Basic Education Minister Siviwe Gwarube has called for stronger education cooperation between South Africa and China, focusing on skills development, technical and vocational education, Mathematics and Science, and language learning.

Speaking at the World Chinese Language Conference in Beijing on Friday, Gwarube said South Africa valued its longstanding relationship with China and the opportunities it had created for teachers, education officials and learners through knowledge-sharing, cultural exchanges and educational partnerships.

“China and Africa are partners whose economic and strategic importance will continue to grow,” Gwarube said.

“China has emerged as a global economic powerhouse, while Africa is poised to become the world’s fastest-growing economic region and home to its largest working-age population.”

She said the relationship between one of the world’s largest economies and a continent with enormous economic and demographic potential presented opportunities of historic significance.

Gwarube said China-Africa trade reached approximately US$348 billion in 2025, representing growth of 17.7% from the previous year.

“China’s industrial capacity, infrastructure development and technological expertise offer important opportunities for African countries seeking to industrialise, strengthen manufacturing and participate more meaningfully in global value chains,” she said.

However, she said the full potential of China-Africa relations could not be measured through trade and investment alone.

“Our partnership must also be built on education, culture, knowledge exchange and the development of human capabilities,” she said.

Gwarube said education offered enormous potential for a deeper and more strategic partnership between the two countries.

She pointed to China’s investment in education, science, technology and skills development, saying it had helped build the human capabilities underpinning its economic and industrial advancement.

“This offers important lessons for Africa,” she said.

“Our continent cannot realise its economic ambitions without deliberately investing in the skills required to support them.”

She said South Africa saw significant opportunities to strengthen cooperation in early childhood development, foundational learning, teacher development, and Mathematics and Science education.

“We are equally interested in learning from China’s experience in technical and vocational education and the pathways it creates between schooling, further study and employment,” she said.

School partnerships, teacher exchanges and institutional collaboration could translate these opportunities into meaningful improvements in classroom practice and educational outcomes.

Turning to language education, Gwarube said language carried histories, preserved cultures, communicated values and enabled the exchange of ideas. It also had an important economic dimension.

“As our economies become increasingly interconnected, multilingualism creates opportunities for international trade, diplomacy, tourism, innovation and investment,” she said.

She said language education needed to respond to the demands of an evolving global economy, raising questions about how learners could be equipped with language skills that opened doors to international opportunities.

She also raised the role of digital platforms and artificial intelligence in making language acquisition more accessible, as well as the need to strengthen teachers’ ability to deliver effective language instruction.

“These are practical questions that should inform our cooperation,” she said.

Gwarube said South Africa recognised the importance of promoting Chinese language learning as part of a broader commitment to multilingualism and international understanding.

She added that South Africa welcomed opportunities to share its linguistic and cultural diversity with Chinese learners and institutions.

“Such exchanges should produce tangible outcomes: stronger institutional partnerships, expanded student and teacher exchanges, improved language teaching capacity and greater opportunities for young people,” she said.

Addressing Africa’s youthful population, Gwarube warned that a large young population did not automatically translate into prosperity.

“The demographic dividend is realised when young people are healthy, educated, skilled and economically productive,” she said.

She said governments had a responsibility to ensure that the demographic transition became a dividend rather than a burden.

“The future of China-Africa relations must be built on the understanding that the prosperity of one partner can contribute to the prosperity of the other,” she said.

“Our shared future begins with investing in people. It begins in our classrooms, universities, technical colleges and research institutions. It begins with the languages we teach, the knowledge we share and the opportunities we create for the next generation,” she said.

Gwarube said the World Chinese Language Conference should strengthen efforts to place education and language at the centre of the next chapter of China-Africa cooperation.

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The KwaZulu-Natal Bid Appeals Tribunal has recommended that the provincial Department of Education’s R2.1 billion school nutrition tender be set aside and the bidding process started afresh after finding material irregularities.

The tribunal’s ruling was circulated to all parties on Friday, following months of reviewing arguments and documents submitted during the appeals process.

It received 113 appeals from unsuccessful bidders who argued, among other things, that certain winning bidders should have been disqualified.

They also alleged that the Bid Evaluation Committee (BEC), which they claimed included officials with suspected ties to ANC factions, had failed to evaluate bids properly.

The appellants further argued that the Bid Adjudication Committee (BAC) had failed in its duties and that the procurement process lacked fairness and transparency. They called for the entire tender process to be cancelled.

The tender was awarded in January this year.

According to the final ruling, the department used various tactics to frustrate unsuccessful bidders attempting to challenge its decision.

At one point, the department’s legal representative argued that individuals representing their companies should not be allowed to make submissions because they had no legal training. The tribunal dismissed the argument.

After reviewing the bid documents, the tribunal identified several irregularities, which it detailed in its ruling.

“On a similar sloppy evaluation of a critical component of the bid criteria, the Department’s functionaries committed what the Tribunal figuratively calls a ‘cardinal sin’. It is inexcusable that bidders who failed to comply with a pricing condition could find themselves contracted to the Department.

“A risk exists in the event of any dispute, such as non-delivery or sloppy delivery. Instead of eliminating non-compliant bids, the Department seeks to contract with several bidders who had different word numbers and figures on the price page. The following bidders’ bids are fatally flawed,” reads one of the tribunal’s findings.

It also noted discrepancies involving the registration of some companies awarded contracts under the lucrative tender.

It concluded that the department had deviated from the tender conditions and failed to maintain proper records.

“The Tribunal is satisfied that the Department deviated from the bid conditions and failed to keep a proper record, as required by its Policy. The Department committed several material irregularities which impacted the fairness of the evaluation and adjudication of the Appellants’ bids. In determining a just and equitable remedy, the Tribunal has considered the facts of the bid against the correction of the defects and material irregularities it has identified.

“Having regard to the seriousness, magnitude and cumulative effect of the material irregularities established, and exercising its discretion in formulating an appropriate recommendation under the applicable KwaZulu-Natal Supply Chain Management Policy Framework, the Tribunal is satisfied that the appropriate and proportionate remedy is to recommend that the awards be set aside and that the entire NSNP procurement process commence afresh, de novo.

“In the Tribunal’s view, this recommendation…seeks not merely to address individual irregularities, but to restore the integrity of the procurement process, vindicate the constitutional requirements governing public procurement and ensure that all prospective bidders are afforded a fair and equal opportunity to compete.”

The feeding scheme provides meals to more than 2.4 million learners daily, equivalent to about 48 million meals in a typical school month. According to the provincial department’s latest annual report, released in October 2026, 88% of learners benefited from the programme during the 2025/26 financial year.

The programme has been dogged by procurement controversies for years.

In 2023, the department awarded a R1.2 billion contract to Pacina Retail under a centralised food supply arrangement, but delivery failures left learners at several schools without meals for nearly two weeks.

The Auditor-General subsequently classified the failure as a material irregularity that caused substantial harm to learners.

The controversy continued in 2025, with service providers protesting over unpaid invoices and further allegations of irregularities in nutrition contracts.

In September 2026, the DA referred the latest tender dispute to the Special Investigating Unit, calling for an independent investigation into alleged procurement irregularities.

The department had not commented at the time this report was compiled.

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Small Business Development Minister Stella Tembisa Ndabeni says South Africa’s education system must do more to prepare young people to create businesses and employment opportunities rather than simply seek jobs.

“For many years, our education system has largely prepared learners to complete their studies and seek employment. While employment remains important, we must also prepare our young people to become innovators, entrepreneurs and creators of employment opportunities,” she said while speaking at eMthunzini Primary School in Mamelodi, Pretoria, on Thursday.

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Ndabeni returned to the school to hand over business equipment and supplies, fulfilling a commitment made during an Entrepreneurship Market Day held in October last year.

The event gave pupils an opportunity to develop and demonstrate their business ideas.

Ndabeni said the government’s National Entrepreneurship Strategy sought to strengthen entrepreneurship education, skills development and a culture of enterprise.

“We want learners to understand that entrepreneurship is not something that begins only after completing school or obtaining a qualification. It can begin with a simple idea, identifying a need within the community and finding a creative way to address that need,” she said.

The equipment handed over on Thursday was intended to support business activities identified by learners during last year’s event.

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These included stock for a school spaza shop, a gas braai for preparing wors rolls and a baking oven for baking and coffee-related activities.

Learners interested in agriculture received seedlings, while those exploring beauty and personal care businesses were supported with makeup kits, hair clippers and massage equipment.

The department also provided a DJ controller, art supplies, knitting and beadwork materials, and video-content creation equipment.

Other supplies included sneaker-cleaning products, car-washing equipment and chemicals, as well as a voucher for a gaming booth.

“This handover is not simply about donating equipment. It is about investing in skills, building confidence and creating an environment in which young people can learn the fundamentals of running a business,” Ndabeni said.

She said South Africa’s challenges of unemployment, poverty and inequality required new approaches to preparing young people for economic participation.

But she also said that successful entrepreneurship involved more than generating sales.

“Young entrepreneurs must learn how to calculate costs, manage income, save, reinvest and grow their businesses.”

She also called on teachers and school management to ensure that the equipment was properly maintained and incorporated into ongoing learning activities.

Educators were encouraged to teach learners basic financial recordkeeping, business costs, teamwork and sustainable management.

The minister said the programme’s success would be measured by the knowledge and business skills learners developed, rather than the equipment they received.

She told parents and communities to support young people’s entrepreneurial ambitions and said she hoped to return to the school to hear how former learners had used their experiences to establish businesses.

“The businesses of tomorrow can begin with the ideas and practical lessons you develop in your classrooms today,” she said.

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The Department of Basic Education (DBE) has expressed concern over persistent absenteeism among part-time matric candidates, urging those registered for the 2026 examinations to attend their remaining papers.

In a statement on Thursday, the department said the National Senior Certificate (NSC) examinations were progressing satisfactorily, but attendance among registered candidates, particularly those studying part-time, remained a concern.

The DBE acknowledged that many part-time candidates were juggling employment, family responsibilities and their studies, but urged them to complete their examinations to improve their prospects for further education, training and employment.

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The department said it recognised that personal and socioeconomic circumstances could prevent candidates from attending examinations and would continue working with provincial education departments to identify and address these challenges.

However, it did not provide figures indicating how many candidates had missed examinations or how absenteeism compared with previous years.

The 2026 NSC examinations began on 13 October and are scheduled to conclude on 26 November.

As the examination period enters its final stages, the department has also warned candidates against dishonesty and other forms of misconduct that could undermine the credibility of the matric qualification.

Candidates have been reminded of the examination pledge and their responsibility to comply with regulations prohibiting cheating, unauthorised assistance, possession of prohibited materials and other activities that compromise examination security.

“The integrity of the National Senior Certificate is a collective responsibility, and every candidate has an important role to play in protecting its credibility,” the department said.

The DBE called on candidates to remain disciplined and focused as they prepare to write their remaining papers.

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Meanwhile, the department has urged provincial education departments and examination centres to remain alert to potentially disruptive weather conditions, including extreme heat, heavy rainfall and thunderstorms.

It identified parts of Limpopo, Mpumalanga, North West and the Northern Cape as areas requiring particular attention because of potentially extreme temperatures.

Provinces experiencing heavy rainfall and thunderstorms have been advised to monitor weather conditions and possible disruptions to transport routes and examination venues.

The department encouraged provincial education officials to coordinate with the South African Weather Service and local disaster management authorities to implement precautionary measures where necessary.

Examination centres have also been urged to ensure adequate ventilation, access to safe drinking water and functional sanitation facilities, particularly during periods of extreme heat.

Candidates were advised to remain hydrated, avoid unnecessary exposure to direct sunlight and allow sufficient travelling time when weather conditions could affect transport.

The DBE said the safety of candidates and examination personnel remained a priority, with provincial departments encouraged to activate contingency plans where necessary.

Preparations are also under way for the marking of examination papers, with marking centres scheduled to become operational between 26 and 28 November.

Marking is expected to begin on 1 December 2026.

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KwaZulu-Natal Education MEC Sipho Hlomuka visited a Durban school on Wednesday to monitor matric examinations after a bitter dispute over classroom surveillance cameras disrupted teaching for months.

He visited uMkhumbane Senior Secondary School in the uMlazi District as Grade 12 learners wrote their Business Studies Paper 1 examination, assessing efforts to restore academic stability following a boycott by 22 educators.

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The disruption raised concerns about lost teaching time and whether learners preparing for their National Senior Certificate (NSC) examinations would be able to catch up.

“We had to compromise, because when you negotiate, there are things that you put in place for the sake of the children,” he said, according to the Daily News.

The disagreement centred on CCTV cameras installed in classrooms in 2025 to address safety and disciplinary concerns.

Some educators objected to the cameras, raising concerns about privacy and inadequate consultation. Tensions escalated earlier this year, with 22 teachers withdrawing from teaching.

The KZN Department of Education initially instructed the school to remove the cameras.

However, the school governing body (SGB), supported by the National Teachers’ Union (NATU), challenged the instruction in court.

In March, the Pietermaritzburg High Court ruled in favour of the SGB, allowing the cameras to remain installed.

The dispute was further complicated by the suspension of principal Ntokozo Ngobese that same month.

The department said that his suspension was unrelated to the CCTV row, saying it followed allegations of insubordination, including his alleged refusal to allow a reinstated educator to resume duties.

As the standoff continued, the SGB appointed temporary teachers to prevent further disruptions to the academic programme.

Parents also became involved, with some accusing the protesting educators of compromising their children’s education.

According to GroundUp, parents protested when the educators were reinstated, demanding accountability for the teaching time lost during the boycott.

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Following negotiations involving the department, educators, organised labour, parents and school management, all 22 teachers and Ngobese returned to the school in June.

KZN Education Head of Department Nkosinathi Ngcobo welcomed their return, saying disputes should not interfere with learners’ education.

“The education of our children cannot be compromised. We are encouraged by the spirit of cooperation displayed by all parties in resolving the challenges that confronted the school,” Ngcobo said in a departmental statement issued in June.

During Wednesday’s visit, Hlomuka said departmental officials would continue monitoring teacher attendance and the implementation of the academic recovery plan.

According to the Daily News, Hlomuka said the disagreement was not necessarily about the presence of surveillance cameras, but rather the consultation process surrounding their installation.

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He also appealed to parents who had kept their children at home during the unrest to ensure they returned to school.

“Not only in Grade 12, but all grades, because all other grades feed into Grade 12,” Hlomuka said.

The MEC expressed confidence that the school could achieve good examination results, acknowledging the work of educators, departmental officials and other stakeholders in restoring stability.

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The University of the Free State (UFS) is exploring international research and academic partnerships as it prepares to establish its School of Veterinary Sciences in Bloemfontein.

A seven-member UFS delegation led by Deputy Vice-Chancellor for People and Operations, Professor Bulelwa Nguza-Mduba, recently visited France to explore collaboration opportunities in veterinary education, research and clinical training.

The delegation, which travelled from 7 to 13 October 2026, visited VetAgro Sup, a French veterinary institution with a history dating back to 1761, to gain insights into veterinary education and the operation of teaching hospitals.

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The visit was undertaken at the invitation of Vincent Abt, French Agricultural and Food Counsellor for Southern Africa, and facilitated through the university’s Land, Enterprise and Agricultural Futures (LEAF) initiative.

The engagements come as the UFS works towards establishing a Veterinary Academic Hospital on its South Campus in Bloemfontein. The facility is expected to provide supervised clinical training for students while extending veterinary services to surrounding communities.

UFS Vice-Chancellor and Principal Professor Hester C. Klopper previously said the establishment of a veterinary science programme reflected the university’s commitment to transdisciplinary research and addressing national priorities through innovation in higher education.

The initiative also seeks to address South Africa’s shortage of veterinary professionals, which has implications for food security, animal welfare, public health and agricultural productivity.

A Western Cape government statement published on 28 February 2023, titled South Africa bleeding veterinarians, said the country had approximately 60 to 70 veterinarians per million people, compared with an international norm of between 200 and 400.

“The opportunity for the UFS is not simply to produce veterinarians, but to develop graduates and partnerships that contribute to the well-being of communities, the sustainability of agriculture, and the resilience of our national animal health systems,” said Nguza-Mduba.

During the visit to VetAgro Sup’s teaching hospital, UFS Estates representatives Nico Janse van Rensburg and Christopher de Jongh examined the layout of clinical facilities and the movement of patients through the hospital.

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The university said the observations would inform planning for its Veterinary Academic Hospital, particularly its clinical infrastructure and operational requirements.

The proposed facility will provide students with opportunities to gain supervised clinical experience as part of their training, while the nearby Paradys Experimental Farm will expose them to livestock production systems and prepare them for veterinary practice in South African agricultural conditions.

Discussions also explored opportunities for postgraduate supervision, academic staff exchanges and joint research projects. Student exchanges could be introduced once the UFS veterinary school becomes operational.

Dean of the Faculty of Natural and Agricultural Sciences Professor Paul Oberholster said the visit demonstrated the value of international partnerships while keeping South Africa’s agricultural priorities in focus.

“The engagements in France demonstrated the value of learning from international experience while remaining focused on the realities and priorities of South Africa,” Oberholster said.

The delegation also attended the Sommet de l’Élevage livestock exhibition in Clermont-Ferrand, where it was exposed to developments in livestock production.

Meetings with pharmaceutical company Boehringer Ingelheim and Montpellier-based veterinary diagnostics company IDVet explored how industry expertise could complement academic research, particularly in disease surveillance and diagnostics.

LEAF manager and senior lecturer in agricultural economics Dr Lindie von Maltitz said the initiative was creating opportunities for international cooperation in veterinary and agricultural research.

“LEAF opens doors for international veterinary and agricultural collaboration, and this visit is an example of how we aim to translate international engagement into practical opportunities for collaborative research, education, and innovation,” von Maltitz said.

The university said it expected a reciprocal visit by Abt and representatives of VetAgro Sup to identify shared research priorities and potential areas of cooperation.

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South Africa wants to expand its scientific and technological cooperation with China beyond research and into industry, with a focus on commercialising innovations, protecting intellectual property and ensuring that scientific breakthroughs benefit communities.

Deputy Minister of Science, Technology and Innovation Nomalungelo Gina said the two countries were collaborating in several sectors, including mining, space science, agricultural innovation and human capital development.

Speaking ahead of the 2026 China-Africa Innovation Cooperation and Development Forum on Tuesday, Gina said the partnership had made progress in several areas but needed to place greater emphasis on translating research into practical applications.

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“We’ve got quite a number of collaborations that we’re doing with them,” she said.

She highlighted cooperation in space science, particularly with China’s Hubei province, as one of the areas of collaboration.

On human capital development, Gina said the two countries had an annual student exchange programme involving 10 students from each country.

The programme allows students to access each other’s expertise, infrastructure and research facilities, including laboratories, while strengthening institutional ties.

Although she described the exchange programme as successful, Gina said a major challenge remained ensuring that scientific collaboration progressed beyond the research stage.

“Most of the time we collaborate and end up at the level of the research, but now we want to advance with China,” she said.

She said the next phase of cooperation should focus on moving research into prototype development, innovation and industrial application.

Gina identified commercialisation and intellectual property (IP) protection as key priorities, saying scientists needed to be protected and benefit from the knowledge and innovations they developed.

“Firstly, how do we protect the IP, the knowledge that they have?” she said.

She said South Africa was working with intellectual property agencies and seeking to strengthen cooperation with China to address challenges around commercialising research.

Gina said the ultimate objective was to ensure that scientific research produced practical solutions to challenges facing communities rather than remaining confined to laboratories.

“We strongly believe that science is to bring solutions to the challenges that our communities have faced with,” she said.

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“We don’t want to have those challenges, those solutions, just ending up with the laboratories, but how do we take them out to the industry so that people can benefit from the work that our scientists do.”

Beyond commercialisation, she identified space science as another important area of cooperation, pointing to South Africa’s capabilities in the sector and collaboration involving the Square Kilometre Array (SKA).

Agricultural innovation and food security were also among the areas in which the two countries could deepen cooperation, particularly through improved agricultural processes and food processing.

Gina said mining offered further opportunities for collaboration, with South Africa’s mineral resources complementing China’s scientific and technological capabilities.

She described the partnership as mutually beneficial and said South Africa valued its continued cooperation with China across various fields.

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The implementation of the Basic Education Laws Amendment (BELA) Act faces an estimated R51 billion infrastructure bill, with the Department of Basic Education (DBE) warning that funding shortages could delay the provision of Grade R classrooms and the employment of qualified teachers across the country.

Briefing Parliament’s Portfolio Committee on Basic Education on Tuesday, the department revealed that R6 billion is needed to provide Grade R infrastructure at schools without adequate facilities, while a further R45 billion is required to address the country’s classroom shortage.

The department said 4,844 public ordinary primary schools still require Grade R classrooms, despite the legal requirement for children to begin compulsory schooling in Grade R having taken effect.

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Of the country’s 15,861 public ordinary primary schools, only 11,017 currently have Grade R classrooms.

The infrastructure backlog presents a major challenge to the implementation of the Act, which came into effect in December 2024.

The department reported that only 136 Grade R classrooms were provided during the 2025/26 financial year, against the estimated R6 billion needed to ensure appropriate facilities at schools currently without Grade R infrastructure.

It said the cost estimate was based on the construction of appropriate Grade R facilities, with each classroom designed to accommodate 30 learners.

The department’s infrastructure plan provides for phased construction across provinces over the medium-term period, including 37 classrooms in the Eastern Cape in the current financial year, 70 in 2027/28 and 63 in 2028/29.

The broader classroom shortage is equally concerning, with the department estimating that 43,000 additional classrooms are needed nationally.

The estimated cost of addressing this shortage stands at R45 billion.

Beyond infrastructure, the department faces a substantial funding gap in ensuring that Grade R practitioners are properly employed and remunerated.

An estimated 13,600 Grade R practitioners are currently receiving stipends, including 5,600 who are already qualified teachers but are not being paid under full educator conditions of service.

An official from the department’s human resources team said: “We have on average 13,600 practitioners that are being paid stipends at the moment.”

“Of those 13,600, 5,600 are already qualified teachers and they are currently being underpaid,” the official said.

The department said R5.5 billion was needed to align qualified Grade R practitioners with full educator conditions, but only R342 million had been allocated over the 2026 medium-term expenditure framework period.

This represents approximately 6% of the required funding.

The department said provinces were currently making arrangements within their existing compensation budgets to accommodate Grade R posts.

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Limpopo and North West were the only two provinces that had incorporated Grade R into their 2027 post-provisioning processes, rather than relying on funds redirected from other compensation allocations.

The department is reviewing its post-provisioning norms, with a draft policy expected to be completed by November. Its longer-term objective is to incorporate Grade R educators fully into provincial post-provisioning budgets.

North West and Mpumalanga were also identified as the only provinces that exclusively appoint fully qualified Grade R educators.

The rollout of the Act’s regulations is another area facing delays, with none of the eight sets of regulations discussed by the department having been finalised.

The regulations cover learner admissions, school capacity, learner pregnancy, home education, teacher development, school governing body elections, unauthorised remuneration and the National Education Information System.

The department attributed the delays partly to requests for extensions from stakeholders and the time required for consultations, socioeconomic impact assessments and constitutional vetting.

Draft admission regulations attracted more than 62,000 public submissions, while the school capacity regulations received more than 40,000 submissions.

The capacity regulations were also subject to a court order requiring the department to complete the process within three years. Although the department acknowledged that the deadline had passed, it said it had submitted its application for a socioeconomic impact assessment certificate on 9 September, before the 10 October deadline.

The application remains under consideration.

An official responsible for the regulations acknowledged the missed deadline, saying: “These regulations, we missed the court order.”

On school admissions and language policies, the department reported progress in supporting schools to review their policies, particularly those serving diverse communities.

However, significant backlogs remain, with the Eastern Cape, KwaZulu-Natal and Limpopo accounting for approximately 87% of the outstanding reviews, according to figures raised during the committee briefing.

Committee member Sedukanelo Louw said nearly 12,000 schools had updated their admission and language policies but warned that substantial work remained.

“About 87% of the backlog sits in three provinces. We’ve got Eastern Cape, we’ve got KZN and Limpopo,” Louw said.

Louw also raised concerns about the department’s findings of potentially discriminatory admission practices, including the use of tests, interviews and demands for proof of employment and other documents when admitting learners.

The department’s presentation further highlighted challenges in closing and merging underutilised schools, particularly in rural communities where there are insufficient learners to sustain some institutions.

It said the process was complicated by resistance from communities and traditional leaders, as well as the inability of some provinces to provide scholar transport for learners who would be affected by school closures.

A DBE official said: “Sometimes we are unable to transport these children or offer scholar transport.”

The official said schools sometimes remained open despite having very few learners because provinces could not provide transport for those who would have to move to other schools.

Meanwhile, the department reported that the 2027 school governing body elections would be conducted under a single national regulation, replacing the nine different provincial regulations previously used.

The elections are scheduled for March 2027.

Despite the financial and administrative challenges, the department maintained that several provisions of the Act were already being implemented, including the three-day process for tracing learners who fail to attend school, strengthened disciplinary procedures, measures against corporal punishment and greater oversight of school finances.

Basic Education Minister Siviwe Gwarube said implementation required cooperation between national and provincial departments, school governing bodies and other institutions.

“The implementation of these provisions must be approached carefully and responsibly,” she said.

Gwarube said the department had a responsibility to implement the legislation lawfully and transparently while identifying practical risks and reporting honestly on progress and challenges.

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The University of the Witwatersrand (Wits) has launched a research centre to challenge traditional higher education models and give Global South institutions a greater role in shaping the future of universities.

On Monday, Wits said the Global Higher Education Futures (GHEF) Centre had been formally introduced during a webinar in September, attended by more than 170 educators, university leaders, policymakers and private higher education practitioners.

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Speaking at the webinar, Professor Nicole De Wet-Billings, Wits’ Senior Director for Academic Planning, said universities needed approaches suited to developing countries rather than relying on established international models.

“Global shocks have exposed deep structural vulnerabilities across higher education systems, especially in low- and middle-income contexts,” she said.

“Today’s overlapping polycrisis cannot be addressed through incremental change or imported northern models.”

The centre will include academics, policymakers and industry representatives to examine how universities respond to technological disruption, inequality and other challenges.

It forms part of Wits’ 2033 Strategic Framework and seeks to strengthen the influence of Global South institutions in international higher education debates.

Professor Ruksana Osman, Wits’ Senior Deputy Vice-Chancellor for Academic and founder of the centre, questioned the assumption that universities should prepare students for a single, predictable future.

“For too long, global higher education discourse has operated from a perspective that history advances along a single straight path where universities exist to ‘deliver’ one predefined future for students,” Osman told the webinar.

She said universities needed to consider whose opportunities were being expanded or restricted by their educational decisions and whether higher education was reducing or reinforcing inequality.

Centre Director Dr Bernadette Johnson said Wits wanted to position itself as a Global South leader in developing more inclusive education systems.

“The Global Higher Education Futures Centre positions Wits as a Global South leader that is re-imagining higher education not as a tool to deliver one predetermined future, but as a collective practice of making many futures – more inclusive, sustainable and socially just —  together,” Johnson said.

The centre will operate through nine interconnected research hubs covering areas including artificial intelligence in teaching, governance, entrepreneurship, inclusivity, public trust in science and international partnerships.

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Its activities will include seed funding, two postdoctoral appointments and public seminars examining AI, inequality, multilingual technologies and higher education in developing countries.

The September webinar also examined the role of private higher education institutions in national education planning.

Professor Linda Meyer, Managing Director and Principal of Rosebank International, formerly Rosebank College, said private institutions should be assessed on student outcomes rather than their commercial status.

“Private higher education belongs in national planning. It is a contribution judged through what students learn, complete and do afterwards,” Meyer said.

She said private institutions followed the same national accreditation requirements as public universities but operated without state subsidies and paid corporate tax.

Meyer also questioned whether traditional assessment methods remained suitable as AI changed teaching and learning.

“We cannot have systemic measurements that have been crafted for us in the 1920s and 30s and think that that is still fit for purpose. We live in a very different world,” she said.

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Three KwaZulu-Natal primary schools have won energy-saving equipment and upgrades worth a combined R100,000 after their posters and plays promoting energy conservation were recognised in eThekwini Municipality’s 2026/2027 Schools Energy Efficiency Competition.

The winners were announced at an awards ceremony at the Durban Botanical Gardens on Monday.

Sunford Primary School claimed both first and second prizes in the poster category, securing products worth a combined R50,000.

Elangabini Primary School in Hammarsdale took first place in the drama category, receiving upgrades worth R30,000, while St Theresa’s R.C. Primary School was awarded products worth R20,000 for its “informative and engaging plays”.

The competition, hosted by the metro in partnership with the national Department of Electricity and Energy (DEE), attracted 55 entries, with independent judges praising the creativity and originality of the submissions.

Speaking at the awards ceremony, eThekwini Municipality Energy Efficiency Manager Sindile Buthelezi said the competition had grown significantly since its introduction four years ago.

“Four years ago, when we started on this journey, we submitted our vision to the department for us to run the schools competition. We didn’t know that on a yearly basis all the learners across the city would be eager and anticipating to enter this competition, and it has turned out to be something very, very big,” Buthelezi said.

ALSO READ: Manamela says digital divide could deepen inequality in public colleges

“As the city, we strongly believe that learners are powerful agents of change because whatever they learn at school, they will take home to their families and communities. Then it will change the entire community on how to use energy efficiently,” Buthelezi said.

She said educating young people about energy efficiency was important as the country continued to experience the effects of climate change.

“Energy efficiency, we always say, is you save what you can and generate what you must. We strongly believe that we need to emphasise this to our young ones because those are the people who are still eager to learn and are also going to help us in changing the environment as we are experiencing climate change as a country,” she said.

Speaking on behalf of the DEE, Ntsikelelo Mkhithika said young people had an important role to play in South Africa’s energy transition.

“We need our learners to be creative, especially in the space of energy transition in South Africa. They must become ambassadors of their future and responsible energy users in their schools, homes and communities,” he said.

The competition was open to learners in Grades 5 to 7, who were invited to submit posters and plays under the theme “Saving Energy Today for a Sustainable Tomorrow”.

Participants were challenged to demonstrate how practical energy-saving measures could reduce electricity consumption and greenhouse gas emissions.

The initiative forms part of the municipality’s Energy Efficiency and Climate Change Mitigation Programme, which aims to encourage lasting behavioural changes among young people.

ALSO READ: NSFAS under pressure to resolve outstanding student funding cases

St Theresa’s R.C. Primary School principal, Mr Simpson, welcomed the recognition.

“Our school is 101 years old, and any energy efficiency support will help us continue building a sustainable future for our learners. We are grateful for this opportunity and for our teachers and learners who worked hard during the school holidays to participate,” he said.

The winning schools will use their prizes to implement projects aimed at reducing electricity consumption, including energy-efficient lighting and other approved technologies.

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Minister of Higher Education and Training Buti Manamela has warned that unequal access to technology in South Africa’s public colleges risks reproducing existing social and economic inequalities, calling for greater investment in digital skills, devices and reliable connectivity to ensure that disadvantaged students are not left behind.

Manamela made the remarks on Monday during the launch of the Northlink College Digital Hub and Digital Learning Platform in Goodwood, Cape Town, where he said the initiative was intended to connect students’ capabilities with opportunities beyond the college environment.

“Our purpose is to make those moments possible for most students and to connect their capabilities with opportunities beyond the college gate,” Manamela said.

He said Northlink College and the Safety and Security Sector Education and Training Authority (SASSETA) entered into an agreement in December 2025 to invest in the project.

The investment included interactive boards across seven campuses, robotics equipment and five virtual reality learning sets.

He said the project also strengthened electronic submissions and approvals, as well as the management of projects, partnerships and accreditation.

He added that the hub benefited from additional Northlink investment through the AEON XR programme in support of the partnership.

“Our digital transition is taking place in a society already divided by unequal access to education, income, and opportunity,” he said.

“Some students arrive with years of experience using computers. Others literally touch their first computer once they enter a public college.”

He said some colleges were already experiencing competition for scarce technological resources, making interventions such as the Northlink hub necessary.

“If access to new technologies depend entirely on household income, we will reproduce old inequalities through new systems,” Manamela warned.

He said public institutions had a responsibility to prevent this outcome, adding that TVET colleges had to equip students with the practical and digital capabilities needed to support the economy.

He said the My NLC mobile application would allow students to access study materials, attend virtual classes, communicate with lecturers and receive academic updates.

He said students were already recognising the benefits of the intervention, citing feedback from the Student Representative Council (SRC) president.

However, Manamela cautioned that digital learning applications alone would not guarantee access to education.

“An application, however, still requires a usable device, data and connectivity,” he said.

He added that reliable campus access and support that took disability, language and different levels of digital experience into account were essential to ensuring meaningful participation and successful learning.

He said robotics and virtual reality could help students examine industrial processes, repeat tasks and learn from mistakes in controlled environments.

He stressed that these opportunities had to be linked to practical training, supervised workplace experience and credible assessments.

Manamela said students would be exposed to programmes in cybersecurity, cloud computing, artificial intelligence (AI), data analysis and software development.

He also highlighted the importance of digital competence in the security sector, warning that weaknesses in digital systems and the careless handling of information could expose people and services to harm.

“A compromise system can interrupt services, careless handling of information, for instance, can expose people to harm,” he said.

He emphasised the need to invest in lecturers’ digital skills and continuous professional development, particularly in artificial intelligence training.

He said the training being undertaken at Northlink College should be shared with other colleges to strengthen lecturers’ ability to understand emerging technologies and transfer those skills to students.

On industry participation, Manamela said employers had a critical role to play in vocational education and training, particularly through work-integrated learning and workplace placements.

He called on SASSETA, Northlink College and the Department of Higher Education and Training to work together to mobilise industry and secure workplace placements for students.

He further called for workers already employed in the security sector and related fields to be reskilled and equipped with digital competencies.

Manamela also called for greater investment in locally developed technologies rather than relying exclusively on applications developed elsewhere.

He said students developing platforms and models to promote digital and financial literacy should be encouraged and supported.

He said the success of the investment should ultimately be measured by its impact on students, industry and surrounding communities.

“The goal will be have an impact on the students, let’s have an impact on industry, let’s have an impact in our communities and link this hub to those,” he said.

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The National Student Financial Aid Scheme (NSFAS) has been given a list of outstanding student funding complaints to resolve, following mounting concerns over unpaid allowances, delayed bursary payments and administrative failures affecting students across several institutions.

Deputy Minister of Higher Education and Training Yusuf Cassim met NSFAS acting chief executive Laurence Aadnesgaard and his management team on Friday to address cases escalated through his office’s Helpdesk.

The meeting follows frustration over the number of student complaints referred to NSFAS that remain unresolved, with the Deputy Minister’s office demanding clearer answers and regular updates on outstanding cases.

NSFAS has committed to systematically reviewing the list of cases already submitted by the Helpdesk and providing a written status report detailing resolved matters, outstanding complaints, reasons for delays and expected resolution dates.

Among the issues discussed were outstanding Personal Care Allowances for University of South Africa (Unisa) students and delays in payments under the Funza Lushaka Bursary Programme.

NSFAS confirmed that it transferred Personal Care Allowance funds to Unisa on 30 October. However, the university was still reconciling payments and awaiting internal approvals for outstanding November allowances.

The scheme undertook to engage with Unisa on Monday and provide further updates on payments to affected students.

Regarding Funza Lushaka, NSFAS confirmed that 2 413 of the 2 955 Unisa students registered for the 2026 programme had received their allowances, representing 81.7%.

A further 106 students are expected to receive payments after submitting updated documentation, while 343 still have outstanding documents. Seven other students have yet to provide their banking details.

NSFAS also confirmed that it paid R37.5 million in the latest payment batch on Friday.

At the University of Venda, NSFAS confirmed a payment of R5.1 million to the institution on the same day, with proof of payment presented to the Deputy Minister’s office.

The meeting also addressed funding problems affecting students at the Central University of Technology (CUT) and Elangeni TVET College.

Approximately 81 Extended Studies Information Technology students at CUT reportedly experienced funding and appeal difficulties linked to incorrect qualification coding.

At Elangeni TVET College, 33 N6 students were allegedly recorded as having failed or not progressed academically despite passing their assessments, placing their funding status at risk.

Cassim’s office has requested that the cases be reconciled with the institutions and NSFAS to establish the extent of the problems and determine the necessary corrective action.

The Deputy Minister also called for a review of NSFAS funding guidelines, particularly the value of student allowances, saying that the current R316 Personal Care Allowance is insufficient to support students.

“Student funding is central to ensuring that young people can access and complete their studies. When students experience delays, administrative difficulties or uncertainty about their allowances, these challenges can have a real impact on their ability to continue with their education,” said Cassim.

He is also pursuing a workshop involving the Ministry, the Department of Higher Education and Training and NSFAS this week to review funding and loan guidelines, as well as the Student Accommodation Protocol ahead of the 2027 academic year.

The discussions are expected to include the circumstances of distance-learning students, particularly their need for data support and the costs associated with attending compulsory practical sessions.

Student accommodation was another concern raised during the engagement, following reports that students housed by a WestCol TVET College-accredited accommodation provider faced possible eviction because of outstanding payments.

NSFAS informed the Deputy Minister that it had paid the provider on 5 November, lifting the immediate threat of eviction. However, Cassim’s office requested written confirmation and assurance that affected students would remain accommodated.

Cassim said his office would continue engaging NSFAS to ensure that student complaints receive attention.

“It is important that students have channels through which they can raise their concerns and receive feedback. Our engagement with NSFAS provides an opportunity to bring these matters directly to its attention and encourage the necessary follow-through,” he said.

Students with NSFAS complaints not already submitted to the Helpdesk can email Dmsdesk@dhet.gov.za for assistance.

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Two University of Johannesburg (UJ) students will join President Cyril Ramaphosa’s delegation to Silicon Valley in the United States next week as South Africa seeks to strengthen its AI capabilities.

Donnell Naidoo, who is studying towards an Advanced Diploma in Business Information Technology, and Mufhumudzi Muthivhi, a PhD candidate in Computer Science, have been selected for the South African Presidential AI Student Cohort.

The visit, scheduled for 15 to 20 November, will bring together students, academics, government officials and business representatives to explore opportunities in AI research, skills development and investment.

The students will be accompanied by Professor Tankiso Moloi, Executive Dean of UJ’s College of Business and Economics, who said South Africa needed to become an active participant in the rapidly developing technology sector.

ALSO READ: DSD pilots respite care for families of children with disabilities

“Artificial intelligence is fundamentally reshaping the global economic landscape, and South Africa cannot afford to remain on the periphery of this transformation,” Moloi said.

Ramaphosa first announced plans for the visit during an engagement with journalists and editors in Sandton on 19 October, ahead of the local government elections.

The president said he wanted South African representatives to engage directly with leading AI developers to better understand the technology and identify opportunities for the country.

Ramaphosa said the purpose was to understand how AI functions and “how we can utilise it to our own benefit”.

Trade, Industry and Competition Minister Parks Tau told SABC last week that the visit formed part of South Africa’s broader industrial development strategy, which identifies digitalisation as a priority.

Tau said the delegation would participate in business engagements and explore how developments in the technology sector could inform South Africa’s investment decisions and economic growth.

ALSO READ: Hilton and Michaelhouse share derby honours as schools unite for cancer awareness

According to UJ, the itinerary includes engagements at Stanford Graduate School of Business and facilities associated with Google, Alphabet and Google DeepMind.

Participants are expected to meet technology companies, researchers, venture capitalists and academic institutions to examine advances in AI, entrepreneurship and emerging technologies.

The delegation will also investigate how AI could contribute to job creation, education, public sector reform and business development.  

Moloi said universities had a responsibility to contribute to AI research and innovation rather than simply prepare graduates to use technologies developed elsewhere.

He said that African institutions should play a greater role in developing new technologies and converting research into economic opportunities.

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The Department of Social Development (DSD) is piloting a respite care programme in two provinces to ease the burden on families raising children with disabilities.

Currently operating in Mpumalanga and the Northern Cape, the programme provides temporary relief to parents and caregivers.  

It currently supports 220 children and their families and is intended to help develop a community-based care model that could inform the expansion of respite services.

The announcement comes during Disability Rights Awareness Month, which is being observed under the theme “Creating Strategic Multisectoral Partnerships for a Disability-Inclusive Society”.

ALSO READ: Hilton and Michaelhouse share derby honours as schools unite for cancer awareness

The department said families caring for children with disabilities often faced additional financial pressures, limited access to specialised services and difficulties obtaining rehabilitation and developmental support.

These responsibilities frequently fall on parents and caregivers who must balance the demands of caring for their children with employment and other family commitments.

The programme is being developed in partnership with the Japan International Cooperation Agency (JICA), which is supporting efforts to strengthen community-based services, caregiver training and referral systems.

The department is also working with the departments of Basic Education (DBE) and Health through a JICA-supported joint coordinating committee to improve early identification of children requiring assistance and strengthen coordination between service providers.

The department said the programme complemented existing financial assistance provided through the South African Social Security Agency (SASSA).

ALSO READ: Team SA bags three medals at historic Dakar Youth Olympics

According to the department, SASSA currently pays 179,609 Care Dependency Grants each month to qualifying caregivers of children who require additional care because of a disability.

But the challenges extend beyond financial assistance, with access to education and specialised developmental services remaining a concern.

The department said improving services required cooperation between government, civil society organisations, healthcare providers and communities, particularly where families faced barriers to accessing information and specialised support.

As the government department responsible for administering key provisions of the Children’s Act, DSD is also tasked with promoting the care, protection and wellbeing of children, including those with disabilities.

It said the experiences of children with disabilities and their families should inform the design of services, alongside input from organisations representing people with disabilities.

The department called for greater cooperation during Disability Rights Awareness Month to ensure that children with disabilities were included in community life and had access to opportunities to develop and reach their potential.

It said caring for children with disabilities was a shared responsibility and families should not be expected to navigate the challenges alone.

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Hilton College and Michaelhouse each secured a victory in their KwaZulu-Natal Midlands cricket derby over the weekend, with Hilton overturning Friday’s eight-wicket defeat to claim a commanding 100-run win on Saturday.

The two schools met on 6 and 7 November in separate fixtures, with Saturday’s encounter at Hilton’s Hart-Davis Oval forming part of a fundraising initiative in support of cancer awareness.

As reported by Superschoolsnews, Michaelhouse took the early honours on Friday, winning the rain Schools SA20 Derby Series match at the Roy Gathorne Oval in Balgowan.

After limiting Hilton to 132/7 in their allotted 20 overs, Michaelhouse reached the target with 17 deliveries remaining and eight wickets in hand.

ALSO READ: Applications for 20,000 school assistant jobs set to open

Liam O’Dwyer was the standout performer with the ball, taking four wickets for 21 runs from his four overs to restrict Hilton’s scoring opportunities.

Barack Munawa provided Hilton’s main resistance, making 47 from 48 balls, but the visitors were unable to establish sufficient momentum to post a more challenging total.

Michaelhouse captain Graydon Leslie subsequently anchored the successful chase, scoring 55 off 41 deliveries, including eight boundaries.

He received valuable support from Cody Sander, who remained unbeaten on 46 from 48 balls. Their 77-run partnership helped Michaelhouse complete the chase comfortably.

The result put Michaelhouse ahead in the weekend’s meetings, but Hilton produced a markedly different performance when the teams met again the following day.

Saturday’s traditional cricket fixture saw Hilton bat first and post 190, with Aiden Clubb leading the scoring on 34.

Sange Qanqule contributed 29, while Sean Burman made an unbeaten 23 and Ben Wilson added 21.

Michaelhouse’s bowling attack shared the wickets, with Preston Greene returning figures of 2/28, Rex Wardlaw taking 2/29 and O’Dwyer adding another two wickets at a cost of 43 runs.

However, the visitors struggled to establish a foothold in their reply as Hilton’s bowlers took control.

Ross Hill produced the most economical spell of the match, taking three wickets for just three runs across five overs, three of which were maidens.

Sechaba Gude claimed two wickets for 13 runs, Cameron Hargroves took 2/12 and Burman added 2/23 to his earlier contribution with the bat.

Michaelhouse were eventually dismissed for 90 in 26.1 overs, with Ben Heuer’s 16 the highest individual score.

The result gave Hilton victory by 100 runs and ensured the schools finished the weekend with one win apiece.

Saturday’s match also carried significance beyond the boundary.

Hilton hosted the encounter as part of its annual Pink Day, an initiative supporting PinkDrive, which works to improve awareness of cancer and access to screening services.

The school’s fundraising campaign, known as Wickets for Lives, encouraged the wider school community to participate through donations and contributions linked to the cricket.

ALSO READ: Three-year funding deal brings life-saving water safety lessons to Richards Bay children

Supporters were also invited to sponsor trees decorated in pink to recognise people affected by cancer.

Hilton and Michaelhouse first played cricket against each other on 26 November 1904.

The schools have since developed a strong cricketing tradition and produced several players who have represented South Africa.

Among them are former Proteas captain Alan Melville and Dale Benkenstein, who attended Michaelhouse, as well as Mike Procter and Lungi Ngidi, who attended Hilton.

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The Department of Basic Education (DBE) is preparing to recruit more than 20,000 literacy and numeracy education assistants for its Basic Education Employment Initiative (BEEI) Foundation Phase Literacy and Numeracy pilot, which will run from January to March 2027.

“The BEEI pilot represents an important shift towards linking youth employment with improved learning outcomes. By placing trained Education Assistants in Foundation Phase classrooms, we are strengthening the support available to teachers while giving young learners greater opportunities to develop essential reading, writing and numeracy skills,” said department spokesperson Terence Khala on Saturday.

“Beyond creating more than 20 000 work opportunities for young South Africans, this initiative is about investing in the foundations of education and building a sustainable model that delivers measurable benefits for learners, educators and the broader education system,” he said.

The department said that recruitment advertisements were expected to be published later this month through the SA Mobi App, with unemployed South Africans aged between 22 and 39 encouraged to prepare their applications.

The pilot, which will be implemented in 15 education districts, is funded through R319 million allocated by National Treasury under the Division of Revenue Act, according to an earlier departmental announcement.

Under the programme, education assistants will work alongside classroom teachers to improve learners’ reading, writing and basic mathematics skills.

The literacy component will focus on reading fluency, vocabulary, comprehension and early writing, while numeracy activities will strengthen mental mathematics and learners’ understanding of mathematical concepts.

Assistants will provide structured, curriculum-aligned classroom support, with additional mentoring and coordination at school level.

The department said the pilot would also assess improvements in learner performance and determine whether the model could be implemented effectively across different school environments.

Findings will be used to guide future improvements and decisions on the longer-term implementation of the initiative.

The programme builds on the BEEI, introduced in 2020 under the Presidential Employment Stimulus to provide employment opportunities for young South Africans in public schools.

Unlike earlier phases, which employed education assistants and general school assistants, the new pilot specifically targets foundational literacy and numeracy and requires applicants to possess relevant teaching qualifications or be studying towards them.

Who can apply?

According to the department, applicants must be unemployed South Africans aged between 22 and 39 and hold a valid South African identity document.

They must also possess a Bachelor of Education (BEd) qualification in Foundation Phase or Intermediate Phase teaching, or be in their third or fourth year of study towards a BEd qualification in either phase.

Successful applicants will be required to undergo vetting against the National Child Protection Register and apply for vetting against the National Sex Offenders Register.

A valid police clearance certificate issued within the previous three months will also be required.

The department said eligible candidates should prepare for the recruitment process and monitor the SA Mobi App for the official advertisement later in November.

Further information on the application process and requirements will be released through the department’s official communication platforms.

Education assistants are expected to take up their positions in January 2027, following recruitment and training, according to the department’s earlier announcement.

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Children in under-resourced Richards Bay communities will receive free water safety education and survival swimming lessons over the next three years thanks to a partnership between the National Sea Rescue Institute (NSRI) and international and local funding organisations.

The Victor Daitz Foundation and World Relief Australia are funding a dedicated NSRI Drowning Prevention Instructor in the city for three years, allowing the organisation to expand its reach among schools and communities where access to water safety training is limited.

The programme aims to equip children with practical skills to recognise water hazards, prevent drowning and respond to emergencies without putting themselves at risk.

At Kati Primary School in Madlanzini Agri Village, learners recently participated in an interactive water safety lesson and hands-on cardiopulmonary resuscitation (CPR) training led by NSRI Drowning Prevention Instructor Mncedisi Hlalatu, known to the children as Tata.

Representatives from the Victor Daitz Foundation and World Relief Australia attended the session to observe the training and see how their funding was helping children develop potentially life-saving skills.

“This partnership means we can reach more children in Richards Bay with skills that could save their lives. It’s exciting to see learners getting involved, asking questions and practising how to help in an emergency. Thanks to the Victor Daitz Foundation and World Relief Australia, we have three years to build on that enthusiasm and make water safety part of everyday life in these communities,” said NSRI Drowning Prevention Manager in KwaZulu-Natal, Siyabonga Mthethwa.

World Relief Australia chief executive officer Kath Kable said the school visit demonstrated the importance of investing in practical water safety education.

“It was inspiring to see this life-saving training in action. The instructor’s visible passion inspired the class, and the children were completely engaged in learning skills that could save a life,” Kable said.

KZN continues to face a significant drowning risk, particularly in communities where children are exposed to rivers, dams, swimming pools and coastal waters.

A peer-reviewed study of fatal drownings in South Africa between 2016 and 2021 recorded an average of 1,477 deaths annually, with KwaZulu-Natal accounting for 2,114 deaths over the six-year period, the highest total of any province.

Since launching its water safety education programme in 2006, the NSRI has reached approximately three million people, about 90% of them children.

The programme teaches participants how to identify dangers around water, assist someone in trouble without endangering themselves and perform bystander CPR.

Through its separate Survival Swimming programme, the NSRI teaches children four essential skills: controlling their breathing, orientating themselves in water, floating and propelling themselves at least five metres to safety.

The NSRI estimates that about 450 children under the age of 14 drown in South Africa each year.

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Minister in the Presidency for Women, Youth and Persons with Disabilities Sindisiwe Chikunga has called for urgent reforms to the education system, warning that barriers facing learners with disabilities could perpetuate their exclusion from the workplace.

“Disability-inclusive workplaces, such as those SARS is building, begin with an inclusive education system. The young Deaf South Africans in this cohort reached this point with the support of teachers, parents and communities determined that they should not be left behind,” she said while speaking at the launch of the South African Revenue Service (SARS) Deaf Accessibility and Cohort Programme in Pretoria on Friday.

Chikunga said the barriers were particularly severe in under-resourced township, rural and farming communities, where some special schools lacked accessible classrooms, ramps, suitable toilets and other facilities needed to accommodate learners with mobility impairments.

“If a child cannot enter a classroom with dignity, inclusion has failed before the lesson begins. Unless we address this exclusion at school, we risk reproducing it in the workplace,” she said.

She also highlighted inequalities in access to assistive technology and educational materials, contrasting learners in affluent communities who had access to specialised software and digital devices with those in rural areas who faced lengthy delays in obtaining Braille textbooks and other resources.

Deaf learners, she said, faced additional challenges, including a shortage of qualified South African Sign Language (SASL) teachers, inadequate interpreting services during examinations and limited access to visual learning materials.

Chikunga identified insufficient teacher training as another obstacle, saying many educators had not received the professional development needed to support learners with disabilities in mainstream classrooms.

She said emerging technologies, including artificial intelligence, automated captioning, speech-to-text applications and tactile reading devices, could improve access to education, but warned that their benefits would remain limited without affordable devices, connectivity and properly trained teachers.

The minister also called for changes in attitudes towards disability, saying learners with disabilities should not be treated as an additional burden on schools but as individuals entitled to equal educational opportunities.

Chikunga welcomed the SARS Deaf Accessibility and Cohort Programme, saying it was an example of how public institutions could turn disability inclusion commitments into practical measures.

Launched under the theme “Every Hand has a Voice – Shaping an Inclusive Future”, the programme seeks to improve access to SARS services for Deaf people through sign language support, dedicated consultations, digital skills development and stronger institutional capacity.

“Your work demonstrates, in the most concrete way possible, how inclusion can be translated from principle into practice through employment, skills development, accessible communication and institutional capability,” she said.

SARS has previously introduced measures to improve accessibility for Deaf taxpayers, including scheduled SASL interpreting services at selected service centres. In July, the revenue service published a schedule covering 11 centres across the country.

SASL became South Africa’s 12th official language in 2023, strengthening the recognition of Deaf people’s linguistic rights.

Chikunga said the SARS initiative reflected the government’s obligations under Section 9 of the Constitution, which guarantees equality before the law and prohibits unfair discrimination, including on the grounds of disability.

She also referred to South Africa’s commitments under the United Nations Convention on the Rights of Persons with Disabilities and the African Disability Protocol.

The launch coincided with Disability Rights Awareness Month, observed annually from 3 November to 3 December. This year’s national theme is “Creating Strategic Multi-Sectoral Partnerships for a Disability-Inclusive Society”.

Chikunga urged SARS to work with her department to expand employment opportunities for persons with disabilities, including through a dedicated employment stream building on the experience of the Deaf Accessibility and Cohort Programme.

She also outlined plans to establish partnerships between special schools and state-owned enterprises to improve infrastructure and educational conditions.

The proposal, which she described as one of her legacy projects, would bring together executives of state-owned enterprises, Sector Education and Training Authorities and industry associations to direct a portion of their corporate social investment budgets towards supporting special schools.

Although SARS is not a conventional state-owned enterprise, Chikunga said its position within the public finance system could help advance the initiative.

Turning to employment equity, the minister said government departments and private employers needed to accelerate efforts to increase the representation of persons with disabilities in the workforce.

The government has set a target of achieving 7% representation of persons with disabilities in the public service by 2030.

In March, the Department of Public Service and Administration issued a circular directing national and provincial departments to meet the existing 3% minimum employment target while making measurable annual progress towards the higher target.

Chikunga said Cabinet had approved annual increases of one percentage point, with the target for the 2026/27 financial year standing at 5%.

She said her department had achieved 5.56% representation of persons with disabilities, exceeding that interim benchmark.

“Across the public service, we can no longer plead with our colleagues. Those who continue to pay lip service to employment equity will be named, and they will be shamed,” she said.

Chikunga said the Department of Public Service and Administration had issued guidance to government departments on meeting employment targets, while her department had circulated a practice note to reinforce implementation.

She also said Cabinet had approved measures making the appointment of persons with disabilities to the boards of state-owned entities mandatory.

To support recruitment, the government was working with organisations representing persons with disabilities to establish a database of suitably qualified candidates for employment and appointments in public institutions.

Chikunga called on SARS to contribute to the initiative by sharing lessons from its Deaf Accessibility and Cohort Programme.

She also encouraged government departments, private businesses and the public to procure goods and services from Supported Employment Enterprises, government-supported operations that provide employment opportunities for persons with disabilities.

Such procurement, she said, could strengthen economic participation and create additional opportunities for people who continued to face barriers in the labour market.

Chikunga reaffirmed her department’s commitment to working with SARS, other government institutions and civil society organisations to ensure that persons with disabilities could access education, employment and public services without discrimination.

“In the South Africa we are building, every voice counts,” she said.

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The University of Cape Town’s (UCT) MBA programme has climbed five places to rank second globally in the 2026 Corporate Knights Better World MBA Ranking, retaining its position as Africa’s highest-ranked programme for sustainability and impact.

The UCT Graduate School of Business (UCT GSB) announced on Thursday that its MBA programme had finished ahead of Australia’s Griffith Business School, which previously topped the ranking for six consecutive years.

Maastricht University’s School of Business and Economics in the Netherlands claimed first place in the 2026 ranking, which assessed 166 MBA programmes worldwide.

The result follows two consecutive years in which UCT’s MBA programme placed among the world’s top 10 in the sustainability-focused ranking.

UCT GSB Director (Dean) Dr Catherine Duggan said the achievement reflected the demanding business environment in which African graduates develop their leadership skills.

“I like to say that doing business in Africa is like playing on ‘hard mode’—you’re managing the same things as executives in markets like North America or Europe, but in African markets you have to be more adaptable, more strategic, better able to navigate uncertainty and solve problems, and even more aware of the impact your decisions have on society and the environment.

“Some of the most interesting innovation in the world is happening in Africa, and we’re proud to help bring some of that approach to impact and innovation to the global stage. Our students learn to navigate complex and fast-changing environments while understanding that business performance is inseparable from the health of economic, social and environmental systems.”

The Better World MBA Ranking, compiled by Canadian sustainability research and media company Corporate Knights, evaluates MBA programmes according to their integration of sustainable development into compulsory courses and the impact of their graduates.

The curriculum component accounts for 80% of the overall score, while graduate impact contributes the remaining 20%.

The weighting assigned to alumni impact doubled from 10% in 2025 to 20% in 2026, placing greater emphasis on the proportion of recent graduates working in sustainability-related positions or organisations with social or environmental missions.

Associate Professor Caitlin Ferreira, Programme Director for the Modular MBA, welcomed the increased focus on graduate outcomes.

“I’m happy that the ranking now places more emphasis on what MBA graduates go on to do with their degrees,” Ferreira said.

“Students work on real problems and hard questions faced by large corporations, small ventures and non-profit organisations, often alongside executives, entrepreneurs and decision-makers.”

Ferreira said the programme incorporated sustainability and responsible leadership throughout its curriculum, including its capstone project, while preparing graduates to understand complex business systems and the long-term consequences of their decisions.

According to UCT GSB, the ranking’s greater emphasis on graduate careers reflects changing expectations of business leaders as companies confront climate volatility, resource insecurity, geopolitical uncertainty and technological disruption.

The school cited Corporate Knights research showing that sustainable revenue at some of the world’s largest companies had grown twice as fast as their other revenue in recent years.

It also pointed to growing concerns among employers about whether MBA graduates were adequately prepared to manage the risks associated with artificial intelligence.

The university referred to an October 2026 Corporate Recruiters Pulse Survey by the Graduate Management Admission Council (GMAC), which found that US recruiters were questioning whether MBA programmes sufficiently prepared graduates to understand AI’s limitations and use the technology responsibly.

Dr Wayne Moodaley, Programme Director for the Full-Time MBA, said technological developments were creating new challenges for business leaders.

“AI can help organisations analyse information and make decisions more efficiently, but these benefits need to be weighed against potential environmental and social costs, as well as questions of errors, risk and accountability. Throughout the MBA, we teach students to evaluate these and other trade-offs, integrating sustainability and responsible management into core business decision-making.”

UCT GSB said its approach sought to equip graduates with an understanding of sustainability, ethics and artificial intelligence alongside conventional business management skills.

The university also highlighted its performance in other international business school rankings.

According to UCT, its MBA retained the top position in Africa in the latest QS ranking, while Ferreira received the MBA Director of the Year award from the London-based Association of MBAs (AMBA) earlier in 2026.

The university said its Executive MBA was ranked among the world’s top 100 by the Financial Times, first in Africa and the Middle East by QS, and sixth globally by CEO Magazine.

UCT GSB is also the only African member of the CEMS alliance, whose Master in International Management programme was ranked fourth globally in the 2027 QS Master’s in Management Rankings.

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A University of Cape Town (UCT) study has found that specially trained psychiatric service dogs may help adults living with mental health conditions overcome loneliness, rebuild social connections and regain confidence in everyday life.

UCT said this week that the dogs offered benefits beyond companionship, helping individuals establish daily routines and participate more fully in everyday activities.

The qualitative study, published in Frontiers in Psychiatry, explored the experiences of 22 participants, comprising 19 psychiatric service dog handlers and three leaders of South African dog-training organisations.

Researchers Professor Jackie Hoare and Dr Fulufhelo Netshifhefhe, from UCT’s Department of Psychiatry and Mental Health, examined how the dogs influenced loneliness, social functioning and participation in everyday life.

The findings suggested that psychiatric service dogs provided handlers with consistent companionship, emotional reassurance and opportunities to reconnect with their communities.

Participants described how their dogs helped them feel less alone, particularly when mental health challenges made social interaction difficult.

One participant said the dog had significantly reduced feelings of loneliness and disconnection, while another described how its presence helped them remain calm during moments of emotional distress.

Hoare, who heads the Division of Consultation Liaison Psychiatry at UCT and Groote Schuur Hospital, said one of the key themes emerging from the interviews was the value of having a dependable, non-judgemental companion.

“The findings suggest that this steady companionship may help handlers feel more secure when managing difficult emotions and navigating situations that would otherwise be stressful,” Hoare said.

The study also found that psychiatric service dogs could help handlers establish social connections by encouraging conversations with strangers.

These interactions sometimes developed into friendships, allowing participants to expand their support networks and become more involved in their communities.

According to Hoare, the dogs could act as social catalysts, helping people who had withdrawn from social situations gradually rebuild their confidence.

The researchers also found that caring for the dogs encouraged handlers to maintain daily routines.

Responsibilities such as feeding, walking and caring for their animals provided structure and purpose, particularly when mental health challenges made everyday tasks difficult.

Participants reported feeling more confident about leaving their homes and entering public spaces.

One handler described being able to visit a shopping centre alone for the first time in four to five years after their psychiatric service dog qualified.

But the study also highlighted significant challenges faced by handlers in public spaces.

Some participants reported being refused entry to shops and other public places, facing scrutiny and having to repeatedly explain why they needed their dogs.

These experiences could cause additional distress for individuals already managing mental health conditions.

Hoare said greater awareness among mental health professionals was needed about psychiatric service dogs and the psychosocial benefits and challenges associated with their use.

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