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CETA-funded beneficiary tops PDBA class at GIBS

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CETA-funded beneficiary tops PDBA class at GIBS

By Thebe Mabanga

Trailblazing academic and sector policy expert Jeanette Mosia is a focused, deeply spiritual mother of two who uses her success not only to uplift her family but also to show young people that their background does not define their future.

Her latest accomplishment is to finish top of her class in the Postgraduate Diploma in Business Administration (PDBA) at the University of Pretoria’s Gordon Institute of Business Science (GIBS), in a programme funded by the Construction Education and Training Authority (CETA).

Her life mantra, displayed as her WhatsApp status is: “Distraction leads to deception, deception leads to dislocation, dislocation leads to disruption.”

It is taken from renowned evangelist Bishop Dale Bronner’s sermon and means that if you are distraction from your purpose, it can lead you to be deceived by life’s temptation and once dislocated from your path, it can ruin your life, career, and family life.

“For me it highlights the importance of having a stubborn and resolute focus regardless of what life throws at you.” says Mosia.

“ What looks like a small distraction can lead you into a negative chain, you can easily entangle yourself in a web that you do not know how to get out of.”

It is this single-minded determination that allows her to juggle her work as a programme manager at the Trade and Industrial Policy Strategies (TIPS) in Pretoria, running her ministry with her husband, Bonngwe Mosia, whom he credits for support and running their household with two small children and juggling studies which following the PDBA, now involves taking on an MBA in October.

The fourth of five children and the first to graduate in her family, Mosia was born in Makhubung village outside Mahikeng in the North West.  

After completing her high school in Mmabatho, she studied at the University of Cape Town (UCT), where she obtained a BSc in Construction Studies in 2008, followed by an Honours the year after and an MSc in Project Management in 2012.

For the CETA funded programme, she was alerted by a friend and former colleague and promptly applied for a four-month International Executive Development Programme.

It was literally while undergoing orientation in April 2024 that she learnt that she will be doing a yearlong programme that requires her to attend class one week every month.

Mosia, 39, believes this was divine intervention as she may never have agreed to such a commitment willingly given her work and ministry.

She has now seen it through with flying colours.

She notes that her favourite part of the program was doing immersion in Dubai, Shenzhen in China and Hong Kong as these gave her firsthand experience of how other countries do business and transform cities as well as the value of strong leadership and commitment to development.

CETA funds such programmes to help build leadership not just for the South African built environment but for the broader corporate sector.

“My goal when I joined the programme was  to facilitate my transition from technical roles to more strategic and executive roles and I am ready for it.” says Mosia.

Mosia says between a full-time job, studying, raising small kids, and co-leading a church ministry with her husband, she does not get to have much time left to herself.

The two activities that “ignite her soul” are ballroom dancing, which she has not done in years, and completing a road race, which she cannot do consistently but compensates for it with daily walks.  

She has time to occasionally read for pleasure and counts John Maxwell as among her favourite authors for his bible centered philosophy on leadership.  

CETA, with its aim to provide skills development services to the construction sector and implement the objectives of the National Skills Development Strategy, plays a crucial role in ensuring that the construction sector is equipped with the critical and scarce skills necessary for economic sustainability and global competitiveness.

The CETA officially entered into a Memorandum of Understanding (MoU) with the University of Pretoria’s Gordon Institute of Business Science (GIBS) in 2024 to foster collaboration and strengthen the South African construction and built-environment sector.

In terms of the MOU, Gibs will design and deliver specialised learning programmes tailored to the needs of professionals within the construction sector.

These programmes span from entrepreneurial development to executive leadership development programme, and engage in thought-leadership, research, and skills planning.

CETA chief executive Malusi Shezi says the construction Seta aims to train 120 women to occupy key positions within the construction industry.

“We have made it clear that 60% of the beneficiaries of the international executive development programme is women. This was to ensure that women occupy key positions within the construction sector, which was traditionally dominated by men, says Shezi.

“We did not want a situation where companies would say we are not hiring women because we cannot find them. We have now made it possible for them to put women in key executive positions. We made sure we increase the pool so that there is no reason for companies not to transform. Women deserve to be given opportunities.”

Professor Morris Mthombeni, dean of GIBS, says collaborative partnerships with institutions such as CETA hold immense value “as they enable us to collectively develop innovative solutions for the skills challenges facing our nation.”

INSIDE EDUCATON

Parliament warns of possible Operation Dudula disruptions at SA schools

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Parliament warns of possible Operation Dudula disruptions at SA schools

By Thapelo Molefe

Parliament has urged parents of foreign national learners to exercise vigilance amid warnings that Operation Dudula activists could attempt to block children from accessing schools on Wednesday.

The Chairperson of the Select Committee on Education, Sciences and the Creative Industries, Makhi Feni, said the committee was deeply concerned by social media posts suggesting the group intended to disrupt schooling.

“We condemn this conduct from Operation Dudula activists, and we call on them not to distract school operations. Learning time is of essence and especially this close to preliminary and final examinations,” Feni said.

He called on the Department of Basic Education to implement measures to safeguard schools and ensure that any individuals who threaten learners are held accountable.

Operation Dudula, known for previous illegal demonstrations at healthcare facilities, has not publicly confirmed the planned action but has faced criticism for targeting foreign nationals in various sectors.

The group’s organisational leader Zandile Dabula, recently announced that Operation Dudula will launch a larger campaign at the end of December, continuing into January 2026, aimed at preventing foreign children particularly those without legal documentation from enrolling in public schools in South Africa. 

Dabula said members of the movement would be stationed at schools to enforce the policy.

Civil society organisations have condemned the plans. Equal Education (EE) and the Equal Education Law Centre (EELC) argue the proposed campaign violates the Constitution and a landmark High Court ruling affirming the rights of all children in the country to basic education, regardless of documentation status.

The issue of foreign nationals in South Africa, especially undocumented migrants, has been contentious for years, sparking protests, policy debates and tension over access to limited resources such as housing, healthcare and education.

Feni warned that any attempts to block access to schools could traumatise young learners and escalate into broader criminal activity. 

“These violent actions have the potential to be such a traumatic experience for young children and must be stopped. The uncoordinated activism by Operation Dudula is a concern, and could likely be hijacked by criminal elements,” he said.

He further appealed to principals to remain vigilant and to prioritise the safety and welfare of learners under their care.

INSIDE EDUCATION

Jozi My Jozi launches Babize Bonke campaign to revitalise Johannesburg

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Jozi My Jozi launches Babize Bonke campaign to revitalise Johannesburg

By Johnathan Paoli

As Johannesburg gears up to host the G20 Summit later this year, the city’s creative heartbeat was on full display with the launch of Babize Bonke, a bold new campaign by the Jozi My Jozi movement.

Staged along the inner-city Main Street walkway, the launch showcased art, music, and stories of resilience from local champions who are reshaping Johannesburg from the ground up.

Among the eight champions celebrated in the campaign is Dr. Taddy Blecher, education pioneer and CEO of the Maharishi Invincibility Institute.

Inside Metros reached out to the pioneer, who described the Babize Bonke platform as a chance to connect Johannesburg’s revival directly to improving security in the area and opportunity.

“Johannesburg has always been a place of resilience and reinvention. The world will be watching us later this year. What we need to show is that Joburg is not defined by its problems but by the creativity, compassion, and determination of its people. Campaigns like Babize Bonke prove that,” Blecher reflected.

Blecher’s contribution to the campaign is rooted in the philosophy he has carried for decades: that transformation is not only about physical infrastructure, but about human capacity.

The campaign emphasises making the invisible visible.

For decades, he has been giving a platform to young people from backgrounds where talent often goes unnoticed.

Many of his institute’s students come from households with little or no income, yet graduate with globally recognised qualifications, entrepreneurial skills, and employment opportunities.

This follows the launch of the Security Mastery Academy (SMA), a partnership between the Maharishi Invincibility Institute and CAP Security launched last year; which seeks to professionalise the security sector while simultaneously creating opportunities for young people to play a direct role in Johannesburg’s regeneration.

“This academy is about mastery on two levels. On one level, we’re training consummate professionals who can meet the demands of a sector critical to South Africa’s safety and stability. On another level, we’re helping individuals achieve personal mastery through holistic training, from martial arts to stress management, from leadership skills to Transcendental Meditation,” Blecher said.

The programme is structured over three years, moving from security officer training to supervisory and commander levels.

Graduates are guaranteed employment, ensuring that the pathway leads not only to skills but to livelihoods.

Jozi My Jozi has broadened its scope with a series of initiatives designed to restore safety, dignity, and opportunity across Johannesburg’s inner city.

Through the Light Up Jozi campaign, the movement is raising R300 000 to install solar-powered lights in darkened areas, expanding on the successful revitalisation of the Nelson Mandela Bridge with plans to add solar panels along key corridors.

This work ties into broader efforts to repurpose derelict buildings for job creation, open arts and reading spaces for children, and establish technology centres offering coding, robotics, and AI training for youth while providing adult skills development during the day.

Partnerships with schools are central to identifying safety concerns, career opportunities, and sport facility needs.

Early Childhood Development (ECD) is another critical pillar, with Jozi My Jozi working alongside the Oppenheimer Memorial Trust and the Education department to register and upgrade under-resourced centres in the inner city and Soweto.

The aim is to bring them up to Bronze Level standards, unlocking government funding and creating sustainable environments for children and educators.

By strengthening ECD infrastructure, the initiative seeks to empower communities and ensure that young learners receive the foundation needed for future success.

At the same time, Jozi My Jozi is addressing homelessness through collaborations with NGOs such as MES, U-Turn, and the Johannesburg Homeless Network.

This includes renovating shelters, piloting containerised housing solutions, and launching a citywide “Point in Time Count” to establish accurate data on Johannesburg’s homeless population.

Together, these efforts reflect Jozi My Jozi’s community-driven vision of a safer, revitalised Johannesburg that balances immediate social challenges with long-term sustainable growth.

With the G20 Summit set to spotlight Johannesburg in November, initiatives like these demonstrate

As Jozi My Jozi continues to rally businesses, communities, and creatives under its “coalition of the doing,” Blecher sees these initiatives as demonstrating how civil society and business are stepping up to redefine the city’s story.

INSIDE EDUCATION

KZN transport gets tough on scholar transport after 20 injured in latest crash

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KZN transport gets tough on scholar transport after 20 injured in latest crash

The KwaZulu-Natal Transport Department has announced a province-wide clampdown on unroadworthy scholar transport vehicles after a crash on Monday in Impendle left at least 20 learners injured.

MEC Siboniso Duma said traffic inspectors, working with municipal authorities, would be tasked with removing reckless drivers and unsafe minibuses from the road.

Duma confirmed on Tuesday that the driver involved in Monday’s accident had been arrested. He was found to hold only a learner’s licence and no Professional Driving Permit (PrDP), in violation of the National Land Transport Act.

“In KwaZulu-Natal, there are many unroadworthy vehicles used in private scholar transport,” Duma said. “We will remove from our road networks reckless drivers who are behind the spike in accidents that have destroyed families and cut short the lives of innocent people.”

Last week, a school taxi crashed into a crèche in iMbali, Pietermaritzburg, leading to the deaths of five children. Eight others were injured.

The latest accident occurred when a minibus taxi carrying learners aged between eight and 15 plunged off the KwaKhetha Bridge in Impendle. The children were taken to various healthcare facilities, where some are still recovering.

Spokesperson Ndabezinhle Sibiya said the department would also hold urgent talks with the South African National Taxi Council (SANTACO) in the province to address the increasing number of accidents involving scholar transport.

In addition, the department will partner with the Vehicle Testing Association, part of the Retail Motor Industry Organisation, to strengthen roadworthy checks. All minibuses will be tested at accredited municipal or private testing facilities, aligned with their designated route permits.

“The KwaZulu-Natal Department of Transport remains committed to prioritising the safety and well-being of all learners across the province,” the department said in a statement.

INSIDE EDUCATION

Chalk and talk vs. active learning: what’s holding South African teachers back from using proven methods?

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Chalk and talk vs. active learning: what’s holding South African teachers back from using proven methods?

By Lizélle Pretorius

As a full-time teacher completing a PhD part-time, I made a decision early on: do research that speaks to the daily realities of teachers and teaching. And so, the idea came from a lived experience – the day I asked one of my grade 11 learners (an A student) about the interpretation of a poem. His response?

Ma’am, please just write the answer on the board so we can study it for the exam.

I am sure that many teachers can relate to that request, which is typical of education framed by a “chalk and talk” approach.

“Chalk and talk” refers to a classroom environment where the teacher does most of the talking. There’s an over-reliance on textbooks and a focus on recall and rote learning. This is your typical “one size fits all” approach to teaching. Learners are mostly motivated to learn to pass their final year exams.

In South Africa, where I work, that’s contrary to what the national curriculum states. The critical outcomes of the Curriculum Assessment Policy Statement say learning has to be active, focus on critical thinking and reasoning, and go beyond memorising.

But that’s the exception rather than the rule in South African classrooms. There is a mismatch between policy and practice.

A US study weighed the pros and cons of active learning vs direct instruction. Ultimately, active learning is essential to promote curiosity, take ownership of one’s learning journey, and develop important social skills.

The goal of my research was simple: to help teachers include active learning activities in their regular classroom routines. I called my intervention the “altered flipped classroom”. The idea originates from the “flipped classroom”, an active learning approach to make the best use of face-to-face time with learners.

Altering the flipped classroom

The flipped classroom makes use of pre-recorded lessons that learners view before coming to class. In class, teachers support them to do their “homework”.

The flipped classroom has been researched in depth and the advantages to learning are impressive. These include improved learning performance and the development of skills such as critical analysis, problem-solving and collaboration. One study discovered that the flipped classroom helped low performers to keep up with their peers.

In South Africa, only 21.48% of public schools have access to the internet for teaching and learning. Because of this limitation, I had to “alter” the flipped classroom by excluding the technology component.

For example, instead of relying on online resources, learners can be given a visual representation of a poem along with a few guiding questions to prepare at home for the next day’s lesson. In class, they could then share their responses with a peer or the whole group.

This simple adjustment can enable meaningful contributions and include participation from all learners in a class.

Teachers take on the challenge

I invited Grade 8-11 teachers in public and private schools in the Western Cape province to participate. Thirty-one teachers attended the online training, and nine took part in the study. Their teaching experience ranged from first-year to over 30 years.

They also received a teacher manual which included the background of the flipped classroom, its underlying theories, and practical examples of how to start. Teachers were asked to flip their classroom for three consecutive lessons and to keep a research diary to capture their experiences. These were also discussed during online interviews.

The aim was to explore what had been holding them back from active learning methods. It turned out that they experienced internal and external pressures. Teachers had to overcome possible judgement for “teaching differently” and faced uncertainty regarding the changing of roles. They also experienced fear of having less control, and noted their old habits and mindsets of teaching.

Voices from the classroom

The teachers in my study were concerned about what colleagues or management might think:

If someone walked into my class, it would have seemed like … the kids were playing around, not working, but they were. It just … looked different.

Teachers had to face their own deep-rooted habits and mindsets, which mostly centred on control. This appeared to come from their well-established teacher identities, shaped by their beliefs, assumptions and experiences with regard to their own teaching and how they were taught.

One teacher emphasised the need to move from “a conservative in a box kind of teacher”. One said “my classroom is my stage”; another “felt territorial about {her} space”.

Some teachers recognised the need for change. One said, “I feel like we can break that habit” and another, “We cannot do it the way we have always done it”. They started to become aware of old habits that influenced their practice:

It’s so like hammered into me that you have to be in the front, you have to teach.

From passive learning to purposeful growth

Ideally, teachers will challenge themselves to question the chalk and talk comfort zone and the system that reinforces it.

If nothing changes, learners are being set up to be dependent on their teachers.

The teachers reported many advantages for active learning, such as increased motivation and learners taking responsibility for their learning.

Teachers should be encouraged to go beyond the boundaries of traditional teaching. Learning experiences have to include opportunities to develop thinking, skills and values. Apart from knowledge, these are essential when entering the workforce or when studying a post-school qualification.

Change is not always easy, but it is necessary.

THE CONVERSATION

NSFAS centre-stage of 2026 academic year as government confronts funding pressures

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NSFAS centre-stage of 2026 academic year as government confronts funding pressures

By Johnathan Paoli

The 2026 NSFAS application cycle will officially open at the University of Pretoria on Tuesday.

Higher Education and Training Minister Buti Manamela has placed the National Student Financial Aid Scheme (NSFAS) at the heart of government’s plans for a smooth start to the 2026 academic year, announcing measures to stabilise student funding, expand access, and address longstanding challenges such as accommodation, fraud, and the inclusion of the “missing middle.”

Speaking at a briefing in Pretoria on Monday, Manamela stressed that readiness for the 2026 academic year meant more than administrative checklists.

“Readiness is about the lived experience of every student and family in South Africa: that when the new year begins, the doors of learning and culture truly open – fairly, on time, and without unnecessary barriers,” he said.

The minister acknowledged the turbulence of the 2025 academic year, where over 54,000 students faced blocked registrations due to a R13.3 billion shortfall.

Emergency reprioritisation allowed the government to cover the backlog, unblocking 34,000 registrations and enabling 15,000 second-semester students to continue their studies.

NSFAS CEO Waseem Carrim confirmed that all affected students are now being reinstated.

“Immediately post this briefing, NSFAS will be releasing a circular to the university sector to allow all students with blocked registrations to be confirmed as registered for the 2025 academic year,” Carrim said, adding that student accommodation providers will now also receive long-delayed payments.

Carrim praised those landlords who housed students despite the non-payment crisis but cautioned against “unscrupulous providers” who exploited the system.

To counter abuse, NSFAS has released a draft Student Accommodation Protocol that mandates placement within four hours of arrival on campus and sets clear rules for claims.

The protocol is out for comment and will be finalised before 2026.

The 2026 NSFAS application cycle will officially open at the University of Pretoria on Tuesday.

The new process promises greater efficiency through the myNSFAS online portal, real-time updates, and automatic verification with Home Affairs, SARS, and SASSA.

“NSFAS remains one of the largest instruments of social justice in post-apartheid South Africa. Through this scheme, close to a million students are supported every year,” Manamela said.

Applications for 2026 will continue to target households with a combined income of up to R350,000 for bursaries, while the “missing middle”, families earning between R350,000 and R600,000, can apply for NSFAS-administered loans. Students with disabilities qualify if their household income is below R600,000.

The minister warned against fraudulent applications, which in previous years saw up to 40,000 students accessing funds illegally.

“We are now able to check if your parents are alive, what they earn, and whether you qualify. Fraudulent applications are theft, and we will act against them,” Manamela cautioned.

Responding to questions on funding sustainability, Manamela reaffirmed the government’s commitment to fee-free higher education for poor and working-class students while also developing a comprehensive funding model for the missing middle.

“Some students were applying for both bursaries and loans, and many were migrated into bursaries. But we’ve also seen households pushed into bursary eligibility because of the rising cost of living,” he said.

The minister said discussions with the Treasury and the Department of Planning, Monitoring and Evaluation are underway to design a sustainable model, noting that the country requires about R75 billion annually for student funding, with shortfalls doubling each year.

“There should be no holy cows in this discussion. Either we renege on fee-free higher education or we commit resources. We cannot leave students on a cliffhanger every year,” Manamela said.

Accommodation remains one of the most pressing challenges. Thousands of students were left stranded in 2025, with some sleeping in libraries or overcrowded housing.

Carrim said planning for 2026 has already begun.

“We have estimated numbers of students who will require accommodation and set in place a process to ensure sufficient capacity at every institution. The new protocol will ensure that no student is left without a bed.”

Manamela emphasised that readiness for 2026 was not only about universities, which will have space for about 235,000 first-year students, but also about Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) colleges.

TVET students will continue to be fully funded by NSFAS, including tuition, registration, and allowances.

CET colleges, serving over 130,000 learners, will also be supported with lecturer training, expanded programmes, and digital tools.

To prevent disruptions in 2026, government has established a “War Room” that will meet weekly with NSFAS, institutions, student leaders, and quality councils to resolve emerging issues rapidly.

As over 815,000 Grade 12 learners prepare for their final examinations, the minister acknowledged that only about half can be absorbed into the post-school system next year.

INSIDE EDUCATION

KZN education probe launched as authorities battle sexual abuse in schools 

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KZN education probe launched as authorities battle sexual abuse in schools 

By Charmaine Ndlela

KwaZulu-Natal (KZN) education authorities have ordered an urgent investigation into allegations that teachers at Thubalethu Secondary School in Pinetown molested female pupils, in a case that has triggered national concern over rising reports of sexual abuse in South Africa’s schools.

Education MEC Sipho Hlomuka said he is “outraged” at the reports and ordered immediate action.

“Any acts of abuse or misconduct by educators fundamentally undermine the trust, care, and responsibility that define the teaching profession,” he said.

The department condemned the alleged conduct as “abhorrent behaviour”, adding: “The protection, safety, and well-being of learners remain our highest priority.” 

“Investigators will be deployed to the school to establish the facts, strengthen accountability and ensure those guilty, face the law and disciplinary processes. As the department, we will not sit idle while the integrity of our schools is compromised and the safety of our learners is threatened,” Hlomuka said.

He emphasised that schools should be “a centre of learning, care, and growth – not places of fear”. 

The department urged pupils, parents, teachers and community members to report abuse through official channels or directly to police.

“The department will not tolerate any violation of learners’ rights. Any educator who exploits their position of trust will be removed from the system and subjected to criminal prosecution without hesitation,” it said.

The allegations come against a backdrop of mounting national concern.

The Education Labour Relations Council (ELRC) said it received 114 cases of sexual misconduct in schools in the past year, with 39 teachers found guilty. ELRC spokesperson Bernice Loxton urged the government to act firmly.

Other recent cases include the suspension of a principal and three teachers at Tiyelelani Secondary School in Soshanguve in September 2025, and allegations in the Northern Cape where pupils at Bothithong High School were allegedly given stipends by teachers in exchange for unprotected sex. 

Equal Education and other groups also expressed outrage, saying the incidents reflect a wider pattern.

Sexual violence in schools has been described by UNICEF and advocacy groups as systemic. A seven-year-old girl’s alleged sexual abuse at Bergville College in the Eastern Cape earlier this year sparked nationwide protests.

Union voices echoed the call for accountability.

“We don’t support such behaviour. Let those allegations be investigated and the law should take its course. This act is an illegal, criminal act and unprofessional. We are a union representing teachers, we don’t condone such,” said South African Democratic Teachers Union spokesperson, Nomusa Cembi.

Data from the South African Council for Educators (SACE) showed 111 cases of sexual abuse referred in 2024/25, up from 82 the previous year. KwaZulu-Natal led with 25 cases, followed by Eastern Cape and Free State reporting 12 cases, respectively.

Childline CEO Dumisile Cele called for guilty teachers to be placed on the Child Protection Register.

“Teachers found guilty of such atrocities should have their names added to the Register within the Children’s Act,” said Cele. 

Education officials have said measures are in place to tackle the scourge.

Western Cape Education MEC David Maynier’s office reported seven sexual assault cases in 2024/25, down from 15 the year before, with six teachers dismissed and one suspended without pay.

National crime statistics reflect the wider challenge. SAPS recorded 80 rapes at educational institutions between January and March 2025, with 54 victims being learners. Overall, 13,452 sexual offences were reported nationally during the period.

KZN education spokesperson Mlungisi Mtshali said the province treats such cases with urgency.

“That’s why we must not make a mistake in this issue. When we charge the perpetrator, we must have all the information at hand. We can only suspend educators for three months while we investigate the matter,” he said.

He added that the department has a dedicated unit, including external investigators and social workers, to handle complaints.

“We are ensuring the school environment is enabling, supportive and offers a safe space for learners, educators and school staff,” Mtshali said.

INSIDE EDUCATION

DA demands empowered social workers as Gauteng learner pregnancies escalate

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DA demands empowered social workers as Gauteng learner pregnancies escalate

By Johnathan Paoli

The Democratic Alliance (DA) in Gauteng has called for urgent empowerment of social workers, health workers, and caregivers to report cases of statutory rape, as alarming new statistics reveal that tens of thousands of school-age girls in the province fell pregnant in 2024. 

DA Gauteng leader and official opposition leader Solly Msimanga said the figures underscored a growing crisis of child sexual abuse and statutory rape that is being ignored by authorities and too often normalised in communities. 

“Statutory rape is a serious violation, and men who commit such a crime inflict lasting harm on a vulnerable individual. The failure by law enforcement agencies to take action against men who commit this offense is deeply troubling, as it compromises the principles of consent and respect, leaving young girls vulnerable to predatory individuals who have lost all sense of morality,” Msimanga said. 

According to data disclosed by Gauteng Health and Wellness MEC Nomantu Nkomo-Ralehoko in the provincial legislature, 23,691 pregnancies were recorded among girls between the ages of 10 and 19, last year. 

Of these, 18,851 resulted in deliveries at public health facilities, while 4,840 were terminated. Disturbingly, 521 of these pregnancies involved girls between the ages of 10 and 14.

While pregnancies among learners are rising, police reports of child rape and statutory rape are falling.

Gauteng’s Clinical Forensic Medical Services and Thuthuzela Care Centres recorded 474 cases reported to the South African Police Service in 2022/23, 257 cases in 2023/24, and just 242 between April and December 2024. 

Msimanga said the discrepancy pointed to a breakdown in enforcement of Section 110 of the Children’s Act of 2005, which obliges teachers, healthcare workers, social workers, and caregivers to report suspicions or evidence of child sexual abuse. 

“The failure to act enables predators to continue abusing children, while families are sometimes bribed into silence. This not only protects perpetrators but entrenches a culture of impunity,” he said. 

The Gauteng Health Department’s statistics highlight that the problem cuts across the province. 

Johannesburg recorded 7,245 cases of teenage pregnancy, followed closely by Ekurhuleni with 6,893, and Tshwane with 5,752. The West Rand and Sedibeng recorded 2,014 and 1,787 respectively.

The DA has requested further data on which schools reported the highest numbers of learner pregnancies and how many girls who gave birth managed to return to school. 

However, Inside Education reached out to the Gauteng Education Department who admitted it does not keep such records. 

Msimanga cautioned that poverty and inequality fuel the problem, with transactional sex between older men and vulnerable girls increasingly common. 

In some cases, families accept money or goods in exchange for silence.

The DA is demanding that the provincial departments of Education, Health, Social Development, and Community Safety collaborate more effectively to equip and empower social workers, health professionals, and caregivers to report statutory rape to SAPS; ensure all reported cases are promptly investigated and prosecuted; provide education to girls that reinforces their right to refuse unwanted sexual advances, even from adults in positions of authority; and strengthen partnerships with parents and community leaders to create safe environments for children. 

Msimanga added that the DA will also push for answers on the prevalence of sexually transmitted infections and HIV among the affected age group. 

The DA’s Gauteng intervention is part of a broader national probe into the child pregnancy crisis.

DA Social Development spokesperson Alexandra Abrahams recently revealed that in the Eastern Cape, 117 girls between the ages of 10 and 14 gave birth between April and July 2025, while 4,752 teenagers aged 15 to 19 delivered babies during the same period.

“These figures are only the tip of the iceberg. Pregnancies that end in termination or miscarriage, or those that go unreported, make the true scale far greater,” Abrahams said.

The DA cited the reported drugging and sexual assault of learners from Khomani Primary School in Diepkloof earlier this year as proof that some incidents occur beyond the direct oversight of teachers and parents. 

Msimanga said a DA-led administration would ensure that professionals are trained to enforce the Children’s Act, statutory rape cases are properly investigated and prosecuted, and schools are staffed only with vetted teachers and officials.

INSIDE EDUCATION

SA gymnastics gold medallist improves her game at World Challenge in Paris

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SA gymnastics gold medallist improves her game at World Challenge in Paris

By Rafieka Williams

Team South Africa gymnast Caitlin Rooskrantz produced a strong performance at the Paris World Challenge Cup this past weekend, finishing fourth in the uneven bars final.

Rooskrantz competed alongside teammates Buhle Nhleko, Zelmé Daries and Naveen Daries. In the vault event, Daries placed 12th while Nhleko finished 16th, according to Gymnastics South Africa.

A University of Johannesburg marketing graduate and uneven bars gold medallist, Rooskrantz achieved her personal best international score at the championship. Her return to the world stage comes a year after her 2024 Olympic campaign was cut short by an unexpected floor injury.

Back on the international circuit, Rooskrantz went head-to-head with Algeria’s Kaylia Nemour, the reigning Olympic champion. The International Gymnastics Federation (FIG) noted: “Nemour will be the only reigning Olympic champion among a field of more than 400 men’s and women’s gymnasts in the City of Light.”

In the uneven bars final, Nemour claimed the top spot, with France’s Célia Serber taking second and teammate Lorette Charpy in third.

The World Cup qualifiers were held on Saturday, 13 September, with all 10 finals concluded on Sunday, 14 September. Supporters and fans took to social media to celebrate Rooskrantz’s achievement and applaud Team South Africa’s showing in Paris.

Source: facebook/Gymnastics SA

INSIDE EDUCATION

At least 20 learners injured in KZN scholar transport crash

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At least 20 learners injured in KZN scholar transport crash

At least 20 learners were injured when a minibus taxi transporting them plunged off the Kwakhetha Bridge on the P127 road near Mpendle in the KwaZulu-Natal Midlands on Monday.

The passengers, aged between 8 and 15, sustained injuries ranging from minor to serious, but all survived the crash.

It is alleged that the taxi, carrying learners from different schools in the area, veered off the road and plunged several metres down the bridge.

Residents rushed to the scene and worked with emergency services to ensure the children received immediate care.

The injured were first taken to Gomane Clinic, before being transferred to Harry Gwala Regional Hospital (Edendale Hospital) for further treatment.

KwaZulu-Natal MEC for Transport and Human Settlements Siboniso Duma confirmed that the taxi driver fled the scene.

“Most disturbing is that the driver disappeared, and law enforcement agencies are looking for him,” Duma said.

“Learners are from Matomela High School, Luthando High School and Sthunjwana Primary School. They have been taken to Gomane Clinic and Harry Gwala Regional Hospital (Edendale Hospital). Unfortunately, this is the third accident involving a school learner transport in Umgungundlovu District within four days. Four learners died on Thursday, and others are still in the hospital.”

Duma said the department has called on the South African National Taxi Council (SANTACO) in KwaZulu-Natal to urgently convene discussions with taxi associations over the recurring accidents involving scholar transport.

According to the Automobile Association estimates, 70,000 minibus taxi crashes annually, with taxis experiencing double the crash rate of other passenger vehicles.

“I wish to announce that we have resolved to form a partnership with the Vehicle Testing Association (VTA). The association is a member of the Retail Motor Industry Organisation (RMI) and represents the private vehicle testing stations involved in the testing and issuing of roadworthy certificates in terms of the National Road Traffic Act and SABS 10047,” said Duma.

“We have agreed to work together to isolate elements that are operating vehicles without roadworthy certificates and to ensure that those issuing fraudulent certificates are arrested.”

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