The Minister of Higher Education and Training (DHET), Buti Manamela, has assured the Portfolio Committee on Higher Education that his department will address governance and management disputes at the College of Cape Town (CCT).

In a statement, the DHET said the stabilisation team is aimed at restoring order and protecting the institution.

Manamela said the team’s mandate includes conducting a fact-finding process into governance and leadership disputes, mediating between the council, principals and deputy principals, and recommending corrective steps to his office. 

“This intervention is not about taking sides. It is about restoring order, protecting the institution, and ensuring that students are not the collateral damage of leadership conflicts.

“Our priority is to stabilise governance, safeguard teaching and learning, and build confidence in the College’s future,” Manamela said.

The duty of ensuring CCT is brought to order, will be assigned to a respected retired judge or senior advocate with support from experts in labour relations and higher education governance. 

The team is expected to begin its work within seven days and conclude within 45 days.

During this period, all new disciplinary processes involving CCT’s principal, the council chairperson, and the deputy principals will be suspended to prevent further escalation.

The intervention follows persistent tensions among senior managers, resulting in weak governance, low staff morale, and disruptions to academic programmes. 

Committee spokesperson, Tebogo Letsie welcomed the department’s interventions under Section 46 of the Continuing Education and Training Act, 16 of 2006. 

During the committee meeting, members said they were alarmed by CCT’s challenges, after it was revealed that divisions within management escalated after the appointment of the principal, sparking a prolonged power struggle.

“The ongoing instability at CCT cannot be allowed to compromise the academic success of students,” said Letsie.

The director-general of the DHET, Nkosinathi Sishi, clarified that the principal is facing 21 charges, not 300 as alleged. 

 “We welcome the decisiveness on this matter, as it was evident that the principal regarded this institution as his own until we called him to order. Such attitudes have no place in government institutions that are funded by the taxpayers of this country,” Letsie said. 

Manamela said his department will report back to the committee within two months on the progress and outcomes of the stabilisation team. 

“As the committee we are hopeful that the Minister will remain firm in his decision and report back within two months on the progress and outcomes of the stabilisation team, as promised”, Letsie said. 

INSIDE EDUCATION

The post Minister Manamela deploys stabilisation team to address College of Cape Town governance crisis appeared first on 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

The post Western Cape government supports matric learners in preparation for 2025 final exams appeared first on 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

The post DA calls on Free State Premier to intervene as Metsimaholo school infrastructure crisis deepens appeared first on Inside Education..

In a move to celebrate school sports and community pride, SuperSport Schools and Edgars have announced a new partnership designed to uplift young athletes, passionate fans and the families who support them.

The collaboration aims to deepen emotional connections with communities and place a spotlight on the transformative power of youth sports in South Africa.

SuperSport Schools, a platform renowned for broadcasting school-level sports and nurturing young talent, will now team up with Edgars, one of South Africa’s most iconic lifestyle retailers.

The partnership is set to amplify the joy and spirit of school sports by launching campaigns and initiatives that honour not only the athletes, but also the parents, supporters and educators who form the backbone of school sports culture.

Norman Drieselmann, CEO of Retailability (Edgars’ parent company), highlighted the natural alignment between the two brands.

“School sports are synonymous with families, and so is Edgars. This is not just an investment; it’s about being part of something that is growing and impacting communities in a powerful way.

“This is more than just a sponsorship, it’s a movement that celebrates the people who make school sports so special. We want to be there for every moment, from the first whistle to the final cheer,” Drieselmann said.

At the heart of the partnership is the launch of the My Moment campaign, an interactive social media initiative inviting fans, players and parents to share their most treasured sporting memories.

Whether it’s a game-winning goal, a team huddle or a proud family moment in the stands, users are encouraged to clip, edit, and post their highlights using the hashtag #MyEdgarsMoment.

By tagging SuperSport Schools and Edgars, participants will enter weekly draws to win exclusive prizes, including Edgars vouchers.

Beyond social media, the campaign will evolve to include additional community-driven events and recognitions, aiming to ensure inclusivity across the country’s diverse school sports landscape.

INSIDE EDUCATION

The post Edgars, SuperSport Schools join forces to celebrate school sports appeared first on Inside Education..

Global crises have shaped our world over the past two decades, affecting education systems everywhere. Higher education researcher Emmanuel Ojo has studied the impact of these disruptions on educational opportunities, particularly in southern Africa.

He looked at 5,511 peer-reviewed articles published between 2000 and 2024 to explore what the research suggests about making education systems more resilient. Here, he answers some questions about his review.

What are the global crises that have undermined education?

In my review I drew up a table documenting how multiple crises have disrupted education systems worldwide.

The cycle began with the 2000-2002 dot-com bubble collapse, which reduced education funding and slowed technological integration. This was followed by the 2001 terrorist attacks, Severe Acute Respiratory Syndrome (SARS) outbreak (2002-2004), Iraq War (2003-2011), Indian Ocean tsunami (2004), and Hurricane Katrina (2005). The Israeli-Palestinian conflict since 2000, global food crisis (2007-2008), financial crisis (2007-2008), and European debt crisis (2010-2012) continued this pattern of disruption.

More recently, the Ebola epidemic, COVID-19 pandemic, and Russia-Ukraine war have destabilised education systems. Meanwhile, the ongoing climate crisis creates challenges, particularly in southern Africa where environmental vulnerability is high.

Who suffers most, and in what ways?

Education has consistently been among the hardest-hit sectors globally. According to Unesco, the COVID pandemic alone affected more than 1.6 billion students worldwide.

But the impact is not distributed equally.

My research shows crises have put vulnerable populations at a further disadvantage through school closures, funding diversions, infrastructure destruction and student displacement. Quality and access decline most sharply for marginalised communities. Costs rise and mobility is restricted. Food insecurity during crises reduces attendance among the poorest students.

In southern Africa, the Covid-19 disruption highlighted existing divides. Privileged students continued learning online. Those in rural and informal settlements were completely cut off from education.

Climate change compounds these inequalities. Unicef highlights that climate disasters have a disproportionate impact on schooling for millions in low-income countries, where adaptive infrastructure is limited.

What’s at stake for southern Africa is the region’s development potential and social cohesion. The widening of educational divides threatens to create a generation with unequal opportunities and capabilities.

What makes southern African education systems fragile?

My review focused on the 16 countries of the Southern African Development Community, revealing what makes them vulnerable to crisis impacts.

Southern Africa’s geographic exposure to climate disasters combines with pre-existing economic inequalities. The region’s digital divide became starkly visible during the Covid-19 pandemic. Some students were excluded from learning by limited connectivity and unreliable electricity.

The region’s systems also rely on external funding. The Trump administration’s sudden foreign aid freeze was a shock to South Africa’s higher education sector. It has affected public health initiatives and university research programmes.

Research representation itself is unequal. Within the region, South African researchers dominate and other nations make only limited contributions. This creates blind spots in understanding context-specific challenges and solutions.

Each successive crisis deepens educational divides, making recovery increasingly difficult and costly. Weaker education systems make the region less able to respond to other development challenges, too.

How can southern Africa build education systems to withstand crises?

One striking finding from my review was the surge in educational research after the Covid-19 pandemic began – from 229 studies in 2019 to nearly double that in 2020, with continued rapid growth thereafter. This indicates growing recognition that education systems must be redesigned to withstand future disruptions, not merely recover from current ones.

Research points to a number of ways to do this:

• Strategic investment in educational infrastructure, particularly digital technologies, to ensure learning continuity.
• Equipping educators with skills to adapt teaching methods during emergencies.
• Innovative, context-appropriate teaching approaches that empower communities.
• Integration of indigenous knowledge systems into curricula, enhancing relevance, adaptability and community ownership.
• Interdisciplinary and cross-national research collaborations.
• Protection of education budgets, recognising education’s role in crisis recovery and long-term stability.
• Community engagement in education, ensuring interventions are culturally appropriate and widely accepted.

In my view, African philanthropists have a duty to provide the independent financial base that education systems need to withstand external funding fluctuations.

What’s the cost of doing nothing?

The economic and social costs of failing to build resilient education systems are profound and long-lasting. Each educational disruption creates negative effects that extend far beyond the crisis period.

When students miss critical learning periods, it reduces their chances in life. The World Bank estimates that learning losses from the Covid-19 pandemic alone could result in up to US$17 trillion in lost lifetime earnings for affected students globally.

Social costs are equally severe. Educational disruptions increase dropout rates, child marriage, early pregnancy, and youth unemployment. These outcomes create broader societal challenges that require costly interventions across multiple sectors.

Spending on educational resilience avoids those costs.

The question isn’t whether southern African nations can afford to invest in educational resilience, but whether they can afford not to.

The choices made today will determine whether education systems merely survive crises or make society better. Evidence-based policies and regional cooperation are essential for building education systems that can fulfil Southern Africa’s human potential.

Emmanuel Ojo is an Associate Professor at the University of the Witwatersrand.

The Conversation

The post Global crises have hit education hard: 24 years of research offers a way forward for southern Africa appeared first on Inside Education..

China is aiming to beef up physical education in schools, making it core to the curriculum rather than a secondary subject, authorities said as they push for a more “holistic education” amid growing concerns about the rise in childhood obesity.

Primary and secondary schools must ensure physical education teachers are treated “the same as their colleagues in subjects such as Chinese, math and English, and intensify efforts to develop key sports such as soccer, basketball and volleyball,” the official Xinhua news agency said, citing the country’s Ministry of Education.

“These measures are part of a broader push for a more holistic approach to education, integrating physical fitness with academic development to cultivate well rounded students who are prepared for the future,” the Ministry said.

The measures come after China issued its first national plan in January to build a “strong education nation” by 2035. The policies included mandating primary and secondary school students to have at least two hours of physical activity daily, to effectively control myopia, or nearsightedness and obesity rates.

In mid-2022 there was a nationwide shortage of around 120,000 physical education teachers, with rural areas the most affected, Xinhua said, adding that the new measures would encourage the recruitment of retired athletes and military veterans to help close the gap.

Physical education teachers will receive equal compensation to their peers in other subjects, with performance based salary adjustments for after-school sports duties and team coaching, it said.

Youth obesity has accelerated since 2019 due to decreased physical activity during COVID lockdowns and more online ordering of junk food.

Doctors expect obesity to rise over the next 10-12 years as the economy slows and suffers structural changes that lead to poor eating habits and less physical activity.

The proportion of obese boys in China jumped to 15.2% in 2022 from 1.3% in 1990, trailing the United States 22%, but higher than Japan’s 6%, Britain’s and Canada’s 12% and India’s 4%. Obesity in girls rose to 7.7% in 2022 from 0.6% in 1990.

“Obesity has become a major public health issue in China, ranking as the sixth leading risk factor for death and disability in the country,” the country’s National Health Commission said in October.

Reuters

The post China to prioritise physical education in schools as obesity rates rise appeared first on Inside Education..

The Information Regulator (IR) is maintaining its position on its enforcement notice prohibiting the Basic Education Department from publishing the 2024 National Senior Certificate (NSC) examination results on media platforms.

Inside Education reached out to IR spokesperson Nomzamo Zondi, who criticised the Chief Director for National Assessment and Public Examinations, Rufus Poliah’s pronouncement concerning the results.

“While the department of Basic Education has stated in the media its intent to proceed with publishing, it has not formally responded to the notice, and as the Information Regulator, we still stand by our concerns over the sharing of personal information,” Zondi said on Monday.

The regulator has accused the department of non-compliance with the Protection of Personal Information Act, specifically Section 11, stating that the department had failed to attain consent from learners.

However, Poliah told reporters last week that the department was of the view that it was fully compliant and well within the ambit of the law to publish the results, contending that the results were in fact anonymous.

A department spokesperson told Inside Education on Monday that Basic Education Minister Siviwe Gwarube had still not decided whether she was going to take the matter to court.

“The minister would prefer that government institutions resolve differences through constructive dialogue and no trough expensive litigation.”

Meanwhile, AfriForum, via its legal team, Hurter Spies Attorneys, has issued a letter of demand to Gwarube seeking clarity on the matter.

AfriForum wants to know whether the minister’s office intends to file an appeal against the notice and whether it will officially declare its position in relation to the IR.

“Our client’s position is that the Regulator erred in issuing the enforcement notice and our instructions are to assist our clients with urgent review proceedings in order to have the enforcement notice reviewed and set aside,” the letter reads.

The results will be announced on 13 January.

INSIDE EDUCATION

The post DBE fails to respond to IR on publishing matric results appeared first on Inside Education..

The Western Cape government has marked another milestone in its efforts to foster inclusive communities with the launch of a new sports precinct at the Conradie Park social housing development in Pinelands.

Premier Alan Winde and infrastructure MEC Tertuis Simmers led the unveiling ceremony, celebrating this significant addition to the transformative Better Living Model project.

The development, situated on previously underutilised land, is reshaping urban living with its mix of affordable housing, educational facilities healthcare services, retail spaces, and recreational areas.

The sports precinct is a key element of this integrated model, designed to enhance quality of life for residents and surrounding communities, with Winde expressing his enthusiasm for the project, emphasising its forward-thinking approach.

“With Conradie Park, we are building for the future. If we are to become a future-fit province that addresses the challenges of a fast-growing population, we must re-imagine our cities and towns. I applaud everyone involved in making this awe-inspiring development a reality. It showcases the incredible potential of thoughtful urban planning,” Winde said.

The Conradie Park project has prioritised skills development, with over 180 learnerships and graduate programmes completed to date.

It aims to address spatial inequality and foster economic growth and will ultimately deliver over 3,500 residential units.

During the launch, Simmers highlighted the broader vision of the development.

“Conradie Park is not just about buildings; it is about people. This sports precinct offers young people a space to dream big, brings communities together, and breaks down barriers. It symbolizes hope, opportunity, and progress for our communities,” he said.

The sports precinct is designed to be a unifying force within the community, offering recreational spaces where residents can connect and thrive.

Concor Development Executive Mark Schönrock, representing the construction company behind the project, echoed this sentiment.

“Sport has always been a powerful tool for unity, teaching teamwork and life skills while bridging divides. The sports precinct and school sites at Conradie Park aim to create a vibrant, safe environment for all,” Schönrock said.

Simmers underscored this collaborative success, stating that infrastructure is not just about bricks and mortar, but about building dignity, creating opportunity, and giving every person a fair chance to succeed, when the government, private partners, and communities work together.

INSIDE EDUCATION

The post New sports precinct brings community and schools closer appeared first on Inside Education..

The food contamination crisis in Gauteng’s spaza shops has mostly affected children, according to premier Panyaza Lesufi.

While announcing the provincial government’s plans to deal with the emergency, he said that 23 people had died and 441 were hospitalised since the beginning of this year.

This was according to a preliminary report from the provincial health department.

The majority of the cases involved children aged between six and 10, with Ekurhuleni reporting the highest number of incidences, followed by the West Rand.

Most deaths were reported in Johannesburg, followed by Ekurhuleni, with seven post-mortem results out of the 19 deaths testing positive for organophosphates, which is a pesticide.

On Sunday, Lesufi met provincial and local government leaders to discuss the crisis and what action needed to be taken.

“We all agreed that addressing these issues requires a comprehensive approach involving stricter regulations, better enforcement of existing laws and increased public awareness about the potential dangers associated with purchasing from unregulated spaza shops and informal traders,” he told reporters in Johannesburg.

This follows Cooperative Governance and Traditional Affairs Minister Velenkosini Hlabisa gazetting the Standard Draft By-Law for Township Economies in the Local Government: Municipal Systems Act.

Lesufi said municipalities would also be expected to establish a system for regular health inspections by local health authorities to ensure compliance with food safety regulations.

He called for community awareness campaigns to educate consumers about food safety, signs of spoilage and how to report unsafe practices.

The premier said that while municipalities had until the end of the month to adopt the regulations, it did not stop law enforcement agencies from responding to cases.

“Even though we are waiting for municipalities to take the resolution that we have adopted, law enforcement agencies are not prohibited to act as of tomorrow, or this afternoon. We are not suspending any action on the basis that we are waiting for the adoption of laws. Those adoptions will strengthen our approach,” he said.

Lesufi said a template was being developed to be utilised by hospitals, schools and community healthcare centres to ensure accurate reporting.

INSIDE EDUCATION

The post Gauteng agrees on unified approach to protect learners from contaminated food appeared first on Inside Education..

Heavy rain has damaged 30 schools in the Bohlabela education district in Mpumalanga. The storms also claimed the lives of four people and injured 40 people.

While the Basic Education Department said on X that learners from Godide High School in Bushbuckridge had to write their matric exams in a church hall, the department’s Elijah Mhlanga denied that classrooms used for exams were damaged.

“Exams were not disrupted, classrooms [were] not damaged [and] were used for exams,” he told Inside Education.

He also said no Grade 12 learners were hurt in the storms.

More than 30 schools were reported to be damaged between Sunday and Monday, with 10 high schools severely damaged as a result of the rain and wind.

Basic Education Minister Dr Reginah Mhaule said Monday’s exams went on as planned despite the damage caused.

“The classrooms of the lower grades, which had not been affected, were used in some schools but most of all, we appreciate the kind of gesture of our churches who have offered their buildings to be used for exam purposes,” Mhaule said.

Meanwhile, the rainfall also damaged houses in the district’s villages.

Bohlabela also experienced power supply cuts and some of its roads were inaccessible.

“An assessment of the damage will be conducted, but it could be hampered by the persistent rain,” said Mhlanga.

“We will work with other government departments and local government to continue to monitor the situation and support affected families,” said Mhaule

The deputy minister urged communities to report any damage and pay attention to weather warnings.

INSIDE EDUCATION

The post Mpumalanga matric exams continue despite severe weather conditions appeared first on Inside Education..

With the National Senior Certificate (NSC) exams starting later this month, the Democratic Alliance has accused the KwaZulu-Natal education department for not intervening at some of the worst performing schools in the province.

The DA is on a state of readiness tour across the province ahead of the critical exams which start on 21 October.

According to its provincial education spokesperson, Sakhile Mngadi, the delegation was seriously concerned about the effectiveness of interventions implemented by the department in addressing persistent issues affecting academic performance.

“After just one day of the DA’s tour, it is clear that issues around maintenance, crime, parent apathy and departmental support and strategy are at the heart of why some schools continue to underperform,” Mngadi said.

The DA’s tour has revealed significant challenges at some of the worst-performing schools in the Umlazi District.

During a visit to Witteklip Secondary School in Chatsworth, which recorded a dismal 47% pass rate in the 2023 NSC exams, the delegation identified a lack of parental involvement as a major contributing factor to students’ poor performance.

Principal Gopi Naidu reported that a recent parent-teacher meeting aimed at discussing academic progress was attended by only two parents out of 138 learners.

In addition, Mngadi said the DA’s visit uncovered serious management issues at both circuit and district levels, including corruption, misuse of funds, and irregularities in the promotion of educators and selection of school principals.

Parents Association of KwaZulu-Natal chairperson Vee Gani highlighted systemic corruption, alleging that principals have “bought” their positions for as much as R120,000, and that some School Governing Body members faced intimidation in decision-making processes.

The delegation then moved to Chatsworth Secondary School, where the impact of gangsterism and theft has severely hindered academic success, resulting in a 55% pass rate.

Despite a R3.5 million renovation project in 2017, the school has suffered from rampant theft, including the loss of all aluminium windows.

Principal Arthur Luckhan revealed that classrooms have been without electricity for over two years due to ongoing vandalism and theft of copper wiring.

Luckhan said with only 7% of students paying school fees, the school lacked the funds necessary for repairs, and many classrooms were unused.

Mngadi said the safety of educators also emerged as a pressing concern, with teachers feeling unsafe after hours, impacting their ability to prepare lessons effectively.

With only 11 permanent teachers remaining, he said absenteeism has become a critical issue, forcing the principal to take on teaching responsibilities himself.

Once a thriving institution with an enrolment of 1,200 and a history of 100% pass rates, Mngadi revealed that the school now struggled to retain even 400 learners.

The spokesperson said that the findings highlighted the urgent need for intervention from education MEC Sipho Hlomuka and the department in the lead up to the NSC exams.

He said his party planned on submitting a comprehensive report outlining the various challenges faced by these schools. It would also seek immediate solutions to improve teaching and learning conditions.

“The DA in KZN has consistently spoken about the good quality triad in education. This includes sound leadership at the apex, good parental involvement and well-built and maintained school infrastructure,” Mngadi said.

KwaZulu-Natal department spokesperson Muzi Mahlambi has said in the past that despite the department doing everything in its power to improve conditions for learners, criminal activity had a severe impact on schools.

Asked to comment on the DA’s report on the state of schools, he said that the MEC would brief the media soon on the state of readiness of the province to hold the NSC exams.

INSIDE EDUCATION

The post DA claims systemic failures at Umlazi schools ahead of matric exams appeared first on Inside Education..

The Budget Justice Coalition (BJC) has issued a stark warning regarding proposed budget cuts to the country’s basic education sector, following a press briefing by Minister Siviwe Gwarube.

BJC spokesperson Gillian Pillay, representing a coalition of civil society organisations dedicated to equitable and rights-based budgeting, said resources needed to be mobilised to ensure that the state fulfilled its obligations to provide quality education.

“Budget cuts towards basic education will hinder the government’s ability to address critical issues such as teacher shortages, overcrowded classrooms and inadequate infrastructure,” Pillay said in a statement on Friday.

The minister revealed that seven provincial education departments may not meet their financial obligations by the 2027/28 fiscal year, raising concerns about the future of quality education for millions of learners.

The briefing highlighted alarming budget constraints, with the department’s CFO Patrick Khunou estimating a cumulative pressure of between R78 billion and R118 billion across provinces from 2021/22 to 2027/28.

Gwarube described the potential cuts as “brutal,” emphasising that they would disproportionately impact vulnerable populations, thereby exacerbating existing inequalities and violating the constitutional right to education.

Since 2018, the coalition has been advocating for increased education funding and reported on the detrimental effects of budget cuts.

Pillay said the trend of below-inflation allocations to the provincial equitable share has left many education departments struggling to provide essential services, ultimately impacting economic participation and the long-term growth of South African society.

The Western Cape education department has already announced a staggering loss of 2,400 teaching posts due to a R3.8-billion budget shortfall over the next three years.

Other provinces are expected to follow suit, further limiting their capacity to fill existing teacher vacancies and worsening classroom overcrowding.

While the proposed 2024/25 budget includes a 3.2% increase in compensation for basic education personnel, the reality of inflation means this equates to a 2.2% real cut.

Pillay said this was insufficient to address the ongoing crisis of under-staffing in public schools, as recognised by the National Treasury.

The Gauteng education department has already warned that it is looking at slashing funding for critical programmes like school transport and learning materials to save jobs.

Pillay warned that such trade-offs were ultimately detrimental to the most marginalised learners, who may lose their right to quality education altogether.

With women constituting 70% of educators, she called on the government to consider gender implications in budgetary decisions, especially as reductions in public sector wages could further marginalise these vital contributors to society.

The coalition is advocating for innovative fiscal approaches to safeguard education rights and has proposed several solutions.

They include utilising the Gold and Foreign Exchange Contingency Reserve Account to reduce the budget deficit without further compromising public spending, leveraging the Government Employees Pension Fund to purchase bonds at favourable rates, and implementing progressive tax reforms to eliminate tax rebates for high-income earners.

It has also called for revising the education component of the Provincial Equitable Share formula to address disparities among provinces and adjusting post-provisioning norms to ensure equitable salary distributions in no-fee schools compared to fee-charging institutions.

She said the BJC was ready to engage with policymakers, teachers and communities to safeguard the rights of learners and ensure a just and equitable education system.

“Now is the time for forward-thinking strategies that promote sustainable growth and economic transformation,” Pillay said.

Meanwhile, Anglican Archbishop of Cape Town, Thabo Makgoba, has similarly warned that the proposed cuts will exacerbate conditions in light of the growing unemployment in the country.

“In the sea of unemployment in which we are drowning, cutting education budgets spells disaster. If we are to educate a modern workforce, we should be increasing investment in education, not reducing it,” Makgoba said.

Speaking at the Anglican Church’s provincial Synod, he called on the national government to do all in its power to address the funding crisis in education, and not sacrifice feeding and transport services in an attempt to mitigate expected unemployment.

The Budget Justice Coalition (BJC) has issued a stark warning regarding proposed budget cuts to the country’s basic education sector, following a press briefing by Minister Siviwe Gwarube.

BJC spokesperson Gillian Pillay, representing a coalition of civil society organisations dedicated to equitable and rights-based budgeting, said resources needed to be mobilised to ensure that the state fulfilled its obligations to provide quality education.

“Budget cuts towards basic education will hinder the government’s ability to address critical issues such as teacher shortages, overcrowded classrooms and inadequate infrastructure,” Pillay said in a statement on Friday.

The minister revealed that seven provincial education departments may not meet their financial obligations by the 2027/28 fiscal year, raising concerns about the future of quality education for millions of learners.

The briefing highlighted alarming budget constraints, with the department’s CFO Patrick Khunou estimating a cumulative pressure of between R78 billion and R118 billion across provinces from 2021/22 to 2027/28.

Gwarube described the potential cuts as “brutal,” emphasising that they would disproportionately impact vulnerable populations, thereby exacerbating existing inequalities and violating the constitutional right to education.

Since 2018, the coalition has been advocating for increased education funding and reported on the detrimental effects of budget cuts.

Pillay said the trend of below-inflation allocations to the provincial equitable share has left many education departments struggling to provide essential services, ultimately impacting economic participation and the long-term growth of South African society.

The Western Cape education department has already announced a staggering loss of 2,400 teaching posts due to a R3.8-billion budget shortfall over the next three years.

Other provinces are expected to follow suit, further limiting their capacity to fill existing teacher vacancies and worsening classroom overcrowding.

While the proposed 2024/25 budget includes a 3.2% increase in compensation for basic education personnel, the reality of inflation means this equates to a 2.2% real cut.

Pillay said this was insufficient to address the ongoing crisis of under-staffing in public schools, as recognised by the National Treasury.

The Gauteng education department has already warned that it is looking at slashing funding for critical programmes like school transport and learning materials to save jobs.

Pillay warned that such trade-offs were ultimately detrimental to the most marginalised learners, who may lose their right to quality education altogether.

With women constituting 70% of educators, she called on the government to consider gender implications in budgetary decisions, especially as reductions in public sector wages could further marginalise these vital contributors to society.

The coalition is advocating for innovative fiscal approaches to safeguard education rights and has proposed several solutions.

They include utilising the Gold and Foreign Exchange Contingency Reserve Account to reduce the budget deficit without further compromising public spending, leveraging the Government Employees Pension Fund to purchase bonds at favourable rates, and implementing progressive tax reforms to eliminate tax rebates for high-income earners.

It has also called for revising the education component of the Provincial Equitable Share formula to address disparities among provinces and adjusting post-provisioning norms to ensure equitable salary distributions in no-fee schools compared to fee-charging institutions.

She said the BJC was ready to engage with policymakers, teachers and communities to safeguard the rights of learners and ensure a just and equitable education system.

“Now is the time for forward-thinking strategies that promote sustainable growth and economic transformation,” Pillay said.

Meanwhile, Anglican Archbishop of Cape Town, Thabo Makgoba, has similarly warned that the proposed cuts will exacerbate conditions in light of the growing unemployment in the country.

“In the sea of unemployment in which we are drowning, cutting education budgets spells disaster. If we are to educate a modern workforce, we should be increasing investment in education, not reducing it,” Makgoba said.

Speaking at the Anglican Church’s provincial Synod, he called on the national government to do all in its power to address the funding crisis in education, and not sacrifice feeding and transport services in an attempt to mitigate expected unemployment.

INSIDE EDUCATION

The post Increasing alarm over impending budget cuts to Basic Education in the country appeared first on Inside Education..

Higher Education Minister Nobuhle Nkabane has praised the official launch of the National Student Financial Aid Scheme’s (NSFAS) online applications for 2025, saying it is a step in the right direction to address the persistent challenges within the post-school education and training (PSET) sector.

Nkabane, who was joined by departmental director-general Nkosinathi Sishi and NSFAS administrator Freeman Nomvalo, told reporters on Friday that several enhancements had been made to the application portal to ensure a seamless
application process for prospective applicants.

The minister expressed her confidence at the launch, saying it was evidence of a people’s government working for the people.

Nkabane said that the school student scheme remained a critical tool in assisting students in overcoming the challenges and legacies of the past.

“They are the motive forces that must be utilised to contribute to the transformation of our country, and this social transformation is instrumental in improving the material conditions of our people,” she said.

The minister announced that the window for online applications would close on 15 December, but urged students not to leave applying until the last minute.

Nkabane said that as of Friday afternoon, there had been over 170,000 applications, with most coming from KwaZulu-Natal, Gauteng and Limpopo.

“We want our learners to tap into these opportunities in order to ensure inclusion in the economic drive and skills revolution,” she said.

Simultaneously, NSFAS hosted activations at schools across the country to assist learners and out of school youth in applying for funding.

The minister, joined by Nomvalo and Sishi, invited a group of students from local schools and accompanied one learner in her application to the student fund scheme.

The launch was initially scheduled to take place on Tuesday, but Nkabane explained that the postponement was due to allow time for a dry run of the online application system. This was to allow stakeholders, including learners, better understand the system and make inputs.

While acknowledging any anxiety caused by the delay, the minister expressed her confidence, saying that the various input meant that the process would be easier and more accessible to applicants.

Nkabane said the improvements formed part of an ongoing effort to address issues that had previously plagued applications, including system crashes and fund disbursement delays.

Nomvalo outlined the application process and said while the NSFAS bursary was available to applicants coming from households with a combined income of R350,000 and less, the scheme provided loans to applicants from homes with an
income between R350,000 and R600,000.

Nomvalo confirmed that the provision of incomplete and incorrect information would culminate in a rejection, but added that applicants would be given an opportunity to appeal.

He reminded aspiring applicants to apply to their respective institutions of higher learning as registration at a university or college is one of the main perquisites for a successful application.

Nomvalo highlighted the outreach programmes the scheme was intent on establishing throughout the country, especially in remote and rural areas to assist with the application process.

He announced the scheme’s establishment of a dashboard, which was expected to monitor applications and assist NSFAS in responding to challenges and issues on the ground.

He called on learners as well as out-of-school youth to visit the website, create a profile and start the application process.

Nomvalo said affidavits would not be accepted, and that originals were required.

Representatives of several political party youth formations attended the launch, including the African National Congress Youth League, the Umkhonto weSizwe (MK) party’s student wing and ActionSA.

The scheme has been at the centre of controversy due to inefficiencies, with many applicants facing communication breakdowns and challenges with payments.

However, the leadership of NSFAS have said that they remain optimistic about a smoother application process.

INSIDE EDUCATION

The post Higher education minister confident about NSFAS online application launch appeared first on Inside Education..

THE National Student Financial Aid Scheme (NSFAS) has commended the cooperation from all universities and Student Representative Councils (SRCs) who ensured that the February allowance payment was implemented seamlessly.

This follows a media briefing held on Monday where NSFAS reported that universities would be facilitating the payment of allowances for the months of February and March 2024.

In a statement issued over the weekend, NSFAS reported that 25 out of 26 universities have paid the February allowances, as per their commitment dates.

The allowances paid include the book, accommodation, transport, food, and personal care allowances.

“The University of South Africa (UNISA) is finalising the process of determining allowances based on the number of modules registered by students. All the universities will also be handling the payment of March allowance,” NSFAS said.

The scheme reminded institutions to allow direct payment service providers to conduct the process of onboarding students, while they continue with payments.

Universities are also reminded that direct payments of allowances for the 2024 academic year will commence in April 2024.

“The process of the payment of allowances to Technical Vocational Education and Training (TVET) colleges commenced on 6 March 2024 and NSFAS will provide further details on these processes within the forthcoming week,” NSFAS said.

NSFAS has called on institutions, both universities and TVET colleges, and students who have not been onboarded on the NSFAS portal to do so immediately, as this is a requirement to ensure that accommodation allowances are paid without any delays.

“Failure to onboard students will result in delays in the payment of accommodation allowances. Accommodation providers are therefore requested to ensure that leases that are generated through the portal are signed by all students in their residences,” NSFAS said.

The scheme also reiterated that it does not have any arrangements with unaccredited accommodation providers.

“NSFAS is against any form of corruption and bribery that is alleged to be taking place in some institutions, between accrediting agents, accommodation providers, officials responsible for accommodation in institutions, and student leaders.

“This will not be tolerated….the scheme will work with law enforcement agencies to investigate all these reported cases of corruption. NSFAS will conduct sting operations in institutions to ensure that students are not further exploited,” NSFAS warned.

The scheme encouraged students and members of the public to report any suspected fraud to NSFAS through the whistleblowing hotline Vuvuzela. The toll free number is 0860 247 653 or they can SMS Call-back to 30916.

NSFAS warned it will not take lightly any security compromise from the accommodation providers and will always hold property owners accountable for the safety of students in their properties.

On students’ transport, NSFAS reminded accommodation providers who are within a 5km radius and above of their responsibility to provide transport to students to their respective campuses and back.

INSIDE EDUCATION

The post Stakeholder cooperation enables NSFAS February allowances to be paid on time appeared first on Inside Education..

Breaking the trend of negative publicity around institutions like them, the innovative Chemical Industries Education and Training Authority (CHIETA) has gone beyond the narrow confines of the industry to launch Smart Skills Centres in Saldanha Bay, Gqeberha and Babanango. 

More than 6,000 youth from the communities have used the centres. 

While the centres come in different sizes depending on the communities they serve, they all feature several pods in which virtual reality and augmented reality technologies can be used, with other pods providing laptops for surfing the internet, doing training or even job interviews. Connectivity and data are also provided. 

Getting people, especially women and girls, familiar with and confident in using technology is part of making them work-ready. At these centres, rural youth are taught digital skills, and they can keep up to date with artificial intelligence developments and get the latest in robotics and artificial intelligence. 

The following smart centre will be launched in the Highveld Industrial Park in Mpumalanga, on the former Highveld Steel and Vanadium factory site. The CHIETA wants to establish similar centres in all nine provinces. 

Although their research shows that data analysis is the number one skill petroleum companies seek, CHIETA remains duty-bound to do what it can to deepen the pool of data analytics talent for the benefit of its stakeholders. But it is also broadening how it interprets its remit, ensuring that it can positively impact the country’s high youth unemployment challenge. 

One of their groundbreaking initiatives is What About the Boys, a Gender Violence initiative in partnership with Primestars and several corporations, teaching 20,000 young boys about dealing with masculinity and learning about entrepreneurship. 

“We’ve got a good story to tell,” remarked Yershen Pillay, the chief executive officer of CHIETA, which received a clean audit, met 100% of its targets and grew levy income year-on-year from R592 million to R621 million. 

With a mission of “innovating for impact”, Pillay presented the CHIETA 2022/2023 Integrated Annual Report at its Annual General Meeting on 1 December in Sandton, saying that CHIETA was determined to continue making a difference and continue working on the hydrogen economy for which it has gained a growing reputation as a leader in the green economy. 

During International Day of Women and Girls in Science at the weekend, CHIETA could take comfort from the fact that they’re putting resources behind dozens of young girls – at least 217 last year – with positive results to boot. 

The Eastern Cape Department of Education recognised hard-working matriculant Liyabona Ncanywa as one of the province’s top achievers in the National Senior Certificate Examinations. 

CHIETA assisted her with tuition and school fees through its Science, technology, engineering, and Mathematics (STEM) fund, which supports 1,000 learners nationwide. 

Through its various programmes, including the upcoming Discretionary Grant Funding Windows and working with corporations. CHIETA provides potential opportunities for 615 internships, 1085 leadership, 1 395 skills programmes, and 1285 TVET students for Work Integrated Learning. 

Such investment in skills development is vindicated when learners like Liyabona show evidence that investment in our youth bears fruit. It certainly encourages others to do more to ensure that the goals of the United Nations become a reality for women and girls worldwide. 

In 2016, the UN declared the 11th of February International Day of Women and Girls in Science to encourage more girls and women to take jobs in science, technology, engineering, and mathematics (STEM subjects). But can they take their place without support? 

INSIDE EDUCATION

The post With a clean audit and meeting 100% of its goals, CHIETA has a great story to tell  appeared first on Inside Education..

In the South African tertiary education landscape, Higher Certificate training plays an important role in providing bridging courses for school-leavers who are not yet ready for longer term studies, as well as stepping stones into entry-level positions for young job seekers.  

SACAP (The South African College of Applied Psychology) has announced a new direction for its Higher Certificate in Business Management and Higher Certificate in Human Resources Management programs to make these one-year training courses more accessible.

Lee-Ann Drummond, Head of SACAP’s Management & Leadership faculty says, “SACAP is committed to finding innovative ways to ensure that our high-quality education is within the reach of the many young people who are thirsty for knowledge, skills, and work opportunities in the business field.  

These two redesigned SACAP Higher Certificate programmes give students meaningful insights into the Business Management and Human Resource Managements fields.  

They are vocational qualifications that focus on the practical skills and theoretical knowledge required for taking up entry-level positions in different industries.  Students have opportunities to develop essential skills such as problem-solving, critical thinking and communications.” 

Higher Certificate qualifications can serve as a bridge to a bachelor’s degree studies for students who did not pass Matric with a university exemption or for those who need to gain a better understanding of the world of work before they feel ready to choose a degree study path.

Students enrolled in SACAP’s Higher Certificates in Business Management and Human Resource Management can expect high levels of academic excellence and opportunities to develop applied skills, while being surrounded by community.  

Drummond says, “We’ve streamlined course costs by redesigning our delivery model to focus on providing a facilitator-led, structured learning path that is more self-directed.  These smart adaptations to our business-focused Higher Certificate courses have meant that we can make them more accessible by offering them at a significantly lower cost.”

Every week a facilitator will guide students through the targets and requirements.  There will be facilitated learning activities such as a forum discussion or a live presentation with a Q&A session.  

Students will engage with video and multimedia content as well as academic readings in their own direction, in their own time. Assessments such as quizzes are embedded in the learning process so that students get feedback and can gauge their mastery of a topic in real-time. 

Technology within the course structure includes built-in automatic triggers to activate personalized support from SACAP facilitators. 

SACAP has also introduced several new subjects in the education programs. The Higher Certificate in Business Management now includes coursework on Professional Communication and the Digital Landscape, Principles of Economics, Marketing Management, Supply Chain Management and Project Management. New subjects in the Higher Certificate in Human Resource Management program are Occupational Health and Safety Management, Professional Communication and the Digital Landscape and Project Management.

Drummond concludes, “There’s facilitation, feedback and support, however, as with all online learning, these are courses that require students to be self-directed, self-motivated and able to engage independently with a variety of information sources and formats.  

“SACAP Higher Certificate programs offer adaptive learning pathways that empower young people to develop their capacities for self-management and self-mastery.  These are abilities that are highly valued in the modern world of work and so through studying, they have opportunities to hone the 21^st century skills that employers are seeking.”

Applications for SACAP’s Higher Certificate programs are now open. Visit sacap.edu.za to register.

INSIDE EDUCATION

The post New Direction for Business Higher Certificate Course appeared first on Inside Education..

One of the country’s leading training institutions, the Graduate Institute of Financial Sciences (GIFS), claims it has been victimised because it blew the whistle on alleged corruption at the Insurance Sector Education and Training Authority (INSETA). 

GIFS won a court judgment in December ordering INSETA to reinstate GIFS’ full certification within 24 hours; withdraw all unlawful notifications it had distributed to industry stakeholders informing them of GIFS’ de-accreditation; reassure the public on its website and via email of the complete restoration of GIFS’ accreditation and pay the costs of GIFS’ legal counsel. INSETA has ignored the court order.

While INSETA fights a provider which works with top skills levy-paying South African companies, hundreds of students have not received their accreditation, leaving them in limbo, unable to work in the sector. 

In its urgent High Court interdict on January 4, GIFS’ legal counsel accused INSETA of corporate bullying and victimisation. They argued that the withdrawal of GIFS’ accreditation was based on a GIFS fraud investigation report compiled just over two years ago, now under review in the courts. GIFS maintains the report is fraught with trumped-up allegations, overt bias, glaring irregularities and multiple procedural flaws. It has only held off on its legal review as INSETA renewed its accreditation after the report was finalised in 2021.

GIFS gas asked the Public Protector for assistance in resolving the impasse, citing concerns centre around key personnel changes, potential conflicts of interest, and apparent irregularities in tender processes, which have raised serious questions about the organization’s adherence to ethical and legal standards.

“We have encountered persistent inefficiencies and incompetence on the part of INSETA, specifically in the issuance of certificates for learners. GIFS has repeatedly brought to INSETA’s attention the inaccuracies in certificates and instances of certificates being issued to learners who do not qualify.”

INSETA has been accused of issuing certificates to learners who do not meet the necessary qualifications, not only compromising the quality and integrity of the education system but also raises serious questions about INSETA’s commitment to upholding industry standards. 

“Despite our continuous efforts to address this issue, there has been no response or corrective action from INSETA.”

Instead of addressing the issues at hand, INSETA has chosen to victimize GIFS, creating an environment that stifles legitimate concerns.

In light of INSETA’s mandate to enhance skills and generate employment, the current predicament reveals a concerning backlog of 5500 learners within the system. This backlog, according to GIFS, not only places the employment opportunities for these learners in jeopardy but also exposes employers to potential compliance risks. 

“There is a prevailing concern that INSETA may not have the intention to disburse the funds owed to employers for the learners, potentially attributing the delay to administrative issues. This situation raises serious questions about the fulfilment of INSETA’s core objectives and the safeguarding of the interests of both learners and employers within the framework of its mandate,” claimed GIFS. 

Furthermore, GIFS called for specific entities such as QI Solutions, Milumbe Consulting CC and Octomate to be thoroughly investigated for their involvement in irregularities, especially in relation to ghost learners and collusion of tenders.

Senior managers at INSETA have raised concerns about the tender processes and the awarding of an IT contract to QI Solutions, asserting that it was unsuitable and incompatible with the sector. They advocated for the removal of the provider on grounds of non-performance and, as a result, have faced victimization. 

These officials forewarned of the potential decline of the sector. The unjust allocation of tenders to unqualified providers has become evident in the day-to-day operations of the insurance sector, where Skills Development Providers (SDP) witness individuals who do not meet the qualification criteria obtaining certificates, nonetheless. 

Similar to the repercussions faced by employees who spoke out, comparable actions have been taken against Skills Development Providers to stifle their voices and dissent. Tenders are being awarded to entities beyond the insurance sector, exacerbating the disadvantage faced by South African youth in securing meaningful opportunities and consequently widening the unemployment gap. 

“INSETA, through its actions or lack thereof, is falling short of its mandated responsibilities. Moreover, the organization is misappropriating public funds designated for skills development to initiate and finance legal actions against its own employees and other stakeholders, including an SMME like GIFS.”

INSETA CEO Gugu Mkhize confirmed that the Graduate Institute of Financial Sciences (GIFS) has been de-accredited effective as of 14 December 2023. This was following an appeal ruling made by the Quality Council for Trades and Occupations (QCTO). 

“We are aware of the correspondence received from the Office of the Public Protector. At this time, we would like to inform you that the issue in question is currently being handled internally. 

“We understand the importance of transparency and accountability, and we are committed to addressing any concerns in a thorough and timely manner.  As the INSETA, our primary focus is on resolving matters efficiently and ensuring that we maintain a fair and impartial process. 

“We recognise the value of open communication with the public and the media, and we will provide updates as appropriate, keeping in mind the confidentiality and sensitivity of the allegations,” she said. 

As regards to the specific questions raised, which most of them are directly or indirectly related to pending legal proceedings, kindly note that INSETA is currently prejudiced to make comments on incomplete legal proceedings and matters that are sub judice. 

“As a public institution, INSETA remains committed to the promotion of the Skills Development Act aimed at inclusive and participatory skills development. INSETA endeavours to fulfil this mandate in partnership with the QCTO, stakeholders and learners.”

OUTA is expected to partner with GIFS in taking up the investigation as an extension of its work on unearthing corruption in South Africa. 

On Wednesday, former Deputy President, Dr Phumzile Mlambo-Ngcuka, will deliver a keynote address via video and GIFS CEO, Dr Kershen Pillay, will lead a discussion on ‘Ethical Leadership in Education’, together with other high-profile guests on a panel, exploring the growing need for ethical leadership in our country, especially in education. 

INSIDE EDUCATION

The post Students suffer amid growing irregularities at INSETA appeared first on Inside Education..

The 18-years-old Zonke Thwala from KwaZulu-Natal told Inside Education that despite challenging home circumstances she had to find ways to get the best matric results. 

Thwala, together with other 33 matriculants, were awarded as top performers with multiple distinctions by Basic Education Minister Angie Motshekga on Thursday night.

Born in Verulam, she wants to study Bcom Accounting at the University of Pretoria.

INSIDE EDUCATION

The post 2023 Matric top achiever: Thwala is grateful for support from her family, church and school appeared first on Inside Education..

In times of rapid, constant transformation and unprecedented challenges that demand urgent solutions, the call for innovation and creative thinking skills in 21st Century workplaces has never been more resounding. As industries shift towards adaptability and agility, the ability to nurture creativity in the younger generation becomes a vital investment in the workforce of tomorrow.

Mark Anderson, principal and co-founder of Koa Academy, underscores the pivotal role of creative thinking in today’s fast-paced world: “Education must keep pace with the rate of change we see in the world and meaningfully reflect and address real-world needs. 

“Adaptability and innovative solutions are already paramount across all fields of human endeavour, and therefore, supporting children in developing their creative thinking skills is not just an educational ideal—it is a strategic necessity that will shape the leaders and problem solvers of the next generation. Both educators and parents play a vital role in championing learning and an upbringing that prioritises cultivating vital soft skills such as creativity.”

Shifting the Spotlight on Creativity

To truly harness the power of creativity, there needs to be a shift in mindset regarding what creativity is and how it manifests in the modern world. Traditionally, creativity has been strongly associated with the arts and natural talent for artistic endeavours. 

This led to the misconception that creativity could only be intentionally developed in the art classroom, music room, dance group, or drama club. 

However, creativity and creative thinking are critical components in Mathematics and Science, accounting, business studies, and entrepreneurship education. Moreover, it’s essential to emphasise that innovative thinking and skills are not innate; they are cultivated through experiences and in conducive environments. With the right opportunities, all children can develop creative skills.

Traditional Schooling vs. Creativity

Traditional schooling can inadvertently inhibit creativity in several ways:

1. Assessment Practices: Traditional tests and exams often prioritise memorisation, discouraging creative thinking by focusing on finding a single correct answer. Innovative approaches are needed to encourage ambiguity, critical thinking, and problem-solving.

2. Subject Silos: Early specialisation in subjects limits creativity by compartmentalising knowledge. Promoting interdisciplinary connections can encourage innovative thinking.

3. Prioritizing Hard Skills: Traditional education prioritises hard skills over soft skills, such as creativity. A critical shift is needed to regard soft skills, including creativity, as foundational skills that should be developed across all subjects.

Nurturing Creativity: A Collaborative Effort

Parents and teachers can play a crucial role in nurturing creativity in children. Here are eight ways to foster creativity:

1. Encourage Curiosity: Foster curiosity by asking open-ended questions, engaging in debates, and exploring new knowledge and experiences. Adults rekindling their curiosity can positively impact children.

2. Embrace Boredom: Allow children the space to think creatively by resisting the urge to provide instant stimulation. Boredom can spark imaginative thinking and problem-solving.

3. Solve Problems Creatively: Teach children to break down complex problems into manageable parts and creatively solve them step by step.

4. Nurture Passions: Support and encourage children’s interests, allowing them to develop soft skills associated with creativity as they explore their passions.

5. Reframe Failure: Shift the perspective on failure from an obstacle to an opportunity for reflection and growth.

6. Engineer the Environment: Create conducive physical spaces that enhance creativity through natural light, controlled sound, and flexible, personalised tools.

7. Intentional Discipline: Structure time for creative thinking or play, treating creativity as a muscle that benefits from intentional exercise.

8. Seek Diversity: Exposure to diverse experiences helps individuals see things from different perspectives, fostering new associations and connections.

In conclusion, nurturing creativity in the 21st century requires a collaborative effort between educators and parents. By redefining the role of creativity in education and implementing strategies to foster creative thinking, we can prepare the next generation of leaders and problem solvers to thrive in an ever-changing world.

INSIDE EDUCATION

The post Nurturing Creativity in the 21st Century: A Collaborative Effort of Educators and Parents appeared first on Inside Education..

Basic Education Minister Angie Motshekga said on Sunday the department has enhanced security measures to prevent paper leaks in all nine provinces as Grade 12s prepare to start writing their 2023 exams from Monday.

Briefing the media in Tshwane ahead of the exams Motshekga said the State Security Agency (SSA) has also audited all security enhancement processes. 

“Provincial Education Departments (PEDs) must follow standard operating procedures training storage point managers in security protocols. Moreover, specific collection times for question papers by chief invigilators have been established to deter early access. Each PED has its own irregularity committee to anticipate and mitigate the crisis,” she said. 

Motshekga also said all PEDs and schools have devised contingency plans, including backup generators to mitigate challenges of load shedding that has been brought to Stage 2 from Sunday.

The Computer Applications Technology (CAT) and Information Technology (IT) Paper 1 examinations were conducted this week without power issues, with isolated incidents, she said, adding that the affected candidates were isolated and managed. 

If there were power interruptions Motshekga said the DBE will offer a backup paper if needed.

“In South African Sign Language Home Language (SASL HL), candidates’ laptops will be fully charged before each examination commences, and backup power supply measures have been put in place”.

Over 717 377 candidates have registered to participate in the final examinations across 6,898 centres nationwide. 

Motshekga said the figures are not mere statistics; they embody the aspirations, dreams, and relentless efforts of Grade 12 learners.

“They stand as a testament to the resilience of our students and the continuous dedication of the Department of Basic Education in providing them with a platform to succeed.

“When we compare this year’s figures to 2022, we observe a gradual decrease in the number of candidates, 34,626 candidates, and this could be attributed to the fact that more candidates complete their qualifications on time,” she said.

There has been an increase in the number of part-time learners from 168 631 in 2022 to 181 143 in 2023 (an increase of 12 512).

A total of 207 question papers, 72 500 invigilators and 52 500 markers will drive the examinations process.

The quality assurance body Umalusi has approved all question papers to be administered in the 2023 Examinations and given the nod to the exams.

Motshekga will on Monday monitor the first day of the 2023 matric examinations in Ekurhuleni, Gauteng and will be joined by Gauteng Education MEC Matome Chiloane.

INSIDE EDUCATION 

The post DBE ropes in State Security Agency to ensure there are no matric exam paper leaks – Motshekga appeared first on Inside Education..