District 6, representing Umlazi and surrounding areas, have been crowned overall champions at the EThekwini Games Grand Finale 2025.

Hosted by EThekwini Municipality’s Sports Development and Recreation Division, the event drew large crowds and celebrated weeks of fierce competition across all city wards. The top-performing teams from each district competed in 16 sporting codes, including football, rugby, volleyball, cricket, netball, table tennis, boxing, karate, athletics, basketball, swimming, dance, chess, and indigenous games.

Chairperson of the Community Services Committee, Councillor Zama Sokhabase, commended the athletes for their outstanding performances. “The eThekwini Games reflect the incredible talent and commitment of our young athletes. Through this initiative, we aim to unearth and nurture sporting potential, while fostering social cohesion, discipline, and healthy lifestyles. EThekwini is truly a sports hub, and we are building a brighter future for our youth,” she said.

Sokhabase also applauded coaches, parents, sports federations, and councillors for their continued support of grassroots sports development.

The 2025 edition, supported by MTN and Aquelle, created an electric atmosphere as families and supporters celebrated local talent and community pride.

Final Standings:

1st – District 6
2nd – District 1
3rd – District 3
4th – District 9
5th – District 2
6th – District 10
7th – District 8
8th – District 7
9th – District 5
10th – District 4

Many students are puzzled by the term “exclusion”; even more have no idea what the term means. Any student embarking on tertiary studies faces an equal risk of being excluded.

In this video, Inside Education explains the difference between Financial and Academic exclusion.

A decade ago, “exclusionary” policies by universities were the central tenet that gave birth to the #Fees Must Fall protests in South Africa.

By Johnathan Paoli

Johannesburg’s school cricketing talent shone brightly on the international stage as the Johannesburg Schools Invitational XI stormed to victory at the prestigious St John’s Rams T20 Tournament in Harare, Zimbabwe.

The composite team, made up of players from King Edward VII School (KES), Jeppe High School for Boys, Queens High School and St John’s College (Johannesburg), finished the week-long tournament undefeated and lifted the trophy after a decisive 39-run win over Clifton College in the final.

Captain of the composite team Wade McQuinn, described the triumph as not only a sporting success, but also a reminder of the educational and developmental value of school sport.

“I had a really good group of boys. We’ve gelled so well together, and that made my job as captain really easy because the guys knew what they needed to do. My job was just about putting the guys in the right place,” McQuinn said.

The tournament brought together young cricketers from across Southern Africa, offering them an environment to sharpen technical skills, learn leadership, and represent their schools on an international stage.

The standout figure of the tournament was KES’s Troy Gordon, whose consistent run scoring made him the batting cornerstone of the Invitational XI.

He struck a superb 54 off 41 balls in the final, notching up his third half-century of the competition.

By the close of the tournament, Gordon had amassed 242 runs in five innings at an average of over 60 and a strike rate exceeding 150, a remarkable statistics at schoolboy level.

His performances earned him the coveted Batsman of the Tournament award.

Captain McQuinn embodied the role of a finisher, playing calculated attacking innings that turned tight contests into comfortable wins.

His rapid 38 off 17 deliveries in the final underscored his ability to handle pressure.

Overall, McQuinn scored 120 runs at a strike rate close to 185, proving that school cricket can produce athletes capable of adopting modern, professional approaches to the game.

Meanwhile, Lincoln Casais demonstrated the importance of versatility in school sport.

Known more for his batting, Casais delivered a match-winning bowling spell in the final, taking three wickets for just 12 runs in two overs.

His breakthrough performance destabilised Clifton College early in their chase and earned him the Player of the Match award.

The Rams T20 Tournament is more than a cricket contest; it is a platform for education in teamwork, resilience and international camaraderie.

For many of the players, the experience of travelling to Zimbabwe, competing against strong opposition, and carrying the expectations of Johannesburg schools offered lessons in responsibility and discipline that extend far beyond sport.

Performances in Harare will strengthen the players’ cases for selection to provincial and national youth squads, potentially unlocking bursaries, scholarships, and pathways into higher education institutions with strong cricketing programmes.

Behind the on-field success stood experienced educators and coaches.

The team was guided by St John’s College Director of Cricket Bongani Ntini, supported by Sharmin Naidoo (KES) and Casey Arnold (Jeppe).

Their roles extended beyond tactical planning; they served as mentors, ensuring that players managed the dual pressures of competitive sport and school responsibilities.

“Such mentorship demonstrates the crucial role teachers and coaches play in holistic education,” Ntini said.

INSIDE EDUCATION

The KwaZulu-Natal Transport Department has announced a province-wide clampdown on unroadworthy scholar transport vehicles after a crash on Monday in Impendle left at least 20 learners injured.

MEC Siboniso Duma said traffic inspectors, working with municipal authorities, would be tasked with removing reckless drivers and unsafe minibuses from the road.

Duma confirmed on Tuesday that the driver involved in Monday’s accident had been arrested. He was found to hold only a learner’s licence and no Professional Driving Permit (PrDP), in violation of the National Land Transport Act.

“In KwaZulu-Natal, there are many unroadworthy vehicles used in private scholar transport,” Duma said. “We will remove from our road networks reckless drivers who are behind the spike in accidents that have destroyed families and cut short the lives of innocent people.”

Last week, a school taxi crashed into a crèche in iMbali, Pietermaritzburg, leading to the deaths of five children. Eight others were injured.

The latest accident occurred when a minibus taxi carrying learners aged between eight and 15 plunged off the KwaKhetha Bridge in Impendle. The children were taken to various healthcare facilities, where some are still recovering.

Spokesperson Ndabezinhle Sibiya said the department would also hold urgent talks with the South African National Taxi Council (SANTACO) in the province to address the increasing number of accidents involving scholar transport.

In addition, the department will partner with the Vehicle Testing Association, part of the Retail Motor Industry Organisation, to strengthen roadworthy checks. All minibuses will be tested at accredited municipal or private testing facilities, aligned with their designated route permits.

“The KwaZulu-Natal Department of Transport remains committed to prioritising the safety and well-being of all learners across the province,” the department said in a statement.

INSIDE EDUCATION

KwaZulu-Natal (KZN) education authorities have ordered an urgent investigation into allegations that teachers at Thubalethu Secondary School in Pinetown molested female pupils, in a case that has triggered national concern over rising reports of sexual abuse in South Africa’s schools.

Education MEC Sipho Hlomuka said he is “outraged” at the reports and ordered immediate action.

“Any acts of abuse or misconduct by educators fundamentally undermine the trust, care, and responsibility that define the teaching profession,” he said.

The department condemned the alleged conduct as “abhorrent behaviour”, adding: “The protection, safety, and well-being of learners remain our highest priority.” 

“Investigators will be deployed to the school to establish the facts, strengthen accountability and ensure those guilty, face the law and disciplinary processes. As the department, we will not sit idle while the integrity of our schools is compromised and the safety of our learners is threatened,” Hlomuka said.

He emphasised that schools should be “a centre of learning, care, and growth – not places of fear”. 

The department urged pupils, parents, teachers and community members to report abuse through official channels or directly to police.

“The department will not tolerate any violation of learners’ rights. Any educator who exploits their position of trust will be removed from the system and subjected to criminal prosecution without hesitation,” it said.

The allegations come against a backdrop of mounting national concern.

The Education Labour Relations Council (ELRC) said it received 114 cases of sexual misconduct in schools in the past year, with 39 teachers found guilty. ELRC spokesperson Bernice Loxton urged the government to act firmly.

Other recent cases include the suspension of a principal and three teachers at Tiyelelani Secondary School in Soshanguve in September 2025, and allegations in the Northern Cape where pupils at Bothithong High School were allegedly given stipends by teachers in exchange for unprotected sex. 

Equal Education and other groups also expressed outrage, saying the incidents reflect a wider pattern.

Sexual violence in schools has been described by UNICEF and advocacy groups as systemic. A seven-year-old girl’s alleged sexual abuse at Bergville College in the Eastern Cape earlier this year sparked nationwide protests.

Union voices echoed the call for accountability.

“We don’t support such behaviour. Let those allegations be investigated and the law should take its course. This act is an illegal, criminal act and unprofessional. We are a union representing teachers, we don’t condone such,” said South African Democratic Teachers Union spokesperson, Nomusa Cembi.

Data from the South African Council for Educators (SACE) showed 111 cases of sexual abuse referred in 2024/25, up from 82 the previous year. KwaZulu-Natal led with 25 cases, followed by Eastern Cape and Free State reporting 12 cases, respectively.

Childline CEO Dumisile Cele called for guilty teachers to be placed on the Child Protection Register.

“Teachers found guilty of such atrocities should have their names added to the Register within the Children’s Act,” said Cele. 

Education officials have said measures are in place to tackle the scourge.

Western Cape Education MEC David Maynier’s office reported seven sexual assault cases in 2024/25, down from 15 the year before, with six teachers dismissed and one suspended without pay.

National crime statistics reflect the wider challenge. SAPS recorded 80 rapes at educational institutions between January and March 2025, with 54 victims being learners. Overall, 13,452 sexual offences were reported nationally during the period.

KZN education spokesperson Mlungisi Mtshali said the province treats such cases with urgency.

“That’s why we must not make a mistake in this issue. When we charge the perpetrator, we must have all the information at hand. We can only suspend educators for three months while we investigate the matter,” he said.

He added that the department has a dedicated unit, including external investigators and social workers, to handle complaints.

“We are ensuring the school environment is enabling, supportive and offers a safe space for learners, educators and school staff,” Mtshali said.

INSIDE EDUCATION

The Democratic Alliance (DA) in Gauteng has called for urgent empowerment of social workers, health workers, and caregivers to report cases of statutory rape, as alarming new statistics reveal that tens of thousands of school-age girls in the province fell pregnant in 2024. 

DA Gauteng leader and official opposition leader Solly Msimanga said the figures underscored a growing crisis of child sexual abuse and statutory rape that is being ignored by authorities and too often normalised in communities. 

“Statutory rape is a serious violation, and men who commit such a crime inflict lasting harm on a vulnerable individual. The failure by law enforcement agencies to take action against men who commit this offense is deeply troubling, as it compromises the principles of consent and respect, leaving young girls vulnerable to predatory individuals who have lost all sense of morality,” Msimanga said. 

According to data disclosed by Gauteng Health and Wellness MEC Nomantu Nkomo-Ralehoko in the provincial legislature, 23,691 pregnancies were recorded among girls between the ages of 10 and 19, last year. 

Of these, 18,851 resulted in deliveries at public health facilities, while 4,840 were terminated. Disturbingly, 521 of these pregnancies involved girls between the ages of 10 and 14.

While pregnancies among learners are rising, police reports of child rape and statutory rape are falling.

Gauteng’s Clinical Forensic Medical Services and Thuthuzela Care Centres recorded 474 cases reported to the South African Police Service in 2022/23, 257 cases in 2023/24, and just 242 between April and December 2024. 

Msimanga said the discrepancy pointed to a breakdown in enforcement of Section 110 of the Children’s Act of 2005, which obliges teachers, healthcare workers, social workers, and caregivers to report suspicions or evidence of child sexual abuse. 

“The failure to act enables predators to continue abusing children, while families are sometimes bribed into silence. This not only protects perpetrators but entrenches a culture of impunity,” he said. 

The Gauteng Health Department’s statistics highlight that the problem cuts across the province. 

Johannesburg recorded 7,245 cases of teenage pregnancy, followed closely by Ekurhuleni with 6,893, and Tshwane with 5,752. The West Rand and Sedibeng recorded 2,014 and 1,787 respectively.

The DA has requested further data on which schools reported the highest numbers of learner pregnancies and how many girls who gave birth managed to return to school. 

However, Inside Education reached out to the Gauteng Education Department who admitted it does not keep such records. 

Msimanga cautioned that poverty and inequality fuel the problem, with transactional sex between older men and vulnerable girls increasingly common. 

In some cases, families accept money or goods in exchange for silence.

The DA is demanding that the provincial departments of Education, Health, Social Development, and Community Safety collaborate more effectively to equip and empower social workers, health professionals, and caregivers to report statutory rape to SAPS; ensure all reported cases are promptly investigated and prosecuted; provide education to girls that reinforces their right to refuse unwanted sexual advances, even from adults in positions of authority; and strengthen partnerships with parents and community leaders to create safe environments for children. 

Msimanga added that the DA will also push for answers on the prevalence of sexually transmitted infections and HIV among the affected age group. 

The DA’s Gauteng intervention is part of a broader national probe into the child pregnancy crisis.

DA Social Development spokesperson Alexandra Abrahams recently revealed that in the Eastern Cape, 117 girls between the ages of 10 and 14 gave birth between April and July 2025, while 4,752 teenagers aged 15 to 19 delivered babies during the same period.

“These figures are only the tip of the iceberg. Pregnancies that end in termination or miscarriage, or those that go unreported, make the true scale far greater,” Abrahams said.

The DA cited the reported drugging and sexual assault of learners from Khomani Primary School in Diepkloof earlier this year as proof that some incidents occur beyond the direct oversight of teachers and parents. 

Msimanga said a DA-led administration would ensure that professionals are trained to enforce the Children’s Act, statutory rape cases are properly investigated and prosecuted, and schools are staffed only with vetted teachers and officials.

INSIDE EDUCATION

The Gauteng Education Department has moved to put contingency measures in place for matriculants affected by ongoing water outages and protest disruptions in the communities of Westbury and Coronationville.

Department spokesperson Steve Mabona confirmed that while water tankers and JoJo tanks had been deployed to affected schools, the prolonged lack of supply has stretched the system to breaking point. 

“We have tanks, JoJo tanks, in our schools. When we have water, we then fill up those tanks. But if, on a continuous basis, there’s no water, we will then be depleted,” he said. 

The outages, which have sparked days of unrest, left teaching schedules in disarray and raised concerns about the impact on learners preparing for crucial final examinations.

Mabona said the department’s immediate focus was on protecting the academic progress of Grade 12 learners. 

“The only challenge in Coronationville is that we have those that are coming from outside those areas. Now the arrangement is that especially the Grade 12s, they are writing at the neighbouring schools. We’ve made those arrangements for them to continue to write,” he said.

Protests erupted earlier this week, with residents demanding urgent intervention to restore water services.

Several community members sustained rubber bullet injuries on Wednesday when demonstrations turned violent.

The unrest has prevented some learners from outside the affected communities from reaching their schools, further disrupting teaching and learning. 

“In that entire area, our schooling is not normal. The lower grades cannot access schools unless they live within walking distance. Grade 12s have been our main concern, and we’ve ensured their preparatory examinations continue without major interruptions,” Mabona stressed. 

Similar arrangements have been implemented in Ebony Park, where many learners are walking to schools. Principals are collecting examination papers from distribution points to ensure assessments go ahead. 

The water outages in Westbury and Coronationville have also cast a spotlight on broader service delivery and infrastructure issues affecting schools across the province. 

In The Vaal, learners at the newly opened Tsepong Secondary School have reportedly been attending classes for only three hours daily due to water and sanitation challenges.

Mabona acknowledged the difficulties but assured the public that the matter had been resolved. 

“Yes, indeed, we are aware. The challenge was with the municipality, because we made a payment in January already. But there were problems of locating the transaction. There’s now confirmation that the municipality has received the money, and workers are on site connecting the school to park services for water and electricity,” he said.

 Asked whether such problems pointed to systemic weaknesses in municipal payments and service connections, Mabona said schools generally receive allocations to pay for services directly. 

“In this instance, because it was a new establishment, the department had to apply for the connection. But in all other schools, we provide them with their allocation to pay municipal services. Where challenges arise, we engage municipalities directly and make interim arrangements,” he said.

While the department is working to mitigate the immediate impact of the outages on matriculants, concerns remain about the long-term disruption to teaching. 

Civil society groups have warned that if the crisis persists, it could compromise curriculum coverage, particularly for younger grades who are not part of examination contingency plans.

The department has urged calm and appealed for constructive dialogue between residents, municipalities, and education authorities.

INSIDE EDUCATION

The Democratic Alliance (DA) on Thursday launched a national investigation into rising cases of statutory rape and child pregnancies, saying provincial governments must be held accountable for tackling the issue.

The move followed DA Federal Council chairperson Helen Zille’s attendance at a bail hearing in the Bronkhorstspruit Magistrate’s Court for a 53-year-old deputy principal accused of repeatedly raping an eight-year-old girl at his primary school.

The party announced in October last year that according to a response to a parliamentary question, Over 106 000 rape cases and 22,000 sexual assault cases involving children were reported over the last six financial years.

Zille said the campaign would examine whether provincial departments were meeting their obligations under the Children’s Act, which seeks to ensure that perpetrators of rape and statutory rape face prosecution.

Zille urged community members to report suspected abuse.

“The DA will not allow the rape of children to become normalised in South Africa,” she said. “We urge all people who suspect incidents of abuse to report the matter as they are required to do, to the relevant authorities.”

Zille said some community members had raised concerns that perpetrators often pay victims to remain silent. “We are aware that perpetrators often buy the silence of victims and their families to cover up their crimes. Those who succumb to such bribery and extortion are equally guilty of a crime,” she said.

The DA said it would push for psycho-social support for victims. “The DA will seek to ensure that the victims of such abuse get the psycho-social support which they need to heal to the greatest extent possible,” Zille added.

“The alleged perpetrator has the right to be presumed innocent until proved guilty,” she said, “but the fact that suspects in child rape cases make it into court is an important step in the accountability chain.”

INSIDE EDUCATION

With just 40 days remaining before the start of the 2025 National Senior Certificate (NSC) exams, thousands of matric learners across the Western Cape are preparing for their final exams.

The Western Cape education department (WCED) has implemented a range of support initiatives, from intensive revision classes during winter and spring holidays to innovative digital learning resources to help students succeed. 

WCED spokesperson, Kerry Mauchline said, “Our dedicated teachers and officials have worked tirelessly to ensure our matric learners are fully prepared for the upcoming exams, with extensive revision classes and support booklets to empower our students to excel in their final exams.”

A key part of these preparations was the WCED’s #BackOnTrack Winter School, which saw nearly 22,000 matric students attending during the mid-year holidays.

These intensive revision sessions, held across eight districts in the province, provided learners with valuable opportunities to strengthen their understanding of key subjects and concepts. 

The winter school was aimed at giving students a head start before the final exams, boosting their confidence and readiness for the challenging exam season ahead.

WCED also provided a comprehensive range of digital learning resources with study guides and online learning platforms, to support learners beyond the classrooms.

These tools are designed to enhance self-study and allow students to access revision materials anytime, anywhere.

As the exams approach, the department emphasised the importance of supporting students’ wellbeing alongside academic preparation recognising the stress that comes with the period.

The WCED said they’ve offered wellness programmes and counseling services to enable learners to manage pressure and stay focused.

“The success of our matric candidates depends not only on their knowledge but also on their mental and emotional resilience, and the collective effort of teachers, parents and communities remains vital in guiding them through this crucial time,” Mauchline said. 

INSIDE EDUCATION

When children arrive at school hungry, the simple act of learning can feel like an impossible task.

Across South Africa, malnutrition and stunting remain among the most pressing challenges facing young learners, stripping them of opportunities and leaving long-term cognitive gaps that are difficult to repair.

It is against this backdrop that two faith-based non-profit organisations, The Love Trust and Soul Food, have renewed their commitment to a powerful partnership that addresses both sides of the equation: education and nutrition.

Soul Food CEO Thabo Maluleke confirmed that his NPO has always believed that proper nutrition is a human right.

“It is shocking that 1.7 million children in South Africa, about 27%, are already stunted. Many of them were never given a fair chance at proper nutrition. By narrowing our focus to children between 0 and 10 years old, we are targeting the crucial window where we can make the biggest difference,” Maluleke said.

The collaboration, which began in 2019, has been given fresh momentum following Mandela Day 2025, when Soul Food pledged to provide daily breakfast meals indefinitely to learners at The Love Trust’s Nokuphila School in Thembisa.

The commitment reflects a shared belief that food and education are inseparable in the fight to break the cycle of poverty.

Soul Food has grown into one of the largest hunger relief organisations in South Africa, distributing between 1.5 and 1.7 million meals every month.

Through its network of more than 1,000 centres, the organisation feeds over 70,000 children daily.

Central to this approach are Soul Food’s flagship meal products, designed specifically to tackle childhood hunger and malnutrition.

The POWA Pack, a sorghum-based porridge rich in protein and nutrients, delivers 25 meals from a single 1kg bag and can be prepared as porridge or a shake.

Complementing this is the POWA Loda, a soy-based lunch meal with rice and spices, providing children with a hearty, balanced midday option.

Both products were developed through extensive research and collaboration with food scientists, manufacturers, and academic partners.

In addition to producing its signature meals, Soul Food plays a crucial role in reducing food waste.

Working with retailers such as Woolworths and Checkers, as well as farming partners, the organisation rescues surplus consumable food that is close to expiration.

Trained food pickers ensure that only safe, quality food is redistributed, preventing millions of kilograms of food from being wasted each year.

For The Love Trust, which operates the Nokuphila School in Thembisa and runs a teacher training programme, the renewed partnership with Soul Food represents more than just food provision.

By ensuring that learners receive consistent, nutritious meals, the organisation can redirect resources to other pressing needs such as STEM education, classroom resources, and safe transport.

“Our partnership with The Love Trust is a no-brainer. They are giving children the gift of education, and we ensure that they are nourished enough to learn. Together, we can go over and above a bowl of food and offer children a real future,” Maluleke said.

Founded in 2009, The Love Trust has established itself as a cornerstone of community-driven education in South Africa.

Its Nokuphila School offers quality Christian education to vulnerable children from grades 000 to grade 8, while its teacher training programmes empower disadvantaged women to qualify as early childhood development educators.

The organisation’s vision is to nurture future generations of service-oriented leaders who combine academic excellence with moral and spiritual integrity.

Looking forward, Soul Food is continuing to invest in innovation that could further transform nutrition for South Africa’s children.

The organisation is currently developing POWA Baby, a meal designed for infants aged six months to two years to combat malnutrition from the earliest stages of life.

It is also rolling out NUTRI TRACK, a system that will monitor children’s health and nutrition in real-time, allowing for targeted interventions and improved outcomes.

For both organisations, the mission extends beyond immediate relief to long-term empowerment.

“If we can keep a child in school, learning with energy and dignity, then we have done more than feed them; we have invested in South Africa’s future,” Maluleke said.

INSIDE EDUCATION

The Gauteng Department of Health (GDoH) has called on parents and guardians to support its latest single-dose human papillomavirus (HPV) vaccination campaign, aimed at protecting young girls from cervical cancer.

The campaign runs from 8 September to 7 November 2025 and is being rolled out at schools across the province. Eligible learners include girls aged 9 to 15 in Grade 5, as well as Grade 6 and 7 pupils who missed their vaccinations in previous years.

Provincial health spokesperson Motalatale Modiba assured parents that the HPV vaccine is both safe and effective. 

“This life-saving initiative highlights the importance of immunising girls before the age of 15, as early protection significantly reduces the risk of developing cervical cancer later in life,” he said.

He added that the vaccine being administered is proven to protect against HPV types 16 and 18, which are responsible for more than 70% of cervical cancer cases.

“Consent forms are required for participation in the HPV vaccination campaign. Learners aged 12 and older may self-assent,” Modiba explained.

He added: “Vaccinations will be conducted at private primary schools, combined private schools, outstanding public primary schools, and special schools across Gauteng. Grade 5 boys and girls will also receive a booster dose of the Tetanus, Diphtheria, and Acellular Pertussis (Tdap) vaccine.”

The HPV campaign forms part of the Integrated School Health Programme (ISHP), which also provides health screenings for vision, hearing, oral health, nutrition, as well as deworming and other onsite services.

According to the Department of Health, “one shot of the HPV vaccine gives girls lifelong protection against cervical cancer-causing viruses”.

INSIDE EDUCATION

The Democratic Alliance (DA) in Metsimaholo Local Municipality has escalated its long-standing concerns over deteriorating school infrastructure, calling on Free State Premier McQueen Letsoha-Mathae to urgently intervene as delays, safety risks and unfinished projects continue to plague local schools.

The latest appeal, issued by DA councillor Stone Makhema on Sunday, follows an oversight visit with DA National Council of Provinces (NCOP) Member of Parliament (MP) Igor Scheurkogel.

The delegation found that critical projects at HM Mthombeni High School in Amelia and Taaibos Primary School in Kragbron remain incomplete despite multiple promises and revised deadlines from the Free State Department of Education.

Construction of Mthombeni school began in 2019 with an initial completion date of 2022.

Yet, more than three years past that deadline, the school remains a construction site.

Twenty of its twenty-eight classrooms still lack electricity, meaning learners often sit in darkness on cloudy or rainy days.

Makhema painted a grim picture of the conditions.

One classroom, he noted, has been converted into a makeshift kitchen where food is prepared with gas stoves—without fire extinguishers or any safety measures in place.

Doors of poor quality require constant replacement, barricades obstruct movement, V-drains stand unfinished, and the school hall has been left half-built since last year.

“Only a handful of contract workers can be seen on site. This clearly shows a lack of urgency from the department,” Makhema said.

The DA argues that learners and educators have been forced to study and teach in unsafe, disruptive conditions that undermine education.

Despite the department’s claim that the project is over 90% complete, the DA says the reality on the ground shows otherwise.

Taaibos Primary School has faced a similar fate.

Refurbishments started in February 2024 with the promise of completion by January 2025.

That deadline was missed, followed by another in the second term of 2025. Oversight visits revealed rubble scattered around the school, half-finished facilities and construction workers often absent from the site.

Children are reportedly still being served meals outside in open spaces because the school kitchen remains unfinished.

The electricity connection is incomplete, and much of the schoolyard requires paving.

According to documents seen by Inside Education, the Department of Education has attributed the delays to “cashflow issues” faced by the main contractor, sequencing problems caused by construction during school hours, and disputes between contractors.

Although a revised completion date of July 2025 was issued, Makhema now says even the latest target dates of September and October appear “an impossible mission”.

“The Free State Department of Education has continuously shifted blame to the Department of Public Works. Meanwhile, our children suffer in hazardous learning environments,” Makhema stressed.

The DA has repeatedly requested joint oversight inspections with the department, but says its calls have been ignored.

Instead, completion dates are moved forward year after year without tangible progress.

“Contractor disputes, non-payment and endless extensions cannot continue to be the excuse. The safety and education of learners must come first,” Scheurkogel said.

The opposition is now demanding Premier Letsoha-Mathae’s direct intervention, arguing that the education department under MEC Mantlhake Julia Maboya has failed to deliver on its promises.

In April, DA MPL Dulandi Leech posed a series of questions in the Free State Legislature regarding the HM Mthombeni project.

The department confirmed that R87.6 million had been allocated, of which over R65 million had been spent by March 2025.

It also revealed that the original joint venture contractor had collapsed due to internal disputes, forcing the appointment of a new service provider, Elebone Multipurpose, with a revised completion date of May 2025.

Despite these assurances, the site remains incomplete months later, intensifying frustration among parents, learners and opposition parties alike.

MEC Maboya has recently launched initiatives such as the 150 Primary Schools that Work programme, promising to strengthen school functionality and performance across the province.

However, the DA argues that such flagship projects ring hollow when basic infrastructure remains unfinished in Metsimaholo.

“Investing in primary education is imperative,” Maboya said at the launch, where she handed over 30,000 digital devices and 367 library trolleys.

Yet, according to Makhema, “No number of tablets can make up for the fact that learners in Metsimaholo are studying in unsafe and incomplete classrooms.”

The DA insists that only the Premier’s office can break the deadlock.

“Premier Letsoha-Mathae must step in and hold the responsible departments accountable. Our learners cannot continue to pay the price for administrative failures,” Makhema urged.

The opposition has pledged to continue monitoring the situation and to push for urgent intervention until the schools are safe and fully functional.

Inside Education reached out to the Free State Department of Education for comment on the state of the schools, with no response being received by the time of publication.

INSIDE EDUCATION

As International Literacy Day is commemorated on Monday, Ricardo Mackenzie the provincial Minister of Cultural Affairs and Sport, urged residents of the Western Cape to join their local libraries and cultivate a love for reading. 

According to the province’s Department of Cultural Affairs and Sport (DCAS), they have been working tirelessly to promote literacy through various programs and interventions.

In a statement DCAS said the province has 375 public library service points, 229 rural libraries which provides free internet through over 1,500 workstations and free Wi-Fi access at 180 libraries.

When it comes to materials, they said they have 160,307 hard copy books which were procured in the last financial year, 36,968 e-books, audiobooks, and online magazines that are available for access. 

For the blind and visually the department impaired  37 mini-libraries with 275,194 e-books and 80,990 audiobooks circulated in the past year. 

“Thousands more benefit annually from library storytimes, school class visits, book clubs, reading quizzes, writing competitions, and study support initiatives,” the government said. 

Mackenzie in a statement emphasised that public libraries are more than just buildings with books but they are springboards into learning, opportunity, and hope. 

“On International Literacy Day, we celebrate the everyday heroes—our librarians, volunteers, parents, and young people—who keep the flame of reading alive,” he said. 

Mackenzie continued to say the DCAS aims to build a culture of reading in the province, with library literacy programs directly supporting over 600 residents this year.

He invited every resident to visit their local library, borrow a book or download an e-book, join a reading circle, and sign up for the ALMAL Book Club. 

“Reading opens doors—at school, at work and in life,” Mackenzie proudly said. 

INSIDE EDUCATION

KwaZulu-Natal (KZN) has officially become the last province in South Africa to commence its 2025 matric preliminary examinations, joining the rest of the country in preparing learners for the all-important National Senior Certificate (NSC) finals in October.

The KZN Education Department confirmed that its 2025 matric cohort began writing their trial examinations on Monday, with the assessments scheduled to conclude on 2 October.

Education MEC Sipho Hlomuka encouraged pupils to take the preliminary examinations (prelims) seriously, stressing that they are an essential stepping stone to academic success.

“As a department, we motivate, inspire and encourage our Grade 12 learners to manage their time wisely and to use the preliminary exams as a rehearsal for the finals. We urge learners to revise past papers, maintain balance, and study in focused sessions,” Hlomuka said.

These exams, widely regarded as a “dress rehearsal” for the final NSC papers, will test the readiness of more than 200,000 Grade 12 learners in the province, the largest matric population in the country.

The MEC extended best wishes on behalf of the province, saying that the department stood firmly behind learners as they entered the final stretch of their schooling careers.

The start of the matric prelims has been staggered across the country.

Eastern Cape was the first province to begin on 25 August, followed by Gauteng, the Northern Cape, and North West before the end of the month.

Limpopo, Mpumalanga, and the Free State opened their exam sessions in early September, while the Western Cape commenced on 5 September.

KZN’s later start, on 8 September, places it at the tail end of the rollout.

According to the Department of Basic Education (DBE), the varying schedules allow provinces to align with logistical needs, curriculum completion, and local considerations.

Basic Education Minister Siviwe Gwarube previously said the different dates should not detract from the shared national commitment to support learners.

“To our matric class of 2025, as you begin your preliminary examinations, I want to commend you for the dedication and resilience that have brought you this far. Prelims are an important milestone; use them to sharpen your preparation for the final exams,” she said.

Gwarube emphasised balance, reminding learners to rest, exercise, and stay positive during what can be an anxious period.

Across the country, teachers, parents, and communities have been called upon to rally behind learners.

The DBE has provided tools such as its Mind the Gap study guides, Practical Assessment Task guidelines, and access to past exam papers online.

These resources, available across subjects like Accounting, Life Sciences, Agriculture, and Life Orientation, are designed to bolster learners’ confidence and help them master challenging content.

The Zero Dropout Campaign and education specialists have encouraged practical study strategies such as breaking subjects into manageable sections, practising active recall, and applying the Pomodoro method, 25 to 50 minutes of study followed by short breaks.

The 2025 prelims come against a backdrop of continued challenges, from school disruptions in the Western Cape to communities still recovering from flood damage in parts of the Eastern Cape and KwaZulu-Natal earlier this year.

The prelims pave the way for the NSC final examinations, which begin on 21 October with Computer Applications Technology in the morning and Eastern Languages in the afternoon.

The finals will run until 26 November, concluding with the Music Paper.

As the largest province to write last, KwaZulu-Natal will be closely watched as a barometer of national readiness.

With nearly a quarter of South Africa’s matric candidates based in KZN, their performance will weigh heavily on the national pass rate and the future skills pipeline.

INSIDE EDUCATION

Kwa-Thema in Springs on the East Rand became the latest township to benefit from a state-of-the-art multi-purpose sports facility, thanks to a partnership between Nedbank and Kaizer Chiefs.

Explaining the choice, Kaizer Chiefs Marketing and Commercial Director Jessica Motaung highlighted the club’s commitment to empowering women’s football.

“We are very deliberate in our choice. The facility is not only helping the school or the community, but also providing a suitable training ground for women’s football. That is why we made sure the Home Sweepers train here,” Motaung said.

The facility was officially handed over to Phulong Secondary School, marking a milestone for the community and for women’s football in particular.

The handover forms part of the Nedbank Cup legacy project, which allows the competition winners to select a school that will benefit from a multipurpose sports court.

Chiefs, crowned 2025 Nedbank Cup champions, exercised this privilege by choosing Phulong Secondary, home to over 1,500 learners and a school deeply embedded in the Kwa-Thema community.

The facility will not only serve Phulong learners but also provide a home ground for Springs Home Sweepers Football Club, a women’s team with which Chiefs have established a strategic partnership.

The partnership between Chiefs and Home Sweepers has grown steadily in recent years, with the two sides working together to develop pathways for women players.

Home Sweepers owner and former Banyana Banyana coach, Joseph Mkhonza, expressed heartfelt gratitude for Chiefs’ investment in Kwa-Thema.

“We appreciate everything Chiefs has done for this community. Chiefs had six former players from this community. This community deserves better than what they’ve been getting,” Mkhonza said.

The unveiling was attended by Sport, Arts and Culture Deputy Minister Peace Mabe, who welcomed the initiative as a model for public-private partnerships.

“Partnerships should be fostered with the private sector and this is a step in the right direction. We appreciate Chiefs and Nedbank for this initiative. Let this court become a space for discipline, hard work, talent, and teamwork,” Mabe said.

Learners at Phulong Secondary were equally enthusiastic.

Grade 10 pupil Lindokuhle Gumbi said the project would inspire hope in the school.

“As a school we feel grateful because we don’t usually receive sponsors because of the area we are in. Hopefully, this will inspire dreams for many people,” Gumbi said.

In addition to the court, Chiefs donated sports attire and presented a framed, signed Amakhosi jersey to the school as a symbol of unity and opportunity.

On social media, Nedbank framed the handover as a continuation of the Nedbank Cup’s community impact.

Nedbank Chairperson Daniel Mminele said the initiative aligned with the bank’s belief in the importance of township communities.

“At Nedbank, we recognise that townships are the heartbeat of South Africa’s entrepreneurial spirit, culture, and economic resilience. Through projects like this, we hope to nurture that resilience by creating spaces where young people can thrive,” Mminele said.

Founded in 1969, Phulong Secondary has a proud history spanning 56 years.

The school currently has 1,514 learners enrolled and has produced many achievers, including a learner who won the Southern African Society for Co-operative Education Choral Eisteddfod in July.

The multipurpose sports court adds another feather to its cap, enhancing both its sporting and cultural offerings.

Principal and staff members said the facility would not only improve physical education but also provide a safe, structured environment for learners to pursue their sporting ambitions.

The Kwa-Thema court is the 10th facility built under the Nedbank Cup legacy initiative.

Since its inception, past winners of the Cup have been able to select schools of their choice to receive similar facilities, ensuring that communities across South Africa benefit from footballing success.

For Chiefs, the project reflects their broader philosophy of transforming victories on the field into victories for communities.

As the ribbon was cut and the first learners took to the new court, the occasion represented more than just a handover but a promise of opportunity, growth, and empowerment for Kwa-Thema’s youth.

INSIDE EDUCATION

The seventh edition of the Fasken Time Cricket Festival wrapped up this weekend at St David’s Marist Inanda in Sandton, reaffirming its status as a launchpad for South Africa’s emerging cricket talent.

St David’s Director of Sports Performance and Cricket, Dave Nosworthy, hailed the event as a true celebration of time cricket.

“It’s massive value to the youngsters to be able to bat for long periods, bowl long spells and learn game management. The spinners come into play, captains think differently about field placements, and players build resilience through the long sessions,” Nosworthy explained.

While hosts’ star Jason Rowles walked away with the Player of the Festival award, and King Edward VII School’s (KES) Steele Grooteman and Tiago Dias claimed Bowler and Batsman of the Festival respectively, the tournament’s impact stretched far beyond individual accolades.

Rowles embodied the resilience demanded by the long format, amassing 272 runs in three innings — including two centuries — and taking seven wickets. Dias topped the run charts with 292 runs, while Grooteman’s 15 wickets at an average of 11 confirmed his dominance with the ball.

Yet the festival’s purpose runs deeper: teaching South Africa’s top schoolboy cricketers the craft of red-ball cricket. Unlike the quick thrills of limited-overs formats, time cricket prizes patience, adaptability, and mental toughness. Matches often turn on concentration or lapses in discipline, and the festival is deliberately designed to immerse players in these realities.

St David’s Director of Sports Performance and Cricket, Dave Nosworthy, said the event is about laying lasting foundations:

“The true test of character isn’t in easy runs, but in the long spells, the tough sessions, and the moments that demand resilience. Any international cricketer will tell you, learning the longer format first gives you the tools you need for the rest of your career.”

The festival’s legacy is already clear: more than 100 former participants have gone on to provincial or international cricket. Among them are Proteas Gerald Coetzee and Marco Jansen, Ireland international Curtis Campher, and rising stars Kwena Maphaka, Richard Seletswane, and Riley Norton — all once in the shoes of the 156 players who competed this weekend under 12 schoolboy captains.

This year’s edition featured leading schools including St David’s, KES, Waterkloof, St Stithians, Jeppe, St John’s, Clifton College, St Andrew’s, Noordheuwel, Nelspruit, St Charles, and the Lions Invitational XI. Victories were recorded by St David’s, KES, Waterkloof, and Noordheuwel, but the greater goal was to immerse every participant in the tempo and nuance of time cricket.

The festival continues to thrive thanks to committed sponsorship, particularly title partner Fasken Law. Managing Partner Blaize Vance described the partnership as an investment in South Africa’s sporting and personal development:

“We often judge talent by timing or shot-making, but qualities like determination, courage, discipline and temperament are just as important. That’s the kind of talent this festival nurtures.”

With its blend of competitive intensity, developmental focus, and proven record of producing professional cricketers, the Fasken Time Cricket Festival has cemented its place as a cornerstone of South Africa’s schoolboy cricket calendar.

INSIDE EDUCATION

Coach Smith was an easy hire as the head coach of a new high school lacrosse team in Tennesseee: She had two decades of coaching experience and a doctorate in sport and exercise science.

After signing the paperwork, which guaranteed a stipend of US$1,200, Smith – we’re using a pseudonym to protect her identity – had four days to complete a background check, CPR and concussion training and a Fundamentals of Coaching online course. After spending $300 to check all these boxes, the job was hers.

The Tennessee Secondary School Athletic Association’s mission statement highlights how high school athletes should be molded into good citizens and have their educational experiences enhanced by playing sports.

Yet Coach Smith hadn’t received any guidance on how to accomplish these goals. She didn’t know how a high school coach would be evaluated – surely it went beyond wins, losses and knowing CPR – or how to make her players better students and citizens.

Over the past 15 years, our work has focused on maximizing the benefits of high school sports and recognizing what limits those benefits from being reached. We want to know what high school sports aspire to be and what actually happens on the ground.

We have learned that Coach Smith is not alone; this is a common story playing out on high school fields and courts across the country. Good coaching candidates are getting hired and doing their best to keep high school sports fixtures in their communities. But coaches often feel like they’re missing something, and they wonder whether they’re living up to those aspirations.

Does the mission match reality?

Dating back to the inception of school-sponsored sport leagues in 1903, parents and educators have long believed that interscholastic sports are a place where students develop character and leadership skills.

Research generally backs up the advantages of playing sports. In 2019, high school sports scholar Stéphanie Turgeon published a review paper highlighting the benefits and drawbacks of playing school sports.

She found that student-athletes were less likely to drop out, more likely to be better at emotional regulation and more likely to contribute to their communities. While athletes reported more stress and were more likely to drink alcohol, Turgeon concluded that the positives outweighed the negatives.

The governing body of high school sports in the U.S., the National Federation of State High School Associations, oversees 8 million students. According to its mission statement, the organization seeks to establish “playing rules that emphasize health and safety,” create “educational programs that develop leaders” and provide “administrative support to increase opportunities and promote sportsmanship.”

Digging deeper into the goals of sports governing bodies, we recently conducted a study that reviewed and analyzed the mission statements of all 51 of the member state associations that officially sponsor high school sports and activities.

In their missions, most associations described the services they provided – supervising competition, creating uniform rules of play and offering professional development opportunities for coaches and administrators.

A majority aimed to instill athletes with life skills such as leadership, sportsmanship and wellness. Most also emphasized the relationship between sports and education, either suggesting that athletics should support or operate alongside schools’ academic goals or directly create educational opportunities for athletes on the playing field. And a handful explicitly aspired to protect student-athletes from abuse and exploitation.

Interestingly, seven state associations mentioned that sports participation is a privilege, with three adding the line “and not a right.”

This seems to conflict with the National Federation of State High School Associations, which has said that it wants to reach as many students as possible.

The organization sees high school sports as a place where kids can further their education, which is a right in the U.S. This is important, particularly as youth sports have developed into a multibillion-dollar industry fueled by expensive travel leagues and club teams.

We also noticed what was largely missing from these mission statements. Only two state athletic associations included a goal for students to “have fun” playing sports. Research dating back to the 1970s has consistently shown that wanting to have fun is usually the No. 1 reason kids sign up for sports in the first place.

Giving coaches the tools to succeed

Missions statements are supposed to guide organizations and outline their goals. For high school sports, the opportunity exists to more clearly align educational initiatives and evaluation efforts to fulfill their missions.

If high school sports are really meant to build leadership and life skills, you would think that the adults running these programs would be eager to acquire the skill set to do this.

Sure enough, when we surveyed high school coaches across the country in 2019, we found that 90% reported that formal leadership training programs were a good idea. Yet less than 12% had actually participated in those programs.

A recent study led by physical education scholar Obidiah Atkinson highlighted this disconnect. While most states require training for coaches, the depth and amount of instruction varied significantly, with little emphasis on social–emotional health and youth development. 

In another study we conducted, we spoke with administrators. They admitted that coaches rarely receive training to effectively teach the leadership and life skills that high school sports promise to deliver.

This type of training is available; we helped the National Federation of State High School Associations create three free courses explicitly focused on developing student leadership.

Thousands of students and coaches have completed these courses, with students reporting that the courses have helped them develop leadership as a life skill. And it’s exciting to see that the organization offers over 60 courses reaching millions of learners on topics ranging from Heat Illness Prevention and Sudden Cardiac Arrest to Coaching Mental Wellness and Engaging Effectively with Parents.

Yet, our research findings suggest that if these aspirational missions are to be taken seriously, it’s important to really measure what matters.

Educational programs can be evaluated to determine whether and how they are helping coaches and students, and coaches ought to be evaluated and retained based on their ability to help athletes learn how to do more than kick a soccer ball or throw a strike.

Our findings highlight the opportunity for high school athletic associations and researchers to work together to better understand how this training is helping coaches to meet the promises of high school sports.

Taking these steps will help to make sure coaches like Coach Smith have the tools, support and feedback they need to succeed.

THE CONVERSATION

Basic Education Minister Siviwe Gwarube has called for “bold ambition” in South Africa’s schools, urging districts, teachers and communities to strengthen the foundations of learning while tackling persistent challenges of infrastructure, safety and literacy.

Speaking during the 11th edition of the National Education Excellence Awards on Friday, Gwarube placed the spotlight on early childhood development, foundations of learning and the resilience of districts that have sustained performance despite immense challenges.

“Congratulations to all the nominees and winners. You inspire us, and you remind us of what is possible when we are bold in our ambition, when we work collaboratively and when we strive for excellence,” the minister said.

The awards, held under the theme “Recognising Excellence in Education”, celebrated the dedication of district officials, principals, teachers and learners across all nine provinces.

Gwarube hailed the past year as a defining one for her department, noting that reforms such as the Bana Pele Early Childhood Development (ECD) registration drive and the compulsory introduction of Grade R from December were laying the groundwork for long-term change.

“I have personally witnessed the pride of practitioners who, for the first time, feel recognised as part of the system. This is not easy work, but together we have laid the foundation for a future where every child can access quality ECD,” she said.

The minister warned, however, that the system still faced significant challenges.

Uneven school infrastructure, lingering pit latrine toilets and violence in schools continue to undermine progress.

She urged district directors to accelerate the roll-out of the Safer Schools Protocol with the South African Police Service, ensuring that every school has a functional safety committee.

The minister also reaffirmed her belief that excellence must be woven into the “DNA of the education system”, driven by communities, parents, partners and the government.

Deputy Minister Reginah Mhaule emphasised respect for teachers, warning that bullying and societal neglect were undermining their contribution.

“Every teacher who wakes up and goes to class is a winner. Families, I call upon you – let’s teach our children respect. Education is a collective responsibility,” she said.

Chief director for planning and support, James Ndele, reflected on the 11-year journey of the awards, noting how they had expanded from purely academic metrics to recognise innovation, sport, inclusivity and school maintenance.

“The education sector is a rising tide, excellence is not static; every year the bar is raised,” he remarked.

Acting director of district coordination, monitoring and support, Khanyi Mantshongo, mentioned new categories focusing on participation in gateway subjects such as mathematics, physical science and accounting, which were aimed at aligning education with economic needs.

The highlight of the event was the recognition of top-performing schools and districts across multiple categories.

In the category of Top Performing Public Secondary Schools, excellence was recognised across quintiles, ensuring fair comparison between schools of different resource levels.

In Quintile 1, Macingwane Secondary School claimed first place for the second consecutive year, followed by Ntsizwa Senior Secondary and Nomafu High.

Quintile 2 was led by Ngopoleng Bakone Secondary, with Guduza Secondary and Ubulinga Secondary in second and third place respectively.

In Quintile 3, Menzi High School took top honours ahead of Velabahleke High and Emhlwaneni High.

Potchefstroom Gimnasium led Quintile 4, with Hoërskool Middelburg and Sibusisiwe Comprehensive Technical High as runners-up.

Finally, in Quintile 5, Bloemhof High secured first place, followed by Rhenish Girls’ High and Rustenburg Girls’ High.

Beyond academics, the Excellence in Full-Service Schools and Facilities category honoured institutions fostering inclusive, supportive and well-maintained environments.

Alpha Primary School was named the top-performing full-service school, with Toe Vlug and Discovery Full-Service Schools following.

For primary school facilities, Vredendaal Noord Primary topped the list, with Sekutupu Primary and Sipheni Primary recognised for their upkeep.

In secondary school facilities, Bridgeton Secondary led the way, followed by Osborne Secondary and Indala High.

At district level, awards celebrated leadership and improvement in NSC results.

Johannesburg West Education District emerged as a consistent leader, topping categories for overall performance and highest pass rates, with Tshwane South and Metro Central close behind.

Ugu Education District took first place in quality indicators among large districts, while Pixley-ka-Seme was named the most improved.

For Bachelor passes, Tshwane South, Johannesburg West and Johannesburg North secured the top three positions.

Gwarube urged every district to embrace ambition, saying they must not only catch up with international standards, but to set them.

The minister called for a renewed sense of pride and responsibility among educators, district leaders and communities, reminding them that despite immense challenges, excellence remained both achievable and contagious.

INSIDE EDUCATION

In South Africa, children’s admission to a particular public school is decided by province. Each provincial education department manages its own digital admissions system. The Western Cape province introduced an online admissions portal in 2018 which became fully operational in 2024. The aim was to make school placement more transparent. This is important because historically, under apartheid, South African education was racially segregated and unequally funded. White schools received the best resources.

Education researcher Samantha Kriger took a closer look at what actually happens in admissions to schools in the Western Cape that used to be exclusively white (known as Model C schools). She set out her findings in a book coauthored with education academic Jonathan Jansen. Though Who Gets In and Why was published in 2020, she says the circumstances remain the same in most of these schools. Here she answers some questions about what she found.

How is the admissions portal supposed to work?

Parents apply online to a minimum of three and maximum of ten schools, via the Western Cape education department admissions portal. The schools receive the applications via the portal and assess them based on provincial guidelines. That implies schools can discriminate between applications.

Schools submit a list of accepted, declined and waiting-list learners to the province via the portal.

Why and how did you research school admissions?

We wanted to know why formerly white schools still looked much as they had under apartheid (with high enrolment of white pupils).

The initial research included school data from the Centralised Education Management Information System, the official data management system used by the Western Cape Education Department. This digital database records and tracks all key information about learners, teachers and schools in the province. The data revealed that many former “Model C” schools continued to preserve their historically exclusive enrolment criteria.

Under apartheid Model C schools were whites-only public schools. In 1990 they were semi-privatised, giving their governing bodies greater control over finances, admissions and staffing.

We used a qualitative case study approach, focusing on 30 historically white primary schools in the wealthier southern suburbs of Cape Town. All the schools allowed us to visit and shared information about their admissions processes.

As researchers we visited sites and interviewed principals, admissions officers, staff and stakeholders (such as estate agents and provincial education officials). We also analysed school documents and enrolment data. The study used pseudonyms to protect participant anonymity.

We then analysed admissions practices in relation to broader political, policy and socio-economic contexts.

Some of the schools were wealthy institutions, as measured by the school location and facilities, tuition fees and the range of extramural activities that they offered. Others were not wealthy.

What did you find?

The majority of the schools maintained their white enrolment. This was not simply the result of lingering residential segregation, but was often tied to school-level practices and socio-economic gatekeeping.

These schools frequently employ subtle, yet effective, admissions strategies that indirectly exclude lower-income, predominantly Black families. For example they choose applicants from specific feeder areas with high property prices, emphasise English or Afrikaans proficiency tests, or charge high school fees. Strong alumni networks and parent bodies, historically dominated by white families, also play a role in sustaining existing demographics by influencing school governance and admissions decisions.

South Africa’s public education policy promotes equal access. Yet we found that, in practice, these schools filter who gets in.

In South Africa, prior to 1994, the racially segregated education system privileged white learners while systematically underfunding schools for Black African, Coloured and Indian communities. More than 30 years later, deep inequalities persist because race and class remain closely linked.

High-fee former white schools often exclude, in practice, many Black, Indian and Coloured families who cannot afford the costs or meet other socio-economic entry barriers.

Admissions criteria such as language preference, application deadlines, early registration practices and school proximity can function as indirect mechanisms of exclusion.

For example, many parents are unaware that certain schools “lock in” preferred candidates years before formal Grade R or Grade 1 enrolment. This often occurs through unofficial feeder systems, where pre-primary schools enrol children as young as two years old, typically at a substantial financial cost. By the time applications open to the general public, most places have already been informally allocated.

This dynamic is evident in high school admissions too. Preference is frequently given to learners from designated primary schools. Candidates without prior affiliation may stand a chance only if they bring added value, such as athletic excellence, or musical or artistic abilities that align with the school’s interests.

These practices can unintentionally disadvantage families from lower socio-economic backgrounds who engage the system later or lack access to early-stage enrolment opportunities.

Language requirements are often framed as necessary for ensuring that learners can cope with the school’s curriculum. But they may indirectly exclude applicants from homes that mostly use African languages. For many black African families, especially those from lower-income or rural backgrounds, limited exposure to English or Afrikaans before school entry can disadvantage their children in admissions assessments or interviews.

The emphasis on early “lock in” and complex documentation also benefits families who are digitally literate, well-resourced and socially networked.

Another troubling finding was the role of parental profiling in admissions. Some schools assess the social standing of families, including their income, occupation, and perceived “fit” with the school’s culture.

Why does it matter that school admissions work this way?

The implications are serious. While the constitution and education policy mandate non-discrimination and the right to basic education, the reality is that access to elite public schools remains stratified. This is not only by geography or academic ability but by social capital. The effect is to reinforce existing race and class divides.

If transformation in education is to be more than cosmetic, policies must be matched with oversight, transparency, and a commitment to dismantling the quiet mechanisms of exclusion.

Samantha Kriger is a Lecturer at the Cape Peninsula University of Technology.

The Conversation

A total of 738,445 Grade 1 and Grade 8 applications were recorded by the Gauteng education department’s online admissions system as of Thursday, MEC Matome Chiloane said.

A total of 315,865 applications were for Grade 1 and 422,580 for Grade 8.

School placement is set to start on 16 October 2025. 

Chiloane told reporters on Friday that during this period, the department would start sending placement offers to parents and guardians with complete applications via SMS.

“Parents with complete applications are advised to patiently await placement offers,” he said. 

He said the department had identified high-pressure areas where schools received an overwhelming number of applicants, exceeding their capacity. 

Approximately 277 primary schools and 221 secondary schools have registered more applications than available capacity. 

The primary schools with highest applications include Laerskool Akasia in the Tshwane with 1304 applications and 250 capacity, and Palmridge Primary School in Ekurhuleni with 1172 applications and space for 200 learners.

Secondary schools include Hoërskool Langehoven in Tshwane with 3122 applications and 310 capacity, and Alberton High School in Ekurhuleni with 2590 applications and 200 capacity.

“In such cases, applicants will be transferred to the next closest school with available space,” Chiloane said. 

To address infrastructure needs, the department has implemented various strategies, including providing self-built classrooms and mobile classrooms, and establishing new satellite schools.

A total of 786 mobile classrooms has been delivered to 223 schools across 15 districts.

The department said it was constructing 18 new schools, with 10 being entirely new and 8 serving as replacement schools.

“The construction of 12 of 18 new schools have commenced and estimated time of completion is in 2026,” it said.

Meanwhile, parents have been reminded to submit certified copies of documents to schools or upload them online by noon on 9 September 2025. 

Chiloane said that so far, 97,719 incomplete applications have been recorded.

“[A total] of 20,265 registered parent details only, 30,547 registered parent and learner details only, and 46,907 registered parent and learner details with incomplete applications,” he said.

Chiloane urged parents to apply online without delay. The application period closes on 29 August 2025 at midnight.

INSIDE EDUCATION