talent pipeline is too thin. 

The pressure shows up most sharply in the roles that keep modern systems running and secure, from cybersecurity and cloud operations to software development, data and analytics, and the technicians and engineers responsible for resilience and uptime.

This is why many national digital strategies now treat talent development as a foundational enabler of economic competitiveness. 

In South Africa, the National Digital and Future Skills Strategy calls for a coordinated approach to building digital skills across the education and employment system, recognising that the ability to participate in the digital economy depends on both access and readiness.

 Digital infrastructure delivers its full value only when it is matched with human capacity. If we plan networks, cloud and digital public services without planning the skills to build, secure and operate them, we create an implementation gap, and the benefits of digital transformation stay out of reach for too many people and too many businesses.

 From connectivity to competitiveness – why the shift is urgent

The urgency is being driven by rapid change in the labour market. Employers increasingly expect skills requirements to shift as digital tools and AI reshape how work is done.

At an economic level, skills are becoming a form of national preparedness, enabling countries to adopt technology faster, attract digital investment and build competitive local industries that create jobs.

Within education, the response is accelerating. Universities and TVET colleges are strengthening alignment with labour-market needs, adopting industry-certified programmes, micro-credentials and applied learning pathways to close the gap between study and employability.

Skills ecosystems are becoming part of infrastructure planning because talent now determines speed. It determines how fast a country can modernise services, how quickly businesses can adopt cloud and AI, and how confidently society can manage cyber risk. In that sense, skills are no longer separate from infrastructure, they are infrastructure.

Building skills at the scale required cannot be achieved by governments or education systems acting alone. What is emerging across markets is a more deliberate model of public–private collaboration, where industry supports education institutions with curriculum input, practical exposure, and recognised certification pathways that better match real-world job requirements.

 Huawei’s approach is one example of how this collaboration is being implemented through structured, long-term programmes in partnership with universities, colleges, governments and industry bodies. 

A central mechanism is the Huawei ICT Academy, a global programme that partners with universities and higher learning institutions to provide industry-aligned curriculum, hands-on learning and certification pathways. Through the programme, Huawei works with educators and institutions to help students gain relevant technical exposure in areas such as networking, cloud, AI and cybersecurity.

 Huawei also supports digital talent development through initiatives such as the Huawei ICT Competition, which provides an international platform for students and teachers to strengthen practical skills and innovation.

We don’t approach talent development as a once-off CSR initiative. We approach it as a core part of digital ecosystem building, partnering with education institutions, supporting instructors, and expanding access to recognised certification pathways that help young people move from learning to earning.

Through the Huawei ICT Academy, we’ve expanded more than 2 600 academies globally, training over 200 000 students each year, across a wide range of countries and institutions. In SA, Huawei has academies at 88 universities, TVET and private colleges. 

 Planning for physical networks and human networks

As governments and industries prepare for more advanced digital economies, including AI-readiness, cybersecurity resilience and cloud-enabled service delivery, the case is strengthening for skills to be embedded into the same planning logic as fibre, spectrum, data centres and public digital platforms.

 This means measuring talent pipelines, strengthening educator capability, expanding applied technical programmes, and building pathways from classroom to workplace. It also means sustained collaboration in aligning public sector priorities, education system capacity, and industry requirements so that the workforce grows in step with the infrastructure it must power.

The countries that compete best in the next decade will be the ones that build both physical networks and human networks, together. That is how digital transformation becomes inclusive, scalable and economically meaningful.

Charles Chen is Deputy CEO of Huawei South Africa.

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As universities in South Africa prepare to admit a new group of students, thousands of young people from rural parts of the country hope for a life-changing opportunity.

In 2023, public universities enrolled 258,778 first-time students. Demand is intense; for example, the University of Johannesburg received 358,992 applications for just 10,500 first-year spaces in 2025.

A substantial proportion of these new students come from economically disadvantaged backgrounds.

The National Student Financial Aid Scheme (NSFAS) is often the only key to unlocking post-school education. The scheme supports students from families earning less than R350,000 a year and has a target of 850,000 students. It is supposed to cover fees, accommodation, a living allowance, transport and learning materials.

Yet for many rural students, this key fails to turn the lock.

The number of students from rural areas who secure university placements cannot be determined. Neither the Council on Higher Education nor the Department of Higher Education systematically tracks students’ geographic origins. But what research does show is that students from rural areas face challenges beyond financial constraints.

My research on higher education access and learning experiences, particularly among marginalised students, has explored the reasons and consequences.

The conversation around financial aid rightly focuses on administrative crises: devastating payment delays and operational failures that erode trust. These are human catastrophes. But I’ve found that for rural students, these problems are only the tip of the iceberg. Beneath lies a deeper web of challenges.

Financial aid is crucial but it cannot compensate for systemic disadvantages that begin long before students reach campus and persist throughout their studies.

My research, involving in-depth interviews with rural students, shows the “hidden costs” they bear. Their struggle begins with limited access to information. This constrains their educational choices. Then they may not feel really comfortable to participate in the classroom and make social connections. And their financial situation influences both academic performance and social belonging.

Even when rural students graduate, many describe feeling they have survived higher education rather than thrived in it.

The experiences they shared with me reveal how these challenges interconnect throughout their university journey. Their stories also point to ways of improving rural students’ participation in higher education.

Listening to rural students

My qualitative study consisted of in-depth interviews and focus group discussions with 18 rural students (10 of them female), aged 19-25 at a university in Johannesburg.

All participants came from former homeland areas across four provinces – the Eastern Cape, KwaZulu-Natal, Limpopo and Mpumalanga – a pattern reflecting apartheid’s enduring geographic legacy. They were studying fields ranging from education to engineering; 13 of the 18 were first-generation university students, and all were Black African. Their demographic profile was typical of deeply rural students accessing higher education through programmes like NSFAS.

The deliberate selection criteria and consistency of their experiences reveals systemic patterns.

One of the participants, Philip (all names have been changed) from Limpopo, described the sheer physical distance of his home from university: “I pass Polokwane (a city 320km from Johannesburg) and go deep to the rural villages until Giyani (a small town over 150km further on) … then from Giyani I have to catch a taxi to my village … you are far away from universities.”

While urban students attend open days to learn about the courses on offer and careers, those in remote villages are left in the dark. As one participant, Terry, observed: “During open day for UJ (University of Johannesburg) … it’s mostly model C schools.“ (These are better resourced high schools which were reserved for white learners during apartheid.) I have never seen someone (there) from a rural background.”

This isolation limits career awareness to visible rural professions like teaching and nursing.

Sef’s story is telling: “I didn’t know anything about the courses offered … I only know teaching and these professions that you see in the village.”

After a costly false start, she found her path to engineering only through a chance family conversation.

In South Africa, many students scrape together a registration fee, gambling that full funding will materialise. And without guidance on accommodation deadlines, they might arrive in the city to find university residences full and be forced into expensive or unsafe private housing.

Jane explained: “We will come and look for accommodation in February … When we get there, we find that the residence is already full.”

While universities technically provide accommodation information, it is often buried in lengthy online registration documents that assume students have reliable internet access and familiarity with university processes.

The result is a financial strain from day one. For students like Kate, who was mugged commuting from distant, off-campus housing, the consequences are academic and psychological: “At the end of the year, I didn’t pass that well and as a result I lost my sponsor.”

Upon arrival, they face a second battle: cultural and geographic alienation. They enter a space privileging urban, middle-class norms. Participants spoke of being teased for their accents and dress.

As Ann from the Eastern Cape put it: “Nobody cares … you get to know people from other tribes, people from other races … some of things they do you don’t understand.”

Language becomes a profound barrier to participation. Philip shared: “I would want to participate … but eish! English … I’m not confident enough.”

The curriculum itself can feel alienating, with examples drawn from unfamiliar urban contexts. Terry, an engineering student, noted: “Sometimes they teach about some events you have never heard of … that’s where they kill us.”

It takes more than cash

This brings us back to NSFAS. Its administrative failures hit rural students hardest.

For a student who barely registered, a delayed allowance is a crisis. It means missing lectures, relying on food parcels, and impossible choices between education and supporting families.

Ann described the strain: “The funding, when it comes, doesn’t cover the true cost. It ignores higher travel costs, expensive data to compensate for remoteness, and the burden of unexpected private accommodation.”

The higher education system has focused too long on the narrow goal of access: getting students through the gate. True equity is about ensuring they can thrive as peers inside. The current student financing model is a blunt remedy: it provides cash but leaves the underlying structures of exclusion untouched.

How to change it

My research suggests some steps that could help rural students.

Fix the fundamentals with rural students in mind: Students need a competent, reliable financial aid scheme. Payment timelines must be guaranteed, with emergency support for rural students during delays.

Early outreach: Universities and government must take information to deep rural areas through mobile career services and application support long before final high school exams that determine university entrance.

Fund the full experience: Bursary calculations must be nuanced to cover the real, higher costs borne by rural students, including travel, data and safe accommodation.

Create culturally inclusive campuses: Universities must actively combat assumptions that rural students are “underprepared” or “lacking” essential skills. They can do this through staff training, peer mentorship, and curricula that value different kinds of knowledge.

The dreams of rural students are stifled by a system blind to their reality. Ensuring timely funding is the bare minimum. They need a system that doesn’t just let them in but truly welcomes them and sets them up for success.

Hellen Agumba is Senior lecturer, University of Johannesburg.

This article was first published by The Conversation.

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The start of the year is an ideal time for setting goals, and it is particularly important for parents and children preparing for the 2026 academic year.

Goal-setting helps families monitor progress, track key performance indicators, and identify when intervention may be needed.

Throughout the year, learners find themselves under pressure to perform, but without the tools necessary to achieve the desired results.

The issue is not a lack of intelligence or effort, but a lack of structured academic goal-setting.

Learners are often told to ‘do better’ without being shown how. Most academic struggles stem from unclear goals, poor routines, and limited accountability — not ability.

Many learners set vague intentions, such as wanting better marks, without breaking these down into subject-specific targets, study habits, or realistic timelines. At the same time, parents often struggle to support their children without applying pressure, especially within an overstretched education system.

Academic success is built through structure, consistency, and support. When learners understand what is expected of them and have a clear plan, confidence improves, and performance follows.

Parents and guardians should:
• Help learners set clear, subject-based academic goals
• Focus on routine and consistency rather than punishment
• Schedule regular academic check-ins
• Seek additional academic support early, rather than waiting for crises

Normalising academic support and goal-setting conversations at home and in communities can significantly improve learner outcomes.

Academic success is not accidental; it is structured with each day fully accounted for. It requires deliberate planning and preparation, which are building blocks that are needed, even later in life.

The early adoption of positive thinking and planning strategies will help children to develop their self-confidence and self-awareness as they progress in their academic journey.

Ntsako Mhlanga is the founder of Learnergy, an education support centre based at Eastgate Shopping Centre, dedicated to empowering learners with the academic skills, confidence, and structure they need to thrive.

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In many South African families, the first graduation gown ever worn not only symbolises generational renewal, but also honours personal triumph that transforms family narratives.

Behind every degree lies a community that dared to dream differently.

I think of the countless first-generation graduates who cross the stage each year carrying with them not only their own hopes but also those of their siblings, parents and children. For them, education is not an individual achievement; it’s a collective milestone.

Our country is still marked by deep social and economic divides, and as a result, education remains the most reliable bridge from limitation to liberation.

When you consider this, it makes perfect sense that a single graduate has the power to rewrite a family’s story. One qualification can shift what an entire household believes is possible. That is the quiet, transformative power of learning and its ability to plant seeds of change that bloom across generations.

The ripple effect of learning

When one person studies further, their success radiates outward. A postgraduate qualification is rarely a private victory; it creates ripples that touch everyone around the learner.

It may come in the form of greater financial stability, which supports dependents and reduces the cycle of poverty. It may mean exposure to new ideas that influence how a community approaches problem-solving. Or it could be the inspiration that provides proof that higher education is attainable and worth pursuing.

In many South African homes, the first graduate often becomes the family’s informal career coach, legal adviser and life mentor. Their knowledge extends beyond textbooks; it shapes conversations, decisions and aspirations.

This is especially true for mature learners who attend university for the first time or further their studies while raising children or managing full-time work. Their perseverance teaches resilience, a lesson their children carry into their own lives.

Education’s real influence is measured not in certificates but in changed attitudes: the way it shifts a family’s vocabulary from “if” to “when”, and transforms questions like “Can I?” into “How will I?”

From personal advancement to collective progress

The decision to pursue postgraduate study is often seen as an individual career move, a way to climb the professional ladder or specialise within a field. But in South Africa’s context, it is far more significant than that. Every postgraduate adds to the country’s social capital: an expanding pool of critical thinkers, problem-solvers and innovators who drive economic growth and community development.

Research consistently shows that education enhances social mobility. According to Statistics South Africa, individuals with tertiary qualifications are significantly more likely to achieve stable employment and higher lifetime earnings.

A 2025 policy brief by RESEP at Stellenbosch University further supports this, revealing that the return on tertiary education has more than tripled since 2001. But beyond the economic data lies something less quantifiable than the societal confidence that comes from education. It allows people to participate meaningfully in democratic life, to make informed decisions and to lead with empathy and insight.

When we invest in postgraduate learning, we invest in communities that are better equipped to solve their own challenges. Education becomes the thread that connects personal advancement to collective progress, and each graduate becomes a custodian of national development.

Cases in point would be a nurse who pursues a master’s degree may introduce new health protocols that improve patient outcomes in rural clinics. Or a teacher who completes a postgraduate diploma might develop methods that reduce dropout rates in under-resourced schools.

And perhaps a business leader who furthers their studies could mentor young entrepreneurs in their township. These are not isolated benefits; they are generational catalysts.

Education as legacy

Graduation Day is often described as the end of a journey, but in truth, it’s the beginning of a legacy. The impact of one degree extends far beyond its holder, and a postgraduate qualification often becomes the foundation upon which others build their dreams.

In South African families, especially those where access to education was once a distant dream, the presence of a graduate shifts the family narrative permanently. Younger siblings see possibilities their parents never had. Children grow up believing that excellence is expected, not exceptional. Friends and colleagues find motivation in watching someone in their circle achieve what once seemed impossible.

Education doesn’t just alter economic outcomes; it redefines identity. It gives people the confidence to say, “I come from a family of graduates”, a phrase that carries weight in communities where opportunity was historically withheld. And with each generation that follows, the ripple widens. Postgraduate study, then, becomes more than a personal investment. It is an inheritance, a gift that keeps on giving.

The role of business and society

Organisations, too, play a vital role in sustaining this generational impact. When businesses support postgraduate education through bursaries, study leave, or flexible learning arrangements, they do more than upskill an employee. They invest in a multiplier effect that benefits society at large.

A workforce that values continuous learning results in innovation, inclusivity and long-term resilience. It encourages leadership that is informed, ethical and responsive to social realities. Employers who enable postgraduate study are, in essence, contributing to nation-building.

It follows that businesses which champion education create a culture of aspiration within their teams.

When employees see that learning is celebrated, they are more likely to pursue development themselves, passing that enthusiasm on to their families and communities. The result is a virtuous cycle of growth, one that links organisational success with social progress.

South Africa’s future depends not only on economic reform but on intellectual renewal. That renewal begins with every individual and institution that believes in the transformative power of education.

The knock-on effect

Graduation is not merely a ceremony; it is a moment of generational handover. The cap and gown, of course, represent academic achievement, but more than that, they symbolise responsibility. Each graduate becomes a torchbearer for those who follow, lighting a path towards possibility.

As we celebrate this season of achievement, we are reminded that the effects of education extend further than earning a qualification. The resultant earning power changes lives, beginning with our own and extending to those yet to come.

For mature learners, pursuing postgraduate study is not only a personal milestone; it is an act of legacy-building. It says to future generations, “I have climbed so you can soar.” And that, perhaps, is the greatest gift education gives us: the power to transform one success story into many.

Nandipha Mbhele is an Admitted Attorney of the High Court of South Africa and an academic at Regent Business School.

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For South Africa, this shift aligns strongly with our own strategic direction. Early in my term of office, I announced a reorientation of our basic education system towards improving learning foundations from birth through the early primary grades — focusing on early childhood care and education (ECCE) and early-grade literacy and numeracy. 

This approach is grounded in clear global and local evidence: without decisive investment in the early years and the early grades, no education system can deliver equitable outcomes or close inequality gaps.

The signals emerging from the G20 and IBSA meetings affirm that South Africa’s strategic focus is timely, necessary and aligned with global best practice.
 
G20: A global mandate that reinforces South Africa’s reform direction
 
The G20 Leaders’ Declaration recognises ECCE as “a vital investment for a country’s social and economic future” and calls for strengthened teaching quality, improved pedagogical support and inclusive access to technology and safe learning
environments.

It also underscores the need to support teachers to strengthen early competencies, including literacy and numeracy — precisely the priorities at the heart of South Africa’s reforms.

In reorienting our basic education system, we are prioritising improved access to quality ECCE, strengthening early-grade literacy and numeracy, expanding structured pedagogical materials and practices, and supporting vulnerable learners early so that
gaps do not become entrenched.

The G20’s commitments show that these are not only national priorities — they are global ones. When the world’s major economies affirm the importance of early learning for economic growth, equality and long-term stability, it reinforces the evidence-based
path South Africa is taking.
 

IBSA: Global South leadership on early learning
 
In parallel, on the sidelines of the G20 Summit, the Leaders of India, Brazil and South Africa endorsed the progress made by the IBSA Ministers of Education toward establishing the IBSA Network on Quality Foundational Learning.

Their commitment strengthens our shared resolve to ensure that every child develops strong early foundations — from early cognitive and socio-emotional development to early literacy and numeracy.

President Ramaphosa welcomed the deepening of IBSA collaboration on this agenda, which aligns closely with the G20’s renewed emphasis on expanding quality early learning.

As South Africa prepares to assume the IBSA Presidency in 2026, we welcome the call for urgency and ambition in advancing this work.

South Africa stands ready to drive the next phase of cooperation, deepening the exchange of evidence-based policies and practical solutions across the Global South and beyond, and supporting early learning systems that work for all children.

The IBSA Network will serve as a platform for countries committed to improving children’s learning from the earliest years through the early grades. While its modalities will be determined collectively by India, Brazil and South Africa, we believe there is value in gradually creating space for wider international engagement with countries, organisations and partners that share this vision.
 
A growing global consensus on strengthening early learning
 
Across both the G20 Declaration and the IBSA meeting, one message is clear: a global consensus is forming around the strategic importance of strengthening ECCE and early-grade learning.

Evidence has long shown that strong early learning drives later success, that early gaps quickly become entrenched inequalities, and that investments in the early years deliver the highest returns. This is why South Africa’s basic education strategy is being reoriented to strengthen early foundations — and why global alignment around these priorities strengthens our resolve.
 
South Africa’s commitment
 
The convergence of global momentum and national reform creates a powerful opportunity. Our domestic priorities sit squarely within the direction reaffirmed by G20 Leaders and endorsed by IBSA Heads of State.

As Minister of Basic Education, I reaffirm my commitment — and that of my Department — to ensuring that South Africa continues to lead in championing the early foundations of learning as the cornerstone of human development and economic growth.

The world is recognising what evidence has long shown: the foundations laid in the early years determine the future. South Africa is acting on this truth – and we intend to lead from the front.
 
Siviwe Gwarube is the Minister of Basic Education.

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Traditional academic disciplines have long served as the foundation of undergraduate qualifications, offering students the depth of knowledge required in specific fields such as business, engineering, or the arts.

However, the growing complexities of global challenges, technological advancements, and the evolving nature of work have amplified the urgent need for an interdisciplinary approach to undergraduate education.

While a discipline-specific focus remains essential for expertise and professional competence, integrating an interdisciplinary approach enhances critical thinking, fosters innovation, and ensures that graduates are equipped to evolve along with their roles in future.

The real world does not operate in silos. Challenges such as climate change, healthcare, and economic inequality are multifaceted, requiring insights from multiple disciplines to develop comprehensive solutions. By embracing an interdisciplinary approach, students gain a holistic perspective and are better prepared to tackle such complex problems.

Innovation often happens at the intersection of different fields

When students are exposed to ideas from various disciplines, they develop the ability to think outside the box and connect seemingly unrelated concepts. In a world inundated with information and diverse perspectives, the ability to analyse problems through various lenses is invaluable. It helps students move beyond a one-dimensional understanding of issues, making them more adaptable and capable of making informed decisions.

An interdisciplinary education prepares students for careers that may not yet exist by fostering the versatility needed to adapt to shifting roles. Employers value graduates who can work in diverse teams, think critically across disciplines, and solve complex problems, making interdisciplinary education a key advantage in career development.

While the benefits of an interdisciplinary approach are clear, it nevertheless remains essential to maintain a discipline-specific focus in undergraduate education. Specialisation allows students to develop a deep understanding of their chosen field, providing the expertise necessary for professional success. A successful higher education curriculum, however, should aim to strike a balance between these two approaches.

There are a number of practical ways to integrate interdisciplinarity without losing the focus on discipline-specific expertise. In some instances, this will require a curriculum design review and in others simply thinking differently. Strategies include:

Embedding interdisciplinary projects within discipline-specific courses

A business management course can integrate a project on sustainability, requiring students to apply principles from economics, environmental science, and ethics. This allows students to explore interdisciplinary ideas while grounding their work in the context of their major.

Encouraging elective courses from other disciplines

While this will require a curriculum design rethink, institutions can encourage students to take elective courses from outside their major, broadening their academic experience.

Offer interdisciplinary optional courses

Good universities will provide optional courses that cut across disciplines, allowing students to add an interdisciplinary dimension to their degree. These programmes allow students to diversify their expertise without sacrificing depth in their core discipline.

Foster collaborative learning environments

Creating opportunities for students from different disciplines to work together on group projects encourages the sharing of ideas across disciplines.

The value of an interdisciplinary approach in undergraduate higher education cannot be overstated. For students and educators alike, the challenge is to embrace the richness of interdisciplinary learning while preserving the integrity of discipline-based education.

With careful curriculum design, innovative teaching strategies, and a collaborative learning environment, universities striving for real-world excellence can cultivate well-rounded, forward-thinking graduates ready to tackle any emerging challenge.

Peter Kriel is Operations Executive at The IIE and ADvTECH’s Academic Centre of Excellence (ACE).

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By Dr Gillian Mooney

AI has emerged as a beacon of hope for education on the continent, promising to personalise lessons for a child in a remote village or automate grading for overworked teachers in urban townships.

An initiative like the Invigilator App, which keeps online exams rolling even during loadshedding, is a homegrown solution that demonstrates that AI isn’t some distant Silicon Valley import.

However, without urgent and bold action, AI threatens to widen divides, rather than bridge them.

On a continent where billions lack reliable electricity or affordable smartphones, rolling out AI without addressing these basics, risks leaving the most marginalised behind.

The media spotlight often fixates on flashy AI breakthroughs, but the real story is the urgent need for public-private partnerships to make this tech work for Africa.

While companies like ADvTECH are leading with platforms that track student progress in maths and science overnight, spotting struggles before class even starts, scaling this kind of technology requires governments, universities, and businesses to collaborate urgently, to ensure equitable access.

AI’s magic in education starts with personalisation — tailoring lessons to a student’s pace, style, and needs. This isn’t sci-fi; it’s happening in South Africa’s top schools today, where AI acts as a 24/7 assistant, freeing educators for what they do best – inspiring young minds.

By analysing job market trends, AI can even steer curricula toward skills like coding or sustainable farming, linking classrooms directly to tomorrow’s opportunities across Africa and beyond.

The promise versus the problems

For under-served communities, the impact could be revolutionary. Students with disabilities get adaptive tools that read aloud or simplify complex texts; AI tutors immerse students in Xhosa while building global tech savvy. Vocational training gets a boost too, with simulations for welding or entrepreneurship that feel as real as hands-on practice. The result? A generation equipped not just to survive, but to thrive in a world demanding adaptability.

Yet, starry-eyed visions must confront harsh truths.

The digital divide looms large. Without widespread internet, solar-powered devices, or off-grid solutions, AI remains a luxury for city elites. In South Africa alone, loadshedding or unplanned outages disrupt learning daily, so how do we build AI that laughs in the face of blackouts?

Bias is another beast. If training data echoes pre-democracy prejudices, AI could reinforce racial or gender stereotypes in grading or recommendations. We’ve seen it before with facial recognition tech failing darker skin tones — education can’t afford such blind spots.

Teachers, the heart of our systems, aren’t immune either. Fears of job loss or “de-skilling” are valid, but AI should empower, not replace. Training programmes must reframe educators as guides in AI-augmented classrooms, handling the human elements machines can’t touch — empathy, ethical debates, cultural nuance.

This transformation demands African leadership. No more importing off-the-shelf solutions. We need local developers crafting tools infused with our stories, from Ubuntu-inspired collaboration apps to climate-resilient learning platforms. Leapfrogging outdated models, we can pioneer paths that blend tech with tradition.

The pillars to support AI in Africa

To make this real, the following is required:

• Robust Policy Frameworks: Governments crafting rules for ethical AI, from data rules to accessibility mandates.
• Infrastructure Investment: Pouring funds into broadband, cheap devices, and renewable energy to connect every corner.
• Teacher Empowerment: Hands-on training to weave AI into daily teaching, boosting confidence and innovation.
• Research and Development: Homegrown AI hubs fostering African talent and interdisciplinary breakthroughs.
• Public-Private Partnerships: Teaming government with leading public and private educational institutions for scalable, context-specific solutions.

The future of African education, empowered by AI, is not a distant dream; it is an unfolding reality. It is a future where every child, regardless of their location or background, can have access to quality, personalised, and relevant learning experiences.

But what must happen — with urgency — is for Africa to seize this moment with courage, wisdom, and a shared commitment to building an educational future that is truly transformative, truly African, and truly human.

Dr Gillian Mooney is Executive: Teaching & Learning at The IIE’s Academic Centre of Excellence. This article is based on Dr Mooney’s keynote address delivered at the Global AI in Education Conference.

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Recently, to mark International Literacy Day 2025 under the theme: Promoting Literacy in the Digital Era, Buti Manamela, South Africa’s Minister of Higher Education and Training, said, “In an age of endless information, literacy is no longer about accessing words, but about mastering the world.”

Reflecting on his address, I was struck by how his words echo a deep anxiety I see every day in my work as an educator. We are facing a profound disconnect between what we say literacy is and what our children, and our democracy, actually need it to be.

For as long as I can remember, the literacy debate in South Africa has been stuck in familiar ruts: phonics versus whole language, tablets versus textbooks, English versus mother tongue. But I think this noise distracts us from a more dangerous problem. We have become obsessed with the performance of reading, often mistaking the sound of fluency for the substance of understanding.

I’ve seen it countless times. We rightly praise the Grade 4 learner who reads a passage aloud with perfect diction and pace. It’s a beautiful performance. But what happens when we ask her to analyse the author’s argument, question the evidence, or even just explain the text’s significance in her own words?

Too often, there’s a hesitant silence. We then have the other learner, the one who stumbles over syllables and reads haltingly, yet in a class discussion, they can brilliantly trace cause and effect or poke holes in a weak claim.

When we prioritise speed over substance, we celebrate the performance, not the comprehension. This isn’t just an academic concern; I believe it’s a matter of civic survival in our information-saturated world. Literacy today is about the ability to resist manipulation. Can a young person spot the bias in a news report, untangle the distortion in a cropped graph, or see through a misleading statistic? In an era of viral memes and deepfakes, this is no longer a niche skill. It’s fundamental.

When the 2021 PIRLS study revealed that 81 percent of our Grade 4 learners could not read for comprehension in any language, it sent a shockwave through the country. But, if we’re being honest with ourselves, was it truly a surprise? For too long, we’ve operated under the flawed assumption that if you teach a child to decode words, comprehension will magically follow. We rush through content, rarely pausing to model the essential work of sense-making: asking who wrote this and why? How do we know this is true? Who is left out of this narrative? We often separate reading from thinking as if they were two different tasks.

So, what would it mean to truly embrace the Minister’s call to master the world, not just the words?

It starts by weaving critical thinking into the very fabric of learning. It’s not enough to have a once-a-year lesson on media literacy. We need to arm our children with a set of relentless questions to ask of everything they consume: Who created this? What is their claim? What is the evidence? And, perhaps most importantly, what is being omitted? Asked daily, these questions turn mindless scrolling into active scholarship.

This work also requires us to use all our languages as levers for understanding. A child who can reason powerfully in isiZulu is not deficient; they are bilingual in thought. Brainstorming in home languages and drafting in English isn’t an indulgence; it’s just good pedagogy, rooting new, complex ideas in the familiar soil of a child’s mind.

And we must make writing a daily, purposeful habit, not just the occasional formal essay, but quick reflections, summaries, and arguments. Writing, after all, is just thought made visible. If we want our children to think more clearly, we must demand they write more often.

At the Oprah Winfrey Leadership Academy for Girls, we try to embody this vision. Our teachers weave concepts across subjects, so a debate in Life Sciences reappears in a Geography lesson and becomes a comparative editorial in English. Our students learn to ask, with a polite but fierce curiosity, “Where did this claim come from?” Visitors to our school don’t just hear fluent reading; they hear fluent questioning.

This work isn’t glamorous. It’s the slow, cumulative effort of weekly book clubs, of teachers sharing articles in the staffroom, of principals who fiercely guard time for deep, unhurried reading against a packed curriculum.

The ultimate goal here isn’t just better test scores, though those will certainly come. The real goal is active, engaged citizenship. A truly literate nation isn’t one where everyone can read a paragraph aloud flawlessly. It’s a place where a teenager can analyse a loan agreement before signing it, where a voter can see beyond the slogans in a manifesto, and where a community can interpret its own data to demand a better future.

We are at a crossroads. We can continue to chase the illusion of fluency, or we can choose to cultivate a generation that doesn’t just read the world but has the tools, the confidence, and the critical consciousness to reshape it. That is the literacy our children, and our democracy, deserve.

Dumisani Tshabalala is Head of Academics at the Oprah Winfrey Leadership Academy for Girls (OWLAG)

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Spending time in China was truly a wonderful experience, allowing me to see firsthand how this nation of hardworking and dedicated people has transformed into one of the world’s leading economies.

Its history clearly demonstrates that its success mainly comes from resilience and a strong focus on science, technology, and innovation—these closely linked processes foster development by tackling humanity’s complex challenges.

It’s no surprise that China sees them as ongoing efforts to find solutions that genuinely support its development goals. Its post-school education system has been reimagined to play a much bigger and more meaningful role in society. A key part of this progress is its university system, which has grown significantly over the past 75 years, focusing on practical and valuable learning, complemented by strategic partnerships with vital sectors of the economy.

Beijing Jiaotong University, which hosted my study sojourn, is a prime example of how nurturing strategic collaborations can significantly enhance the capabilities essential for economic growth and development. Supported by the Ministry of Education, this university collaborates closely with notable partners, including China Railway Corporation and the Beijing Municipal Government, to enhance its research and academic capabilities.

This collaboration is vital for generating valuable knowledge. The Collaborative Innovation Centre for Rail Transit Safety, one of the first 14 centres approved by the Chinese government for the 2011 national projects, exemplifies how collaboration can boost the nation’s innovative capacity – a valuable lesson in building a sustainable government-industry-university ecosystem for growth and innovation.

Shenzhen and Zhongquancun are just examples of what this ecosystem can achieve. These are tech powerhouses formed through partnerships between universities and research centres to strengthen China’s innovation and manufacturing capacity. The Chinese government has spearheaded the development of these tech hubs, often referred to as the Chinese equivalent of Silicon Valley.  

While much of my stay was spent in Beijing, I also had the opportunity to explore the vibrant cities of Shanghai and Kunming. I also enjoyed visiting several museums, where I learned about China’s fascinating history of economic growth and development. It was truly inspiring to see how the country has blossomed into one of the world’s leading economies, with its cities shining as bright symbols of progress and hope. And yes, just to brag a bit, I reached the top of the Great Wall of China – Fortress 12. This incredible piece of architecture is a proud symbol of Chinese history, culture and resilience. Since 1987, the Great Wall of China has been recognised as a UNESCO World Heritage Site, built over centuries by various dynasties to safeguard the people from nomadic tribes. It really captures the resilience and spirit of the Chinese people. 

Shanghai, apart from being China’s economic gateway, has become a centre for science and innovation. This is a fascinating concept for reimagining cities, not only as centres for economic activity, but also as hubs for research and development. In Kunming, the lively capital of Yunnan Province in Southwest China, I found a city filled with warmth and charm that beautifully blends modern comforts with breathtaking natural scenery. Known for its delightfully spring-like weather all year round is why Kunming is affectionately called the ‘City of Eternal Spring.’ Its strategic location near Southeast Asian borders makes it an important transportation hub, with rail links to Vietnam and road connections to Burma and Laos.

Kunming’s geographical location enhances its role as a bustling trading centre and a wonderful place for travellers to explore. The city exemplifies how embracing both modernity and natural beauty can boost economic growth, providing a compelling example for South Africa, with its stunning scenery and natural treasures.  

My experiences learning in China have truly inspired me, especially seeing how science and innovation are vital drivers of economic growth and progress. I’ve shared this before, but it’s worth highlighting again that innovation really thrives through dedicated research and development, especially when collaboration is wholeheartedly embraced. Thanks to its innovative collaboration centres, China has achieved remarkable milestones in its development journey. Its investment in research and development, which accounts for 2.68% of its GDP, makes it the second-largest spender in this area. This reflects its strong commitment and visionary approach, which are essential parts of its strategy to lead in technology and innovation.

It gives the United States the shivers. For a nation leading in technology will also be the one that shapes the future of the global political economy; hence, the tech war between these countries. However, some suggest that on the technological front, China has won.

It is also making great strides in other exciting areas of innovation. The goal is to have a space solar power station up and running by 2050, which is a thrilling milestone for the next quarter-century. Building on research showing that solar panels in space can catch significantly more sunlight than those on Earth, this project proposes using microwave beams to send energy down, offering a dependable and eco-friendly power source.

Small-scale experiments have already successfully tested this concept, and China is making impressive progress with this innovative approach—an inspiring development that could reshape the future of energy. At the core of China’s success is science, technology and innovation. Harnessing these boosts a nation’s capacity for innovation. This is an important lesson for South Africa.

With focused, strategic and resilient efforts, it can replicate some of China’s successes, especially in Gauteng, which boasts five universities and various science councils, including the Centre for Scientific and Industrial Research (CSIR) and the National Research Foundation (NRF). Building strong strategic partnerships among these institutions, with support from the Department of Higher Education and Training and the Department of Science, Technology and Innovation, can significantly boost South Africa’s research and development efforts, tailored to meet the country’s unique needs.

The cities of Tshwane and Johannesburg have the potential to become dynamic hubs for science and innovation, contributing to the country’s economic growth and development. They could even rival Shanghai as top innovation hotspots, only if South Africa can harness its resources and discover new opportunities for growth, including creating its own tech hubs like Shenzhen and Zhongguancun.

Although South Africa has some innovation hubs, they are not yet as dynamic as those in China. I believe the Chinese offer valuable lessons on how we can reimagine our innovation hubs as powerful engines to support economic growth and prosperity.

Prof. Mashupye H Maserumule is the Deputy Vice-Chancellor for Tshwane University of Technology.

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Looking back on my academic journey, I feel deeply privileged to have pursued a doctorate and two master’s degrees while working full-time. The sleepless nights juggling family obligations, deadlines, assignments and professional responsibilities, often while self-funding my studies, taught me resilience.

But they also revealed the very real barriers that can derail even the most determined students. Barriers many are unable to overcome without support.

Today, as Head of Academics at Eduvos, I see the transformative power of removing those barriers. The current state of South Africa’s higher education landscape requires an urgent focus on ensuring that it truly serves all who seek to better themselves and their communities.

The barriers that leave students behind

South Africa’s higher education crisis is well documented, but the human cost of exclusion remains stark. Our research highlights several interconnected barriers systematically excluding capable students from accessing quality education.

Capacity constraints in public institutions create the first hurdle. With demand far exceeding supply, thousands of qualified applicants are turned away each year. Even securing a place doesn’t guarantee success. Affordability remains a crushing reality for many families. Beyond tuition, the hidden costs of textbooks, accommodation and lost income often force students to abandon their studies.

Perhaps most concerning is the academic preparedness gap. Many students arrive at tertiary institutions without the foundational skills needed for success. Traditional one-size-fits-all approaches fail these learners, who often drop out not from lack of ability, but from lack of appropriate support.

Innovating for inclusion

Addressing these realities requires a reimagining of higher education that centres on student outcomes and recognises today’s students don’t fit yesterday’s moulds.

Alternative academic pathways such as access programmes, bridging courses and higher certificates ensure a Grade 12 certificate without a Bachelor’s pass isn’t the end of one’s academic journey. Students at different life stages benefit from different learning modalities, which allow them to earn an income while studying, and eases the financial pressures that derail many promising careers.

Eduvos’ 12 campuses across major metros allow students to study closer to home, reducing relocation costs and maintaining family support networks. Multiple intake periods throughout the year also acknowledge that life happens, enabling students to start their studies when it suits them, or to temporarily defer their studies without significantly impacting their progression.

But access without support is meaningless. A proactive student support model, which includes a dedicated student affairs advisor to a manageable number of students (280 students per advisor at Eduvos), helps monitor attendance, academic performance and wellbeing. These advisors are supplemented by a comprehensive student support ecosystem. When early warning signs emerge, such as poor attendance, low engagement or academic under-performance, immediate intervention follows. This data-driven approach to pastoral care ensures no one slips through the cracks.

Preparing students for tomorrow’s world

Career-aligned qualifications must do more than teach current skills. They must prepare students for jobs that don’t yet exist. Building and maintaining strong industry partnerships keep curricula relevant while developing the soft skills (agility, creativity, communication) that define employability in an evolving economy.

Eduvos combines career academics with industry practitioners, bringing real-world expertise into the classroom. Assessment methods use case studies and project-based scenarios to mirror workplace challenges, while work-integrated learning ensures graduates leave with practical experience, not just theoretical knowledge.

Crucially, instilling a culture of lifelong learning is paramount. In a world where career longevity depends on continuous upskilling, graduates must understand education doesn’t end at graduation, t evolves with their careers.

Public and private collaboration is key

The scale of South Africa’s higher education challenges demands collaboration. With youth unemployment at 46.1%, we cannot afford institutional silos or ideological divisions between public and private providers.

Private institutions contribute significantly to graduate outputs, yet we’re often excluded from national forums and policy discussions—a missed opportunity. We have capacity where public institutions are constrained, innovative delivery methods where traditional approaches fall short, and industry partnerships that could benefit the entire sector.

The solution isn’t competition between public and private institutions; it’s collaboration. By combining the scale and mandate of public institutions with the agility and innovation of private providers, we could create a higher education ecosystem that truly serves all South Africans.

The multiplying effect of education

What gives me hope is education’s exponential impact. Every graduate represents not just individual achievement but community transformation. First-generation graduates often become the foundation for generational change, with their success rippling through families and communities.

Africa’s rising youth population offers unprecedented opportunity, only if we equip young people with relevant skills and meaningful opportunities. The window for harnessing this potential is narrow, making inclusive, accessible higher education not just a social imperative but an economic necessity.

Counting everyone

Development succeeds only when it includes everyone. In South Africa, this means recognising there is no single path to success. Some students need evening classes to accommodate work schedules. Others require academic bridging to overcome historical disadvantages. Many need flexible payment options or intensive support systems.

The traditional higher education model serves a shrinking minority of students. If we’re serious about leaving no one behind, we must embrace models that meet students where they are—not where we think they should be.

As someone who had to work full-time to fund my studies, I understand the obstacles our students face. But I also understand their determination. By removing barriers, providing support, and creating multiple pathways to success, we do more than change individual lives—we transform communities and, ultimately, our nation.

The question isn’t whether we can afford to invest in inclusive higher education. It’s whether we can afford not to. In a world where knowledge drives prosperity, ensuring no one is left behind is not just a moral imperative. It’s economic survival.

Dr Mandi Joubert is Executive Head of Academics at Eduvos.

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Imagine a South Africa where the sun powers communities, waste fuels industries and rural youth become green tech pioneers.

That future is within reach, if we act now. As the world grapples with rising climate risks, deepening inequality and economic fragility, the question is no longer whether we must go green, but how fast, how far and how inclusively we can do it.

For South Africa, a country with one of the highest youth unemployment rates in the world and a pressing need for economic transformation, green entrepreneurship presents an unprecedented opportunity.

It’s time to stop treating sustainability as an afterthought. We must centre it in our economic planning not only as a moral obligation, but as a strategic advantage. Done right, green entrepreneurship can create industries, unlock innovation and restore ecosystems.

It can uplift and empower rural and poor communities. And perhaps most importantly, it can give our youth a future worth believing in.

Why Green?

Let us begin with the fundamentals. Why go green? First, it’s cleaner. Climate change is not a distant threat. It is already here, disrupting agriculture, displacing communities and damaging infrastructure. A green economy curbs emissions, reduces pollution and protects biodiversity.

Second, it’s cheaper in the long run. Renewable energy, for example, has become more cost-effective than fossil fuels in many parts of the world. Green technologies are increasingly modular, scalable and economically viable.

Third and most importantly, it is sustainable. Green models align long-term economic growth with environmental stewardship, creating resilience rather than extraction.

Green entrepreneurship is about building a more humane and sustainable society. It’s about finding that sweet spot where innovation, inclusion and impact converge. In short, green is the new gold.

Our Natural Advantage

South Africa is not starting from zero. We are blessed with abundant sunlight, strong mineral reserves, rich biodiversity and a dynamic, youthful population hungry for opportunity. We also have growing pockets of innovation and entrepreneurship from agri-tech hubs to clean energy startups that are quietly but steadily rewriting the script.

South Africa has a unique opportunity to lead in the green hydrogen economy. With 70% of the world’s platinum reserves a key component in hydrogen fuel cells, South Africa could manufacture electrolyser and fuel-cell components locally. Initiatives like the Sasol–Green

Hydrogen National Programme and CHIETA’s Green Hydrogen Skills Centre are already laying the groundwork for a future-ready hydrogen economy. We could establish modular production units, support hydrogen-powered logistics solutions such as forklifts, and develop containerized hydrogen hubs. The market is already forming; we must act quickly to own it.

Green ammonia presents another bold opportunity particularly in fertiliser production, where decarbonisation is urgently needed. With the right investment, South Africa could pioneer ammonia-based solutions for both agriculture and green shipping fuels. Imagine small-scale ammonia plants serving farming cooperatives bringing industrial solutions to rural economies.

Circularity, Construction, and Clean Chemistry

Green plastics are another critical frontier. Traditional plastics, derived from fossil fuels, are polluting our oceans and choking landfills. The world is crying out for circular, biodegradable alternatives and we can meet that demand.

We must support green plastics incubation programmes that partner with sugar mills, breweries, and food producers to convert waste into sustainable polymers. We can create hubs for 3D filament production and foster circular design thinking in product development.

This is a global export opportunity waiting to be unlocked.

In the building and construction sector, eco-brick manufacturing and energy-efficient home retrofitting offer a dual solution addressing the housing crisis while reducing carbon emissions.

South Africa has the capacity to train artisans in green building techniques and insulation materials derived from recycled waste. This is job creation that is both practical and green.

Our chemical industry, too, is poised for transition. We must accelerate the move away from fossil-based inputs toward biofuels, biodegradable plastics, green solvent and eco-friendly industrial cleaners. These are not futuristic ideas, they are tangible opportunities, and the market appetite is growing.

Water, Agriculture, and the Green Workforce

Innovation doesn’t stop with materials and machinery. Water, one of our most threatened resources, offers a powerful area for entrepreneurial disruption. Technologies like metal-organic frameworks (MOFs), pioneered by scientists like Professor Omar Yaghi, enable the harvesting of clean water from the air even in arid regions.

Supporting “waterpreneurs” throughstartup funding and cooperatives could revolutionise water access in drought-prone areas.

In agriculture, the potential is equally massive. Green agriculture from organic and regenerative farming to hydroponics and aquaponics, is already the fastest-growing subsector in African agribusiness.

Add smart sensors, AI and data-driven planting techniques, and you have the makings of a digital green food economy. Our youth must be the architects of this transformation.

But to truly unlock green entrepreneurship, we must build the green workforce. This requires investment in training programmes for solar technicians, biogas specialists eco-plumbers and green artisans.

We must integrate green career guidance into schools and TVET colleges and develop digital platforms that connect green-certified professionals with market demand.

Funding the Future

Of course, entrepreneurship requires more than good ideas, it requires resources. The Chemical Industries Education and Training Authority (CHIETA), in recognition of this need, has allocated R40 million toward entrepreneurship development, with a focus on green startups.

This is an important step but it must be scaled, replicated, and embedded across the ecosystem. We need dedicated grant windows for green SMMEs, especially youth- and women-led ventures. We must create green incubation hubs in rural areas, aligned to local value chains.

We must incentivise public-private partnerships that offer skills development, market access, and compliance support.

Big picture thinking alone won’t change lives. We need boots-on-the-ground implementation, backed by funding, training, and political will.

From Green Shoots to Green Systems

The opportunity is clear. So is the urgency. South Africa doesn’t need to choose between growth and sustainability. With green entrepreneurship, we can drive both. We can re-industrialise our economy, build climate resilience and create dignified livelihoods – all at the same time. This is not about wishful thinking. It’s about bold planning, smart policy, and entrepreneurial energy. If we invest now in ideas, in infrastructure, and in people, we can turn green from a buzzword into a backbone of our economy.

Because green isn’t just good. Green is gold. Let’s mine it sustainably, inclusively and boldly.

Yeeshen Pillay is the CEO of the Chemical Industries Education & Training Authority (CHIETA).

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A year into South Africa’s national government of unity (GNU), the country’s young people remain trapped at the precipice of despair.

The promise of job opportunities and pathways for entrepreneurship continues to diminish, especially in a world increasingly led by a youthful population whose inventive thinking often conflicts with the traditional methods of those in power. This disconnection is not merely an abstract idea; it is a tangible reality for millions, showing as a deep sense of exclusion and a suppression of potential.

The grim reality of South Africa’s youth unemployment crisis is stark and well-documented. Statistics SA’s Quarterly Labour Force Survey for the first quarter of this year paints a sobering picture: young people aged 15-24 face a staggering unemployment rate of 62.4%, while those aged 25-34 contend with 40.4%. These are not just numbers; they represent a generation sidelined, their energy and creativity unharnessed.

With 20 million South Africans aged between 15 and 34, this demographic forms the largest segment of our population. This demographic dividend, a potential driver of economic growth and social progress, is instead becoming a source of national concern. This alarming reality requires urgent and decisive action, moving beyond mere discussion to implement tangible and impactful measures across all sectors of society.

Our collective response must begin at home, extend through our communities, reshape our educational institutions, and energise our civil, public, and private sectors. The goal should be to nurture an active, future-oriented population, equipped to become tomorrow’s leaders and innovators. Importantly, this quest for solutions must fully harness the transformative potential of technology.

The rapid rise of generative artificial intelligence (AI), for example, should not be viewed with concern but as a significant opportunity. It prompts us to reconsider how we can utilise this technology to empower young people, unlock entrepreneurial talent and boost economic development. It is time to move past the negativity rooted in a failure to recognise opportunities and instead embrace the immense potential within this digital frontier.

At the Vaal University of Technology (VUT), strategically located in one of Gauteng’s most influential industrial regions, we have long recognised this necessity. Our commitment goes beyond traditional academic teaching to proactive engagement with the digital future. Through initiatives like our Strategy 2033+, we focus on attracting and nurturing students with exceptional talent and potential, equipping them with the digital skills essential for a rapidly changing job market.

Our recent community service project, where our Faculty of Applied and Computer Sciences assisted Suncrest High School’s 2025 Grade 12 students with online applications, showcases our commitment to closing the digital gap and promoting a culture of access and opportunity from the grassroots.

The Gauteng government’s commendable focus on the township economy has achieved significant progress in supporting existing businesses. Nonetheless, our efforts must also shift towards empowering young people in these communities who aspire to start their own ventures, developing solutions and products tailored to local needs.

This requires a concerted effort from all stakeholders, particularly financial institutions. They must explore innovative, concessional financing models that recognise the unique challenges and vast potential of youth-led township enterprises. We cannot continue to champion the township economy while failing to equip its most dynamic segment – our youth – with the necessary skills and financial lifelines.

This year’s Unesco theme, “Youth empowerment through AI and digital skills”, resonates profoundly with South Africa’s challenges and aspirations. As a global community, we are collectively seeking solutions that improve young people’s skills for both employment and entrepreneurship. Unesco and other UN agencies have consistently supported the progress of the Sustainable Development Goals (SDGs). To truly accomplish these goals, we must put our solutions at the centre of the ingenuity and motivation of our young people, recognising them not merely as beneficiaries but as co-creators of our future.

Furthermore, the latest World Economic Forum’s World of Work report underscores that “technological change, geoeconomic fragmentation, economic uncertainty, demographic shifts and the green transition – individually and in combination – are among the major drivers expected to shape and transform the global labour market by 2030”.

While these are global forces, South Africa has a unique opportunity to lead in adapting and innovating. We can and must surpass the mediocre leadership that has often characterised our response to the challenges faced by our young people. This moment calls for visionary, agile and collaborative leadership that recognises the urgency of digital transformation.

At VUT, our concern about the high rate of youth unemployment runs deep. However, concern alone is not enough. We are committed to rolling up our sleeves and taking action that goes beyond mere talk. This commitment is reflected in concrete steps that clearly show our determination to make a difference.

Skills development, especially in digital and AI skills, provides a strong pathway to solutions. Learning institutions are no longer static brick-and-mortar places; they are active partners in national growth, evolving to effectively address today’s complex challenges and to produce graduates capable of leading in the digital era. This demands closer collaboration between academia, industry and government to jointly create curricula, support innovation hubs and enable smooth transitions from education to employment or entrepreneurship.

The path ahead will be challenging. It demands courage, ingenuity, and most importantly, readiness to listen to young people’s voices. They are not just the recipients of change; they must be its architects. If we are truly committed to building a future that works for everyone, we must invest in the blueprints that centre on youth, giving them the tools, networks and confidence to shape their own futures. The time for action is now.

Professor Ndlovu is the Vice-Chancellor of the Vaal University of Technology (VUT)

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As a committed advocate for fair labour practices, sound governance and constitutional values in public administration, I feel compelled to offer my independent opinion on the recent appointment of the Chief Financial Officer by the KwaZulu-Natal department of education under the leadership MEC Sipho Hlomuka.

This opinion is offered in my personal capacity and is grounded in legal precedent, constitutional rights and principles of good governance. I aim to address concerns raised over the CFO’s prior resignation under precautionary suspension and affirm the legitimacy and integrity of the appointment.

Background Context

It is a matter of public record that the CFO (Yali Joyi) previously served in another department or public institution and resigned while under precautionary suspension. No disciplinary hearing was concluded. No finding of guilt was recorded. Despite this, questions have arisen about whether the individual should have been considered for appointment.

Legal Perspective

Our legal system is based on the foundational principle that every individual is innocent until proven guilty. This principle does not only apply in criminal law, but extends to employment law and administrative justice.

No person should be disqualified, defamed, or denied opportunity based on unresolved allegations or suspicions. As held in Mahlangu v PRASA [2016] ZALCJHB 548: “Precautionary suspension is not a finding of guilt, and resignation ends the employment contract.”

Mtati v KPMG [2017] ZALCJHB 273: “Disciplinary processes cannot continue post-resignation unless there are criminal charges.”

The implication is clear: without a concluded disciplinary process and finding of misconduct, the individual remains legally and ethically employable.

The Constitution, particularly Section 195(1), mandates that public service appointments must be based on ability, objectivity and fairness. This was echoed in the Barnard v SAPS [2014] ZACC 23 case, which emphasised that fairness, not prejudice, must guide hiring decisions.

Nowhere in our labour laws or Public Service Act does a resignation under investigation amount to permanent disqualification from future employment. The lack of any disciplinary record or criminal conviction means there is no legal obstacle to the CFO’s appointment.

Ethical and Governance Considerations

From a governance perspective, we must ask:

• Was the recruitment process fair, open, and transparent?
• Were the appointee’s qualifications and experience evaluated objectively?
• Was there any legal finding barring this individual from public service?

If the answer to these questions supports the integrity of the process — as I understand it does — then attempts to reverse or undermine the appointment are not based on law, but on speculation, prejudice, or political interference.

Final Opinion and Personal Reflection

In my personal capacity, I am satisfied that the appointment of the CFO was lawful, constitutional, and merit based.

There is no proven misconduct nor any legal or ethical ground to reverse it and the decision respects the rule of law, the right to fair labour practices (Section 23 of the Constitution), and the presumption of innocence.

Withdrawing this appointment without due process would set a dangerous precedent — one that undermines fairness and fuels a culture of fear and injustice.

As a society and as a public sector, we must be guided not by suspicion, but by truth, law and fairness.

I strongly support retaining the CFO in the position. I encourage stakeholders to respect the process, uphold the rule of law and allow the individual to perform their duties in service of learners, educators and the people of KwaZulu-Natal.

Mlungisi Ndlovu is the KwaZulu-Natal manager of the Public Servants Association. He writes in his personal capacity.

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When the United States government announced its decision to cut academic and research aid to institutions like Harvard University, the ripple effects were felt far beyond the US borders.

For South Africa, the move has been more than symbolic—it has threatened the continuity of key public health, climate and innovation-driven research initiatives across several of our leading universities.

The abrupt freeze of donor funding, primarily from USAID, NIH and other philanthropic bodies, has exposed a fragile but undeniable truth: we are bearing the brunt of shifting geopolitical tides that we neither caused nor control.

But this is not just a crisis; it is also a turning point. A wake-up call to reimagine how we fund, sustain and grow a research and development (R&D) ecosystem that is resilient, transformative and sovereign.

Over the past decade, international partnerships have played a critical role in enabling South African research excellence. From HIV/AIDS breakthroughs to climate adaptation studies and energy innovation, much of our cutting-edge research has been co-financed by foreign institutions. But as the ground shifts—politically and financially—we are compelled to look inward. We must now ask: how do we secure our intellectual future without being at the mercy of volatile donor cycles?

The answer lies in building on what already exists. Through the National Research Foundation (NRF), we have developed a strong base for funding postgraduate studies, research chairs and early-career academics. The Presidential Stimulus for Research and Innovation—an R1 billion initiative—is a bold step forward. The nGAP programme has begun to transform our academic pipeline by placing young black and women scholars in tenure-track positions. And our growing engagements with BRICS, the African Union, and G20 academic partnerships open new horizons for funding, collaboration, and exchange.

But even this is not enough.

This moment also calls for a hard look at our domestic funding priorities. In a constrained fiscal environment, do we continue to disproportionately fund academic access alone, or do we recalibrate to strengthen the entire knowledge value chain—from undergraduate education to innovation and commercialisation? We must interrogate how bursary allocations can be balanced to also support R&D, critical postgraduate work and long-term innovation missions.

This is where the private sector must step up. Despite being a central stakeholder in the country’s long-term development, private investment in R&D in South Africa remains dismal—well below the 1.5% of GDP target set in the National Development Plan (NDP). In fact, our combined public and private R&D spend has hovered around 0.75% of GDP—far below other middle-income peers. The impact? Fewer research breakthroughs, weakened competitiveness, limited localisation, and slow progress toward industrial modernisation.

If anything, this crisis must serve as a renewed call for public–private R&D compacts.

The financial sector, manufacturing, mining, agriculture, and digital industries all benefit from a robust knowledge economy. It is time they invested back into it—not just through CSR or scholarships, but through long-term research partnerships, endowed chairs, innovation hubs, and venture incubation.

The National Development Plan outlines several critical targets directly tied to a functioning research and innovation system:

 • Increasing PhD graduates to 100 per million population by 2030

 • Raising R&D expenditure to at least 1.5% of GDP

 • Establishing a critical mass of postgraduate researchers in key sectors

 • Enhancing public-private collaboration in R&D

 • Strengthening innovation to support industrial policy and inclusive growth

Failure to meet these targets will not just set us back academically, it will erode our capacity to compete, solve national problems and claim our rightful place in the global knowledge economy.

We must also embrace this moment as an opportunity to build new international solidarities, especially across the Global South. We must not allow North–South aid asymmetries to dictate the future of African science. Our own scholars, like former UJ Vice-Chancellor Professor Tshilidzi Marwala, who now heads the United Nations University in Japan—are proof that African intellectuals belong on global stages. We have the talent. We need the infrastructure, the funding and the will.

Let us turn this crisis into an opening. Let us use this moment not to close ranks or play victim—but to assert a bold agenda of African-led, globally connected research and innovation. The time to act is now.

Buti Manamela is the Deputy Minister for Higher Education and Training.

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Ahead of potentially defining presidential elections in the history of Africa’s premier development institution, one of the leading candidates has vowed to transform the lives of young people on the continent by tackling unemployment as a priority.

“Looking at the unemployment data, we currently have about 10 million graduates on the continent who are leaving high school.

“We create about 3 million jobs a year, which fell during COVID-19. It’s picking up on average. But you’re still talking about six million or seven million kids looking for jobs yearly, so those numbers don’t look good. We need to do much more,” said Dr Samuel Munzele Maimbo, a former World Bank senior executive.

The African Development Bank is the largest development finance institution on the continent, with a shareholder capital of approximately US318 billion.

Zambia’s Maimbo, the former vice president for budget, performance review and strategic planning at the World Bank in Washington, is locked in a five-way battle for the presidency against a highly fancied South African candidate and the only woman in the field, Sowetan-born Swazi Tshabalala.

“Young people are top priorities, and I intend to throw everything at the (unemployment) problem, including the kitchen sink, by doing three things,” he said.

“One must acknowledge that creating jobs is a lifelong experience, starting with how we treat our children when they are young and invest in their education. One area that I’m concerned about is the state of our vocational training schools and that we need to expand those programmes quickly, because if we are trying to add value, if you’re trying to industrialise, we cannot keep importing mechanics and plumbers, you’ve got to expand that programme, that’s one,” he told Inside Education.

Maimbo said it was also about being selective about which sectors to invest in aggressively.

“If I think about the film and creative industry, every single time you see a South African film on Mzansi, you know that there are 40 other jobs behind that. The film industry is quite generous regarding the academic background of people who enter it.

“I want to connect South African and Nigerian filmmakers and build studios where young entrepreneurs and filmmakers can expand. Ultimately, job creation will come if we double down on continental free trade and the trade volume on the continent.

“Hence, those are the three priorities that I want to focus on and make sure that we consistently pick sectors and support programmes that have the potential to create as many jobs as we possibly can,” he said.

Maimbo said the biggest challenge on the continent was unemployment, which he was committed to addressing through job creation and a strong education focus.

“The solution to that is growing our economies as quickly as we possibly can, how, when we do that, we invest in our people’s education and health and make sure that those are well financed and adequately supported, we invest in industries, we select those industries that have the potential to create jobs,” he said.

“My plan for Africa depends on institutional excellence and financial innovation at the AfDB and strategic partnerships with regional and global institutions. I have developed practical, realistic methods for achieving this.”

The African Development Bank in Abidjan was established in 1964 after 25 of the continent’s government leaders met in Khartoum, Sudan, to agree on the bank’s mission: to serve Africa’s development and shape the continent’s development and unity.

Six decades later, the bank is about to elect a new president. Nigerian Akinwumi Adesina has been at its helm since 2015.

The election for a new president takes place on Thursday. More than 6000 delegates, including African heads of state and government, finance ministers, central bank governors, development partners, private sector representatives, civil society leaders, academics, think tanks and opinion leaders, NGOs and other stakeholders, are expected to participate in the event under the theme “Making Africa’s Capital Work Better for Africa’s Development”.

The five contenders for the Presidency are Maimbo, Tshabalala, Hott Amadou from Senegal, Tah Sidi Ould from Mauritania and Tolli Abbas Mahamat from Chad.

Maimbo has been endorsed for the presidency by the Common Market for Eastern and Southern Africa and the Southern African Development Community. However, the South African government has backed Tshabalala, with President Cyril Ramaphosa saying it is time the bank has a woman at the helm.

Until October 2024, Tshabalala served as the bank’s senior vice president and CFO and was the second highest-ranking officer after the current president.

Tshabalala taking over the reins from Adesina will provide continuity in the bank’s leadership, thinking, and strategic direction.

With her pedigree and being an insider, she will expand on the work already carried out by the outgoing president.

A key priority will be pivoting the AfDB’s strategic focus towards the development needs of southern Africa, which has lagged relative to other regions in financing development projects by the bank.

In this context, South Africa’s candidature will significantly assist in changing this dynamic and ensuring that southern Africa receives adequate funding from the bank.

It will also present the opportunity for greater partnership between the AfDB, the Development Bank of Southern Africa and other regional institutions.

Edwin Naidu is the Editor for Inside Education.

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Green hydrogen is no longer just a buzzword. It’s a real and urgent economic opportunity for South Africa — one that could drive reindustrialisation, generate new jobs, and help meet our climate obligations.

But there’s a catch: we don’t yet have the skills base to support it. Without addressing this invisible crisis, South Africa risks missing the green hydrogen moment altogether.

Our natural endowments — abundant sun, wind, land and mineral resources — position South Africa to be a global leader in green hydrogen production. Estimates suggest we could produce up to 13 million metric tons of green hydrogen by 2050, accounting for roughly 10% of our national energy mix.

While green hydrogen won’t replace all energy sources, even a proportional shift could bring massive benefits in jobs, export and decarbonisation.

Importantly, hydrogen is not new to South Africa. It has been used since the 1920s, primarily in fertilizer and explosives manufacturing. For decades, companies like Sasol have produced grey and brown hydrogen. But green hydrogen — clean, renewable and carbon-free — is now taking centre stage as a climate-resilient fuel of the future.

This resurgence of interest follows South Africa’s commitment to the 2015 Paris Agreement and growing global momentum around net-zero transitions. Yet despite the hype, implementation has been sluggish. Why?

Because five persistent barriers stand in the way.

Skills Deficit: The green hydrogen economy demands new occupations — electrolyser technicians, green hydrogen production practitioners, green hydrogen logistics specialists, fuel cell engineers — that currently don’t exist in sufficient numbers within our training systems.

High Operational Costs: Green hydrogen remains expensive to produce, store and transport compared to fossil fuels.

Infrastructure Gaps: Massive capital investment is required to build pipelines, refuelling stations and electrolysis plants.

Water Scarcity: Electrolysis requires water, and South Africa is a water scarce country. While solutions such as direct air electrolysis (DAE) and treated wastewater exist, they require innovation readiness and scale.

Project Delays: Many hydrogen projects are stuck at feasibility stages. Fewer than 1% of hydrogen infrastructure projects in Africa have reached final investment decision (FID).

Of these, the skills gap is the most foundational and the most often overlooked. Without the right human capital, no technology or capital injection will succeed.

This is why CHIETA (the Chemical Industries Education and Training Authority) is actively prioritising green hydrogen. We are working to define new occupational profiles, develop curricula, establish Centres of Specialisation and integrate hydrogen-related learning into TVET and higher education institutions. 

We have made considerable progress in leading the green hydrogen revolution. CHIETA has registered three new skills programmes with the Quality Council on Trades and Occupations (QCTO) – the green hydrogen production practitioner, green hydrogen technology practitioner, and the green hydrogen storage and fuel transporter. These skills programmes will provide the much-needed support in closing the green hydrogen skills gap.

In addition, CHIETA will be pioneering a state-of-the-art Green Hydrogen Skills Academy. This will serve as a hub for producing excellence in green hydrogen skills. 

Our goal is clear: we must ensure that the emerging green hydrogen economy is South African-led, South African-owned and South African-skilled. We cannot afford to import technologies while exporting opportunity.

This is not about hype — it’s about green justice. Green hydrogen presents a rare chance to unlock transformative local benefits.

They include jobs for youth in technical, engineering and artisanal roles, and enterprise development through SMME involvement in fuel cell manufacturing, electrolyser production and green ammonia.

Other benefits are inclusive industrialisation in underdeveloped districts and municipalities, and climate leadership aligned to our Just Energy Transition.

Let’s be clear: green hydrogen alone will not solve South Africa’s unemployment or energy poverty. It is not a silver bullet. But it is a catalytic lever if we have the foresight to align policy, investment and education.

The window of opportunity is narrow. If we fail to build the skills pipeline now, South Africa’s green hydrogen future will be built elsewhere.

We must act boldly, urgently, and inclusively. Because without skills, there is no future.

Yershen Pillay is the CEO of the Chemical Industries Education & Training Authority.

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