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KZN health MEC warns students against ‘old men’ and transactional relationships

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KZN health MEC warns students against ‘old men’ and transactional relationships

Staff Reporter

KwaZulu-Natal Health MEC Nomagugu Simelane warned students entering tertiary institutions not to be drawn into transactional relationships with significantly older men offering material goods, saying the arrangements can carry serious health and social consequences.

Speaking during the provincial department’s KZN Health Chat programme, Simelane cautioned young people against being enticed by the “illusion” of a better lifestyle.

“Our children must be aware that these old men like to lure them with expensive mobile phones, hair extensions, alcohol and the good life. They must be careful and not succumb to that, because the consequences might be disastrous,” she said.

She said older men should not pursue teenage students.

“A 27 or 30-year-old man has no business dating an 18 or 19-year-old. Those people must go to their contemporaries.”

Simelane said inter-generational transactional relationships can increase risks of HIV and other sexually transmitted infections, and that unprotected sex can lead to unplanned and unwanted pregnancies that will disrupt studies and future prospects.

South Africa continues to face high levels of adolescent pregnancy. A UNFPA South Africa fact sheet published in late 2025 said that in 2024/25 the adolescent pregnancy rate (including live births and terminations of pregnancy in the public health sector) for girls aged 15–19 was 48.9 per 1,000, and that 117,195 girls aged 10–19 had a live birth in the public health sector in 2024/25.

Simelane said young women aged 15 to 24 remain highly vulnerable to HIV infection.

She said the department would soon issue a list of healthcare facilities in KwaZulu-Natal that provide Lenacapavir, an HIV prevention drug administered once every six months, as part of efforts to broaden prevention options.

Simelane urged students to remain focused on long-term goals and to resist short-term temptations.

“What is important for children to understand is that they are still at the beginning of their journey. They will eventually find jobs, earn a salary, and get to where they want to be. They’ll eventually be able to buy their own cars and homes, and travel the world if that’s what they want to do. It’s very important that our children understand this. They just need to accept that they’re still at the beginning of the journey. Those who are already there, it’s their time.”

Simelane also cautioned students against taking on adult responsibilities too early.

“We want to urge our children who are starting life at tertiary institutions to take care of themselves. When you’re still a student, you are nowhere near ready to bring a life into the world. You’re just not ready to start a family,” she said.

She encouraged those who have chosen abstinence to maintain it.

“The good thing is that we know there are those who undergo virginity testing. To those who are still virgins, those who have abstained, we are pleading with them to continue on that path until they’re ready. There’s no hurry, no urgency, to start getting involved in sexual intercourse.”

For students who are sexually active, she urged use of free reproductive health services and contraception available through campus and public clinics.

“Most tertiary institutions do have clinics. But over and above those clinics, we also have primary healthcare clinics that are closer to them, which they can visit. We have condoms and various contraceptive methods available free of charge,” she said.

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All higher education institutions declare readiness for 2026 academic year

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All higher education institutions declare readiness for 2026 academic year

By Charmaine Ndlela

Higher education institutions across South Africa have confirmed their readiness for the start of the 2026 academic year.

First-semester classes are expected to commence on Monday.

While registration processes were reported to have run smoothly at several universities, others experienced delays due to financial constraints affecting students and pending NSFAS funding confirmations.

Despite these challenges, institutions told Inside Education that academic activities will proceed as scheduled across all faculties.

The University of Fort Hare (UFH) reported a generally smooth registration process despite some challenges. The 2026 academic programme officially started on 2 February.

“Students are encouraged to complete registration as early as possible to secure their place and ensure timely access to academic and student support services,” said Deputy Registrar for Academic Administration, Zwelidumile Mditshwa.

Registration for undergraduate, honours, postgraduate certificates, diplomas and master’s programmes took place from 6–30 January 2026, with late registration for selected programmes running from 2–20 February.

UFH confirmed that registrations are conducted online on a first-come, first-served basis, subject to space availability.

However, some students in the Faculty of Science and Agriculture reported difficulties related to quota-full notifications and messages indicating that certain qualification combinations  particularly codes 70401 and 70402, were no longer available for registration through iEnabler.

Meanwhile, concerns were raised at Nelson Mandela University (NMU) regarding technical issues affecting the admissions system. In a statement, the South African Students Congress (SASCO) alleged that system failures prevented students from accepting or declining admission offers.

SASCO criticised what it described as administrative inefficiencies and called for accountability, claiming centralised decision-making contributed to the problem.

The organisation issued a 24-hour ultimatum for the university to resolve the matter, warning that failure to do so could result in protest action, including disruptions to admissions processes.

It urged management to prioritise restoring system access to ensure qualifying students are not disadvantaged and that institutional intake targets are not affected.

At North-West University (NWU), unregistered first-time entering students have been urged to complete their registration before online registration closed on Sunday, 8 February.

“Please note that failure to register by Friday, 6 February 2026 at 10:00, or to formally indicate your intention to still register, will result in your firm academic admission offer being cancelled,” said NWU Registrar Edgar de Koker.

He further advised students still securing funding to inform the university immediately.

Walter Sisulu University (WSU) Vice-Chancellor and Principal Dr Thandi Mgwebi said the institution entered the year on a firm footing following the successful conclusion of registration on 31 January.

Mgwebi confirmed that systems, learning spaces and student support services are fully operational, reflecting months of coordinated planning across faculties, registry services and executive management.

“We have ensured that students are registered, systems are functional and learning as well as living spaces are prepared. WSU is officially ready to commence the academic programme,” she said.

She said that WSU received hundreds of thousands of applications for the 2026 academic cycle but could accommodate only 7,401 first-year students.

“Every student admitted here is not merely enrolled; they are selected. They carry with them the hopes of families, communities and a nation in need of skills, knowledge and leadership,” Mgwebi said.

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SA Rugby’s new Under-9 rule: why gradual contact training makes youth rugby safer

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SA Rugby’s new Under-9 rule: why gradual contact training makes youth rugby safer

By Sharief Hendricks

My son, aged five, has just started school at Wynberg Boys Junior, a school based in Cape Town’s southern suburbs with a strong record of playing rugby.

Like most rugby-loving families in South Africa, we hope our child discovers the pleasures of the game. We would like him to enjoy the sport, but we want him to do it in the safest way possible.

As a contact sport, rugby has the potential to result in some serious injuries if players aren’t properly prepared and supervised. Full contact tackle rugby involves repeated dynamic physical-technical contests for the ball and territory, which expose players to injury.

In South Africa, the governing body, SA Rugby, has a new policy that children under the age of nine can only play non-contact rugby.

Non-contact rugby incorporates all the core elements of rugby like running, catching, passing and decision-making, but it is done without the repeated physical-technical contests of the tackle.

Age categories Under 8 and younger are not allowed to engage in the full-contact tackle rugby and should play tag rugby and SA T1 Rugby, a version of World Rugby’s globally endorsed non-contact game.

The non-contact game is designed for all ages, sizes and abilities, including children and first-time players. The new standards apply to all schools, clubs and associated members working in youth rugby. Before playing full-contact tackle rugby though, players will have to build the necessary skills and confidence to contest the tackle.

I am an injury prevention and player welfare researcher at the Health through Physical Activity, Lifestyle and Sport Research Centre at the University of Cape Town and a visiting professor at Leeds Beckett University.

I am also a research consultant for sport governing bodies, including SA Rugby and World Rugby. Recently, with my co-author Stephen West from the University of Calgary, I published a paper outlining the current policies in different countries for introducing contact in youth sports.

The article weighed up the potential risks and benefits of an earlier versus later introduction to contact and described what needs to be considered when designing policies for this. We concluded that the introduction to contact should be a gradual, clearly defined process. It should build physiological, psychological and technical competencies to perform contact safely and optimally.

We think the new SA Rugby policies are an evidence-based investment in our children’s long-term rugby participation. The rules are catching up with those of other rugby-playing nations. By giving young players the cognitive, physical and technical foundations they need, we are making the game more sustainable, more enjoyable and safer for the next generation.

What the research says

In the research, we highlight that exposure to a range of movement experiences early on may develop skill capacities that will facilitate the learning of more advanced skills. 

Research has shown that significant developmental improvements in cognitive processes, such as processing speed (reaction time) and executive function, occur between the ages of five and seven years, and children become more interested in structured, rule-bound play.

We argue that contact skills can be introduced between the ages of 7 and 11 years. We also highlight that before any sport-specific techniques are introduced, players need to condition themselves for contact through skills such as falling, grappling and wrestling.

These fundamental movements serve to prepare players for contact, for example, how to break a fall or physically engage (push, pull, drive, let go of) another player.

Players also need to learn how to carry the ball into contact and tackle.

Training environments should be designed to provide adequate skill development which prepares players for the demands of tackle contact rugby sport.

Coaches should understand the game demands for their age group to manipulate training to achieve specific learning objectives. For instance, in junior rugby, children tend to cluster around the ball – what we call the “beehive effect”. Our research shows this creates tackle patterns that are different from those in the adult game, with junior rugby involving more jersey pulls and arm tackles than direct front tackles.

Coaches can use this insight to adjust field size to control contact speed, and introduce rules that encourage evasion over direct confrontation.

Guidance and preparation

With input from leading researchers, practitioners and coaches in rugby, our research group developed a tackle training framework to help coaches and trainers.

For example, it provides a guide for how coaches can progress players from environments that are low-speed, controlled and structured to environments that are more representative of the game situations.

Families can also help prepare children for the joys of tackle rugby:

  • give them the opportunity to participate in a range of sports
  • expose them to forms of physical contact such as wrestling and grappling in the form of play, and activities that develop their landing, falling and rolling skills
  • encourage collision play with padded or cushioned equipment
  • explore sports that specifically promote body control and awareness in controlled contact situations, such as karate.

Of course, children develop at different rates, and many factors influence when a child is ready for contact. This is why a standardised, progressive approach benefits everyone.

Sharief Hendricks is Senior Lecturer in the Department of Human Biology, Faculty of Health Sciences , University of Cape Town.

This article was first published by The Conversation.

University of Pretoria launches SARChI chair to steer Just Energy Transition research

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University of Pretoria launches SARChI chair to steer Just Energy Transition research

By Charmaine Ndlela

The University of Pretoria (UP) has launched a South African Research Chairs Initiative (SARChI) Chair in Just Energy Transition, as the country accelerates efforts to shift from coal-heavy power towards cleaner energy while trying to protect jobs, affordability and social stability.

Led by Professor Roula Inglesi-Lotz and developed in partnership with Germany’s RWTH Aachen University, the Chair will focus on producing policy-relevant research on how economies can decarbonise without deepening inequality.

UP said the collaboration is designed to strengthen evidence for decision-makers navigating the trade-offs of transition in a carbon-intensive, unequal economy.

“A just energy transition” is widely used as a fairness-based approach to climate and energy reform, aimed at ensuring the shift to low-carbon systems is inclusive and does not leave workers and communities behind.

Inglesi-Lotz told the launch this week that the transition could not be reduced to a single policy lever or technology choice.

“The just energy transition is not a single policy choice or technological fix,” she said.

“It is a process of structural transformation that affects households, workers, firms and institutions simultaneously. The purpose of this Chair is to generate evidence that helps decision-makers navigate that complexity in a way that is both economically sound and socially just.”

UP said the partnership links two institutions approaching decarbonisation from different starting points, and is intended to support comparative work rather than “one-size-fits-all” prescriptions.

“Working across Pretoria and Aachen enables comparative analysis that is both analytically rigorous and practically grounded,” UP said.

“Germany’s experience with industrial decarbonisation, grid expansion and long-term planning offers valuable insight, while South Africa’s context foregrounds questions of justice, affordability and development. Together, the partnership rejects one-size-fits-all solutions in favour of context-sensitive transition pathways.”

UP Vice-Chancellor and Principal Professor Francis Petersen said skills and institutional capacity would be central to whether the transition succeeds.

“The theme of this launch, ‘Human capital for the just energy transition’, reflects a fundamental truth,” he said. “Without the right skills, institutional capability and social inclusion, the transition will not be sustainable. Universities have a responsibility to ensure that knowledge creation translates into social and economic value.”

UP said the Chair will support master’s and doctoral students, postdoctoral researchers and early-career academics, including co-supervision and exchange opportunities between Pretoria and Aachen.

The Chair sits within SARChI, a South African government research programme established in 2006 and managed by the National Research Foundation (NRF) through a contractual agreement with the Department of Science and Innovation (DSI).

UP placed 448th worldwide and third in South Africa in the 2026 Webometrics global rankings.

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School nutrition programme currently feeds more than 9.6 million learners – Gwarube

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School nutrition programme currently feeds more than 9.6 million learners – Gwarube

By Charmaine Ndlela

Basic Education Minister Siviwe Gwarube has reaffirmed government’s commitment to strengthening the National School Nutrition Programme, which provides daily meals to more than 9.6 million learners nationwide.

Gwarube made the announcement during an oversight visit to Fezeka Primary School in Peddie, within the Ngqushwa Local Municipality in the Eastern Cape, on Friday.

“This programme has significantly improved school attendance and academic performance. It underscores the critical role that nutrition plays in supporting learner well-being and academic success,” Gwarube said.

During the visit, the Minister toured the school and engaged with learners across various grades and classrooms. She also visited the computer laboratory, where she observed teaching and learning in progress and interacted with learners using digital tools. Gwarube further read to learners, promoting a culture of reading and highlighting the importance of early literacy.

“The rollout of compulsory Grade R is proceeding apace across the country, allowing more learners to enter the schooling system earlier to improve literacy outcomes,” she said.

“We are also closing the digital divide, as learners in rural schools are increasingly accessing education through digital devices.”

The Department of Basic Education said the engagements reflect government’s commitment to strengthening foundational learning while expanding digital skills development in schools.

Later, the Minister visited Mzuxolile Secondary School, where she addressed the Class of 2026 matric learners, urging them to remain focused, disciplined and committed to their studies in pursuit of a better future.

According to the Department, the visit formed part of broader efforts to engage school communities and district leadership, assess progress, address challenges and reinforce collaboration in support of quality teaching and learning.

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NSFAS clears 660,039 first-time students for 2026 funding

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NSFAS clears 660,039 first-time students for 2026 funding

 By Levy Masiteng 

The National Student Financial Aid Scheme (NSFAS) has approved funding for 660,039 first-time entering students (FTEN) for the 2026 academic year, acting Chief Executive Officer Waseem Carrim said on Thursday.

Carrim said the figure was up from 632,333 approvals recorded the previous week.

ALSO READ: Gwarube launches read-aloud day with sign language version of children’s book  

 “This upward trend reflects NSFAS’s unwavering commitment to expanding access to post-school education and training,” Carrim said. “We are determined to ensure that financial constraints do not stand in the way of deserving students.”

NSFAS said 85,662 applications were being processed pending verification of outstanding documents, while 21,483 applications remained on hold due to missing supporting information.

It said 116,266 applications did not qualify for bursary funding, although 13,052 of those applicants were offered NSFAS loans.

For returning university students, Carrim said 436,924 had met the academic progression criteria and remained eligible for funding, while 109,761 students were found ineligible.

“At TVET colleges, 127,503 continuing students qualified for ongoing support, with 79,461 failing to meet progression requirements,” he said.

Carrim said NSFAS had received 91,937 appeals for the 2026 cycle, of which 10,445 had been approved.

“We remain committed to handling appeals fairly and transparently, and we urge students to submit outstanding documents promptly,” he said.

ALSO READ: Viola urges learners at first North West rural career expo to pursue STEAM

On student accommodation, NSFAS said it had received 194,069 accommodation applications across universities and TVET colleges.

It said 55,653 accommodation applications had been approved so far, with thousands more pending institutional and landlord review.

“NSFAS remains committed to processing all appeals fairly, transparently, and efficiently,” Carrim said.

NSFAS said it was upgrading its accommodation portal to provide students with a single platform to apply, track application status, and log maintenance issues.

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Gwarube launches read-aloud day with sign language version of children’s book  

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Gwarube launches read-aloud day with sign language version of children’s book  

By Charmaine Ndlela

Basic Education Minister Siviwe Gwarube has launched South Africa’s Read Aloud Month by unveiling the official World Read Aloud Day story for 2026, “A New Friend”, produced for the first time in South African Sign Language alongside versions in all 12 official languages.

Gwarube launched the campaign at Megoring Primary School in Polokwane, where learners, educators, sector partners and community members gathered to celebrate reading and storytelling.

ALSO READ: Viola urges learners at first North West rural career expo to pursue STEAM

“World Read Aloud Day invites us to gather and to share in the wonder and splendour of stories and of books. This day reminds us that stories are not meant to be hidden away on shelves or confined to textbooks. Stories are meant to be heard, spoken, signed, shared and lived. They are passed from parent to child, from teacher to learner, and from one generation to the next,” said Gwarube.

World Read Aloud Day (WRAD), established in 2010 by LitWorld, is observed annually on the first Wednesday of February. The Department of Basic Education said the 2026 commemoration centres on “A New Friend”, developed in collaboration with Sign Language Education and Development (SLED).

Gwarube said the commemoration represented “a landmark moment in South Africa’s literacy and inclusion agenda”.

“[A New Friend] was produced and disseminated in all 12 South African languages, reinforcing mother-tongue-based learning while advancing universal accessibility and inclusion for all children,” the department said in a statement.

It said that, for the first time, South African Sign Language was fully integrated across all World Read Aloud Day and Read Aloud Month activities, ensuring that deaf learners were able to participate meaningfully and on an equal footing with their peers.

ALSO READ: Ngcukaitobi urges DHET to back blended learning at Walter Sisulu University

It said this milestone aligned with the DBE’s commitment to inclusive education and equitable learning for all.

The launch was made possible by a partnership with the National Education Collaboration Trust (NECT) and the Nal’ibali Trust, which served as a core partner.

Nal’ibali — isiXhosa for “here’s the story” — was founded in 2012 to spark children’s potential through storytelling and reading among children from birth to 12 years of age.

Since its establishment, the organisation has led literacy change by mobilising adults to read with their children through its annual World Read Aloud Day celebrations.

“Through collaboration with education partners and civil society, World Read Aloud Day and Read Aloud Month continue to strengthen and expand South Africa’s national culture of reading and storytelling,” the department said.

Gwarube called on government, educators, parents, and communities to continue demonstrating the power of collaboration in advancing literacy and inclusion across the country.

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Viola urges learners at first North West rural career expo to pursue STEAM

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Viola urges learners at first North West rural career expo to pursue STEAM

By Lebone Rodah Mosima 

North West Education MEC Ntsetsao Viola on Tuesday encouraged learners from rural communities to take up Science, Technology, Engineering, Accounting and Mathematics (STEAM) subjects, saying the stream helps drive economic growth and shape young people’s futures.

Speaking in Mabaalstad Village, Viola was delivering the keynote address at the First Annual Rural Career Expo, an event intended to motivate learners to improve their academic performance and to raise awareness of post-matric career pathways.

ALSO READ: Ngcukaitobi urges DHET to back blended learning at Walter Sisulu University

“This Career Expo will promote careers aligned with the current South African socio-economic and skills landscape,” Viola said.

“STEAM education is broadly regarded as essential for achieving Vision 2030’s Sustainable Development Goals (SDGs), especially concerning industrialisation and job creation.”

Viola said the department was grateful for initiatives that create opportunities for learners, particularly those in rural areas who are “seldomly” exposed to such programmes.

She also reflected on the legacy of apartheid-era education, saying the system was deliberately structured along racial lines. She cited the Bantu Education Act of 1953, which she said provided Black learners with inferior, underfunded education aimed at manual labour.

“This racial segregation was reinforced spatially; rural areas and townships were where most Black South Africans were forced to live, with schools featuring overcrowded classrooms, limited learning materials, poor facilities, and high learner-teacher ratios,” she said.

Viola said these historical conditions contributed to persistent inequities and financial barriers that continue to limit access to higher education and deepen socio-economic differences.

Despite that history, she encouraged learners at the expo to believe their backgrounds did not define their future.

“I come from a small village in Mahikeng called Madiba Makgabana, and today I stand before you as the MEC for Education. My past did not predict where I would end up,” she said.

“To the young people — continue to dream, and dream big. Do not allow anyone to discourage or limit your aspirations. I stand before you as living proof that it is possible.”

ALSO READ: eThekwini threatens to cut water, electricity to Durban schools over disputed and unpaid bills

Viola also pointed to recent academic gains in the province, saying North West recorded an 88.49% matric pass rate in 2025, an improvement of 0.9%, and retained its fourth-place ranking nationally.

“It is important that whenever I have the opportunity to engage with our communities, I express my sincere gratitude for this milestone achievement and acknowledge the collective effort that made it possible,” she said.

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Dube-Ncube launches 4IR lab at Letaba TVET College

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Dube-Ncube launches 4IR lab at Letaba TVET College

By Levy Masiteng 

The deputy minister of Higher Education and Training, Nomusa Dube-Ncube, on Tuesday officially launched a Fourth Industrial Revolution (4IR) laboratory at Letaba TVET College’s Tzaneen Campus, saying it was a critical investment in shaping South Africa’s future skills pipeline and tackling unemployment.

According to the department, the lab is designed to equip students and lecturers with cutting-edge technological skills aligned to the demands of a rapidly changing job market. 

ALSO READ: Malema alleges IEC ‘thugs’ steal election votes, calls for members to be vigilant

It also provides access to modern digital tools, practical training platforms and innovation-focused learning that support careers in science, technology, engineering and mathematics (STEM).

Speaking during the handover,  Dube-Ncube said technology should be embraced rather than feared, while noting that innovation was moving at an unprecedented pace. 

She said that education, training and innovation are central pillars of the National Development Plan (NDP) 2030.

Addressing students, she said: “What it means for you here is that you are at the centre of ensuring that the mechanism of education is used properly by yourselves, to ensure that when you are linked to the job market, you can tangibly contribute to the reduction of unemployment.

 “This is particularly important with the increasing appetite in the job market for STEM careers.”

Dube-Ncube challenged students to take ownership of the national development agenda. 

ALSO READ: This is what O’ Sullivan will tell the ad hoc committee when he testifies about SAPS ‘capture’

She called on those in attendance to see themselves as custodians of the NDP, urging them to fully utilise the new facility.

“You must use the 4IR lab to its fullest capacity,” she said. “Learn from it, learn in it, and soar in your chosen careers.”

The 4IR project is funded by the ETDP SETA. It includes infrastructure development, refurbishment of the laboratory, training for students and lecturers, as well as the provision of specialised equipment needed to support advanced learning and innovation.

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Gauteng scholar transport halt hits attendance as GDE seeks payment fix

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Gauteng scholar transport halt hits attendance as GDE seeks payment fix

Staff Reporter

The Gauteng Education Department (GED) is in talks with public scholar transport operators to settle outstanding payments after some service providers halted operations on Monday, leaving learners stranded and contributing to low attendance at several schools.

The disruption comes just weeks after a fatal scholar transport crash in the Vaal area in mid-January, when a minibus transporting pupils collided with a truck near Vanderbijlpark, leaving 14 schoolchildren dead, and the driver of the minibus charged with murder.

The GDE said in a statement that it acknowledged the “challenges” currently affecting the GDE Scholar Transport Programme, which led to some providers stopping work on Monday.

The department said it was “actively engaging” with operators to address unpaid invoices.

“We appeal to service providers to provide a continuous, uninterrupted transportation of all learners under the programme as we work tirelessly within available financial processes to finalise payments accordingly,” the department said.

It advised schools to use appropriate academic recovery measures to ensure that teaching and learning remained on track until the matter was resolved.

“We remain committed to collaboration and constructive engagements with our stakeholders in resolving any matters that may arise. To this end, we encourage all our stakeholders to always engage with us on issues they face within the sector,” said Education MEC Matome Chiloane.

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