The publication of INSETA’s 2023-24 annual report, which marks four years into the organisation’s five-year strategic term, reflects a time of continuous transformation, says the education and training authority’s CEO Gugu Mkhize.  

In pure numbers, INSETA has moved from a 72% performance, a decline experienced during the height of the Covid-19 crisis, to the present 97%, which is a testament to the organisational resilience built up post-pandemic. 

In human terms, through the delivery of its mandate to provide quality assurance, learning programmes, skills planning, research and administration, INSETA’s work has changed lives and been the catalyst of dreams being realised, Mkhize told INSETA’s AGM.

“Thousands of South Africans now have the skills to participate meaningfully in the economy,” said the CEO, reflecting on the milestones in the annual report.

Mkhize explained that “each percentage point improvement in our performance, translates to families being supported, communities being uplifted and a stronger insurance sector”.

INSETA has embarked on a journey of excellence, underscored by a collective commitment and effort internally and externally to embed excellence in skills development.

The 97% performance is an outcome of collective dedication to INSETA’s excellence journey at all levels – from the board and SETA staff to stakeholders and the insurance sector.

Mkhize said the 97% attainment of targets reflected the power of collaboration among government, industry, delivery partners and communities – all working together to build a skilled and inclusive economy.

“This is what real transformation looks like,” said Mkhize, adding, “We have built strong partnerships with industry players, who share our vision of a transformed sector that reflects South Africa’s diversity.”

“We have worked closely with other skills delivery providers, some SETAs and educational institutions, as we share the same values when it comes to building a workforce that is ready for tomorrow’s demands,” Mkhize said.

The nods from industry, represented by 12 awards to INSETA, “are validation that our approach to inclusive skills development is making a real difference in addressing South Africa’s challenges of unemployment, inequality and poverty.”

Innovation and impact

Adapting to an ever-changing operating environment and a challenging socioeconomic context has meant transcending a traditional approach to skills development.

INSETA’s business-unusual thinking and approach are apparent in the Skills for Rural Impact Programme, designed to bring skills development opportunities where such opportunities and resources are in limited supply or non-existent. 

Mkhize is emphatic that talent should not be restricted by geography because of a scarcity of opportunities.

“Therefore, we have taken our services directly to communities that have historically been excluded from the financial services sector,” she said.

“When we state that we have reached nearly 62,000 beneficiaries, with a target of 80,000 by financial year-end, we are referring to individuals in deep rural KwaZulu-Natal and the Eastern Cape, who now see the insurance sector as a viable career path,” Mkhize explained.

Supporting small businesses

In line with the National Development Plan 2030, INSETA views small businesses as the backbone of the economy, possessing the potential to make a sizeable dent in South Africa’s high unemployment rate by generating jobs.

By supporting 1911 small businesses through development programmes, INSETA aims to create sustainable economic ecosystems in communities where the need is most pronounced.

For every small business supported by INSETA, five to 10 jobs are created in the insurance sector, which is sustainable and skills-based, Mkhize noted.

Our future vision

“As we march on to 2025-30, we are acutely aware that the insurance sector is undergoing rapid transformation,” Mkhize said.

The proliferation of Insurtech, a term used to describe online-based insurance start-ups and digital platforms whose operations are disruptive in nature, means the workforce in the sector must be adequately prepared for present challenges and future opportunities.

It is for those reasons that INSETA’s new strategic plan emphasises digital skills development while maintaining core insurance competencies.

“Importantly, the new strategic plan 2025-30 recognises that transformation must be inclusive. We are particularly focused on ensuring that historically marginalised groups, such as women, youth, people with disabilities and rural communities, are not left behind in this digital revolution,” Mkhize said.

INSETA has disbursed substantial resources in digital technology through the establishment of DigiHub, a state-of-the-art facility developed in partnership with the Coastal TVET College.

The collaboration is a milestone that will help bridge the digital skills gap and empower students with the tools necessary to thrive in an increasingly technology-driven world, Mkhize said.

“Every programme we design is aimed at responding to one fundamental question, which is about how to contribute to a more equitable and skilled insurance sector,” Mkhize said.

INSETA is hosting the Skills Insurance Indaba on Wednesday and Thursday.

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The Council for Scientific and Industrial Research (CSIR) completed the first phase of its Ngiyaqonda! Project with the official handover of mobile devices at Ebuhleni Primary School in Soweto this week.

The project was launched to help tackle the literacy crisis in South African schools. A report from the 2030 Reading Panel evealed that approximately 80% of Grade 3 learners cannot read for meaning in any language.

It said in a statement that without this essential skill, many children were unable to reach their full potential, with the impact being most severe in disadvantaged communities.

Ngiyaqonda! is isiZulu for “I understand”. The research and development initiative integrates speech and text technologies into an Android application that guides learners to compose sentences in their home language as well as in English and is designed to enhance reading skills.

Funded by the Sport, Arts and Culture Department, it also incorporates artefacts developed in previous research projects funded by the South African Centre for Digital Language Resources.

The application was piloted with isiZulu-speaking Grade 3 learners at Ebuhleni, Sepedi-speaking Grade 3 learners at Pheladi-Nakene Primary School in Mamelodi and Afrikaans-speaking learners at Laerskool Die Krans throughout 2023 and 2024.

The CSIR said that in recognition of the pilots’ success and the positive social impact of the project, the CSIR donated the devices used at Ebuhleni Primary School during a project close-out event.

It said piloting in schools was a vital component of projects like Ngiyaqonda! because it helped the project team assess its efforts in real-world settings.

However, South Africa’s infrastructure challenges, such as connectivity and electricity issues, made it essential to cultivate strong relationships with pilot schools, the CSIR said.

These partnerships provided a crucial foundation for identifying and addressing any challenges that may affect application usage. By donating tablets to schools like Ebuhleni and Pheladi-Nakene, the CSIR was not only supporting future pilots, but also helping to overcome some of these infrastructure challenges to ensure smoother implementation in the future.

“By donating these devices to our pilot schools, we hope to strengthen our relationships with them and demonstrate our commitment to continuing work on this critical issue,” said CSIR senior researcher Laurette Marais.

“Without their willingness to invest time and energy, as well as share essential practical insights with us, no amount of technological development would move the needle on South Africa’s literacy challenges.”

She said the success of the project underscored the importance of the government, research institutions and end-users collaborating to maximise the social impact of technology. 

The CSIR has applied for additional funding to advance to phase two of the project.

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The Basic Education Department has called on stakeholders to work together to ensure that all South African learners have access to quality education.

Following the three-day 10th Basic Education Sector Lekgotla, which ended on Saturday, Deputy Minister Reginah Mhaule told government officials, educators, unions and industry leaders that the various discussions had helped lay the groundwork for long-lasting improvements in the education system.

“Together, we have embarked on a vital dialogue, interrogating the complex fabric of our basic education system. I believe that we have done the groundwork for transformative change that will undoubtedly transcend generations,” she stated.

The lekgotla provided a platform to address key challenges, review policy priorities and explore opportunities for collaboration.

Six commissions tackled crucial aspects of the education system.

They were foundational literacy and numeracy, early childhood development (ECD), care and support for teaching and learning, educational professional development for a changing world, education using ICT, and mother tongue-based bilingual education.

Participants engaged in detailed discussions to refine strategies and policies.

Recommendations emphasised workforce development, community engagement, inclusivity and the integration of digital solutions into teaching and learning.

A recurring theme throughout the lekgotla was the role of artificial intelligence in education, as well as equipping teachers with modern skills to navigate an evolving learning environment. 

The importance of ECD was also underscored, with a renewed commitment to multisectoral collaboration, evidence-based interventions and innovative teacher training approaches.

“The task ahead requires sustained effort, collaboration and innovation from all stakeholders involved. It is through our united efforts that we will ensure every learner in South Africa has access to quality education delivered by well-prepared, supported and motivated teachers,” the deputy minister emphasised.

Acknowledging the scale of the task ahead, she reaffirmed that education reform required patience, perseverance and collective efforts from all stakeholders.

“The task before us is huge, but together, there is no mountain we cannot climb or river we cannot cross. Let us carry forward the spirit of collaboration, innovation and unwavering commitment to our children’s future that has characterised this lekgotla,” Mhaule said in her closing address.

“The assignment of transforming the education system is not the sole mandate of DBE, but an-all stakeholder effort. Let us continue to work hand in hand to ensure that our education system is not just a mirror of our society but a beacon of hope, a catalyst for change and a bridge to a brighter, more inclusive future.”

As South Africa moves forward, the resolutions and commitments made at the 2025 Basic Education Sector Lekgotla will play a crucial role in shaping the future of learning, ensuring that education drives empowerment and national development.

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Learner pregnancy remains a major challenge, with over 30% of teenage girls falling pregnant in South Africa.

Of these, 65% are unplanned, which emphasises the urgent need for effective interventions to address the issue and support young learners in continuing their education while preventing unintended pregnancies.

According to the Basic Education Department, inequality, poverty, gender-based violence and power imbalances are key factors that drive high pregnancy rates. Data shows a rise in births among 10 to 14-year-olds between October and December 2024, coinciding with school closures for exams and holidays.

Parliament’s Portfolio Committee on Women, Youth and Persons with Disabilities was briefed by the department on the scourge, which especially gets media attention during the festive season when provincial education departments release figures on teenagers who have given birth.

Committee chairperson Liezl van der Merwe emphasized the need for ongoing solutions to address pregnancies, rather than limiting the focus to the December period.

“We want to focus on our learner pregnancy crisis. During the December period a lot of media focus was placed on this matter,” she said.

“However, it cannot be that we wait until Christmas babies arrive for us as portfolio committee to really interrogate this crisis. Because we do need to find an effective solution to this crisis,” she said during committee meeting this week.

Effective management of learner pregnancy depended on collaboration and complementary approach between all departments, partners and stakeholders including instituting strong referral mechanism, an official from the department told the committee.

The department emphasised that factors such as grade repetition, household poverty, unplanned pregnancies and limited communication about sexual reproductive health with caregivers or parents were placing girls at risk of dropping out of school.

“Those who drop out early during pregnancy with no formal childcare and no family care are at risk of not returning back to school,” Ndlovu added.

The department launched its policy on preventing and managing learner pregnancy in 2021. It is designed to foster a supportive environment, offer comprehensive sex education and provide care, counselling and support for pregnant learners.

However, committee members emphasised the importance of better coordination between government departments, stronger referral systems and peer education programmes to empower both girls and boys.

According to the department, there is a 49% likelihood of school enrolment for girls who have given birth and experience food insecurity, live in informal housing, have strained relationships with caregivers and face longer distances to school.

The enrolment figure increases drastically – to 72% – for girls who have who have access to the right food and the right amount, do not live in informal housing, have positive relationships with caregivers and also live close to school.

In late 2023, the Commission for Gender Equality (CGE) conducted a comprehensive study on school dropouts among adolescent girls during pregnancy and the postpartum period.

It showed that there were a multitude of factors contributing to adolescent pregnancy. They included limited knowledge about sexual biology and access to contraception services, fear of stigmatisation, lack of parental involvement, various socioeconomic factors, statutory rape, older sex partners, teacher–student sexual relations and substance abuse.

It also found, as the department has, that household and school-related factors are barriers to the retention of pregnant learners and adolescent mothers in school.

The report made a number of recommendations, emphasising that they should be implemented in a holistic and coordinated manner, with a strong focus on the rights, needs, and aspirations of pregnant and parenting youth.

The suggestions include prevention, supporting pregnant and parenting youth, policy and legal reforms, and collaboration and partnerships.

On regulations, it says that laws and policies related to teenage pregnancies need to be reviewed and updated, law enforcement against child marriage and sexual exploitation must strengthened, and access to legal services for pregnant and parenting youth must be ensured.

While the department and committee agree that there is a need for inclusive education and strategies for preventing and managing learner pregnancy, clearly a lot more needs to be done.

This includes a recommendation by the CGE that the departments of Basic Education, Health, Social Development and SA Police Services spearhead school-based and community programmes.

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An agreement seeking to strengthen higher education institutions, address sectoral challenges and enhance university-industry engagement has been signed by Universities South Africa (USAf) and the Technological Higher Education Network South Africa (THENSA).

The Memorandum of Understanding will explore universities’ engagement with industry beyond traditional bursary support, with USAf CEO Phethiwe Matutu highlighting the need for work-integrated learning as a potential foundation for bridging the gap between graduates and the job market.

“Many school leavers know nothing about life post-school; many are clueless about the National Student Financial Aid Scheme and applying to universities or TVET colleges.

“Similarly, at universities, some students struggle to see the link between acquiring qualifications and understanding where to apply their skills in industry, despite having careers offices at each university,” she said.

The CEO advocated for a structured approach to equipping students with career-readiness skills through internships, mentorship programmes and hands-on learning opportunities in collaboration with industry leaders.

THENSA CEO Henk de Jager echoed these sentiments, asserting that universities must actively ensure graduates were work-ready.

De Jager reaffirmed the consortium’s commitment to engaging with industry stakeholders to enhance employability and skill development initiatives within the higher education sector.

Another key focus of the MoU is the acute shortage of space for students at universities.

Matutu stressed the necessity of collaborating with the Higher Education and Training Department to find innovative solutions to accommodate increasing student enrolments.

“We, therefore, need to look into how we could enhance the capacity of universities to absorb more school leavers. What can the DHET do from their side to capacitate universities, and what can we, as universities, do on our end in preparation for 2026? We need to explore what is possible,” she said.

Engagements with the department are expected to focus on infrastructure expansion, increased funding and alternative educational pathways to mitigate the growing demand for higher education.

De Jager agreed that given limited resources, collaboration and strategic planning with the government and private sector partners was essential for sustainable expansion.

Under the MoU, joint learning programmes will be implemented to foster entrepreneurial skills among university students.

It calls for the pooling of resources to secure funding from both local and international partners.

It stresses the need for strengthening regional global partnerships to enhance knowledge exchange, as well as facilitating initiatives to support innovation, incubation and commercialisation in higher education.

The agreement further calls for developing models to assess the effectiveness of academic and industry partnerships as well as any additional projects that support the advancement of the country’s higher education sector.

One of the key international programmes highlighted during the signing was the Erasmus Plus initiative of the European Union. This programme offers opportunities for student and faculty, youth exchanges and capacity-building projects.

De Jager emphasised that participation in such initiatives would strengthen South African universities and enhance their global competitiveness.

Additionally, THENSA has established collaborations with the United Kingdom, Finland, Germany, Ireland, Switzerland and the United States.

These partnerships focus on entrepreneurship, climate change response and technology transfer, areas where the synergy between USAf and THENSA could yield significant benefits.

USAf director of Entrepreneurship Development in Higher Education (EDHE), Edwell Gumbo, stressed the importance of integrating entrepreneurship into university curricula.

Gumbo highlighted the reliance on departmental funding, which currently accounted for 80% of EDHE’s financial support, and emphasised the need to attract additional private sector investment.

THENSA operations and partnership director Christelle Venter revealed that a US Fulbright scholar would be assisting universities in the ethical use of Artificial Intelligence in 2025, an initiative to be extended across all 26 public universities through USAf.

Beyond the MoU, the two organisations discussed multiple avenues for further collaboration, including expanding engagement with universities in India to strengthen academic and research partnerships, as well as PhD training opportunities in Ireland through the Irish Consulate.

Additionally, the UK-sponsored Research and Innovation Systems Africa programme was identified, which THENSA recommended expanding through USAf.

The USAf-THENSA partnership marks a critical step in fostering innovation, expanding higher education access and ensuring graduates are well prepared for the evolving job market.

The organisations have stressed that this collaboration promises to drive transformative change in the country’s higher education landscape, ultimately benefiting students, universities and industry stakeholders alike.

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Basic Education Minister Siviwe Gwarube has reaffirmed the government’s commitment to improving education quality and readiness for the 2025 academic year, spearheading a back-to-school #visit to Mpumalanga.

Accompanied by Deputy Minister Reginah Mhaule, premier Mandla Ndlovu, education MEC Landulile Dlamini, and senior officials, Gwarube described the visit as marking an opportunity to assess education priorities and engage with stakeholders.

The province has demonstrated significant progress, with the National Senior Certificate (NSC) pass rate rising from 77% in 2023 to 84.99% in 2024, placing it as the sixth best-performing province nationwide.

The visit included a comprehensive overview of Mpumalanga’s education sector from department head Lucy Moyane.

Ndlovu expressed confidence in the province’s trajectory, aiming for a 100% pass rate in future academic years.

“As you assess our school’s readiness for the upcoming academic year, we reaffirm our commitment to supporting the education sector. We believe that education is a vital pathway to continuously improving the quality of education, and we look forward to working together to achieve this goal,” he said.

Gwarube visited three schools on Wednesday, starting at Kamagugu Inclusive School, which accommodates 347 differently abled learners.

The school has garnered national recognition for its achievements, including winning the 2022 World Milk Day Competition and excelling in Down Syndrome athletics and cultural events like the Eisteddfod Poetry Competition.

At Boschrand Primary School, which is dealing with massive overcrowding, MTN contributed 25 tablets to the school’s intermediate phase, highlighting the government’s collaborative approach to addressing education challenges.

The minister then went to Rob Ferreira High in White River, the leading school in the province for athletic achievements.

She praised the tour for allowing her to assess school readiness, celebrate achievements and identify areas for further improvement.

Ndlovu emphasised the importance of synergy between the department, provincial authorities, and local stakeholders to sustain progress.

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For 2024, two matriculants have been honoured with the National Top Learner Awards by the Basic Education Department. While it has not always been plain sailing for Owethu Shangase and Ryyan Ebrahim, the two attribute their success to the support systems around them and their ability to dream big.

Shangase, 17, is from the John Wesley Kosi Bay Private School in Umhlabuyalingana in northern KwaZulu-Natal, and Ebrahim, 19, is from Pinelands High School in Cape Town

Shangase achieved a total of eight distinctions in the 2024, while Ebrahim passed with nine distinctions.

Shangase is described by the department as a spectacularly driven young man who is the product of “when consistency meets inspiration”.

His academic career boasts an impressive first place from Grade 3 to Grade 12, and comprises a full house of distinctions achieved for the entire FET phase (grades 10-12). He skipped two grades due to his aptitude for academics, especially Mathematics.

Speaking to Inside Education, Shangase expressed his immense gratitude and disbelief at his achievement.

“Being the top performer in the country has left me overwhelmed and humbled. Never in my wildest dreams did I imagine this,” he said.

Shangase revealed that procrastination and inconsistency were among his biggest challenges for Grade 12.

“I planned a lot, but struggled to follow through. This affected my confidence, making me doubt my ability to succeed,” he admitted.

Despite these hurdles, his determination and support from his family, who ensured that he had the necessary resources, helped him persevere.

Among his proudest moments was becoming the valedictorian at his school, achieving first place in every subject with a remarkable 96% average.

And securing second place in a provincial Inter-District Olympiad reinforced his belief in the value of hard work.

Looking ahead, Shangase plans to study Actuarial Sciences at the University of Cape Town, aspiring to become a fellow member of the Actuarial Society of South Africa and possibly a chief risk officer in the future.

He envisions a South Africa where funding and educational resources reach the most disadvantaged communities.

His advice to future matriculants is to set goals and persevere.

“Have clear goals, work diligently and help others along the way. Collaborating and supporting peers only brightens the path for everyone,” Shangase said.

He also emphasises the importance of prayer and maintaining humility throughout the journey.

For Ebrahim, who was the head boy at Pinelands, the recognition is “unbelievable and overwhelming”.

“I’m so grateful to have been honoured in this way, and it’s all by the grace of God,” he told Inside Education.

Described by the department as an exceptional, resilient young man, in his Grade 10 exams he faced significant challenges when his home underwent renovations. Undeterred, he devised a plan to wake up early and study in quieter places like the school library.  

Ebrahim, who had an aggregate of 97.57%, acknowledges that his matric year was not without its challenges, saying just like other students, there were moments when he was overwhelmed.

“I decided to step back, remind myself that my best was good enough, and leaned on the support of my family and friends,” he shared.

His ability to manage stress and maintain focus helped him navigate the intense academic year.

Ebrahim plans to study Data Science, which he describes as a fusion of maths, computer science and business, also at UCT.

“It’s an area I’m passionate about and one that aligns with South Africa’s growing need for innovation,” he explained.

The stories of Shangase and Ebrahim serve as a beacon of hope for future matriculants, demonstrating that with vision, effort and resilience, greatness is achievable.

The department celebrated the achievements of these exceptional matriculants and 37 others at a ceremony in Johannesburg, recognising the transformative impact of their hard work.

As they embark on their academic and professional journeys, Shangase and Ebrahim stand as shining examples of South Africa’s potential and the power of education to shape the future.

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“By focusing on safety, innovation and collaboration, ITM and UWC are helping to ensure that the people of southern Africa have access to the medicines and vaccines they need, produced locally and trusted by communities,” said UWC School of Public Health’s Dr Hazel Bradley.

The centre will also develop the skills and support for a new generation of pharmacovigilance experts, support operational research, and share clear and timely information.

Prof. Raffaella Ravinetto from the ITM said that through collaboration between governments, academia and pharmaceutical industry, the public could be better served.

“… we aim to improve public trust and ensure access to high-quality, locally produced health products. At the same time, we are strengthening regional partnerships to boost Africa’s vaccine and medicine production. This aligns with the EU’s MAV+ initiative, which focuses on manufacturing and access to vaccines, medicines and health technologies in Africa,” he said.

The university said the project demonstrated how local expertise could improve medicine safety in southern Africa.

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Basic Education Minister Siviwe Gwarube has applauded the achievements of top-performing schools and districts, saying they illustrate the country’s commitment to transforming education in the face of challenges.

Gwarube, along with other top officials from the department, hosted the 2024 National Education Excellence Awards in Ekurhuleni, marking a decade of the awards for best performing schools and districts under the theme “Recognising Excellence in Education”.

“This event is one of the most inspiring moments in our annual calendar, as it allows us to reflect on and celebrate our schools and districts’ extraordinary contributions to shaping South Africa’s future,” Gwarube said.

The minister emphasised the transformative power of consistency and collaboration, reflecting on the awards’ evolution, and noted that while initially focused on district offices, they now included schools, acknowledging a broader spectrum of contributions.

The awards recognise schools maintaining a 100% matric pass rate for five years in Quintile 1-3 categories, showcasing the dedication of educators, learners and communities to fostering excellence in challenging environments.

Top-performing districts were lauded for their leadership and academic outcomes, with awards given based on metrics such as mathematics and science proficiency, Bachelor pass rates and effective school management.

Districts achieving over 85% performance consistently for five years would receive special accolades, serving as benchmarks of educational success.

As the minister celebrated achievements, she also reminded attendees of the ongoing journey toward equitable and quality education.

Gwarube said challenges such as resource disparities and access barriers required innovative and accountable approaches to service delivery.

She called on all stakeholders to renew their commitment to transforming education, ensuring no learner was left behind.

Schools excelling in health promotion received trophies and certificates, including Hani Park Primary and Meqheleng Primary in the Free State, and Reamohetsoe Primary in Gauteng.

The Star of the Sea Convent Primary was recognised for its outstanding performance.

Schools in quintile 1 to 5 were also celebrated, with top performers from quintile 1 to 3, hailing from KwaZulu-Natal, while Potchefstroom Gimnasium in the North West and Bloemhof High in the Western Cape led in Quintile 4 and 5.

Luna Primary in the Eastern Cape was recognised as the top full-service inclusive education school.

Awards for maintenance of school facilities were presented to Sekutupu Primary in Limpopo, while districts achieving a consistent pass rate above 85% from 2019 to 2023 included those from the Free State, the Western Cape and Gauteng.

Tshwane South in Gauteng emerged as the top-performing district in overall quality indicators, with districts like Umlazi and Ugu in KZN being recognised for outstanding Bachelor pass rates and science performance.

Bojanala District in the North West received top honors for leadership and management, while Motheo in the Free State led in improving primary school learning outcomes.

Districts demonstrating the most improvement in National Senior Certificate results over five years included Joe Gqabi in the Eastern Cape and Vhembe-East in Limpopo.

In closing, the minister honoured educators, principals and district officials for their foundational role in shaping South Africa’s future.

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Researchers from the Faculty of Engineering at Stellenbosch University (SU) have joined forces with Roam, a technology-driven electric mobility company in Nairobi, to test the tailored electric motorcycle designed in Kenya for Africa. 

Prof. Thinus Booysen, who is a founder of the Electric Mobility Lab, said the aim of the project was to inspire people in the society.

“We want to educate and to create awareness to show that it can be done and more importantly that it can be done with green energy,” he said.

The sun powered electric motorcycle left Nairobi last week Sunday. It is expected to arrive at SU on 18 October, in time for the university’s Electric Mobility Day celebration.

It is the first time that an electric motorcycle developed in Africa will be covering approximately 6000km with only solar power as its energy source. 

The motorcycle is being accompanied by two support vehicles, on which solar panels are transported to charge the motorcycle batteries. 

Booysen highlighted that Roam had donated two of its electric motorcycles to the lab for research and testing. 

“We cannot think of a better way to kick-start our research collaboration than testing the motorcycle overland. To do this within the African fraternity of ingenuity is an enormous privilege”, he said.

Researchers at the newly founded lab, which is situated in the Industrial Engineering Department, are focused on Africa’s unique modes of mobility, and specifically the infrastructure and operational changes required to make electromobility work.

This collaboration intends to develop and apply research on electric vehicles and the supporting ecosystem, including but not limited to the electric motorcycles, electric vehicle powertrains, local manufacturing and digital pilots for planning for electric urban mobility. 

Masa Kituyi, who is a micro mobility product owner at Roam said: “This journey showcases Kenya’s ability to design and locally manufacture world-class electric vehicles for African conditions. It’s a testament to local innovation, leading the way in sustainable mobility solutions.”

The motorcycle is being piloted by PhD candidate and co-researcher on the project, Stephan Lacock, as well as Kituyi.

“The emphasis is not on the whether such a trip can be done as there has been other similar journeys in the world, but rather to showcase African ingenuity and collaboration between SU and Roam to overcome African conditions with green solar energy,” said Lacock.

The university emphasised that their research team aimed to observe the performance of the drivetrain and swappable batteries, as well as the efficacy of the solar recharging solution.

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