Artificial intelligence (“AI”) is no longer a distant technological concept; it has become an everyday tool in workplaces, homes, and, increasingly, classrooms. Students today have access to AI-powered tools that can assist with research, summarising information, drafting written content, analysing data, and solving complex problems.

While these technologies create new opportunities for learning and efficiency, they also present significant challenges for educational institutions. Many schools and universities have responded cautiously, with some attempting to restrict or ban AI use entirely. 

However, in the South African context, such an approach is unlikely to be sustainable.

Artificial intelligence is rapidly becoming integrated into modern life and the future workforce.

Instead of avoiding AI, educational institutions must focus on developing digital literacy and implementing clear policies to regulate the responsible use of these technologies.

The Evolution of Technology in Education

Education has historically evolved alongside technological advancements. Tools that were once viewed with suspicion, such as calculators, computers, and the internet, are now essential components of the learning environment.

Artificial intelligence represents the next stage in this evolution.

Students entering professional fields such as law, finance, engineering, healthcare, and technology will inevitably encounter AI in their daily work.

If educational institutions fail to equip students with the skills needed to navigate these technologies responsibly, graduates may find themselves unprepared for the realities of the modern workplace. For this reason, the focus should not be on eliminating AI from education, but rather on teaching students how to use it responsibly, critically, and ethically. 

The Importance of Digital Literacy

A key component of adapting to artificial intelligence is developing digital literacy. Digital literacy goes beyond simply knowing how to use technology; it involves understanding how digital systems operate, recognising their limitations, and critically evaluating the information they produce.

In the context of artificial intelligence, students must learn that AI-generated outputs are not inherently accurate or unbiased. 

AI systems rely on data patterns and algorithms, which means they can produce incorrect, misleading, or incomplete information. Without the ability to critically assess AI outputs, students may become overly reliant on automated tools, undermining independent thinking and academic integrity.

Teaching AI literacy is therefore essential to ensuring that students remain active participants in the learning process rather than passive consumers of automated information.

Developing Clear Institutional AI Policies

Alongside digital literacy, educational institutions must develop clear and comprehensive policies governing the use of artificial intelligence. One of the primary concerns surrounding AI in education is academic integrity.

Institutions must therefore clearly define when the use of AI tools is permissible and when it may constitute academic misconduct.

For example, using AI to generate ideas or assist with research may be acceptable, while submitting entirely AI-generated work as one’s own would undermine the purpose of academic assessment.

Establishing transparent guidelines helps students understand the boundaries of acceptable conduct while allowing technology to remain part of the educational process.

Transparency is also an important element of responsible AI use. Institutions may consider requiring students to disclose when AI tools have been used in the preparation of assignments, research, or projects.

Such disclosures encourage honesty and accountability while acknowledging that AI can be a legitimate support tool when used appropriately.

In addition, traditional assessment methods may need to evolve. Greater emphasis may be placed on oral presentations, in-class assessments, and practical demonstrations of understanding to ensure that students are genuinely engaging with the material.

The South African Legal Framework

From a legal perspective, the use of artificial intelligence in educational institutions must also be considered in the context of South African law. The Constitution of the Republic of South Africa, 1996, protects fundamental rights that may be implicated in the digital learning environment, including the rights to dignity, privacy, and access to education.

These rights remain relevant in online and technologically mediated environments, meaning that educational institutions must ensure that the adoption of AI technologies does not compromise students’ rights.

In addition, the Protection of Personal Information Act 4 of 2013 (POPIA) plays a significant role in regulating the collection, storage, and processing of personal data.

Many AI platforms operate by analysing large volumes of data, which may include students’ personal information. Schools and universities must therefore ensure that any AI technologies used within their systems comply with POPIA’s requirements relating to lawful processing, consent, and data security.

Failure to do so could expose institutions to legal risk and undermine students’ privacy rights.

Balancing Innovation and Protection

Ultimately, the challenge facing educational institutions is not simply technological, but also ethical and regulatory.

Schools and universities must balance the need to prepare students for a rapidly evolving digital world with the responsibility to protect them from the risks associated with emerging technologies.

Achieving this balance requires thoughtful policy development, ongoing educator training, and collaboration between academic institutions, legal professionals, and technology experts.

Conclusion

Artificial intelligence will continue to shape the future of education and the broader professional landscape. Attempting to ignore or prohibit these technologies may hinder rather than protect students.

A more effective approach is to embrace the reality of AI while equipping students with the knowledge and skills needed to use it responsibly.

By prioritising digital literacy, implementing clear policies, and ensuring compliance with South Africa’s legal framework, educational institutions can create learning environments that both safeguard students and prepare them for the demands of a technologically advanced society.

Written by Robyn Shepherd, Attorney, SchoemanLaw Inc 

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Learners at Lethabong Maths, Science and ICT School of Specialisation in Soshanguve have unveiled a home-built electric vehicle, the EV LMSI 1000.

The Gauteng Department of Education said international media visited the school to observe the impact of partnerships aimed at advancing innovation, skills development and quality education.

“The unveiling marks a significant milestone for the department’s Schools of Specialisation programme, as learners demonstrated not only technical skills but the ability to design and build solutions aligned with the future of mobility,” it said.

The EV LMSI 1000 is the latest in a series of learner-led innovations at the school, which focuses on automotive studies, science and ICT.

The institution was established as part of Gauteng’s drive to equip young people with industry-relevant skills, particularly in the automotive sector linked to the Tshwane economic corridor.

Learners have previously developed projects including a solar-powered transport system and autonomous vehicle models designed and built on campus, reflecting a growing foundation in engineering and digital technologies.

As South Africa expands its electric vehicle ecosystem, including charging infrastructure initiatives led by Eskom, such projects position learners within a rapidly evolving industry.

Educators and partners said the EV LMSI 1000 is not only a school project but a symbol of what can be achieved through collaboration between education, industry and policy.

Photos: X/DBE

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Prosecutors said they decided to charge Claire Freemantle, 49, with two counts of causing death by dangerous driving and seven counts of causing serious injury by dangerous driving after the Metropolitan Police reopened its investigation and discovered new evidence.

The London police force apologized for how it initially treated the crash and said it had referred its own officers to a watchdog agency looking into police misconduct.

Freemantle was originally not charged after prosecutors said she had an epileptic seizure. She had issued a statement expressing her “deepest sorrow” but said she had no recollection of what occurred.

Defense lawyers questioned why prosecutors reversed their original decision not to charge Freemantle and said she will plead not guilty when she makes her first court appearance June 16 in Westminster Magistrates’ Court.

It’s not clear what new evidence police found, but the reinvestigation came after complaints by the parents of Nuria Sajjad and Selena Lau, who were killed in the crash outside the private Study Preparatory School in Wimbledon, south London, on July 6, 2023.

The driver plowed through a fence and into the side of the school building. More than a dozen people were treated for injuries at the scene and 10, including several pupils, were taken to the hospital for treatment.

AP

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South Africa’s 50 public technical and vocational education and training (TVET) colleges are, in the main, struggling institutions. In many, throughput rates – how many students qualify in the expected time – are low. Some lecturers are under-qualified and under-resourced. Relationships with employers, which are crucial for the type of training that these colleges offer, are uneven.

Colleges are hard pressed to provide training to young people with weak schooling behind them and no clear path to employment ahead. The youth unemployment rate is almost 44%.

The response to problems in the sector has been reform: rename the colleges, restructure them, give them new governance models, new qualification types, new funding arrangements. Over 30 years of democracy, South Africa has done all of these things, repeatedly. It has not worked.

And now there’s another round of changes being rolled out. There is little clearly documented explanation of what the new system is and how it will work in practice. But colleges have been instructed that most current qualification offerings will be phased out and replaced by new “occupational” qualifications.

In 2024 I wrote a paper tracing the history of the technical and vocational training sector, drawing on published literature, my research on skills development and my own involvement in South Africa’s education and training policy processes. The paper sets out why the sector is not working and what it needs to succeed.

In my view, based on the history of the sector, there is a serious risk that the latest reforms will make things worse.

Thirty years of the same mistake

South Africa’s policy vision and funding model for TVET colleges has, like that of many other countries, been to base funding on student enrolment for programmes that are linked to employer demand. It assumes colleges will respond to what employers want, and channel young people into jobs.

It has a long and largely unsuccessful track record, with problems in many countries – most extensively documented in Australia and the UK, the originators of the broad policy model.

The problem is structural. Funding institutions only through enrolments in specific programmes provides no institutional stability. It creates no incentive to invest in equipment, lecturers, or long-term relationships with employers. It treats colleges as if they were competing as private training providers.

When the programmes that attract funded enrolments change – as they do, repeatedly – colleges are left with stranded staff, obsolete equipment, and no financial buffer. And when new funding is made available, for new programmes, they don’t have lecturers who can teach them.

Private institutions tend not to offer manufacturing-related programmes – those are expensive. They focus on business-related programmes, which are cheaper.

Consider the National Technical Education Diploma (Nated) qualifications, the government-funded programmes that colleges have provided for decades. First, they were to be phased out. Then, when the National Development Plan created TVET enrolment targets, colleges were told to expand them. Colleges have built up staffing around them and enrolled students in them.

Now, the Department of Higher Education and Training has instructed colleges to phase them out. What replaces them are “occupational qualifications”.

The occupational qualifications problem

The department defines an occupation as a set of jobs whose main tasks and duties are characterised by a high degree of similarity (skill specialisation).

The theory behind occupational qualifications is sound: link qualifications to specific occupations, make workplace experience part of the qualification, and graduates will have credentials that employers recognise and value.

The framework has thousands of occupations.

The problem – and here is where our new research (not yet published online) is indicating an uncomfortable finding – is that many of the “occupations” to which these new qualifications are linked do not really exist in workplaces and labour markets. And there is little publicly available information about them.

Some “occupations” have special skills that need special training, and others are really just jobs.

For example, in our research (not yet online) across 53 food and beverage manufacturing plants, we found that there are artisan trades like millwrighting, fitting and turning, and electrical work which fit the idea of an occupation.

But machine operators don’t fit that description. Yet machine operators are among the new qualifications to be offered. The employers we visited don’t need those qualifications. They would rather hire someone they can train themselves, to use the equipment in their plant.

Training in a “knowledge module” like “personal mastery and interpersonal relationships” is not specific to the “occupation” of operating a machine.

You cannot create an occupation by developing a qualification for it. It works the other way: the occupation must exist before you create a qualification for it.

This is not an abstract concern. Colleges are now being instructed to gain accreditation to offer these qualifications, to hire staff to teach them, to find workplace placements for students doing them – all on the assumption that there is a real occupational destination at the end.

For artisans, this assumption holds: there are real occupations that translate to opportunities in the workplace. But for the majority of new occupational qualifications being developed, far more analysis is needed.

What institutions actually need

Colleges cannot become strong institutions through enrolment-driven funding alone, any more than a school can become strong by being paid per pupil with no base funding for teachers or classrooms. And calling qualifications “occupational” does not mean that they will lead to work where there is no meaningful occupation in labour markets or workplaces.

Institutions need a stable core – employed lecturers, maintained equipment, administrative capacity – that allows them to function as institutions rather than as collections of projects cobbled together from different funding streams.

Some of them may be better off offering second-chance matric (secondary school leaving certificate) programmes instead of narrowly focused programmes where there are few real opportunities for employment in the surrounding areas, and no way colleges can find work placements for their learners.

Pockets of genuine excellence exist in the current system: colleges with good employer relationships and real employment outcomes for graduates. What they have in common is principled management, experienced staff, and enough stability to build relationships over time. The system should be trying to replicate those conditions.

In my view, what needs to happen is this:

• colleges should be funded with a core institutional grant, and enabled to provide a mix of training that reflects their local economic contexts
• occupational qualifications should be rolled out only where employers need them.

Otherwise the latest reforms risk repeating the errors of the past 30 years. Colleges and young people deserve better than that.

Stephanie Allais is Faculty member, Centre for Researching Education and Labour, University of the Witwatersrand.

THE CONVERSATION

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The Equal Education Law Centre, the Western Cape Children’s Commissioner and Ilitha Labantu have raised concerns over the Department of Basic Education’s draft regulations on managing learner pregnancy, warning that gaps could undermine implementation.

The Department of Basic Education has extended the deadline for public comment to May 24, 2026, after civil society groups requested more time to broaden participation.

The extension follows the gazetting last month of the draft regulations under the South African Schools Act, as amended by the Basic Education Laws Amendment Act.

The regulations aim to ensure pregnant learners can remain in school and return after childbirth, supported in a non-discriminatory environment. Schools would be required to provide academic, psychosocial and health support, reinforcing the constitutional right to basic education.

A key provision introduces mandatory reporting in certain cases. Where a learner under 16 falls pregnant, schools would have to report the matter to the Department of Social Development and the South African Police Service.

While intended to address potential statutory offences and protect minors, the measure has raised concerns among stakeholders about its practical implications.

Basic Education Minister Siviwe Gwarube said the regulations build on progress made in addressing learner pregnancy.

“We have moved away from a painful past where young girls were expelled or forced out of school due to pregnancy. These practices contributed to high dropout rates. The regulations reaffirm our commitment to dignity, inclusion and equal opportunity,” she said.

In a joint submission, the organisations welcomed the intent of the regulations but said significant gaps remain.

They cited a lack of clarity on implementation, particularly in under-resourced schools, as well as unclear roles across departments, limited detail on funding, insufficient operational guidance for schools, and capacity constraints in school health and support systems.

Without a clear implementation plan, the groups said, the regulations risk being ineffective despite their policy intent.

They also called for a stronger rights-based approach, with greater emphasis on learners’ dignity, privacy and best interests, improved accountability mechanisms, and clearer recognition of learner fathers.

“The regulations must be responsive, practical and adequately resourced,” the organisations said.

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Higher Education Minister Buti Manamela has outlined a R443 billion medium-term budget to drive South Africa’s post-school education and training priorities, presenting the 2026/27 Annual Performance Plan (APP) to Parliament’s higher education committee on Thursday.

The plan sets targets to support more than 1.15 million university students, enrol over 520,000 students in TVET colleges and fund more than 700,000 students through National Student Financial Aid Scheme (NSFAS).

It also aims to deliver 91,800 workplace-based learning opportunities and 22,000 artisan certifications, while aligning skills development with the just energy transition, the digital economy and industrial policy priorities.

The APP outlines several major delivery priorities for 2026/27, including:

• Support for over 1.15 million university students;

• More than 520,000 TVET college enrolments;

• Over 700 000 NSFAS-supported students;

• Expansion of occupational qualifications and artisan pathways;

• 91 800 workplace-based learning opportunities;

• 22 000 artisan certifications;

• Strengthened alignment with the Just Energy Transition, digital economy, and industrial policy priorities.

“This APP is the operational expression of the national Skills Revolution mandate articulated by President Cyril Ramaphosa during the 2026 State of the Nation Address, and not an isolated administrative document,” Manamela said.

He said the plan marks a shift from compliance-driven planning to measurable outcomes, with a focus on expanding access, improving student success, strengthening TVET colleges and boosting employability.

The minister acknowledged concerns raised by the Auditor-General of South Africa over weaknesses in aspects of the plan, saying corrective measures were under way.

“Producing reports is not performance. Performance is whether students complete, whether artisans qualify, and whether graduates find work,” he said.

The department is finalising service level agreements with Sector Education and Training Authorities (SETAs) to strengthen accountability and coordination, and is standardising data definitions and verification processes across the system.

Manamela said the department remained focused on ensuring that public investment translates into tangible opportunities for young people.

Director-General Nkosinathi Sishi presented detailed performance indicators and implementation plans to lawmakers, including responses to the Auditor-General’s findings.

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President Cyril Ramaphosa has proclaimed the 2026 municipal elections, clearing the way for the official gazetting of the poll date and setting the stage for voters to head to the ballot later this year.

He announced that the Local Government Elections will be held on Wednesday, 4 November 2026, describing the timing as strategically chosen to maximise voter participation.

A voter registration weekend has been set for 20–21 June, as government ramps up efforts to counter growing concerns over voter apathy.

“The proposed date falls on a Wednesday and outside the festive period, which will improve voter turnout while having minimal impact on schooling and travel,” Ramaphosa said.

The announcement was made during his closing remarks at the Extended Presidential Coordinating Council (PCC) meeting in Boksburg, Gauteng, on Thursday.

Cooperative Governance and Traditional Affairs (COGTA) Minister Velenkosini Hlabisa, also speaking at the PCC meeting in Boksburg, said the 4 November date was selected to avoid overlap with the festive season and the January back-to-school period, allowing the education sector to plan accordingly.

“The earliest opportunity was the first of November,” Hlabisa said, adding that the Department of Basic Education would adjust its examination timetable to minimise disruption.

He said the department was expected to finalise its plans by the end of June, including arrangements for first-time voters who will be casting their ballots.

Addressing voter apathy, Hlabisa expressed confidence that citizens would turn out in significant numbers.

“Our people will gain courage from today. Those who have raised concerns about poor basic service delivery will have their time,” he said.

He added that the next five-year term of local government would be shaped by voters’ choices.

Hlabisa also called for peaceful campaigning, urging political parties and communities to uphold democratic principles and ensure that voters can exercise their rights freely.

He said he would convene a meeting with the Electoral Commission of South Africa (IEC), the Municipal Demarcation Board (MDB) and the South African Local Government Association (SALGA) to coordinate voter mobilisation efforts.

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South Africa has taken a major step in tackling one of the country’s leading causes of death by launching its first National Diabetes Dashboard, designed to give healthcare workers near-real-time data on patient management.

The National Health Laboratory Service (NHLS), in collaboration with the Gauteng Department of Health, National Priority Programmes and the Wits Diagnostic Innovation Hub, developed the National Diabetes HbA1c Dashboard to strengthen the country’s response to diabetes.

The NHLS said this week that the dashboard marked a significant breakthrough in tackling diabetes, which Stats SA has identified as the country’s leading underlying natural cause of death in 2023.

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The platform integrates expertise from the NHLS Corporate Data Warehouse, National Priority Programmes and the Department of Chemical Pathology at the University of the Witwatersrand.

NHLS CEO Professor Koleka Mlisana said the system uses laboratory data from across the country to provide a near real-time view of diabetes control.

“This platform transforms how we use laboratory data from retrospective reporting to real-time action. It equips healthcare workers with the information needed to respond faster and improve patient outcomes,” she said.

According to the International Diabetes Federation’s (IDF) latest country estimates, South Africa’s adult diabetes prevalence stands at 7.2%, with about 2.3 million adults aged 20 to 79 living with the condition. The IDF estimates that about 1.6 million of these cases are undiagnosed.

Globally, WHO says about 830 million people were living with diabetes in 2022, with more than half of those affected not taking medication for the condition.

The NHLS said the launch comes amid growing calls for urgent and coordinated action, as diabetes is increasingly recognised as a national health crisis.

For the first time, the dashboard offers a near real-time nationwide view of diabetes control, with laboratory data refreshed within 48 hours. This enables healthcare workers to identify high-risk patients earlier and intervene before complications develop.

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Previously, diabetes data was shared through monthly Excel reports, which required manual analysis and often delayed interventions. The new system replaces this with continuously updated data accessible to healthcare practitioners across the country.

“This dashboard represents a significant leap forward in how we use laboratory data to improve patient care. Innovation is central to the NHLS strategy, and this platform demonstrates our commitment to strengthening the health system,” Mlisana said.

The dashboard is also expected to strengthen accountability by allowing health authorities to monitor trends across provinces and target interventions where they are most needed.

The initiative also supports South Africa’s National Strategic Plan for the Prevention and Control of Non-Communicable Diseases 2022–2027, which aims for at least 50% of patients on treatment to achieve diabetes control.

“By providing near real-time insights, we are empowering healthcare workers to respond faster, intervene earlier, and ultimately improve outcomes for patients living with diabetes,” Mlisana said.

The dashboard is now accessible to healthcare practitioners nationwide, giving frontline workers the tools needed to deliver faster, more effective care.

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The Gauteng Department of Education has launched the African Neurodiversity Association and the African Journal of Neurodiversity, in a move aimed at strengthening autism research, advocacy, and support from an African perspective.

The initiative was unveiled at the University of South Africa’s Muckleneuk campus in Pretoria on Wednesday, as part of commemorations linked to World Autism Awareness Day.

Delivering his keynote address, Gauteng MEC for Education Lebogang Maile said the launch marked an important step towards addressing gaps in research, policy and support for neurodiverse individuals.

ALSO READ: Gina takes graduate opportunities to rural KZN

“The African Journal of Neurodiversity aims to advance knowledge of neurodiversity and neurodiverse individuals from an Afrocentric perspective,” Maile said.

He said the journal would publish research, case studies, policy briefs and practical tools focused on neurodevelopmental conditions within the African context.

“These contributions will help us better understand neurodiversity in our communities and improve support for individuals and families,” he said.

The initiative is supported through partnerships with the universities of Johannesburg, Pretoria and the North-West, as well as organisations such as Autism South Africa and other stakeholders in the health and education sectors.

Maile said the move also responded to the shortage of African-led research in the field of autism and neurodiversity.

“While the majority of autistic individuals live in low- and middle-income countries, very little research originates from regions such as sub-Saharan Africa,” he said.

“[A]pproximately 95% of low autistic individuals live in low -and middle- income countries, [but] less than 1% of global autism research originates from regions such as sub-Saharan Africa,” he said.

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“This has led to an over-reliance on Western models that do not always reflect our cultural and linguistic realities.”

Maile said the Gauteng government had expanded access to education and support services for autistic learners.

“As of 2026, there are eight autism-specific schools in the province, with four located in townships,” Maile said.

He said resources provided at these schools included curriculum kits, autism-specific playground equipment, therapeutic and sensory regulation equipment, access to social workers for parents, and skills development programmes.

He added that 35 special schools support autistic learners through dedicated units or inclusive programmes.

“To date, over 5,000 parents, educators and community members have been trained in autism awareness, teaching strategies and behaviour management,” he said.

Four schools — Futura Special School, Randburg Clinic School, Via Nova School and Curamus School for Autism — have been designated as resource centres and are implementing a parent support programme developed by the World Health Organisation.

“We are working to ensure that parents and communities are equipped to support autistic individuals where they live,” Maile said.

Maile said 60 parents were expected to complete a 13-week programme that would equip them to become support champions within their communities.

“We must move beyond awareness towards acceptance and inclusion, as emphasised by the United Nations,” he said.

“Our goal is to build a society where autistic and other neurodiverse individuals can thrive.”

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Two standout players from the University of KwaZulu-Natal (UKZN), Hlekane Baloyi and Asanda Mnyandu, have been selected for the national team in the South African Women’s U20 training squad, highlighting their rapid rise in the game ahead of the 2026 SA Rugby U20 Women’s Tournament in Johannesburg.

The duo will now be in line for selection to the Junior Springbok Women’s side.

Their inclusion came as the national setup begins shaping a squad for upcoming international fixtures, including matches against the USA U20s later this year.  

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Baloyi and Mnyandu are not alone in flying the KwaZulu-Natal flag. 

UKZN said nine other players in the Sharks U20 squad are also set to compete at the national tournament, including Zandile Ngcobo, Nosipho Mkhize, Hlekane Baloyi, Asanda Mnyandu, Charmaine Mogashoa and Bokamoso Mokali.

Additionally, Tshepiso Maseme, Samkelisiwe Motha, Yamkela Moiloa, Zanele Hlongwane, and Akhona Gumede are also in the list. 

The 2026 SA Rugby U20 Women’s Tournament started on Monday and will end on Friday this week, at Alberton Rugby Club.

“This brings together the country’s top provincial talent in a high-performance environment designed to bridge the gap between school and senior rugby,” the university said. 

Early results have already showcased the intensity of the competition, with dominant wins from Western Province, Eastern Province and Boland setting the tone.

“I hope to receive more opportunities to represent my country, province, and UKZN in the future,” Baloyi said. 

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Beyond provincial pride, the tournament serves as a critical pathway into the national system. 

Players like Baloyi have already benefitted from this structure, having been included in a national alignment camp alongside talents such as Julene Haas (Eastern Province), Tereske Kabuika (Boland), and Sesethu Dumke (Western Province), representing a wide spread of institutions and unions across the country.  

“We are immensely proud of these young women for their achievements and for advancing the profile of women’s rugby. Their selection to one of the country’s most competitive youth rugby structures is a remarkable accomplishment and reflects the spirit of excellence that defines UKZN,” said UKZN Executive Director of Corporate Relations, Normah Zondo.

“We’re looking forward to playing together, enjoying the game, winning, and excelling in the sport,” Baloyi said.

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The Department of Science, Technology and Innovation used a Freedom Month event in one of KZN’s most rural municipalities to show how technology can be used to close service-delivery, safety, and youth-opportunity gaps.

Deputy minister Dr Nomalungelo Gina hosted the community engagement on democracy and science at Oqondweni Hall in Mbazwana, where about 250 community members, including young people and older residents, were exposed to government services, SAPS drone technology and internship opportunities through the Human Sciences Research Council (HSRC).

Other institutions to take part in the event were the Department of Justice and Constitutional Development, the Department of Social Development and the Independent Electoral Commission.

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“All the institutions that you see here today are using science, technology and innovation to improve service delivery to communities countrywide. For example, South Africa uses digital technology to manage social grants for millions of citizens because digitalisation increases efficiency and financial inclusion,” Gina told the crowd.

“Access to scientific knowledge, innovation and opportunities is essential for participating fully in our democracy, and for building a more equal and prosperous society,” she said.

Gina said democratic South Africa had, since 1994, invested in science and innovation as tools for transformation, inclusion and development. She said democracy was strengthened not only through political rights, but also through equitable access to knowledge, innovation and practical solutions that respond to everyday community challenges.

Local residents were given the opportunity to interact directly with government departments and agencies on issues including justice, social development, safety, employment and access to public services.

Nqubeko Mbhele, an Information Technology expert at the HSRC, told the community that research helped government better understand people’s needs and improve services in areas such as health, education, safety, jobs and social support.

“From visiting households across the country to strengthening community voices, the HSRC continues to ensure that democracy works for the people by putting their lived experiences at the centre of decision-making,” said Mbhele.

The HSRC also promoted its internship graduate programme, which has benefited more than 7,000 unemployed graduates since 2005 by providing workplace experience and research skills in science, engineering and technology, as well as in humanities and social sciences.

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Mbhele encouraged youth in the area to further their studies so they could access opportunities created through democracy and science-based development programmes.

In one of the most practical demonstrations of the day, Warrant Officer Owen Howard, a SAPS drone pilot in KwaZulu-Natal, flew a Matrice M30 drone fitted with wide, zoom and thermal cameras, as well as a laser rangefinder.

“Years ago, the SAPS did not have this technology to locate a missing person in the bush, for example. Now we can use thermal imaging to help find missing persons without immediately deploying a helicopter,” said Howard.

Resident Lindiwe Mabika said the event gave her useful information about science, technology and future opportunities. Mabika said her main focus was to continue her studies in primary health.

“The information I received today will help me plan for a better future for myself. I am also grateful to have known about the HSRC internship programme. Hopefully, I will be one of its beneficiaries in the future,” said Ms. Mabika.

Senamile Khumalo, 36, from Heifer Project South Africa (HPSA), said communities benefited when they were exposed to information and support that could help them improve their lives.

“I am particularly hopeful that the youth in the area stand to benefit the most. It was also encouraging to hear those government initiatives that can assist in protecting the young and elderly in our community,” Khumalo said.

Khumalo also appealed to young people to join HPSA, a community development organisation that partners with impoverished rural communities to fight poverty through agricultural development.

“At HPSA, we provide rural youth with training support to learn how to take care of livestock and to start their own farming businesses,” she said.

The event also gave Gina an opportunity to assess how science, technology and innovation were being applied in the local municipality to improve service delivery.

The ministry said the engagement demonstrated how the District Development Model could improve socio-economic conditions by aligning local, provincial and national government planning.

uMhlabuyalingana Local Municipality is situated in the north-eastern part of KwaZulu-Natal and has a population of about 163,694 people. The rural municipality is heavily dependent on subsistence farming, with major agricultural initiatives including fruit processing and livestock farming aimed at alleviating poverty.

According to the municipality, 18% of the population has had no formal education, 57% did not complete Grade 12, and only 8% completed Grade 12 or higher.

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The Department of Sport, Arts and Culture (DSAC) has launched a competition that will send 20 South African football supporters to the 2026 FIFA World Cup to watch one of Bafana Bafana’s group-stage matches live.

The department said on Wednesday that the Mzansi to the World Cup “Lucky Fans” Competition was aimed at celebrating the country’s football culture and giving ordinary fans “a once-in-a-lifetime opportunity to experience the 2026 FIFA World Cup live”.

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The World Cup will be jointly hosted by the United States, Mexico, and Canada, with the tournament scheduled to kick off on 11 June 2026. Bafana Bafana are due to open the tournament against Mexico at the Estadio Azteca in Mexico City.

“Through this competition, twenty (20) passionate South African supporters will be selected to travel to either the United States or Mexico to attend one of Bafana Bafana’s group-stage matches,” the department said.

It said the initiative formed part of its commitment to using sport to unite the country, promote national pride, and showcase South Africa’s energy and spirit on the global stage.

Fans from all 16 PSL clubs will be able to represent their teams, while additional wildcard entries will be included to ensure supporters without club affiliations also have a chance to participate.

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“To enter, members of the public are required to visit the official DSAC website, where they can access the submission link and competition details,” the department said.

Participants must upload a 30-second video at https://dsacevents.dsac.gov.za/DSAC_LuckyFan_WC26/ showing their passion for football, club loyalty, and why they believe they deserve to represent South Africa at the World Cup.

Entries opened at 8 am on Wednesday, 29 April, and will close at 5 pm on Friday, 1 May 2026.

Winners will receive a fully sponsored travel package, including international flights, accommodation, match tickets, and ground transport.

The winners will be announced on 5 May 2026 at 8 am.

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Higher Education Minister Buti Manamela has accepted a series of resignations from the National Student Financial Aid Scheme (NSFAS) board, including acting chairperson Dr Mugwena Maluleke and board member Karabo Mohale, raising concerns about whether the board can continue to function lawfully.

In a statement on Wednesday, ministerial spokesperson Matshepo Seedat said Manamela had accepted the resignations as part of a wave of departures from the scheme’s board.

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“The cumulative effect of these and other resignations has significantly reduced the number of remaining voting members of the Board, raising serious concerns regarding the Board’s ability to continue to constitute itself lawfully and to discharge its statutory and fiduciary responsibilities,” Seedat said.

Maluleke stepped down as both board member and interim chairperson with effect from Monday, citing personal and academic commitments.

Mohale, who chaired the Human Resources and Organisational Development Committee, has also resigned, with the ministry saying it had noted her reflections on institutional challenges, including organisational redesign, executive capacity and governance systems.

The ministry is now assessing the legal and governance implications of the shrinking board, including whether it remains capable of exercising oversight and taking decisions under the applicable legislative framework.

ALSO READ: Maile rules out disruptions at Bovet Primary amid overcrowding concerns

Seedat said the minister had initiated formal engagement with the remaining board members, giving them an opportunity to make representations on the current situation and propose lawful and practical alternatives to ensure stability.

She said the process was aimed at ensuring procedural fairness before any further action was taken.

The latest departures come amid mounting instability at NSFAS.

Maluleke had only recently assumed the role of acting chairperson in November last year, following the resignation of his predecessor.

His appointment, made by Manamela in terms of the NSFAS Act, was intended to stabilise the board during a turbulent period.

At the time, NSFAS described him as a seasoned educationist and trade unionist with extensive experience in governance, policy development, stakeholder engagement, and organisational leadership.

NSFAS had expressed optimism that his leadership would help strengthen governance and reinforce the scheme’s mandate to support students in need.

Maluleke’s appointment followed the dramatic resignation of former board chairperson Dr Karen Stander, who stepped down with immediate effect late last year.

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In a letter to Manamela before her departure, Stander warned that NSFAS was facing severe governance failures and risked institutional collapse.

She cited allegations of racism, bullying and threats to her family, describing a “toxic environment” that made it impossible for her to continue in her role.

In her resignation letter, Stander also outlined several alleged incidents of interference and procedural irregularities involving senior management and department officials, including what she alleged was the irregular appointment and extension of acting CEO Waseem Carrim’s tenure, as well as attempts to influence the composition of board committees.

Carrim has rejected allegations against him.

Stander further alleged that governance structures were being undermined by efforts to centralise financial decision-making powers and interfere with internal oversight mechanisms.

Despite the leadership turmoil, the department has sought to reassure students and institutions that NSFAS operations remain unaffected, with funding disbursements continuing as normal.

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The spokesperson said NSFAS remained central to the government’s efforts to expand access to higher education and that stabilising the institution was a priority.

She said the department would continue engaging Parliament, the National Treasury and other oversight bodies as the process unfolds, and that further updates would be provided in due course.

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Basic Education Minister Siviwe Gwarube has called for an urgent investigation into alleged irregularities in a R1.6 billion textbook procurement process for Grade 1 to 3 learners.

The move follows a News24 investigation which reported that Lighthouse Publishers (Pty) Ltd — a company with no established publishing track record — was awarded a substantial portion of the tender shortly after its registration.

Gwarube confirmed that she has written to Finance Minister Enoch Godongwana, requesting the National Treasury to probe the matter.

“I have noted with serious concern media reports containing allegations of procurement irregularities in the textbook procurement process,” she said.

The tender affects learning materials for more than 13.7 million learners, raising concerns about the potential impact on the education system.

According to reports, Lighthouse Publishers was registered just three days after tender specifications were issued, yet received over a quarter of approvals for foundation phase materials — potentially earning more than R285 million.

Gwarube warned that any compromise in the procurement process could have far-reaching consequences.

“Any compromise in the integrity of textbook procurement directly threatens the ability of the education system to function effectively and undermines the constitutional right of every child to access basic education,” she said.

She stressed that the National Treasury, as the custodian of procurement compliance, is best placed to assess the allegations before further action is taken.

“Should the investigation uncover malfeasance, I will not hesitate to act. Any and all those implicated will be dealt with,” she said.

The developments have triggered broader political concern, with ActionSA calling for a transparent and comprehensive investigation into the tender process, stressing the need to safeguard public funds and protect learners’ interests.

In a separate development, Parliament’s Portfolio Committee on Social Development has raised alarm over allegations involving the Minister of Social Development.

Committee chairperson Bridget Masango said claims reported by Daily Maverick suggest that a state-paid employee may have been used for private domestic work and allegedly forced to return part of her salary.

“If true, this is not just a technical breach of rules but a violation of public trust. Public money is not personal money,” Masango said.

She added that the allegations raise serious concerns about compliance with the Public Finance Management Act and ethical governance standards.

The committee has requested a full briefing from the department and indicated that the minister will be called to account.

“As part of its oversight responsibility, the committee will formally request a full briefing from the department. The Minister will also be invited to appear before the committee to respond to these allegations,” Masango said.

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Gauteng Education MEC Lebogang Maile has ruled out further disruptions at Bovet Primary School in Alexandra, urging parents to avoid protests that interfere with teaching despite ongoing overcrowding challenges.

Maile visited the school on Tuesday, following a protest by parents last week Monday over poor infrastructure and severe overcrowding at the school, which has nearly 3,000 learners.

Meeting with the school governing body, Maile stressed that while concerns are valid, disruptions to schooling cannot be justified.

ALSO READ: Manamela charts path for sustainable higher education funding

“We don’t want any school to be disrupted. There is no excuse for disruption for something else,” he said.

The MEC said the department is exploring ways to ease pressure at the school, including the possible use of nearby vacant land to create additional space.

“There is a piece of land that is vacant, which could be used to decongest, but we are told that the ownership is not yet confirmed,” Maile said.

He added that longer-term solutions include redistributing learners to nearby schools, which may require some schools to introduce Xitsonga and Tshivenda language streams currently offered at Bovet.

The visit forms part of a provincial effort to engage communities on education challenges, with Alexandra among 45 areas identified for outreach.

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“It’s a very difficult task. It’s not going to be easy, and we understand that we have to talk to the communities in order to resolve these issues,” Maile said.

The Gauteng Department of Education has acknowledged that overcrowding remains a widespread issue, particularly in densely populated areas such as Alexandra.

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Nearly half of Gauteng’s public schools are operating above capacity as overcrowding continues to worsen across the province.

Gauteng Education MEC Lebogang Maile, briefing the media on Tuesday, said 1,021 of the province’s 2,111 public schools are over-subscribed, representing 48% of all schools. This includes 41% of primary schools and 64% of secondary schools.

Learner enrolment in the province has more than doubled over the past three decades, rising from 1.4 million in 1995 to 2.8 million in 2026. The system continues to grow by more than 50,000 learners each year, driven by migration and rapid urbanisation.

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“The issue is widespread and systemic rather than isolated to a few districts,” Maile said.

The province faces a shortage of school space, particularly at secondary level, where there is a deficit of more than 88,000 places. At the same time, 252 schools are not at full capacity, highlighting imbalances in learner distribution.

“The rate of infrastructure delivery is not keeping pace with the growing demand for learner placement in the province,” Maile said. 

High-pressure areas include townships and urban centres in Johannesburg, Tshwane and Ekurhuleni, where demand continues to outpace infrastructure delivery.

Maile said Gauteng requires at least 200 new schools to stabilise the system, but current funding allows for only about seven new schools to be built each year.

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“We are implementing a range of interventions to expand capacity, but the scale of demand continues to outstrip available resources,” he added. 

To address the crisis, the provincial government is rolling out interventions including new school construction, partnerships with the Development Bank of Southern Africa, and the use of prefabricated classrooms as a temporary measure.

Maile urged communities and the private sector to help protect school infrastructure and support efforts to address the overcrowding.

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“The South African state has never spent more on higher education, and the South African university has rarely felt more fragile,” he said to delegates.

He explained that while the government paid tuition fees for approximately 62 percent of undergraduate students, universities themselves had grown poorer in real terms.

The block grant that sustained academic salaries and research had grown below inflation, infrastructure budgets were cut, and student debt ballooned to R23 billion, much of it unrecoverable.

The Minister traced this paradox back to the #FeesMustFall movement of 2015 – 2016, which led to the introduction of fully subsidised higher education for students from low-income households in 2017.

While he praised the policy’s impact, he noted that NSFAS‑funded students completed their degrees at rates about ten percentage points higher than the general cohort.

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“Young people from working‑class and rural households who, a decade ago, would simply not have been at university, are now there, and are succeeding,” Manamela said.

He acknowledged that the grant‑based model had, however, squeezed other parts of the higher education budget, diverting funds away from infrastructure and research.

To address this, Manamela announced the department had prepared a four‑tier student funding framework for Cabinet approval, with implementation targeted for 2027.

This framework included:

• Full grants for the poorest students.

• Income‑contingent loans for the “missing middle.”

• Bursaries for scarce and critical skills and

• A reformed tier of private contributions.

Manamela emphasised that lessons from international research, particularly on the risks of poorly designed loan schemes, would shape the policy.

He also committed to a complete overhaul of NSFAS, citing late payments and fraud in accommodation funding.

“We are not tweaking that system. We are rebuilding the student financial aid administrative architecture for the long term,” he said.

On tuition fees, he called for a formal regulatory framework to replace the current annual compact with vice‑chancellors. This, he argued, would help narrow inequalities between historically advantaged and disadvantaged institutions.

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Beyond financing, Manamela indicated the need to rebuild public trust in universities. He warned that graduate unemployment and perceptions of elitism threaten the political coalition sustaining public funding.

He also highlighted plans to expand access through differentiation and articulation, integrating agricultural colleges, strengthening TVET pathways, and creating dignified alternatives to traditional universities.

“A gross enrolment ratio of approximately twenty‑five percent is too low for a country with our demographic pressure and our skills deficit. We will not get to forty percent by building more universities of the 1960s kind,” he said.

The minister urged the international audience to see South Africa not only as a cautionary tale but also as a country committed to treating higher education as a public good.

“Poverty cannot be a fee a student pays to remain poor,” he said.

“I would rather govern a higher education system that is trying, imperfectly and sometimes clumsily, to make education a public good, than govern one that has given up on the attempt.”

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The draft policy, which was approved by Cabinet on 25 March 2026 and published in the Government Gazette on 10 April 2026 for public comment, was intended to guide the country’s approach to artificial intelligence.

ALSO READ: Maile to conduct oversight visit at Bovet Primary School

Members of the public had until 10 June 2026 to submit feedback. However, the process has now been halted following confirmation that the reference list included fabricated sources.

“This failure is not a mere technical issue but has compromised the integrity and credibility of the draft policy. As such, I am withdrawing the Draft National Artificial Intelligence Policy,” Malatsi said.

The Minister explained that internal investigations revealed the most plausible explanation was the inclusion of AI‑generated citations without proper verification. He said this lapse undermined the importance of human oversight in the use of artificial intelligence.

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“South Africans deserve better. The Department of Communications and Digital Technologies did not deliver on the standard that is acceptable for an institution entrusted with the role to lead South Africa’s digital policy environment. This unacceptable lapse proves why vigilant human oversight over the use of artificial intelligence is critical. It’s a lesson we take with humility,” Malatsi said.

The draft policy had sought to extend South Africa’s initial AI framework by embedding principles of intergenerational equity, ensuring that innovation benefits both current and future generations. It also aimed to establish national priorities and sector-specific strategies across manufacturing, energy, infrastructure, transport, and trade.

Earlier this month, Deputy President Paul Mashatile highlighted the importance of the policy during the launch of the Fourth Industrial Revolution (4IR) lab and a Centre of Specialisation in Mpumalanga for artisan training. He said government was developing a comprehensive response to AI, positioning it as a tool to drive economic growth and competitiveness.

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Malatsi has confirmed that consequence management would follow for those responsible for drafting and quality assurance.

Malatsi concluded by reaffirming the government’s commitment to digital transformation, but acknowledged that the credibility of future policies must be safeguarded through stronger verification measures.

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Following the school inspection, MEC Maile will brief the media at the Gauteng Provincial Legislature Auditorium at 09:00 AM, where he is expected to outline interventions aimed at easing classroom congestion and improving learning conditions.

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The Gauteng Department of Education has acknowledged that overcrowding undermines teaching quality, learner safety, and long-term educational outcomes.

Maile’s briefing is anticipated to address both immediate relief measures and long-term infrastructure plans.

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The Department of Communications and Digital Technologies (DCDT) has reaffirmed its commitment to advancing South Africa’s digital transformation agenda through closer collaboration with industry leaders.

On an official invitation, Deputy Minister Mondli Gungubele visited Huawei Technologies South Africa’s Office Park in Woodmead this week.

During the engagement, the Deputy Minister met with Mr. Kui Zheng, the newly appointed CEO of Huawei Enterprise South Africa.

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Discussions focused on ICT priorities, digital infrastructure, technology transfer, and strategies to accelerate digital inclusion.

“This visit presents an opportunity to strengthen the partnership between government and industry, engage on current ICT priorities, and gain insights into Huawei South Africa’s latest developments and capabilities,” the Department said.

The Huawei engagement formed part of a broader programme of strategic site visits, which also included AM Hengtong Africa Telecoms in Kempton Park. There, discussions centered on leveraging projects such as the PEACE Cable system to expand international connectivity and position South Africa as a regional digital hub.

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The department said partnerships of this nature are vital for implementing the National Digital Economy Masterplan, which aims to build a connected, inclusive, and globally competitive digital society.

“Engagements of this nature are critical in fostering innovation, accelerating digital inclusion, and building a connected South Africa,” the Department said.

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