The University of Johannesburg (UJ) has said that classes and exams have resumed at its Auckland Park Kingsway (APK) campus after disruptions on Monday.

In a campus update, the university told students, staff and the community that disruptions to academic activities “were swiftly resolved”.

“Normal University operations, including classes and examinations, have resumed,” UJ said.

The disruptions followed protests over a reported proposed increase in registration fees for 2027, with demonstrators raising concerns about the affordability of higher education for financially disadvantaged students.

Videos circulating on social media show some masked protesters disrupting examinations and damaging university property, including a model of the institution. There were also reports of smoke coming from a block of lecture halls.

Some protesters were wearing Economic Freedom Fighters (EFF) regalia.

The EFF denied involvement in the unrest, saying the protesters did not represent the party. It said the unrest was an attempt to discredit the organisation ahead of the upcoming local government elections.

EFF ward councillor candidate Gift Netshivhazulu said the party viewed the actions as a coordinated attempt to sabotage it.

However, a protester quoted in media reports identified the demonstrators with the EFF and said they opposed the reported fee increase because it would marginalise poor students.

The university did not provide further details in the update about the extent of the damage or whether any exams were cancelled.

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The City of Johannesburg has introduced weekend operating hours at 11 libraries to provide learners and students with additional study spaces during the final examination period.

The libraries will be open on Saturdays and Sundays from October 24 to November 22, between 09:00 and 14:00.

The libraries include Diepsloot Library, Ivory Park North Library, Linden Library, Florida Library, Jabavu Library, Alexandra 8th Avenue Library, Sandton Library, Glenanda Library, Orange Farm Library, Louisa Prince Public Library in Ennerdale Extension 9, and Johannesburg City Library.

ALSO READ: SADTU targets 5,000 teachers for mother-tongue education training

“The initiative aims to give learners and students access to quiet study environments and essential library resources as they prepare for their final examinations,” the city said.

The extended library hours come as the Class of 2026 writes the National Senior Certificate (NSC) exams, which began on 13 October and are scheduled to conclude on 26 November.

In Gauteng, 203,794 candidates have registered for the exams, including 152,527 full-time candidates and 51,267 part-time candidates and repeaters. The examinations cover 77 subjects and are being administered at 1,065 examination centres across the province.

ALSO READ: SA U15 hammer Anguilla 13-1 as Mashishi and Schaper score hat-tricks

The city said its Library and Information Services (LIS) management and staff are continuing a separate voluntary pilot programme to test Saturday access at selected facilities, including Florida Library, Johannesburg City Library and Sandton Library.

These branches will participate on a rotating basis, subject to staff availability, as the city assesses community demand and explores sustainable ways to extend library services.

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The South African Democratic Teachers’ Union (SADTU) is aiming to train 5,000 Intermediate Phase teachers across the country through its Mother-Tongue Based Bilingual Education (MTbBE) programme.

As part of the Teacher Union Collaboration (TUC), SADTU announced on Sunday that a training programme for 180 master trainers would begin on Monday, 26 October, and run until Wednesday, 28 October.

The first group of 90 master trainers, drawn from five of South Africa’s nine provinces, was scheduled to undergo training at the Garden Court Hotel in Isando, Gauteng.

ALSO READ: SA U15 hammer Anguilla 13-1 as Mashishi and Schaper score hat-tricks

The training will equip them with the knowledge and skills needed to support the implementation of bilingual education in schools before extending the programme to Intermediate Phase teachers through provincial education structures.

“MTbBE enables learners to be taught and assessed in their home language while the learner also develops competence in another language, usually English,” SADTU said.

“It is therefore bilingual education, not the rejection of English.”

The union said the approach supported learners’ conceptual understanding and cognitive development while strengthening their proficiency in the language of learning and teaching.

SADTU said mother-tongue education was a longstanding commitment rooted in its vision for an equitable, inclusive and decolonised education system, rather than a new initiative introduced through the TUC.

It has consistently challenged the historical marginalisation of African languages in education and called for greater investment in their development and use as languages of teaching and learning.

“MTbBE recognises that African languages can be used to teach Mathematics, Science and other complex subjects,” SADTU said.

“This challenges the colonial assumption that meaningful academic knowledge can be produced or communicated only in English or Afrikaans.”

It said expanding MTbBE would help address linguistic inequalities inherited from apartheid and colonialism.

“No learner should be disadvantaged academically because they are expected to learn complex concepts in a language they have not yet sufficiently mastered.”

“Every learner deserves an education that builds on their existing knowledge, language, and lived experiences.”

But SADTU also said that successful implementation would require sustained investment in teacher development, appropriate teaching and learning materials, the development of terminology in African languages, and continued support for teachers.

ALSO READ: Transport sector urged to equip workers with skills for a changing industry

“By investing in teachers and advancing Mother-Tongue Based Bilingual Education, the union is helping to lay the foundation for an education system in which every learner can learn with confidence, succeed academically, and take pride in their language and identity,” it said.

The latest training follows the national MTbBE Summit, held in February 2026, where the Department of Basic Education (DBE) reviewed implementation progress and discussed expanding bilingual education throughout the schooling system.

President Cyril Ramaphosa also emphasised the importance of expanding mother-tongue bilingual education during his State of the Nation Address and at the Basic Education Sector Lekgotla in January.

During the lekgotla, Ramaphosa said: “Since 1996, our Constitution has enshrined multilingualism as a social, educational and economic norm. By the end of 2025, nearly 12,000 schools had access to Mother Tongue-based Bilingual Education (MTbBE)”.

Ramaphosa encouraged the department to expand teacher training in appropriate methodologies, align curricula and assessments, and integrate language development across literacy and numeracy.

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South Africa’s Under-15 boys’ national football team secured an emphatic 13-1 victory over Anguilla in their third match of the FIFA U-15 World Cup and Festival in Baku, Azerbaijan, on Sunday.

The victory at the Hövsan Competition Complex saw SA bounce back from their earlier defeat to Kosovo, with the youngsters producing a dominant attacking performance to take their goal tally to 22 in three matches at the inaugural tournament.

Tshiamo Mashishi and Camden Schaper were the standout performers, scoring three goals each as South Africa recorded their second victory in three matches at the inaugural tournament.

Lesedi Hlalele and Katlego Mokhabuki also made important contributions, scoring two goals apiece, while Neo Dhlamini, Bohlale Finger and Keanu Moses added one goal each.

South Africa led 5-1 at half-time before continuing their scoring spree in the second half.

The result took South Africa to six points in Group A, placing them third in the standings after three matches.

The team’s impressive goal-scoring record has made them one of the standout attacking sides in the group, having scored 22 goals and conceded only three in their opening three matches.

South Africa opened their campaign with an 8-0 demolition of the Maldives, getting their tournament off to a flying start.

Mashishi scored twice in that encounter, while Moses, Finger, Reatlegile Mosimane, Hlalele, Tumelo Moerane and Inganathi Saliwa also found the back of the net.

However, their second match proved more challenging, as they suffered a narrow 2-1 defeat to Kosovo.

The young South Africans responded emphatically against Anguilla, rediscovering their attacking rhythm to register their second victory of the tournament.

With 22 goals scored across three matches, South Africa will look to carry their attacking momentum into their remaining group fixtures against Estonia and France.

Coached by Selekedi Mogale, South Africa are scheduled to face Estonia and France on Monday, 26 October, in their remaining qualification-stage matches.

The FIFA U-15 World Cup and Festival is being held in Baku, Azerbaijan, from October 24 to 30, bringing together young players from around the world in the competition’s inaugural edition.

Unlike conventional 11-a-side football, the tournament uses an eight-a-side format, with matches played on smaller pitches over two 20-minute halves. The competition also features modified rules, including kick-ins instead of throw-ins, as part of FIFA’s youth development initiative.

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As South Africa’s higher education students work through the examination period, the pressure to perform can intensify.

With multiple assessments, demanding workloads and limited time between exams, many students find it difficult to stay focused, manage stress and maintain effective study routines, according to Pertunia Nkomo-Mofokeng, Deputy Dean: Teaching and Learning at Rosebank International.

She said students can still improve their preparation by prioritising the material they need to understand, using effective revision techniques and taking steps to protect their well-being throughout the examination period.

“Exam success is not determined by how much time you spend studying in the final few days before an assessment. It is achieved through consistent effort, effective study techniques and a balanced approach to learning throughout the examination period.

“Students who plan ahead and engage actively with their learning material place themselves in a much stronger position to succeed,” said Nkomo-Mofokeng.

Exam pressure can affect students’ mental and physical well-being, as well as their academic performance. For South African students, these pressures are compounded by financial difficulties, demanding workloads and uncertainty about their future prospects.

She advised that whether preparing for an upcoming paper or moving between assessments, students can adopt strategies to make their study time more productive.

Tip 1: Create a realistic study plan

With exams under way, students may need to adjust their original study plans to accommodate remaining assessments and areas where they need additional support.

Prioritise subjects that require more attention and set daily goals to keep yourself on track. A well-structured plan can reduce stress and help you feel more in control.

Tip 2: Focus on understanding, not memorising

Higher education assessments often require students to analyse, evaluate and apply knowledge rather than simply recall facts.

Instead of memorising notes word-for-word, focus on understanding key concepts and how they connect to real-world scenarios. Ask yourself how theories, frameworks or principles can be applied in practice.

Tip 3: Use active learning techniques

Passive reading is rarely enough to retain information effectively. Try active learning methods such as:

• Summarising concepts in your own words
• Creating mind maps
• Using flashcards
• Teaching a concept to a friend or study partner
• Testing yourself with practice questions

These techniques improve understanding and help strengthen long-term memory.

Tip 4: Practise with past papers and mock assessments

One of the most effective ways to prepare for exams is to practise under exam conditions. Past papers help you become familiar with question formats, identify knowledge gaps and improve time management. Completing practice assessments under timed conditions can also build confidence and reduce exam-day anxiety.

Tip 5: Break big tasks into smaller goals

Looking at an entire semester’s worth of work can feel overwhelming. Instead of focusing on everything at once, break study sessions into smaller, achievable objectives. Completing one chapter, one topic or one set of practice questions at a time creates momentum and makes studying more manageable.

Tip 6: Take care of your physical and mental well-being

Academic performance is closely linked to overall well-being. During the exams, make sure you:

• Get sufficient sleep each night
• Stay hydrated
• Eat balanced meals
• Take regular breaks
• Make time for physical activity

A healthy body and mind can improve concentration, memory retention and productivity.

Tip 7: Minimise distractions

Your study environment plays an important role in your ability to focus. Choose a quiet study space and reduce distractions by putting your phone on silent, closing unnecessary browser tabs and limiting social media use during study sessions. Even short periods of uninterrupted focus can significantly improve productivity.

Tip 8: Prepare for an exam a day in advance

Avoid unnecessary stress by planning ahead. Make sure you know your examination venue, time and requirements. Gather any materials you may need the night before and aim to arrive early. On the day, trust the preparation you have done and focus on answering the questions one step at a time

Nkomo-Mofokeng said that effective study habits during the exam season can contribute not only to academic success, but also to the lifelong skills needed in the workplace and beyond.

“Examinations are an opportunity for students to demonstrate what they have learnt and how they can apply that knowledge. By approaching exams with preparation, confidence and a positive mindset, students can maximise their potential and achieve their academic goals,” she said.

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Stakeholders have called for a future-ready transport workforce equipped with technical expertise, soft skills and the ability to adapt to technological advances, automation and AI.

They said training must go beyond preparing people for existing jobs, equipping workers to acquire new skills, respond to changing industry demands and adapt as technology transforms the transport sector.

On Thursday, Inside Education, in partnership with the Transport Education Training Authority (TETA), hosted the TETA Dialogue in Sandton, where speakers discussed the skills needed to prepare the sector for the future.

Prof Rutendo Hwindingwi of Wits Business School said research examining the skills required by 2035 highlighted the scale of the challenge posed by technological disruption.

According to Hwindingwi, the research estimated that AI could contribute to a global shortage of workers with the required skills by 2030, as the skills available in the labour market would not necessarily match those needed by employers.

“So they estimated that because of AI, by 2030, there will be a shortage of skills of 85 million jobs globally,” Hwindingwi said.

He explained that technological disruption would create an imbalance between the skills employers needed and those available in the labour market.

However, he said the challenge also presented an opportunity for Africa, particularly given the continent’s high unemployment levels and the potential to provide skills for work that could be delivered across borders.

“Part of the solution for the world is skill the people that are here using the gig economy offshoring to do those jobs,” he said.

“There’s opportunity, there’s challenge, but obviously it’s the mind shift in terms of technical, analytical, transformative skills and covers across a whole lot of things,” he said.

He called for changes in how people were trained to meet emerging industry needs.

“We need to change how we’re skilling, to adapt to the new world,” he said, adding that developing new talent alone would not be enough.

“You can’t do it in one pipeline.”

TETA Manager for Research and Knowledge Mashabane Ledwaba highlighted the importance of incorporating soft skills into education and training programmes.

She said graduates could possess the technical knowledge required for their qualifications but still struggle with communication and problem-solving.

“We still lack soft skill modules in our qualifications,” she said.

“They know what they need to do in terms of technical capabilities, but they don’t know how to communicate, they don’t know how to solve problems,” Ledwaba said.

“We now, with this evolving transport sector, we need people who are analytical thinkers, who can think on their feet, and take problems and bring solutions instantly.”

Ledwaba said these skills would remain relevant as the industry continued to change.

TETA Acting Senior Manager for Skills Development and Learning Programmes Marore Mapeko said workers would increasingly need to interpret information generated by technology and use it to make informed decisions.

He said receiving information from machines was not enough, as workers also needed to understand what it meant and how to respond.

“When a driver is on the road, and he receives an alert about traffic in the next three kilometres, or whatever form of disruptions on the road, what does he do with that information?” Mapeko asked.

He said effective communication was also necessary to ensure that information about delays reached colleagues and clients.

“How do you effectively inform the colleagues back in the office to ensure that the information is properly disseminated to the client, that there are delays on the road?”

Mapeko said the ability to interpret information generated by technology would become increasingly important and called on employers to prioritise continuous workplace learning alongside business performance.

“So we are still a long way off, and I think the responsibility is on us, like-minded people like us, to ensure that we encourage continuous learning in the workplace,” he said.

He cautioned against focusing exclusively on profitability at the expense of employee development.

“It can be detrimental for a business not to consider skills and continuous learning,” he said.

“Yes, you need to make a profit, but considering having your driver off the road for that three days to improve them or to give them new information on how to problem solve could benefit you in the long run.”

Mapeko said employers, industry stakeholders, workers and unions needed to work together to support changes in workplace training.

Hwindingwi said technological advances were developing faster than traditional education and training systems could adapt, widening the gap between institutional learning and industry requirements.

“The rate that technology is disrupting infrastructure capabilities is so fast that our traditional models of institutional learning and development is behind, and it’s going to be like that for a period of time,” he said.

However, he stressed that the gap should be viewed as an opportunity to improve how institutions prepared learners for changing occupations.

“That’s not a negative thing. It just highlights opportunity,” he said.

Hwindingwi said education needed to produce workers who could adapt when their existing skills or occupations became less relevant.

He used the prospect of self-driving vehicles to illustrate the risks of training people for a single occupation without preparing them for future changes.

“The biggest danger you can do right now, I’m using a simple thing, is teach your child how to be a driver and end there. To teach your child how to drive a combi or a truck or a bus and end there.”

He said automation could change demand for traditional driving roles, making adaptability and the ability to acquire new skills increasingly important.

Hwindingwi encouraged educators and employers to cultivate a mindset that would enable workers to adjust as technology evolved.

“It’s saying let’s produce drivers but who are equipped with the mindset to be able to pivot, learn, and unlearn.”

He added that future workers might need to analyse trends, develop strategic plans and identify solutions in response to changes in the industry.

Ledwaba said career guidance should begin at an early age to help learners understand the range of opportunities available across the transport sector.

She said young people often associated transport careers with familiar occupations such as taxi and truck driving, overlooking the many other roles involved in moving people and goods.

“If you ask a young person right now about a transport sector, if they are interested in the sector itself, we won’t get a lot of them showing interest,” she said.

“Why? Because when they think of a transport sector, they think about a taxi driver, a truck driver.”

“But there’s a whole lot of occupations that are in the transport sector.”

Ledwaba said learners needed greater exposure to the different occupations and qualifications available in the industry, including opportunities beyond road transport.

She also highlighted TETA’s online Career Portal, which allows learners, particularly unemployed young people, to submit their information and indicate their interests in the transport sector.

The platform also enables training providers and employers to access learner information when recruiting participants for training programmes.

“That platform also has functions where they can also see the other occupations within the transport sector, from aerospace to maritime,” she said.

Ledwaba said learners could use the platform to explore different professions and better understand their responsibilities.

“When we talk about a marine engineer, for example, they will go in there and see what a marine engineer does in their everyday life at their specific workplaces,” she said.

The panel discussion highlighted the need for closer collaboration between education providers, employers and industry stakeholders to ensure that training kept pace with technological change and emerging workforce demands.

Speakers agreed that preparing the transport sector for the future required more than technical qualifications. Workers would also need to communicate effectively, interpret information, solve problems and continue learning throughout their careers.

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An expert-led panel at the Transport Education and Training Authority (TETA) Transport Month Dialogue has identified information and networking gaps as major barriers hindering the meaningful participation of small businesses in the transport sector.

WATCH HERE. LIVE DIALOGUE

Speaking during the joint TETA and Inside Education dialogue on Thursday in Sandton, executive director of the Chartered Institute of Logistics and Transport, Catherine Larkin, said opportunities often emerged through professional networks, making it important to guide and educate young people on the value of networking.

“Often we find opportunities travel through networks; it is not always what you know but who you know. I think when it comes to youngsters, we really need to guide and teach around networking,” Larkin said.

The panel also featured South African Express Parcel Association (SAEPA) chief executive officer Tony d’Almeida, and Gautrain Management Agency executive manager for knowledge management, Viwe Mgedezi.

The discussion focused on the topic “From Capability to Participation: Enabling an Inclusive Transport Sector”, which explored how capable individuals and enterprises could be supported to participate meaningfully in the sector.

Larkin urged entrepreneurs to maintain professionalism when marketing their businesses, highlighting the importance of identifying and promoting the attributes that set them apart from competitors. She also emphasised the use of the internet to expand their reach and attract a wider customer base.

She said that a strong branding strategy was essential to business success, noting that while professional qualifications were important, they alone were not enough to guarantee success.

Mgedezi identified policy and legislative constraints as some of the barriers hindering business growth, calling for certain policies to be relaxed to create a more enabling environment for businesses to operate.

During one of the breakaway sessions, participants discussed ways to address the barriers preventing enterprises from meaningfully contributing to an inclusive transport sector.

The discussions highlighted the inadequacy of TETA’s budget allocations to support skills development on a wider scale, as well as lengthy funding procurement processes, some of which can take years to complete.

Participants noted that such delays risk rendering the qualifications for which organisations initially sought funding irrelevant by the time the funding is approved.

The session also highlighted the need to reduce the six month waiting period between the completion of learnership programmes and the writing of the External Integrated Summative Assessment (EISA).

Participants recommended that relevant stakeholders, including the South African Qualifications Authority (SAQA), the Quality Council for Trades and Occupations (QCTO) and Education and Training Quality Assurance (ETQA) bodies convene to review the process and ensure that learners write the EISA shortly after completing their learnerships.

The discussions also emphasised the importance of tracking learners after completing their programmes to support their smooth transition into the industry and ensure that theoretical knowledge is translated into practical workplace skills.

Participants recommended that future curriculum development take technological advancements into account to ensure that training remains relevant, innovative and responsive to current and emerging challenges in the transport sector.

As measures of success, participants agreed on the need for quarterly meetings among stakeholders to strengthen collaboration and monitor progress.

They also identified the absorption of learners into the workforce after completing their learnership programmes as a key indicator of effective skills development and industry integration.

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The Gauteng Department of Health is testing toys and paint at Early Childhood Development (ECD) centres to identify potential sources of lead exposure as part of an awareness campaign aimed at protecting children from poisoning.

The initiative coincides with International Lead Poisoning Prevention Week, observed from 18 to 24 October 2026 under the theme “From Detection to Prevention”.

The campaign aims to educate communities, parents, caregivers and educators about the dangers of lead exposure, how it occurs and the precautions they can take to protect vulnerable groups.

Lead is a toxic substance that can enter the body through exposure to contaminated dust, paint, toys and other materials containing the metal.

Children are particularly vulnerable because exposure can cause irreversible damage to brain development, affecting learning abilities, behaviour and overall growth.

The effects are not always immediately noticeable, making prevention and early identification essential.

The department said it had received no reports of lead poisoning cases in Gauteng over the past two years, but stressed that continued public awareness and vigilance remained important.

As part of its response, the department investigates reported or suspected exposure, identifies possible sources of contamination and recommends measures to reduce or eliminate the risks.

According to the World Health Organisation (WHO), lead exposure affects multiple organs and contributes to cardiovascular and kidney disease in adults.

The WHO estimates that more than 3.5 million deaths worldwide were attributable to lead exposure in 2023, primarily due to cardiovascular effects.

This year’s campaign theme highlights the importance of identifying potentially harmful sources of lead before exposure results in serious or irreversible health complications.

The department has urged residents to keep their homes clean and minimise exposure to dust that may contain lead.

Parents and caregivers have been advised to keep children away from toys suspected of containing lead and surfaces with peeling or deteriorating paint.

Workers who handle lead-containing materials have also been urged to follow occupational health and safety procedures, change out of contaminated clothing and footwear before entering their homes, and wash thoroughly to avoid bringing lead dust into their living environments.

Anyone who suspects that they or their children have been exposed to lead, or who experiences symptoms associated with exposure, has been advised to visit their nearest clinic or community health centre for a clinical assessment.

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The Free State Department of Education has suspended a school principal after a matric pupil was allegedly prevented from writing an examination because of outstanding school fees.

The incident occurred at Selelekela Secondary School in QwaQwa, in the Thabo Mofutsanyana District, last week, when the female candidate was denied entry to the exam room for the English First Additional Language Paper 3 exam.

The department confirmed on Friday that the principal, who also served as the school’s chief invigilator, had been suspended with immediate effect pending an investigation.

The deputy principal has been appointed chief invigilator for the remainder of the 2026 National Senior Certificate (NSC) examinations.

The department said the pupil had resumed writing her remaining examinations and had received psychosocial support.

“The Department is finalising all reports and supporting documentation for submission to Umalusi through the Department of Basic Education (DBE), to request a concession in respect of English FAL P3,” it said.

“This is to ensure that the candidate is not required to rewrite the paper in June 2027.”

The department said the concession remained subject to approval.

It has also held an urgent virtual meeting with chief invigilators from public, private and independent schools to reinforce examination regulations prohibiting schools from barring eligible candidates over unpaid fees.

The department cited DBE Examination Instruction E06 of 2026, which prohibits candidates from being denied access to examination rooms for reasons unrelated to their eligibility to write.

“School fee disputes must never compromise a candidate’s opportunity to write,” the department said.

“Non-compliance with examination instructions will not be tolerated and will be dealt with through disciplinary processes.”

The Free State has 41,009 candidates registered for the 2026 NSC exams.

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An educator accused of raping a nine-year-old Grade 4 learner at Busisiwe Primary School in Zola, Soweto, appeared in the Protea Magistrates’ Court on Thursday, as Gauteng Education MEC Lebogang Maile called on communities to unite against sexual abuse and gender-based violence.

The court appearance followed the educator’s arrest after he reportedly handed himself over to police on Wednesday evening.

The outcome of Thursday’s proceedings could not be independently confirmed at the time of publication.

The allegations have sparked outrage among parents and community members, who gathered outside the school earlier this week to demand accountability and answers about how the matter was handled.

Maile attended the court proceedings on Thursday.

In a statement, the Gauteng Department of Education said the government had established a coordinated intervention involving the departments of Education, Social Development and Health, the South African Police Service (SAPS) and other child-protection stakeholders.

“The protection and recovery of children affected by sexual abuse require coordinated and compassionate government assistance,” the department said.

Maile called on families, educators, religious leaders, communities and civil society organisations to work together to prevent child abuse and gender-based violence.

“It takes a village to raise a child, and it equally takes a united village to protect a child,” he said.

“We cannot allow moral decay, sexual violence and the abuse of vulnerable people to become normalised in our communities.”

He urged communities to allow law enforcement authorities and the judicial process to take their course without interference or prejudice.

Maile also appealed to the media to report responsibly, stressing that the learner’s identity, dignity and wellbeing must be protected throughout the proceedings.

The case came to public attention after allegations emerged that the learner had been sexually assaulted on the school premises.

According to reports, the alleged incident occurred on 8 October, when the learner reportedly asked to go to the toilet during class and the educator allegedly followed her.

The learner’s family subsequently raised concerns about the incident, while parents questioned the school’s response and demanded action against the educator.

On Tuesday, 20 October, parents and community members protested outside Busisiwe Primary School, expressing concern over the handling of the allegations.

Reports also indicated that the learner had been reluctant to return to school following the alleged incident.

The Gauteng Department of Education dispatched officials to investigate the matter.

On Wednesday, the department confirmed that the educator had been placed on precautionary suspension pending the finalisation of internal disciplinary proceedings.

The police investigation is separate from the department’s internal disciplinary process.

The department said the coordinated intervention would continue throughout the judicial process and beyond, with the aim of safeguarding the learner’s emotional, psychological and physical wellbeing.

The Portfolio Committee on Basic Education also condemned the allegations and called for swift justice and stronger safeguards to ensure that schools remain safe environments for children.

“Any act of violence against a child within a school environment, particularly by an educator, constitutes an egregious breach of trust and the law,” committee chairperson Joy Maimela said.

The educator remains accused, and the allegations have not been proven in court.

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Speaking at the Inside Education and TETA Transport Month Dialogue in Sandton on Thursday, she emphasised the need to align skills development with industry demand and provide relevant qualifications that prepare workers to address the transport sector’s future challenges.

“South Africa does not have skills problems. It is just a matter of matching demand with where the opportunity is, with where the relevant work is and giving our young people an opportunity to go and show off in the world that SA can and still does have the best skills set than anybody else,” she said.

ALSO READ: Transport sector stakeholders explore future readiness at Dialogue 2026

The dialogue falls during Transport Month in October. It brought together transport experts, interest groups and community members to engage and solicit solutions on how to enhance the transport industry in light of the technological advancement confronting it.

Anno-Frempong emphasised that TETA is often met with a predicament when implementing its mandate as it dictates that it spends 80% towards programmes that lead to a qualification.

She highlighted, however, that the entity continues to look for a balance between funding qualifications and skills development as many companies now prioritise skills over qualifications.

She said it was more feasible to invest in “micro credentials”. They are short programmes, which expose young people to opportunities leading to jobs as compared to investing in degrees.

“The skills development levy base, which is 1%, can never train the transport sector because the demand is higher than 1%. We [must] hold hands, look at co-funding opportunities and see how we can leverage on other funding opportunities, and not only in transport but in other industries with a main purpose of giving a South African child an opportunity to get into a job or to be able to make a living,” Anno-Frimpong said.

ALSO READ: GDE suspends Busisiwe Primary teacher after sexual assault allegations

The CEO highlighted that technological and economic transformation is moving at a high pace globally. She said South Africa must assess the impact of this transformation to identify and prioritise the skills needed to remain competitive and maximise the resulting economic opportunities.

Anno-Frempong further underscored the need for collaboration amongst government and private entities to drive investment in people while creating opportunities.

ALSO READ: UFH rejects Buhlungu’s immediate resignation as disciplinary process continues

She emphasised that the transport sector remains one of the major industries driving economic growth and stressed the significance of a well-functioning transport sector.

“It is so important that for the recognition of SA’s advancement in line with other countries that transport becomes one of the key indicators of how far SA as a country has advanced,” Anno-Frempong added.

TETA acting corporate communications manager Thabiso Mokoetla said that technological advancements, digitalisation, innovation and the transition towards a greener economy are reshaping occupations across road, rail, aviation, maritime, freight and logistics.

“As a transport sector, we have a critical role to play to ensure that education and training remain responsive to these changes,” Mokoetla said.

He emphasised the importance of collaboration among industry, government, the education sector and training institutions to identify future skills requirements and prepare learners and workers for both current and emerging occupations.

“Doing so requires an ongoing conversation between the industry, the government, the education sector and the training institutions about where the sector is heading, which skills will be required, and how learners and workers can better prepare for both the current and emerging occupations,” he said.

He also highlighted the challenge of an ageing workforce and the need to attract younger people to the sector.

“So upskilling the workforce, also we have a challenge of an ageing workforce. We still need those learners. We still do need the youth to come into this space,”

He called on stakeholders to participate actively in shaping the future of transport skills development, stressing that the responsibility extended beyond TETA.

 
“The future of transport leaves us with an opportunity to call the participants, which is not only TETA, but also you who are seated before us,” he said.

Mokoetla said discussions must translate into practical outcomes.

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The Transport Education Training Authority (TETA) today hosted the Transport Month Dialogue 2026 alongside Inside Education, bringing together industry leaders, policymakers, educators and stakeholders to engage on the future of South Africa’s transport sector.

WATCH HERE. LIVE DIALOGUE

The dialogue focused on a key question: Is the sector ready for the future of transport?

Discussions explore topics including skills development, innovation, accessibility and participation, highlighting the opportunities and challenges that will shape the industry’s future.

Participants examined how emerging technologies, changing workforce demands and inclusive growth can help drive the sector forward while ensuring that no one is left behind.

The event is being streamed live on Inside Education, providing audiences across the country with an opportunity to follow the discussions and contribute their own questions, ideas and perspectives through the comments section.

The dialogue aims to foster collaboration and encourage practical solutions to advance a more sustainable, innovative and accessible transport sector.

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The University of Fort Hare has dismissed Vice-Chancellor Professor Sakhela Buhlungu following a disciplinary hearing that found him guilty of two counts of misconduct.

The university’s council confirmed his dismissal on Wednesday, after considering the findings and recommendation of an independent disciplinary chairperson.

Buhlungu was placed on precautionary suspension with full pay on 30 March following a forensic investigation into the appointment of two executive directors without the required council approval.

The investigation, conducted by Morar Incorporated Auditors, found that the appointments had not complied with section 19.1 of the university’s Institutional Statute, which requires the necessary institutional consultation and council approval.

He was formally charged in May with gross misconduct, insubordination and bringing the university into disrepute.

The charges included allegations that he appointed the two senior executives without the required consultation with the university’s Senate and Institutional Forum and without council approval.

Buhlungu resigned on 28 September, shortly before he was due to present his defence at the disciplinary hearing. He requested that his resignation take effect immediately, but council initially rejected the request because his employment contract required him to serve a notice period.

Council later agreed to shorten his notice period, setting 23 October as his departure date, while insisting that the disciplinary proceedings would continue.

The university has now terminated his employment two days before that date.

The independent disciplinary chairperson found Buhlungu guilty of appointing members of the Management Executive Committee (MEC) without the required consultation and council approval.

He was also found guilty of making disparaging statements in the media that brought the university into disrepute.

However, he was found not guilty of the charge of insubordination.

The chairperson issued the findings on 15 October and recommended dismissal on Tuesday, concluding that the misconduct was serious enough to constitute gross misconduct.

In a communique, council chairperson Dr Siyanda Makaula said council considered the findings and recommendation at a special meeting on Wednesday before resolving to dismiss Buhlungu with immediate effect.

Although the chairperson cleared Buhlungu of insubordination, council said his conduct demonstrated a failure to show the necessary respect for the university’s governing authority.

“Although the conduct concerned did not constitute insubordination, it nevertheless demonstrated a failure to accord the requisite respect to the University’s governing authority,” Makaula said.

He said the council also considered his continued non-participation in the disciplinary proceedings an aggravating circumstance.

“These aggravating circumstances, considered together with the findings of guilt, further undermined the trust and confidence necessary to sustain the employment relationship between the University and its Vice-Chancellor,” Makaula said.

Buhlungu’s employment was terminated on Wednesday evening, and the decision was communicated to him.

Buhlungu has led the Eastern Cape institution since 2017.

The university has appointed Professor Wezile Chitha, currently executive dean of the Faculty of Medicine and Health Sciences at Walter Sisulu University, as its incoming vice-chancellor and principal. He is expected to take up the position on 1 January 2027.

Makaula said Buhlungu’s dismissal concluded the disciplinary proceedings arising from the Morar Report, which identified serious misconduct involving breaches of the university’s Institutional Statute by several employees.

The process involved three separate disciplinary hearings, each presided over by an independent chairperson. According to council, all three chairpersons independently concluded that the misconduct in their respective cases warranted dismissal.

“Significantly, all three chairpersons independently concluded that the misconduct was of such gravity as to warrant dismissal, underscoring the seriousness of the statutory breaches and the imperative of accountability in the exercise of institutional authority,” Makaula said.

Makaula thanked the university community for its patience and continued trust in the process, saying council remained committed to exercising its oversight responsibilities “without fear, favour or prejudice” and in the best interests of the institution.

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The Gauteng Department of Education (GDE) has placed an educator at Busisiwe Primary School in Zola, Soweto, on precautionary suspension following allegations that the teacher sexually assaulted a nine-year-old Grade four learner. 

The department said it had arranged psychological support for the child and her family.

ALSO READ: Franklin D Roosevelt Primary principal sanctioned over R5,000 ‘payment demand’

Angry parents and community members gathered outside the school on Tuesday, disrupting teaching and demanding answers about the alleged incident and asking why the educator was reportedly still attending classes while the matter was being investigated.

Gauteng Education MEC Lebogang Maile visited the school on Wednesday, where he received a briefing from school management, the School Governing Body (SGB), the South African Police Service (SAPS) and community stakeholders about the allegations.

“The department confirms that the educator would remain on precautionary suspension pending the finalisation of disciplinary proceedings,” the department said.

“We understand the concerns and emotions surrounding these disturbing allegations. However, we appeal for calm and urge everyone to allow the necessary processes to unfold. We must ensure that justice is not compromised by interference or speculation,” Maile said.

He said the department had a zero-tolerance stance on sexual abuse.  

The Sowetan reported that the child’s family friend said she started refusing to attend school around 8 October, before disclosing the alleged assault to relatives the following day.

The family alleged that the assault occurred on 8 October, when the learner reportedly asked to go to the toilet during class and the educator allegedly followed her.

According to The Sowetan, a family friend said the SGB said that it only became aware of the allegations on Monday, 19 October, after claims of the alleged assault were circulated via a video clip on social media.

ALSO READ: SAPS opens applications for 5,500 police trainees

The video reportedly showed the learner recounting the alleged incident.

Police spokesperson Dimakatso Nevhuhulwi confirmed that a rape case was reported at Jabulani Police Station on 11 October and that the Family Violence, Child Protection and Sexual Offences Unit was investigating. 

Maile said police were gathering statements and indicated that an arrest could follow once the necessary processes had been completed.

“One of the things we will be doing going forward is to verify when teachers are appointed to make sure that you verify their history,” Maile said during  his visit.

He added that educators found guilty of sexual offences should be placed on the National Register for Sex Offenders to prevent them from being employed in positions that expose children to potential harm.

“It takes a village to raise a child, and it equally takes a village to protect a child,” Maile said.

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The University of KwaZulu-Natal’s School of Engineering has expanded its laboratory capacity from 80 to 163 students following a R2.2 million investment by Aberdare Cables, with Deputy Minister of Higher Education and Training Nomusa Dube-Ncube calling for the partnership to translate into more workplace opportunities for graduates.

The newly upgraded AberTech LAN was officially launched on Wednesday, providing students with modern workstations, 175 new network access points, upgraded projection systems and improved lighting to support teaching and learning.

ALSO READ: WATCH LIVE: Transport sector stakeholders explore future readiness at Dialogue 2026

Speaking at the launch, Dube-Ncube, representing Higher Education and Training Minister Buti Manamela, said partnerships between universities and industry were essential to ensuring graduates acquired skills relevant to the needs of employers.

She welcomed Aberdare Cables’ investment, saying the company’s existing partnership with UKZN, which included bursaries for engineering and information and communications technology students, had now expanded to infrastructure development.

“We particularly welcome Aberdare’s view that this is a foundational step towards a broader, long-term engagement. That is exactly the kind of partnership our post-school system needs,” she said.

Dube-Ncube said the improved laboratory would give students access to modern technology, helping them develop practical skills needed in an increasingly technology-driven economy.

“A student who learns on outdated machines risks graduating with outdated skills. A student who models, simulates, codes and designs on current systems enters the workplace ready to contribute from the first day,” she said.

She urged the company and the university to build on the investment by creating work-integrated learning opportunities, internships and workplace placements for students.

According to Dube-Ncube, such opportunities would help connect classroom learning with practical experience while enabling employers to contribute to the development of graduates with the skills their industries require.

“When a cable manufacturer invests in a computer laboratory, it is investing in its own future workforce, and in the energy security of our nation: the grids, the renewable energy projects and the transmission networks that will power South Africa’s growth,” she said.

In his 2026 State of the Nation Address, President Cyril Ramaphosa placed the Skills Revolution at the centre of the country’s development agenda and directed the ministers of finance and higher education to develop a proposal for more universities and TVET colleges with specialised areas of focus.

Dube-Ncube said the Department of Higher Education and Training’s 2026/27 Annual Performance Plan also prioritised expanding access, improving educational quality and making institutions more responsive to the economy.

ALSO READ: Franklin D Roosevelt Primary principal sanctioned over R5,000 ‘payment demand’

“Partnerships like this one are how those commitments become real,” she said.

Aberdare Cables, a supplier of energy interconnection products and services, operates three manufacturing sites in South Africa, located in Pietermaritzburg, Gqeberha and Gauteng. The company also has customer service centres across the country and in Maputo, Mozambique.

Dube-Ncube said modern infrastructure was increasingly important as artificial intelligence and technological developments changed the skills required in the workplace.

“In an age of artificial intelligence and rapid technological change, South Africa cannot compete with yesterday’s tools. The young people who sit at these 163 workstations will write the code, design the systems and lead the breakthroughs that place our country among the innovators of the world,” she said.

She also called on UKZN to ensure the laboratory remained functional through regular maintenance, software licensing and the replacement of ageing equipment.

“In the spirit of the Batho Pele principle of value for money, every rand invested, whether public or private, must deliver lasting value,” she said.

Addressing students, Dube-Ncube urged them to take responsibility for protecting the upgraded facility and ensuring it benefited future generations.

“This facility is yours, but it is not only yours. It was built for you and for those who will come after you,” she said.

She further called for safe and inclusive university environments, highlighting gender-based violence and femicide as ongoing national challenges. She urged students, particularly young men, to promote respect and equality on campus.

ALSO READ: Heatwave grips SA as temperatures soar towards 40°C

Dube-Ncube also addressed tensions following UKZN’s Student Representative Council elections, including an incident at the Westville campus in which staff members were injured.

She said disagreements should be resolved through dialogue, institutional processes and the law, rather than violence or intimidation.

“Violence against the staff who keep our campuses safe is unacceptable,” she said.

The deputy minister concluded by encouraging more businesses to invest in higher education and establish partnerships that support students beyond their academic studies.

“Our people say: umuntu ngumuntu ngabantu. A person is a person through other people. Today Aberdare Cables, UKZN and government have shown what that means in practice. I call on more industry partners to follow this example,” she said.

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The Gauteng Department of Education (GDE) has confirmed that the principal of Franklin D Roosevelt Primary School in Randburg was sanctioned following an investigation into allegations that a school governing body (SGB) member was asked to pay about R5,000 to renew a contract.

GDE spokesperson Onwabile Lubhelwana told Inside Education that the internal disciplinary process had been concluded, while separate allegations of selling teaching posts and intimidation had not been formally reported to the department.

“The Gauteng Department of Education (GDE) can confirm that the allegation relating to the demand for approximately R5000 has been investigated and internal disciplinary process concluded, and the principal was sanctioned accordingly,” Lubhelwana said.

The department not disclose the nature of the sanction or when it was imposed.

“However, no formal complaints on the allegation of selling of posts and intimidation have been reported to the Department. Once reported, the department will determine the cause of action.”

The Democratic Alliance (DA) this week called for an independent investigation into alleged financial irregularities, intimidation and staffing concerns at the school.

“We want an independent investigation into the allegations against the principal and disciplinary action against anyone found responsible for wrongdoing,” the DA said.

In a statement issued on Monday, DA Gauteng shadow MEC for education Sergio Isa Dos Santos accused the department of failing to resolve longstanding complaints involving the school’s management.

The controversy follows a protest by parents and SGB members outside the school on 13 October, when demonstrators called for the removal of principal Victor Matloga over allegations concerning his management.

Matloga had previously been dismissed and subsequently reinstated following proceedings at the Education Labour Relations Council (ELRC).

The DA alleged that his reinstatement followed the department’s failure to submit required documentation within the prescribed timeframe.

However, in February, the Northcliff Melville Times reported that the department had given a different account of the proceedings.

Then-GDE spokesperson Steve Mabona told the publication that Matloga had been found guilty in an earlier disciplinary process, but that the finding did not warrant dismissal. He said Matloga successfully challenged the finding at arbitration and was exonerated.

The DA also raised concerns about educator shortages, including claims that Grade 5 Afrikaans classes were being combined because of a lack of qualified teachers.

“The situation has worsened, with 10 educators leaving the school and daily absences of at least four to five teachers,” the DA said.

The department disputed the allegations of a teacher shortage.

Lubhelwana said seven SGB employees and two GDE employees had resigned since September 2025 to pursue better employment opportunities, but that their positions had been filled.

“Numerous academic and leadership monitoring and support visits were conducted at the said school. District Officials have been allocated to mediate between the SGB and the school principal, to resolve differences and improve working relations, moving forward,” he said.

The DA has called on Gauteng Education MEC Lebogang Maile to commission an independent investigation into the broader allegations and determine whether departmental officials failed in their duties.

The party said it would submit questions to Maile to establish the history of the dispute and assess whether the department’s handling of the matter was consistent with the documentary evidence it had obtained.

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The South African Police Service (SAPS) has opened applications for 5,500 police trainee positions for citizens aged 18 to under 35, with recruitment running until 13 November 2026.

The nationwide online recruitment drive opened on Wednesday, 21 October.

“If you are disciplined, physically fit, committed to serving your community and determined to help build a safer South Africa, this could be your moment,” SAPS said.

Eligible applicants with no criminal records or pending criminal cases are encouraged to apply through the official SAPS eRecruitment portal at www.erecruitment.saps.gov.za.

“The online application process, introduced in 2025, makes it easier for young people from all walks of life to apply for entry-level police trainee posts,” SAPS said.

Prospective applicants must create a profile on the portal and verify their accounts using a code sent to their email addresses.

Once their accounts have been verified, they can follow the step-by-step process to apply for available trainee posts.

“A QR code providing direct access to the portal will also be shared on SAPS’s official social media platforms,” SAPS said.

SAPS said it was seeking young people who could bring knowledge, skills, fresh perspectives and a commitment to excellence to the fight against crime.

“As part of its targeted recruitment drive, the SAPS will identify suitably qualified applicants with specific skills for consideration in specialised policing environments,” SAPS said.

“Graduates in Law, Policing, Criminology, Law Enforcement, Forensic Investigation and Information Technology may be considered for placement within the Directorate for Priority Crime Investigation (DPCI), also known as the Hawks; Detective and Forensic Services; and Crime Intelligence.”

The recruitment process would also seek to identify suitably qualified young people from underrepresented racial groups who meet the prescribed requirements.

All applicants will undergo a selection process that includes fitness, psychometric and integrity testing, a medical evaluation and an interview.

“These assessments are designed to ensure that those selected possess the physical fitness, mental resilience, discipline and integrity required to serve and protect the people of South Africa,” SAPS said.

Successful recruits who hold a relevant National Qualifications Framework (NQF) Level 6 or higher qualification will undergo six months of training at a SAPS training academy, while those without such qualifications will complete the standard nine-month training programme.

All police trainees will receive a monthly stipend of R5,000 during their training.

“Applicants must remain vigilant against fraudsters who may demand money in exchange for employment or promise to influence the recruitment process,” SAPS said.

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University of the Witwatersrand (Wits) scientists have identified hundreds of potentially new microbial species in the digestive systems of wild African lions, revealing previously undocumented bacterial and viral diversity.

The reasearch, published in Animal Microbiome this week, provides the first comprehensive genome-resolved analysis of the gut microbiome of free-living African lions, opening new avenues for research into their metabolism, health and conservation.

ALSO READ: Malatsi urges business to turn digital skills into jobs for youth

Researchers analysed 23 fresh faecal samples collected from 20 lions in Namibia’s Etosha National Park, reconstructing 318 bacterial genomes and 102 viral genomes from the DNA recovered.

Most of the reconstructed genomes differed substantially from those in international reference databases, suggesting they represent largely uncharacterised microbial diversity, including potentially new species.

Lead author Carl Belger, who conducted the research as part of his Master’s degree at Wits, said the lack of existing knowledge about the lion gut microbiome was a key motivation for the study.

“Very few papers had sequenced the gut microbiome of lions before,” he said. “The question was really: what does the gut microbiome of lions look like?”

A microbiome is the community of microorganisms, including bacteria and viruses, that live in a particular environment. In animals, these organisms contribute to processes such as digestion and metabolism and can provide insights into diet, environmental conditions and health.

ALSO READ: DA demands probe into alleged misconduct at Roosevelt Primary

Although African lions have been extensively studied in terms of their behaviour, population dynamics and ecology, the microorganisms living inside their digestive systems remain comparatively poorly understood.

The Wits study tried to address this gap by using DNA sequencing and computational analysis to identify microorganisms without having to grow each organism individually in a laboratory.

The microbiome investigation formed part of wider ecological research involving lions in Etosha.

During veterinary immobilisations, researchers from different disciplines collected blood, hair and other biological samples while fitting tracking collars, enabling them to gather multiple types of information from individual animals during a single procedure.

Belger was responsible for collecting fresh faecal samples for the microbiome analysis.

“I was at the back end of the lion – at the ‘business end’, should I say,” he said.

He said the collaboration between researchers from different countries and scientific disciplines was among the most memorable aspects of the work. Teams collected different kinds of data from the same animals, reducing the need for repeated interventions.

The samples underwent extensive laboratory and computational analysis to identify and reconstruct the genetic material of the microorganisms present.

Professor Scott Hazelhurst, a senior scientist and bioinformatician at the Sydney Brenner Institute for Molecular Bioscience (SBIMB) and co-corresponding author of the study, compared the process to completing multiple jigsaw puzzles simultaneously, with some pieces missing, damaged or duplicated.

Researchers sequenced the DNA present in each sample and used bioinformatics tools to separate genetic fragments and determine which organisms they belonged to.

“It is computationally intensive. The lion analysis involved tens of thousands of CPU hours and generated tens of terabytes of data,” Hazelhurst said.

Despite these challenges, the researchers reconstructed good-quality bacterial and viral genomes, including genetic material from organisms not previously identified at species level.

The study found that two bacterial genera, Bacteroides and Phocaeicola, accounted for 22.1% and 13.3% of the gut microbial community respectively, contrasting with findings from previous studies of captive lions.

Differences in diet, environment and geographical separation could help explain variations in microbial composition between wild and captive lions.

The findings show how genomic research can reveal microbial diversity that conventional approaches may overlook, particularly in wild animals whose microbiomes have received limited scientific attention.

The study also investigated the potential functions of the lion gut microbiome.

Researchers identified microbial pathways associated with purine metabolism. Purines are compounds found in DNA and other biological molecules and occur at high concentrations in meat and animal tissue, making their breakdown particularly relevant to carnivorous animals such as lions.

ALSO READ: Gauteng Transport tells scholar transport operators to comply with safety laws

The analysis identified nearly complete microbial metabolic pathways associated with the breakdown of the purines adenine and guanine into urea.

“Microbiota are key in any species as a key part of metabolism,” Hazelhurst said.

The researchers said further studies involving larger numbers of lions would be needed to establish how gut microbial communities differ between populations and respond to environmental conditions.

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Communications and Digital Technologies Minister Solly Malatsi has called for closer cooperation between government and the private sector to ensure digital-skills training translates into employment opportunities for young South Africans.

Speaking at the launch of a cyberlab at Fontein Full-Service School in Nelson Mandela Bay, Eastern Cape, on Monday, Malatsi said that technological advances could deepen inequality unless more people had access to digital tools and training.

ALSO READ: Gauteng Transport tells scholar transport operators to comply with safety laws

The facility, established through a partnership involving Liquid Intelligent Technologies, Microsoft, Devaire and the Department of Communications and Digital Technologies, will benefit 850 learners.

It was the first of two cyberlabs scheduled to open in Nelson Mandela Bay this week, with a second launch planned for Soutpan Primary School on Tuesday.

“It is about ensuring that the 850 children here have the tools they need to learn, connect, access information on the internet and participate meaningfully in the digital economy as they get older,” Malatsi said.

He said artificial intelligence (AI), cloud computing, automation and other technologies were transforming economies and changing the skills required in the workplace.

“The skills and platforms children need to learn and shape their future aspirations are changing just as fast. While we endeavour to implement the most advanced technologies and build the best solutions, these initiatives will stumble and fall flat if we don’t equip citizens with the skills and tools required to participate meaningfully in the digital economy.”

Malatsi said that failing to invest in training would widen inequalities between people with access to technology and reliable internet connectivity and those without.

Referring to his participation in CollectiveX’s digital-skills development conference the previous week, he said teaching children coding, robotics and software development could create opportunities in the digital economy.

He stressed that training programmes needed to be linked to employment.

ALSO READ: Gwarube dismisses ‘fake news’ matric exam leak claims

“We have to find better ways to match the right digital skills to the jobs available in the market. We have to take a chance on our youth once they have graduated from school, university and these programmes,” he said.

“We must measure every mobile digital lab launch, every skills and entrepreneurship programme development against the lives changed for young people.”

Malatsi said these initiatives should be assessed according to whether participants secured meaningful employment, contributed to their communities and lifted their families out of poverty.

He said government had a responsibility to ensure that geographical location and economic circumstances did not prevent people from participating in the digital economy.

“Our responsibility is to create an enabling environment where every South African – regardless of where they come from – has a fair opportunity to access connectivity, digital tools, and digital skills,” he said.

He added that government could not close the digital divide alone and that cooperation with businesses, educational institutions and communities was essential.

Malatsi also raised concerns about online safety, warning that children, women and older people were particularly vulnerable to online threats.

“Training people won’t just allow them to spot fake news, possible grooming and cyberbullying; it will teach them how to speak up, take action and flag nefarious behaviour.”

He said online safety education should begin at primary-school level, while digital platforms needed to do more to protect users.

Also speaking at the launch, Deputy Minister of Higher Education and Training Yusuf Cassim said he had approached Malatsi to request support for a digital laboratory at the school.

Cassim, who lives in Nelson Mandela Bay, said he wanted learners in communities that had struggled to attract investment to have greater access to educational opportunities.

He said the lab would allow learners to develop digital and artificial intelligence literacy and acquire skills relevant to further education and employment.

“A child’s circumstances should never become a ceiling on their ambitions,” Cassim said.

“We cannot speak about equal opportunity while some children continue to feel that their communities have been left behind. Every child deserves to know that their future matters, regardless of their circumstances or the neighbourhood in which they grow up.”

Cassim said government needed to connect school-level learning to vocational training, further education and employment opportunities.

ALSO READ: Umhlali school stabbing leaves six-year-old fighting for her life

He called for continued investment in underserved communities, saying the success of the initiative would depend on the opportunities learners could access after receiving training.

Addressing the learners, Cassim said: “Never allow anyone to make you feel that your dreams are too big for where you come from.”

He said children should not be expected to believe in a future that government was unwilling to invest in.

“Let us give them the tools, skills and opportunities to build that future for themselves,” he said.

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The Democratic Alliance (DA) has called for an independent investigation into alleged financial irregularities, intimidation and staff shortages at a Johannesburg primary school, months after parents raised concerns about its principal’s reinstatement, and just a week after a protest at the school.

In a statement on Monday, the party accused the Gauteng Department of Education (GDE) of failing to resolve longstanding complaints involving the management of Franklin D Roosevelt Primary School in Randburg.

DA Gauteng Shadow MEC for Education Sergio Isa Dos Santos said the allegations included the sale of posts, extortion and intimidation involving the school’s principal.

One complaint involved a school governing body (SGB) member who was allegedly asked to pay R5,000 to renew a contract.

The party also raised concerns about staffing shortages.

“The situation has worsened, with 10 educators leaving the school and daily absences of at least four to five teachers,” the DA said.

It claimed that Grade 5 Afrikaans classes were being combined because of a shortage of qualified educators, with some learners being taught by unqualified staff.

On 13 October, parents and SGB members protested outside the school, demanding the removal of principal Victor Matloga over longstanding allegations concerning his management.

In February, the Northcliff Melville Times reported that parents had protested against the reinstatement of Matloga following disciplinary proceedings.

SGB chairperson Fagmoedien Otto told the publication that complaints involving alleged financial mismanagement, intimidation, abuse of power and extortion had been raised with the department several years earlier.

Otto claimed that procedural failures by the department had undermined disciplinary proceedings against the principal.

However, the GDE disputed the suggestion that Matloga had escaped accountability solely because of procedural failures.

Department spokesperson Steve Mabona told the publication at the time that the principal had been found guilty in disciplinary proceedings, but that the outcome did not warrant dismissal.

“Accordingly, he appealed the guilty verdict, and, as such, he was exonerated at arbitration, consequently there is no questionable conduct on his part,” Mabona said.

The department said it respected the arbitration outcome.

The DA has now questioned the handling of the case, alleging that the principal was reinstated by the Education Labour Relations Council (ELRC) after the department failed to submit required documentation within the prescribed timeframe.

The party wants Gauteng Education MEC Lebogang Maile to investigate the department’s handling of the matter and establish whether officials failed to carry out their responsibilities.

“We will submit questions to the MEC to establish the history of this case and determine whether it aligns with all the documentary evidence obtained,” the DA said.

It also wants an independent investigation into the allegations against the principal and disciplinary action against anyone found responsible for wrongdoing.

The department did not respond to questions from Inside Education. Their responses will be added once received.

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