Mpho Malesa (Director) and the cast from the Tshwane University of Technology’s Department of Performing Arts are proud to present On Air, a play that promises to entertain and engage audiences with its focus on censorship.

On Air follows a fearless radio journalist whose career is built on exposing the truth and holding those in power to account through her national broadcasts.

However, the very platform that amplifies her voice becomes increasingly controlled, as overt and subtle censorship begins to dictate what can be said.

The play explores the tension between freedom of expression and institutional pressure, revealing the personal and professional risks faced by those who refuse to remain silent. Structured across three radio segments – morning, lunchtime and drive time – the narrative shifts from light-hearted, entertaining broadcasts to politically charged discussions, ultimately culminating in a moment of crisis.

As restrictions tighten, the studio transforms into a battleground where truth is negotiated and suppressed.

In a final act of defiance, the host chooses to speak openly, regardless of the consequences, triggering a dramatic collapse of control.

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By blending theatrical performance with the sonic language of radio, On Air becomes a powerful reflection on voice, power and the cost of truth in a censored world.

The Breytenbach Theatre is located at 137 Gerard Moerdyk Street, Sunnyside, Pretoria.

TICKETS: R40
Free for students on 23 April 2026 at 18:00.

MORE INFORMATION: 012 3822630 or nohesinn@tut.ac.za

The story was first published in Tshwane University of Technology website.

©Higher Education Media Services.

When the Western Cape Education Department launched its Reading and Literacy Strategy 2026–30, it signalled a shift in how the province will strengthen foundational learning — and how partners are expected to contribute. At its core is an urgent ambition: every child should read for meaning by age 10 by 2030.

The strategy is explicit that ambition is not enough; the test is whether it becomes consistent practice across the system. Its emphasis on system transformation signals a move away from fragmented interventions towards coherence — where curriculum, teacher development, materials, assessment and support structures work as an integrated whole.

Reading as the foundation of learning and participation

At the launch, reading was framed as fundamental to the entire schooling experience. The notion that reading is the air that we breathe captures this succinctly.

Literacy is not a discrete skill; it shapes how learners access the curriculum, participate in class and build confidence. When reading for meaning is weak, the effects compound as schooling becomes more cognitively demanding. This is why prioritising the Foundation Phase is essential: the shift from learning to read to reading to learn is a critical inflection point. If it is not secured, later remediation becomes harder and less effective. By centring the early grades, the strategy aligns with evidence that targeted support in the first years of schooling yields the greatest returns.

Alignment as a precondition for scale

A significant shift is the move towards alignment across the system. Historically, government and non-profits have often worked in parallel. Even when well-designed, programmes have not always translated into system-level change, leaving teachers to navigate multiple approaches. The strategy reframes alignment not as a preference, but as a precondition for scale.

In this context, Funda Wande’s role as a literacy support partner is defined by embedded support rather than standalone interventions. This includes structured, curriculum-aligned materials, ongoing teacher development and instructional coaching that strengthens classroom practice over time. The principle is simple: system improvement is built through consistent practice that ensures learning happens in every classroom.

Teachers as the central lever of change

The strategy positions teachers as the central lever for literacy improvement, while recognising the realities of Foundation Phase classrooms: diverse needs, complex routines and rising expectations. A strategy that does not address these conditions is unlikely to succeed.

Improving literacy outcomes requires more than episodic training. Teachers need sustained, practical support: high-quality learning and teaching materials, clear guidance on instructional routines and coaching that helps translate training into day-to-day practice.

Crucially, the strategy treats development, materials and assessment as interdependent parts of a single instructional model. When these elements are coherent, teachers can deliver more consistent, high-quality instruction — and learners benefit.

Language, comprehension and cognitive access

The emphasis on mother-tongue-based instruction reflects a well-established principle: children learn best in a language they understand. By prioritising isiXhosa, Afrikaans and English as languages of learning and teaching in the Foundation Phase, the strategy strengthens the link between language, comprehension and cognitive development — especially where learners have limited exposure to the language of formal instruction.

Literacy is not only decoding; it is comprehension and meaning-making in context. Mother-tongue-based approaches provide a stronger foundation for understanding and inclusion, responding to the province’s linguistic realities.

Extending literacy beyond the classroom

While classrooms are the primary site of instruction, literacy develops within a wider ecosystem. The strategy’s focus on parental and community engagement recognises that reading practices are reinforced through everyday interactions. This matters most where children have limited access to literacy-rich environments, and it points to a collective responsibility to build a culture of reading.

The role of evidence and continuous improvement

Encouragingly, the strategy is grounded in evidence and a commitment to continuous improvement. Recent gains show progress is possible when interventions are sustained, but the strategy treats these gains as a prompt to keep strengthening implementation quality.

Stronger assessment and monitoring enable early identification of reading challenges and timely support — far more effective than later remediation. Embedding data-informed decision-making also helps the system adapt to emerging challenges.

From strategy to practice

The true test of the strategy lies in implementation: translating direction into consistent practice across district structures, schools and classrooms. For partners, this means sustained alignment, collaboration and accountability — supporting teachers in practical, context-sensitive ways and reinforcing an instructional model where each element strengthens the others. System transformation is long-term work, requiring persistence and coordination.

A basis for measured optimism

There is a strong basis for optimism. The strategy brings together the core components of effective literacy instruction within a system increasingly oriented towards alignment and accountability. The ambition that every child reads for meaning by age 10 by 2030 is no longer abstract: it is supported by an approach that centres teachers, prioritises early intervention and emphasises coordinated delivery. If sustained, it can shift the system from fragmented efforts to consistent practice at scale — building not only better results, but learners who can engage confidently with education and the opportunities it enables.

Simthembile Sibhayi is a strategic partnerships and development specialist with a master’s degree in community development. He is passionate about building partnerships that strengthen education systems and deliver sustainable community impact.

© Higher Education Media Services.

Traditionally, the 3 Series and the Mercedes-Benz C-Class have been direct rivals to the A5, but the landscape is shifting. The German trio is now facing serious pressure from Chinese brands like Chery, Haval, Omoda and Jaecoo, which are rapidly gaining traction in South Africa. According to Naamsa, buyers are flocking to SUVs and crossovers for their value and practicality. Sedans are becoming niche — but for those who appreciate a low-slung driving experience, the A5 still delivers.

And deliver it does. The A5 feels composed, planted, and effortlessly smooth. There’s a confidence in the way it tackles corners — something I found lacking in a Haval H6 GT. Yes, the Haval is quick and might even trouble a Volkswagen Golf GTI in a straight line, but it doesn’t offer the same reassuring composure you expect from a German sedan. Under the bonnet sits a 2.0-litre TFSI engine producing 146kW and 340Nm. It’s lively enough for everyday driving, though not particularly thrilling, with a 0–100km/h time of 7.8 seconds.

The ride is undeniably smooth, but fuel consumption came in at around 11L/100km. To be fair, the test unit had just over 10,000km on the clock, so there may still be some room for improvement. Visually, the A5 is a winner. Finished in Ascari Blue and sitting on 19-inch Audi Sport wheels, it turns heads with ease. The Sportback design adds a layer of practicality, blending coupe-like styling with usable space.

Inside, however, things aren’t perfect. Yes, you get three screens — a digital cluster, infotainment display, and a passenger screen — which give the cabin a modern, tech-forward feel. But look closer, and you’ll notice some creaks and questionable build quality, particularly below the infotainment system. At nearly R1.4 million (with options), that’s hard to ignore.

The cabin itself is clean and well laid out, complemented by features like the panoramic glass roof with switchable transparency — a R38,000 option. It doesn’t open, though, making it more of a visual feature than a functional one.

This particular A5 is fitted with R279,400 worth of optional extras, including Ascari Blue paint, the panoramic roof, Tech Pro and Infotainment packages, as well as upgrades like sport seats, ambient lighting, and added convenience features. It also benefits from several no-cost extras, such as the Bang & Olufsen sound system, digital key, and a suite of driver assistance systems.

Premium? Absolutely. But also pricey — and that’s where Audi may have missed the mark. In a market increasingly driven by value, the A5 risks being overshadowed. It’s a strong product, no doubt, but one that highlights the growing pressure legacy brands face in a rapidly evolving automotive landscape.

The University of Cape Town (UCT) will commemorate the fifth anniversary of a devastating fire that impacted the Jagger Libraries and several other campus buildings on 18 April 2021.

That day stands as a painful reminder of the scale of destruction to both the hub of academic life on campus and to a repository of rare archival material housed at UCT.

Five years on, a commemorative exhibition programme titled “Opportunity in Loss” offers a different perspective – a future-orientated narrative highlighting possibility.

According to UCT Libraries Executive Director, Ujala Satgoor, the theme does not diminish the losses sustained or the trauma experienced, but rather brings into focus an opportunity to reimagine the Libraries at UCT.

This includes restoring physical spaces with a more modern and sustainable design aesthetic; leveraging current technology to expand digital access to collections; deepening community engagement; and creating a more inclusive learning environment for students and staff.

“The commemoration marks a transition from remembrance to action, offering an opportunity to reflect on the losses endured, honour the collective efforts in response to the disaster, and look forward to rebuilding the Jagger Library and renewing our commitment to African scholarship,” said Satgoor.

A special event was held on the evening of Friday, 17 April for previous funders, donors and volunteers, providing a preview of the display.

“The symbolic floodlighting of the library symbolises the devastation caused by the fire, the resilience of the UCT community, the enduring flame of knowledge and the transformation of the site from one of loss into a beacon of renewal and hope. As the Jagger Library is illuminated, it will stand as a symbol of memory, resilience and renewal,” said Satgoor.

The exhibition will be open to the public from 20 April to 15 May 2026, enabling broader access for students, schools and local communities. Two guided tours will be conducted on each weekday, with a maximum of 20 visitors per group. Bookings can be made online. The exhibition space will be closed on weekends and public holidays.

This commemoration is also an opportunity to acknowledge the support received from across society. It honours the firefighters who protected campus structures; academics from around the world who stood in solidarity with UCT; members of the UCT community and volunteers who helped salvage thousands of items; as well as alumni, sponsors and members of the public who contributed generously to recovery efforts.

©Higher Education Media Services.

Doctors at the University Teaching Hospitals (UTH) Adult Hospital in Lusaka have successfully carried out a five‑day paediatric neurosurgical camp, during which 32 major brain and spinal surgeries were performed on babies and children aged between one day and 16 years.

The camp, held from April 13 to 17, 2026, had initially targeted 30 surgeries but exceeded this goal, benefiting children suffering from complex neurological conditions that require specialised neurosurgical care.

Conditions treated during the camp included hydrocephalus, spina bifida, occipital and frontal encephaloceles, brain tumours, and other disorders affecting the brain and spine. Many of these conditions, if left untreated, can lead to severe disability, developmental delays, and life‑threatening complications.

The life‑saving interventions were carried out by a multidisciplinary team of local neurosurgeons led by Dr Bwalya Brian Mwila. The team worked alongside anaesthetists, theatre nurses, and other supporting medical staff to ensure safe, high‑quality surgical care throughout the week.

Dr Mwila said one of the most complex procedures performed during the camp was the successful removal of a massive brain tumour from a seven‑year‑old boy. The tumour had spread to more than half of the left side of the child’s brain, but the surgery was successful and the patient is recovering well.

He added that two of the children required two procedures to be carried out in a single surgical sitting. These patients underwent spinal surgery to repair spina bifida as well as cerebrospinal fluid diversion through the insertion of a shunt.

Dr Mwila described the camp as part of a series of planned interventions for 2026 aimed at reaching children across the country who are in urgent need of specialised neurosurgical care.

“Although the need remains enormous and resources are limited, meaning that only a small number of children can be assisted at a time, we remain committed to expanding these services so that more children can access the care they urgently need,” he said.

The neurosurgical camp was fully sponsored by House of Hope, a transit home dedicated to supporting vulnerable children living with neurological conditions and their caregivers.

Located opposite UTH in Lusaka, House of Hope provides shelter and holistic support to children with neurological conditions and their mothers, particularly those who travel from remote parts of the country and have no family support in the capital.

The organisation facilitated all 32 surgeries and continues to provide accommodation, meals, and essential care for both mothers and children during the recovery period. House of Hope Chief Executive Officer Angela Chazura said the organisation covered all costs related to admission, transport, food, and additional medical needs for the patients and their caregivers.

The initiative highlights a strong partnership aimed at improving access to specialised paediatric neurosurgical care in Zambia, reducing the backlog of children awaiting surgery, and strengthening UTH’s capacity to deliver life‑saving interventions.

©Higher Education Media Services.

• An increase in the number and value of medical malpractice claims against the State.

• Legal system for calculating and payment of future medical expenses and compensation unsatisfactory.

• Two alternatives: Undertaking-to-pay for future medical expenses and a ceiling cap for pain and suffering.In recent years, the number of claims for damages against the state for harm caused by medical malpractice has grown. The values of these claims have also increased significantly, placing financial strain on South Africa’s public healthcare system and raising concerns about whether the state will be able to provide accessible healthcare to those who depend on it.

“The current legal system which regulates the calculation and payment of future medical expenses and compensation payable for pain and suffering to victims in medical malpractice cases against the state is unsatisfactory. We lack meaningful political and regulatory interventions to address this issue,” says Cape Town-based legal practitioner Dr Robyn Conradie, who recently obtained her doctorate in Private Law from Stellenbosch University in a statement.

Conradie identified two alternative methods to calculate and pay compensation to victims of medical malpractice, namely the undertaking-to-pay for future medical expenses and a ceiling cap for pain and suffering.

She says an increase in claims against the state means that the public purse is used to litigate and pay compensation to successful claimants, which leaves less money available for public healthcare. This becomes a vicious cycle.

“Because public healthcare facilities pay this compensation from a shrinking health budget, and although the state may have ‘deep pockets’, it could find itself unable to continue paying compensation claims for medical malpractice and simultaneously provide healthcare. This may leave medical malpractice victims at a risk of not receiving redress for harm suffered.”

To illustrate the scale of the financial burden, Conradie highlights data from the South African Law Reform Commission showing that in the 2020/21 financial year nearly R2 billion was paid out in damages, with contingent liabilities exceeding R120 billion in the same year.

According to her, the increase in incidents of medical malpractice is due to various reasons, including patients becoming more aware of their rights, corruption, and the mismanagement of funds and resources.

She says the undertaking-to-pay for future medical expenses and a ceiling cap for pain and suffering could help balance fairness for victims with the long-term sustainability of the public healthcare system.

“Instead of paying victims a once-off lumpsum for future medical expenses, the Department of Health could undertake to pay for any future medical expenses as and when they arise by virtue of an undertaking-to-pay certificate.

“This will overcome the department’s cash flow problems as well as reduce litigation costs when calculating future medical expenses because the value of these expenses won’t have to be calculated at the end of litigation, thus reducing the potential for over- or under-compensation of claimants.”

“The increase in costs (to pay for the potentially increased administrative burden of introducing an undertaking-to-pay) can be off-set by the financial savings brought about by no longer having to pay once-off lumpsums. Where no lumpsum is paid, the money can be invested and ring-fenced for healthcare services.

“This may reduce transaction costs, such as legal fees and the high costs of obtaining expert opinion, which may no longer be required because these future medical expenses no longer have to be calculated upfront.”

Conradie points out that it is expensive and time consuming to calculate future medical expenses and claimants are likely to be over or undercompensated under current law.

“The state pays compensation to claimants who receive a windfall, where the financial resources could have been used for public healthcare. On the other hand, undercompensation results in the inadequate redress for claimants.

“Both the over- and undercompensation of claimants worsen the medical malpractice crisis. The values paid for future medical expenses are high and are draining the financial resources of the state. It also causes the state cash-flow problems.”

Conradie says because her alternative approach reduces the potential for undercompensation, a claimant will not outlive his/her award for future medical expenses.

“As long as the litigant lives, they will have access to the undertaking-to-pay certificate, and their medical expenses will be covered. As it stands, if the award turns out to be too little, as is often the case, then the claimant is undercompensated and out of pocket.

“The Department of Health won’t have to pay large lumpsums all at once to individual litigants, meaning there is an increase in cash flow which can be re-invested into the healthcare sector.

“It would also be reasonable to limit the compensation for pain and suffering and to calculate non-patrimonial damages based on the overall extent of a person’s impairment.”

Conradie says it would be possible to implement the suggested alternatives without any major financial implications for the state.

“We are not yet at a point of no return and with the right interventions, we could see real improvement of public healthcare while ensuring that victims of medical malpractice are compensated fairly.”

Story by Alec Basson was first published in Stellebosch University Website.

©Higher Education Media Services.

The 15^th Council of the National University of Lesotho has established the Joint Committee of Council and Senate (JCCS) tasked with facilitating the recruitment of the new Vice Chancellor says it has learnt with “utmost shock and dismay” of anonymous threats to one of its members of Prof Vinodh Jaichand, who lives in South Africa.

Prof. Jaichand has been threatened that if he did not withdraw from the JCCS, his reputation would be destroyed and he could even be killed. He has reported the threats to the South African police. He has also informed his family and legal counsel of the serious threats, the JCCS says.

“The Council is perturbed and condemns these threats in the strongest terms that they deserve. Members of Council and its committees are volunteers generously contributing their wealth of expertise to the National University of Lesotho.

“They should not face risks to their wellbeing or lives. It should be made publicly known that a threat to one member of Council and its committees is a threat to all members.

Council does not take kindly to these dastardly threats. Council, has therefore, directed that NUL Management open a case with the police for investigation, the JCCS says in a statement.

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©Higher Education Media Services.

“Now is the time for hope.”

These were the powerful words shared by Mr John Samuel, a distinguished leader in South African education, social justice, and public policy, during his conferral address at the University of Johannesburg (UJ).

On Thursday, 16 April 2026, Mr Samuel was conferred with an honorary doctorate by the Faculty of Education, recognising his five-decade career dedicated to the principles of equity, access, and the liberation of the mind.

He thanked the University for the honour and congratulated the graduates, emphasising the historical struggle for equitable education and the legacy of the 1976 youth movement.

“The actions of this generation gave us hope and inspiration. This honour and acknowledgement remind me of the long and continuing contributions that so many people in this country made towards our struggle to build a just, equitable and democratic education system for all South Africans.”

“Now is the time for hope.”

These were the powerful words shared by Mr John Samuel, a distinguished leader in South African education, social justice, and public policy, during his conferral address at the University of Johannesburg (UJ).

On Thursday, 16 April 2026, Mr Samuel was conferred with an honorary doctorate by the Faculty of Education, recognising his five-decade career dedicated to the principles of equity, access, and the liberation of the mind.

He thanked the University for the honour and congratulated the graduates, emphasising the historical struggle for equitable education and the legacy of the 1976 youth movement.

“The actions of this generation gave us hope and inspiration. This honour and acknowledgement remind me of the long and continuing contributions that so many people in this country made towards our struggle to build a just, equitable and democratic education system for all South Africans.”

He emphasised the importance of hope when faced with massive threats to humanity.

“This notion of hope is not some vague expectation that everything will come right sometime in the future. The hope we articulate, shape and develop in the cauldron of daily struggles globally for a better life gives us the opportunity to keep alive the belief that a better world can be built and that we have the capacity to do so. Hope allows us to explore and work towards other possibilities, equipped with the knowledge that the status quo can be changed.”

Samuel expressed his passionate belief in building a better world for future generations through science, technology and the voice of the people around the world.

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UJ Vice-Chancellor and Principal Professor Letlhokwa Mpedi reflected on the decades-long work of Mr Samuel.

“The education system that Mr Samuel helped build is the system that produced many of the graduates crossing our stage this season. The policy commitments to access and equity that he championed are the commitments that have allowed first-generation university students to stand in this hall and receive degrees from UJ.

“I have often spoken about knowledge in action. I believe deeply that universities are instruments of societal transformation. Mr Samuel is perhaps the finest example I know of that principle made tangible.”

Prof Mpedi concluded: “Life teaches us that unfinished work is cause for continued action and renewed commitment. You have demonstrated, across five decades and in every arena available to you, that education is not a privilege to be rationed but a right to be defended.”

©Higher Education Media Services.

Across South Africa and beyond, seasoned executives and mid-career professionals are increasingly looking past the traditional corporate ladder, seeking instead to build something of their own.

This surge in entrepreneurial spirit is fuelled by a desire for autonomy, the potential for significant economic impact and a digital environment that has lowered the barriers to entry.

In 2026, the “side hustle” has evolved into a sophisticated career pivot, where the goal is no longer supplemental income but the creation of generational wealth and meaningful change.

However, a sobering reality remains: while a brilliant idea provides the spark, it is rarely enough to keep the fire burning. The transition from a visionary concept to a profitable, sustainable enterprise is complex and fraught with structural challenges.

The “hero-founder” myth – the idea that raw intuition and grit are the only requirements for success – must be replaced by a more robust framework. Sustainable success requires a fusion of creative thinking and formal strategic knowledge.

The Knowledge Gap: Why Ideas Falter

Most businesses do not fail because the initial idea lacked merit. In South Africa, where unemployment rates remain a significant challenge and unique socio-economic pressures compound infrastructure gaps, the failure rate of new businesses is particularly stark. Small and Medium Enterprises (SMEs) form the backbone of the economy, yet too many collapse within their first few years.

This pattern is not unique to South Africa. Data from the U.S. Bureau of Labor Statistics shows that approximately 20% of new businesses fail within their first two years, and nearly 45% fail within the first five. The culprit is seldom a lack of passion. More often, it is a knowledge gap in the fundamental mechanics of business scaling.

Entrepreneurs frequently fall into the trap of “product-centric” thinking, focusing entirely on the features of their offering while neglecting the structural pillars of a company.

Without a background in operational discipline or financial literacy, founders often struggle with cash flow management – misunderstanding the timing of inflows and outflows; regulatory compliance – particularly the complex legal requirements of South Africa’s labour and tax environment; and market positioning – failing to differentiate a product in a saturated digital marketplace.

In an increasingly volatile global economy, relying solely on instinct is a high-risk strategy. Formal education serves as a critical intervention, providing the stress test necessary to identify flaws in a business model before they become fatal.

Strengthening the Foundation Through Structured Learning

Formal business education equips aspiring entrepreneurs with a toolkit designed to reduce risk and maximise resource efficiency. While experience is a powerful teacher, its lessons are often expensive and retroactive. In contrast, structured learning offers a proactive environment to master several key capabilities.

Financial Acumen and Unit Economics

Beyond basic accounting, education provides a deep understanding of capital structure, burn rates and unit economics. Understanding how to manage a balance sheet is often the difference between a venture that scales and one that collapses under its own weight.

Many founders confuse “revenue” with “profitability.” Academic rigour teaches a founder to examine Customer Acquisition Cost (CAC) against the Lifetime Value (LTV) of a client – the true metric of long-term viability.

Market Analysis and Strategic Positioning

Education moves a founder from guessing what the market wants to knowing how to analyse consumer behaviour. It provides established frameworks – such as Porter’s Five Forces or SWOT analyses – to identify a unique value proposition and defend it against competitors. In the age of AI and big data, the ability to synthesise market intelligence into a coherent strategy is an essential skill.

Risk Evaluation and Mitigation

One of the most significant benefits of business school programmes is learning to distinguish between gambling and calculated risk. Entrepreneurs learn to build contingency plans and manage the legal complexities of modern commerce, including understanding Intellectual Property (IP) protection – a consideration of particular importance for tech-driven startups looking to attract venture capital.

As the World Economic Forum’s Future of Jobs Report notes, analytical thinking and strategic resource management remain among the most prioritised skills for the modern workforce. For the entrepreneur, these are not merely desirable qualities – they are survival mechanisms.

From Concept to Commercial Viability: The CEO Mindset

The shift from a sketch on a napkin to a commercial entity requires a transition from thinking like an inventor to thinking like a CEO. An inventor focuses on how a product works; a CEO focuses on how the company works.

Structured education facilitates this evolution by compelling founders to evaluate their ideas through a lens of scalability. Through rigorous academic discipline, an entrepreneur learns to ask the hard questions: whether the business model can grow its revenue without a proportional increase in costs; whether the supply chain can withstand global shocks or local logistical failures; and whether the venture has a leadership framework in place to attract talent and build a high-performing culture.

By applying these frameworks, founders can refine their models, ensuring they are building a business designed for sustainable growth rather than one that relies on a single moment of luck.

Intrapreneurship: Driving Change From Within

The value of entrepreneurial education extends far beyond those starting their own firms. There is a growing demand for “intrapreneurship” – the application of entrepreneurial thinking within established organisations.

HR managers and business leaders are increasingly recognising that the same skills required to launch a startup – leadership, strategic agility and creative problem-solving – are essential for driving growth within a corporate structure.

By investing in structured educational pathways for their employees, organisations build a culture of ownership and forward-thinking. This not only drives internal progress but also prepares the workforce for the disruptions of the Fourth Industrial Revolution. In this context, business education acts as a bridge, aligning individual career development with organisational longevity. Large-scale enterprises that fail to adapt often do so because their leadership lacks the entrepreneurial capacity to pivot in response to market changes.

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Creating Opportunity and Economic Impact

At its core, the marriage of education and entrepreneurship is about opportunity creation. On an individual level, it empowers professionals to pivot their careers with confidence, backed by a credible foundation of knowledge. On a broader level, it contributes to economic stability.

In South Africa, the importance of this cannot be overstated. With unemployment rates remaining a persistent challenge, the move towards professionalised entrepreneurship is a national imperative.

Educated entrepreneurs are more likely to hire and manage teams well, creating jobs in communities that need them most. Sustainable businesses provide the tax base necessary for public infrastructure.

And a growing number of modern entrepreneurs are applying business logic to solve community problems such as energy scarcity and educational access – proving that commercial success and social impact are not mutually exclusive.

When we professionalise entrepreneurship through education, we move away from a “survivalist” economy – where people start businesses out of desperation – towards one defined by sophisticated, high-growth enterprises that can compete on the global stage.

The Enduring Enterprise

The surge of entrepreneurial ambition we see today reflects a powerful human drive to create and contribute. Yet the bridge between a promising idea and a lasting legacy is built with knowledge, discipline and strategic foresight.

Aspiring entrepreneurs and professionals considering a transition should view education not as a detour but as a strategic accelerator. By embracing formal business learning, they gain more than a qualification – they gain the competence to manage complexity and the confidence to turn their vision into a sustainable reality.

The most successful businesses are those built to last, led by individuals who understand that while passion starts the race, knowledge finishes it. Building a profitable and sustainable business is not a matter of chance – it is a matter of education.

Serame Ramosajana is a Chartered Accountant (SA) and serves as the Head of School at Regent Business School.

©Higher Education Media Services.

The University of Johannesburg has secured a UNESCO Chair and formalised a strategic partnership with the government, positioning itself as a continental hub for advancing digital inclusion, equitable access to knowledge, and cultural representation. This milestone strengthens South Africa’s digital diplomacy and ensures African voices lead in shaping global digital narratives.

The UNESCO Chair in Cultural Inclusivity and Equity in Digital Media in Africa, awarded for the 2026 to 2030 cycle, was secured following a competitive global process that reviewed 135 applications at UNESCO headquarters in Paris.

The awarding places UJ among more than 1,000 UNESCO Chairs across 120 countries.

UJ on Friday, 17 April 2026, also signed a Memorandum of Understanding (MoU) with Minister of Communications and Digital Technologies, Solly Malatsi, formalising collaboration to advance digital transformation, policy development and inclusive innovation.

The agreement, signed with UJ’s Vice-Chancellor and Principal, Professor Letlhokwa Mpedi, positions the UNESCO Chair as a strategic national asset that supports South Africa’s digital diplomacy and leadership on the continent.

Minister Malatsi said the partnership reflects the government’s commitment to inclusive digital progress.

“It [the partnership] also supports a broader ambition, which is that South Africa’s digital future will not be built by government alone. It will require partnerships across sectors. Government brings the public mandate and policy direction. Universities bring with them the research capacity and critical inquiry. Industry brings investment, aid and innovation, while civil society, on the other hand, helps to foster accountability and social legitimacy.”

The Chair, held by Professor Prinola Govenden in UJ’s Faculty of Humanities, will focus on addressing digital inclusion, cultural representation and equitable access to knowledge in Africa’s rapidly evolving digital environment.

It will also examine the impact of the Fourth Industrial Revolution (4IR) and contribute to policy and governance frameworks, while advancing strategies to counter digital exclusion and the marginalisation of local knowledge systems.

Prof Mpedi said this milestone reinforces UJ’s role as a leading African institution shaping the future of digital society.

“Our UNESCO chair will uniquely contribute innovative, empirical research, practical and strategic solutions, as well as policy recommendations for fostering a decolonised and inclusive internet that generally serves all African societies and its users. The Chair will also uniquely contribute to understanding the digital landscape for both knowledge representation and technical access perspectives, particularly concerning cultural representation, inclusivity and equity in Africa.”

The initiative aligns with UNESCO’s priorities in culture, communication and information, and contributes to its global focus on advancing Africa and preserving cultural diversity. It is supported by academic partners in China, Canada and Nigeria.

The development has received Cabinet-level endorsement, led by Khumbudzo Ntshavheni, citing its significance for South Africa’s global positioning and for Africa’s participation in international digital cooperation.

The MoU signing marked the first major activation of the Chair, with participation by industry stakeholders, including MTN Group, Ericsson, and the South African Chamber of Commerce and Industry, signalling cross-sector support for inclusive digital growth.

Prof Prinola Govenden said the Chair carries a continental mandate to showcase the real Africa.

“This Chair positions UJ at the forefront of driving research, partnerships and policy that ensure African voices are not only included, but lead in defining global digital narratives. [We will use this chair to highlight] that audiences differ and interpret media, messages and texts in relation to their specific cultural context. African audiences and users are not passive, naive copycats. African users and audience are active, engaged, and we use media in our everyday lives in creative ways.”

The University is expected to officially launch the UNESCO Chair and host a Ministerial Roundtable on 15 May 2026, focusing on localisation, digital inclusion and equitable knowledge systems across Africa.

©Higher Education Media Services.

For a quarter of a century, the University of the Free State (UFS) Faculty of Health Sciences’ undergraduate research module within the MBChB programme (often referred to as MSSM) has played a pivotal role in equipping undergraduate medical students with essential research skills, fostering a culture of inquiry, and strengthening evidence-based practice among future healthcare professionals.

In March this year, the faculty celebrated 25 years of the MSSM module, a programme credited with reshaping how future doctors are trained to think, question, and conduct evidence based work.

This module has become a defining feature of the MBChB curriculum, ensuring every medical student gains hands on experience in the full research process, from formulating a question to presenting findings under expert supervision.

A foundational shift in medical education

Established formally in 2001 by Prof Gina Joubert and Prof Hannes Steinberg, and built on earlier pioneering work by Prof Hennie Cronje, who introduced research into undergraduate training, the MSSM module evolved from a departmental initiative into a faculty-wide, structured research pathway for all MBChB students. Dr Roosmarie Bam was one of the original module team members.

“Today, MSSM guides students through the full research journey; from developing a research question to presenting and reporting their findings; under the supervision of clinicians and scientists across the faculty,” says Dr Chantelle van der Bijl, a co-leader of the module. Cornel van Rooyen is the other co-leader.

The module not only aligns with the university’s value of excellence which is the foundation of rigour in the institution’s scholarship, including the advancement, imparting and application of knowledge, but is also in line with its strategic focus that speaks to academic excellence and AI-Enhanced Research Impact.

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Honouring the founding visionaries

A highlight of this year’s milestone was the presence of the three founding members, who served together on the assessment panel during the anniversary presentations. Their participation underscored the enduring legacy and continued relevance of MSSM within the faculty.

A 25-year legacy of growth and impact

According to Van Rooyen, over the past 25 years, MSSM has delivered measurable and lasting impact with hundreds of student research projects completed, broad participation across multiple departments and disciplines, increasing publication and scholarly output, and generations of graduates equipped with research and critical thinking skills.

“Importantly, MSSM has remained dynamic, continuously evolving to meet the needs of students, supervisors, and the healthcare environment,” he says.

Leadership that ensured stability and progress

One of MSSM’s greatest strengths has been its consistent leadership, with only five leaders over 25 years:

• Prof Gina Joubert and Prof Hannes Steinberg, founding leaders

• Dr Riana van Zyl, who sustained and developed the programme further

• Cornel van Rooyen and Dr Chantelle van der Bijl, current co-leaders

This continuity has enabled stability, innovation, and continuous refinement of the module’s structure and delivery.

Looking ahead

The two day milestone event concluded with a celebratory lunch at Awela Restaurant on campus, where colleagues and contributors reflected on MSSM’s achievements and the collaborative effort behind its success.

As MSSM begins its next quarter-century, the faculty reaffirmed its commitment to producing reflective, research literate medical graduates – professionals who not only consume knowledge but help generate it.

The 25-year celebration stands as a powerful testament to what vision, dedication, and academic collaboration can achieve in advancing medical education.

Feature by André Damons first appeared on the University of Free State Website.

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Since then, the OAD has grown into a global network of projects, collaborators, partners, 11 regional offices, and communities working together to use the science of astronomy to build skills, create opportunities, and support development. Along the way, we have learned, adapted, and kept moving forward, always guided by the belief that knowledge and curiosity can serve society.

One lesson has remained clear over these 15 years: the strength of the OAD has always been its people. As our Director, Kevin Govender, says:

“The greatest strength of the OAD, by far, has been the people involved in it, the OAD family, a global network of passionate individuals who personify kindness, generosity, diligence and dedication.”

Today is a moment to acknowledge the partnerships that made this possible, the communities we have worked with, and the many individuals who continue to give their time, energy, and commitment to this shared purpose.

Happy 15 years to the OAD!
Astronomy for a better world - 15 years strong, and we are just getting started!

This video was first posted on the IAU Office of Astronomy for Development facebook page.

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Leah Mokgabudi and Ndumiso Mhlanga, Humanities graduates, overcame personal hardship, academic disruption and setbacks to achieve success, proving that resilience and determination can change futures.

Leah Mokgabudi overcame many challenges, including pandemic disruptions and visual impairment, to earn her Advanced Diploma in Public Affairs, demonstrating that determination and support can drive success.

Having grown up in Tembisa, she began her academic journey at the Tshwane University of Technology’s Faculty of Humanities in 2021. The COVID-19 pandemic disrupted her studies and delayed her progress, making it impossible to complete her qualification within the expected timeframe. Despite this, Mokgabudi remained focused and adapted to online and face-to-face learning to complete her diploma in 2024.

She advanced her studies in 2025 by enrolling in an Advanced Diploma in Public Affairs, which she is now completing. Mokgabudi describes the experience as akin to climbing Mount Kilimanjaro, a very demanding journey that culminated in fulfilment.

Throughout her studies, Mokgabudi faced uncertainty and emotional strain, but credits her success to perseverance and support from family, friends and fellow students. As a visually impaired student, she had to work harder to meet academic expectations and remained committed to her goals.

She also recognised the role of Public Management lecturers in ensuring that her study material, assignments and examination papers reached the Disability Unit on time. Their support made her academic journey much easier and more accessible.

Dr Caiphus Maleka, HoD of Public Management, said her achievement reflects independence, personal growth and perseverance. He added that despite the challenges of visual impairment, Mokgabudi met academic expectations through hard work and determination.

The department also highlighted collaboration between lecturers and the Disability Unit as key to her success and described her journey as an example of inclusive education.

Ndumiso Mhlanga, a postgraduate in Policing from the Department of Law, Safety and Security Management, completed his studies after a long and difficult journey marked by personal loss, financial challenges and academic setbacks.

He grew up in the Newcastle Osizweni township, with his mother’s family after losing his mother at a young age and without support from his father. He enrolled for a National Diploma in Policing at TUT in 2010 and initially received NSFAS funding but struggled to continue due to missing documents.

His academic journey included involvement in student politics and multiple suspensions, culminating in a disciplinary process and expulsion. He served part of the sentence and then returned to complete his outstanding modules and finish his diploma.

He continued his studies, enrolling for an Advanced Diploma, followed by a postgraduate qualification, which he recently completed. He is now pursuing a Master’s degree in Policing.

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According to Mhlanga, his journey taught him that challenges are part of life and require strength and determination. He encouraged other students to remain focused and approach difficulties with a winning mindset.

Mokgabudi and Mhlanga’s stories reflect the resilience of students who overcame adversity to achieve academic success. Their journeys show that determination, support and persistence can transform even the most difficult circumstances into achievement.

© Higher Education Media Services.

The Chancellor’s Office at Global Studies University announces the appointment of Dr Maha Bashri as Director of Research and Programming, effective April 13, 2026.

Dr Bashri is a scholar of media and communication with a record of research and academic leadership. She currently serves as Associate Professor at The Africa Institute, Global Studies University, and earned her Ph.D. in Journalism and Mass Communications from the University of South Carolina.

Her appointment reflects the University’s confidence in her academic leadership. In this role, she will lead the development of research initiatives and academic programming across the University, strengthening interdisciplinary collaboration and advancing institutional research priorities.

“GSU is uniquely positioned to build a research culture rooted in harder questions, whose knowledge counts, whose scholarship gets amplified, and what it means to produce knowledge from this institution and this moment.”

The University congratulates Dr Bashri on her appointment.

Full profile available on the University website.

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A moment of coming full circle. This is how Professor Njabulo Ndebele, the recipient of an Honorary Doctorate from the University of Johannesburg (UJ) described the occasion yesterday.

Professor Ndebele, a prolific author and academic leader who has also served as Chancellor of the University for two terms, was honoured during a Faculty of Humanities graduation ceremony. He was recognised for his life’s work as a literary giant, acclaimed academic, and transformational leader in higher education and public life.

In his acceptance speech, the author of numerous culture defining texts such as Fools and Other Stories as well as The Cry of Winnie Mandela, masterfully weaved together the experiences of his life, and the moment he stood in the Sanlam Auditorium to receive an Honorary Doctorate.

For him, Prof Ndebele said, a poignant moment was a nod to his beginnings at the Western Native Township (near the now Sophiatown), a stone throw away from the University’s Auckland Park Kingsway campus where the ceremony was held. This, he shared, was a nostalgic return to where the story of his life first began.

“In case, some of you may be wondering why this man from Cape Town is so brazen as to climb onto the stage of the University (of Johannesburg), and then call himself a Joburger, it is because of where I was born. I was born not very far from here, some walking distance away from Sophiatown, a place known as Kofifi in its days,” he said.

These intimate yet intriguing musings gave the audience in the auditorium, filled with newly minted graduates, their loved ones and the University’s staff members an opportunity to peak into the mind of one of South Africa’s most respected public intellectuals.

He used his remarks as an opportunity to comment how the passage of time, and the deliberate actions towards the transformation of the country, have yielded a South Africa that is resilient, yet still optimistic about it’s future. Something Prof Ndebele remarked is starkly different from when he was born 77 years ago. A refreshing take, given the vast challenges that grip the consciousness of South Africans today.

“Today, I live and breathe in a country radically different in the general disposition of its people from what it was 77 years ago, when I was born,” he said. “One gets a very real sense, not only of the passage of time, but also of the fundamental transformation in the sensibilities of South African people, richly diverse, yet united in believing in the national and constitutional disposition that has knit us together, sharing together, a sense of a mutually reinforcing confidence in the purposeful and thriving unitary state we are today. I remain grateful to live in a country whose people, fellow citizens in their beautiful diversity, I love and always will.”

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In her role as functionary Vice-Chancellor for the ceremony, UJ Registrar Professor Bettine van Vuuren shared how transformative Prof Ndebele’s tenure as Chancellor was for the institution: “His association with the University of Johannesburg has been substantive and enlightening. Professor Ndebele served as Chancellor of UJ for two full terms, providing steady guidance and symbolic leadership during a critical period of growth and consolidation.

“His tenure contributed to embedding UJ’s vision of African excellence and inclusive scholarship within the broader national context. Professor Ndebele’s commitment to public service has been evident for all to see.”

Prof Van Vuuren conveyed the University’s gratitude, highlighting the institution’s pleasure at having a towering figure in its history, accept the honour.

“Professor Ndebele’s life and work reflect the values that the University of Johannesburg seeks to uphold academic excellence, visionary leadership, transformative public engagement, and a commitment to the development of African knowledge systems. Through his literary and scholarly contributions, he has deepened the world’s understanding of South African society. Through his leadership in higher education, he has played a vital role in shaping post-apartheid academic institutions and the creative contributions of the Humanities. Professor Ndebele, on behalf of the entire university community, we congratulate you and extend our deepest gratitude for your gracious acceptance of the honorary doctorate we are conferring upon you today,” she said.

Professor Ndebele closed off by expressing his gratitude to the University for the honour it has bestowed upon him; “The University of Johannesburg has honoured me in the most humbling manner. I am grateful to accept this honour,” he said.

He reinforced the importance of education, stating that this moment has strengthened in him a belief in the value of education.

© Higher Education Media Services.

Samsung in partnership with the Department of Basic Education (DBE) announced the Top 20 schools that have been selected to advance to the next stages of the 2026 STEM-based (Science, Technology, Engineering and Mathematics) - Solve For Tomorrow (SFT) competition.

At the ceremony to announce the selection were Simon Lee, President and CEO of Samsung Africa with his management team and strategic partners including Elspeth Khembo, Director for Mathematics, Science and Technology (MST), Curriculum Innovation and E-Learning at the National Department of Basic Education (DBE); as well as Tlali Tlali, Director of Corporate Affairs at State Information Technology Agency (SITA).

The announcement marks the end of the initial application phase which ran until 06 March 2026.

This year’s participation has reached new heights, with over 143 submissions from public schools across the country – a remarkable growth from 47 entries last year. This is testament to the unwavering dedication of the country’s educators and learners as well as Samsung’s valued partners: DBE and SITA.

The notable increase in participation can also be credited to the major shift in the application process in this year’s SFT competition, which has now been opened to all public schools, including quintile 5 - making it more inclusive and nationally representative.

The competition has reached a stage where it moves beyond theoretical knowledge, towards an active, mentored development of the solutions stage designed to create a positive social impact in local communities.

This year’s global themes: Social Inclusion through Sports & Technology and Environmental Sustainability via Technology, reflect our shared responsibility to build an equitable, sustainable and inclusive future.

The themes which seek to foster innovation among high school learners from underprivileged backgrounds throughout South Africa - are encouraging critical thinking and problem solving for Gen Z to build sustainable solutions through STEM.

Lee shared his sentiments on the collaborative agreement between Samsung and DBE which has highlighted the direct alignment of the SFT’s objectives to the country’s national education priorities.

He added that the recent Memorandum of Understanding (MOU) between Samsung and DBE has been instrumental in driving this success, anchoring the company’s partnership in strengthening STEM education and equipping learners with critical skills for the digital economy.

The Director for Mathematics, Science & Technology (MST), Curriculum Innovation & E-Learning at the National Department of Basic Education, Elspeth Khembo said by teaching learners to use digital tools, data and technology to develop innovative solutions, Samsung’s SFT competition advances the department’s ongoing efforts to strengthen STEM education, expand digital learning opportunities and cultivate future-ready skills among the country’s learners.

“All of this is in direct alignment with our national education priorities including fostering 4IR (Fourth Industrial Revolution) skills, critical thinking and equitable access to opportunities in an effort to build a capable, innovation-driven and inclusive economy,”

For these Grade 10 and 11 learners from selected public schools - making it to this stage of the competition is a significant milestone. Advancing to this next phase means that these Top 20 school learners will - through project-based learning – be equipped with the 4Cs which are Creativity, Critical Thinking, Collaboration and Communication. These skills are essential for solving real-world challenges.

SITA’s Tlali also said: “It gives us great joy to see the enthusiasm that’s evident in the significant increase in the number of schools from the country’s previously disadvantaged communities that participate in this unique, global initiative.

“Our goal of aligning with Samsung’s transformation goals and building a digital South Africa by improving educational and career prospects for our youth, remains intact.”

With the support of mentors, design thinking workshops, prototype funding and tablets for research and project execution, the learners will have the resources to turn their visions into reality.

This is complemented by the invaluable contributions from the judges and partners whose expertise and guidance is instrumental in nurturing this year’s young innovators.

Lefa Makgato, Corporate Social Responsibility Manager for Samsung Electronics in South Africa congratulated the Top 20 schools that made it to the next stage.

“We are very happy with the quality of the entries we received from various schools around the country and are appreciative of the interest and overwhelming participation in this year’s competition.

“We are also grateful to our partners: DBE and SITA, whose strategic priorities align perfectly with our mission to empower students with skills that transcend the classroom and are able to prepare them for the challenges of tomorrow.”

Themes for this year include the social change through sports and tech which focuses on how the power of sport as a unifying force in South Africa is recognised. When combined with technology - sport becomes a tool for inclusion, youth development, health and community building.

The sports theme encourages young innovators to use digital platforms, data and smart solutions to improve access to sports, develop talent, promote wellness and create safer, more connected communities. It’s about using technology to amplify the positive social impact of sport beyond the field.

The second theme focuses on Environmental sustainability through technology that addresses the urgent environmental challenges that the country faces, such as climate change, water scarcity, waste management and energy access.

Young people are invited to develop tech-driven solutions that protect natural resources, promote renewable energy and support sustainable living. It signifies a shift toward responsible innovation using technology not just for convenience, but to secure a healthier, more sustainable future for generations to come.

This challenge places Top 20 schools in the running to win substantial prizes, including up to R100,000 in STEM equipment for the winning school - with 2nd and 3rd place winning R50,000 and R30,000 respectively; plus Samsung devices for the top learners in the winning schools.

©Higher Education Media Services.

Some Gauteng teenagers are battling such intense negative thoughts that their school education – which could help them move out of poverty – is being impacted, a UJ study finds.

The level of distress is deeply concerning, says Dr Linda Jabbour, the lead author of the study.

“In my study, some teenagers spoke about feeling hopeless ‘most of the time.’ One participant described overdosing because she felt she couldn’t cope anymore,” says Dr Jabbour.

Dr Jabbour is a doctoral researcher at the UJ Department of Educational Psychology in the Faculty of Education.

In the study, Jabbour interviewed 30 learners in grades 8 to 11 at three under-resourced urban high schools in Johannesburg South. Learners at this age can be highly vulnerable to mental health challenges.

The research was supervised by Prof Jace Pillay, SARChI Chair Education and Care in Childhood, at the UJ Faculty of Education.

“If we imagine education as a ladder out of poverty, mental health is the strength that allows a child to climb it,” she says. “A teenager may have access to schooling, but if they experiencing symptoms of depression, trauma, or constant anxiety, they cannot fully benefit from it. Mental health determines whether opportunity can actually be used,” says Dr Jabbour.

“Many of these teenagers see education as their only way out of poverty. That’s a huge responsibility to carry at their age. They worry constantly about failing, about disappointing their families, and about what will happen after matric.”

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Jabbour found that the school itself is often a source of chronic stress for learners.

“They’re often in overcrowded classrooms. Some don’t even have basic equipment or textbooks. So, you have very high expectations and very limited support.”

At home, a stressed-out teenager might ‘disappear’ into their room or their music, while other family members get resentful. This could be healthy self-care, explains Jabbour.

“From the outside, it may look like avoidance. But when we listened to the teenagers, many described music, reading, soccer, or spending time alone as ways to calm themselves down,” she adds.

The reality for many is that there isn’t really a ‘safe space’ where stress can be switched off. It follows them from home to school and back again.

Parents and teachers can look out for ongoing sadness, irritability, or a teenager who suddenly withdraws and isolates themselves, says Dr Jabbour. Frequent headaches or stomach aches with no clear medical cause can also be signs of stress.

Some may become angry more easily; others may become very quiet. Changes in sleep are a red flag as well: Either not sleeping much at all or sleeping excessively.

During adolescence, the brain is still developing, identity is forming, and patterns of coping are being established.

“If mental health problems are ignored at this stage, they can affect education, relationships, employment, and long-term well-being. But the opposite is also true: if we support teens early, we can strengthen resilience for life,” she adds.

“For many teens, faith helped them feel that their suffering had meaning and that they were not alone. That sense of hope can be incredibly protective,” says Jabbour.

Teachers in under-resourced schools face tough times themselves. In the study, the researchers recommend that teachers be trained to provide mental health support to learners.

Teachers don’t need to become therapists but “basic mental health literacy training can help teachers recognise warning signs and know how to respond”.

“Mental health is not a luxury. If we want academic success, reduced crime, and economic growth, we must invest in adolescent mental health,” says Jabbour.

While teachers need to be able to refer learners for professional help, another hurdle looms: Access to qualified therapists.

Dr Jabbour says: “We need to invest in the mental health professionals qualifying in our country and try retaining them in schools and local clinics etc, instead of them going into private practice or leaving the country.

“We can also work on strengthening existing systems: train teachers, support families, partner with faith communities, and build school-based support structures,” concludes Dr Jabbour.

This study was first published on news@uj.ac.za.

©Higher Education Media Services.

Africa’s green transition will not be won by policy ambition alone. It will depend on whether universities can redesign what they teach, how they teach, and whom they prepare for a rapidly changing economy.

Africa’s green transition is often discussed as if it were mainly an energy issue. It is not. It is also an education issue, a labour market issue, and a development issue. If universities continue to teach for yesterday’s economy while governments and industries speak about decarbonisation, resilience and sustainable growth, the transition will eventually run into a skills wall.

That is the problem; higher education is still not confronting the issue with enough urgency.

Across the continent, public debate about the green transition usually focuses on renewable energy, climate finance, industrial policy and emissions targets. These are important. But one of the biggest bottlenecks lies elsewhere: in the curriculum.

A country can adopt ambitious environmental goals, build green policy frameworks and attract investment into cleaner sectors. Yet if its universities continue to graduate students from programmes designed for a more siloed, more carbon-intensive and less interconnected economy, the transition will be slowed not by a lack of vision, but by a lack of capability.

This is where many universities remain behind the times.

In most institutions, climate change and sustainability are still treated as specialist concerns. They are placed inside environmental science departments, isolated centres or a few optional electives.

That response may once have appeared adequate. It is no longer enough. The green transition is not a niche topic to be added at the margins of existing programmes. It is a structural reorganisation of economies, labour markets, public systems and infrastructure priorities. That means higher education cannot continue treating it as a side issue. It must reshape what students learn, how knowledge is organised and how different fields are connected.

At present, most universities are not designed for that task.

They are still built around disciplinary boundaries that make administrative sense but make less and less sense in the real world. Engineering sits in one place, environmental science in another, economics elsewhere, and public policy somewhere else again.

But the green transition does not happen in disciplinary boxes. Real transition problems arrive as systems problems. Energy is linked to infrastructure. Water is linked to planning. Climate is linked to health. Industrial policy is linked to finance, logistics, materials and regulation. African universities still separate these worlds far more neatly than reality does.

That matters because the green transition is not only creating a few new occupations. It is changing the knowledge demands of existing ones. Engineers now need to understand resilience, lifecycle design, emissions constraints and circular production. Commerce graduates need to understand transition finance, risk disclosure and changing supply chains.

Public administrators need to consider energy governance, adaptation planning, and infrastructure stress. Health professionals will increasingly confront the service burdens caused by environmental disruption. Even where the job title remains the same, the work is changing.

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Yet universities often continue to act as though the answer lies in producing more specialists, rather than more connected thinkers. The problem is not depth. The problem is depth without integration.

A graduate may leave university with strong technical competence in a narrow field and still be poorly prepared for the practical realities of transition. A future engineer may understand the mechanics of a system without understanding the policy, social and ecological context in which that system must now operate.

A future policymaker may understand climate frameworks without understanding implementation constraints. A business graduate may understand strategy but not how climate risk and green industrial restructuring are reshaping the economy. In all these cases, disciplinary knowledge remains important, but on its own it is no longer enough.

The real danger is that universities are still teaching for an economy that is disappearing while claiming to prepare students for the one that is emerging.

Part of the problem is institutional inertia. Universities are built for continuity. Programme approval systems are slow. Academic departments protect their boundaries. Accreditation systems can become cautious.

Curriculum change is often treated as a routine review exercise rather than an urgent strategic responsibility. What may once have been defensible is now becoming increasingly irresponsible.

If labour markets are being reshaped by electrification, adaptation, circular production, energy-system change and green industrial policy, then higher education must respond at a similar speed. Otherwise, institutions will continue producing graduates whose knowledge maps poorly onto the demands of the future.

So what would a serious redesign look like?

First, universities must stop treating climate relevance as the responsibility of specialist units alone. Every programme should ask how transition pressures are reshaping its field. This does not mean turning every qualification into an environmental degree. It means accepting that sustainability, resilience and resource pressures are now basic conditions of professional practice across multiple sectors.

Second, universities need to design programmes that integrate systems thinking with disciplinary mastery. The green transition requires graduates who can work across boundaries: between engineering and policy, finance and infrastructure, technology and inequality, science and implementation. The aim is not to weaken expertise, but to make expertise more usable.

Third, applied learning must move to the centre. The green transition will be won or lost in municipalities, utilities, transport systems, farms, factories, clinics and public agencies. Students should not encounter sustainability only through concepts and policy language. They should work on real problems in real contexts. A curriculum that does not connect knowledge to implementation will always lag behind the reality it claims to address.

Fourth, universities need more flexible programme architectures. Africa’s green transition will not be driven only by school-leavers entering traditional three- or four-year qualifications. Mid-career workers will need reskilling.

Professionals will need targeted upgrading. Technicians and practitioners will need stackable, shorter learning formats. Institutions that remain tied solely to long, front-loaded qualifications will struggle to keep pace with and respond to the unevenness of change across sectors and regions.

Finally, internal incentives must change. As long as universities reward research output far more reliably than curriculum innovation, and administrative compliance more readily than external responsiveness, redesign will remain too slow. University leaders must begin to treat curriculum reform as a strategic priority, not as academic housekeeping.

This matters especially in Africa because the continent cannot afford a green transition that is rhetorically ambitious but institutionally thin. Africa needs more climate discourse.

It needs engineers who can build resilient systems, planners who understand sustainable settlements, health professionals who can respond to climate-linked stress, entrepreneurs who can grow green industries, and graduates across fields who can work with complexity rather than inside narrow academic compartments.

The green transition will not fail because there are too few conferences, declarations or speeches. It will fail if the institutions responsible for preparing the next generation continue to move too slowly, teach too narrowly and preserve boundaries that the real world has already outgrown.

The university curriculum is no longer a matter of background. It is part of the transition infrastructure itself.

And if African universities do not redesign it now, it may become one of the main reasons the transition falls short.

Fulufhelo Nemavhola is a Deputy Vice Chancellor at the Durban University of Technology, and he writes in his personal capacity.

©Higher Education Media Services.

Artificial intelligence (AI) was not built with Africans in mind, and borrowed AI governance frameworks being enforced don’t fit the continent’s reality.

This was one of the main insights raised at the second African Cyber Law Conference at Wits, which brought together legal scholars, students and those working in the digital industry.

AI is rapidly shaping law, rights and digital life across the continent. While there is a plethora of regulations, a structural misalignment among law, technology, and society is causing harm.

“One of the ways we can see this manifesting in the real world is that Africans are not represented in the design of the technology, and it raises questions about who is seen, who is excluded and who is protected in the digital system,” says Dr Nomalanga Mashinini, senior lecturer at the Wits School of Law, and organiser of the conference.

Harmful content in African languages often goes undetected because AI systems that mediate everything from content moderation to financial access are largely trained on Global North datasets.

“This is systemic exclusion. African languages are underrepresented, cultural nuance is lost, and entire populations are misclassified or rendered invisible,” says Mashinini.

There are attempts to address this. Sipho Mtombeni from Google pointed to growing efforts to build African language datasets and more representative systems.

However, inclusion at the level of data does not shift the underlying power dynamics. Data generated in Africa is routinely extracted, processed and monetised, but Africans bear the brunt of the risk without sharing the returns. This dynamic, described as ‘digital extractivism’, is shaping how value and accountability are distributed in AI systems. “We are seeing how inequalities, which are persistent in other aspects of society, are now being reinforced in the digital sphere,” says Mashinini.

Africa is not under-regulated, but uncoordinated

A second key insight from the conference challenged a persistent assumption: that Africa lacks the legal tools to govern AI. In reality, many of the necessary frameworks already exist, including those in data protection, consumer protection, cybercrime legislation, administrative law, and constitutional rights.

“The governance gap in African AI is not primarily a legislative one but a gap in institutional coordination and enforcement frameworks,” Mashinini argues.

Indeed, AI systems cut across sectors and jurisdictions, yet regulatory bodies remain siloed, with limited mechanisms for collaboration. The result is a mismatch between how technology functions and how law is structured to respond.

Professor in the Wits School of Law, Jonathan Klaaren, explained that effective governance requires alignment among legal frameworks, technical systems, and institutional actors, but that there are no current approaches designed to achieve this.

The consequences of this fragmentation are, however, visible. Governments are increasingly adopting automated decision-making systems, raising questions about transparency and accountability. Digital platforms are shaping public discourse in ways that challenge existing regulatory models. Cybercrime, misinformation and synthetic media are evolving faster than enforcement capacity. At the same time, the legal profession itself is being reshaped.

In a panel moderated by Associate Professor Michele van Eck at the Wits School of Law, speakers, including attorney Azhar Aziz-Ismail, stressed that AI is no longer a future concern. It is already embedded in legal practice, requiring new forms of competence, verification and accountability.

“The use of AI by both practitioners and clients is outpacing regulatory guidance, placing pressure on professional standards and ethical frameworks,” noted van Eck.

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We don’t need entirely new laws, but a relook at design

Rather than calling for entirely new laws, the conference pointed to more immediate, actionable steps.

First, governance must move closer to the point of design. Legal and ethical principles, such as accountability, transparency and rights protection, must be embedded within AI systems themselves, not applied after harm occurs.

Second, existing legal frameworks must be activated in a coordinated way. This requires stronger alignment between regulators, clearer enforcement pathways, and institutional structures capable of responding to technologies that do not fit within traditional boundaries.

Third, governance must be contextually grounded. Frameworks need to reflect African realities, including linguistic diversity, uneven digital access and socio-economic inequality,

Practical tools discussed at the conference included algorithmic impact assessments, explainability standards aligned with legal thresholds, and independent oversight bodies that bridge technical and legal expertise.

The practical path forward for policymakers and regulators

The event produced a series of policy briefs addressing issues such as algorithmic fairness, digital language resources, AI-driven surveillance and cyber warfare governance

“The quality of the student and early to mid-career scholarship presented was exceptional,” Mashinini notes. “These are researchers who are going to define African cyber law for the next generation.”

The challenge now is continuity. “My hope is that the papers become published works, that the policy briefs reach the desks of the people who can act on them, and that the conversations continue in the months ahead,” she says.

The second African Cyber Law Conference was held at Wits University from the 24^th-25^th of March, with the theme: “Resilient and Responsible Design: Governing AI, expression and digital media.

©Higher Education Media Services.

Wits graduates have once again excelled in the South African Institute of Chartered Accountants (SAICA) Initial Assessment of Competence.

This professional examination marks a critical milestone on the path to qualifying as a Chartered Accountant in South Africa.

Sanjika Gamlath Senarathne from the Wits Margo Steele School of Accountancy secured the number one position in the country and an Honours pass. Lungisa Makhosi also attained an Honours pass, further affirming the calibre of Wits graduates.

These successes affirm Wits’ commitment to academic excellence and long‑standing contribution to the transformation of the Chartered Accountancy profession. The School continues to play a leading role in developing a significant number of Black African Chartered Accountants while simultaneously delivering academic excellence.]

The School’s Thuthuka Education Upliftment Fund (TEUF) candidates secured an impressive 87% pass rate (compared to an average national pass rate of 80%) with Margo Steele Bursary candidates recorded an outstanding 90% pass rate. Overall, Wits attained a remarkable 88% pass rate, surpassing the national average of 65% by 23 percentage points.

“These achievements underscore the success of the University’s professional accountancy programme in delivering excellence whilst advancing diversity,” says Prof. Zubair Wadee, Head of the Margo Steele School of Accountancy at Wits University.

The following table highlights Wits’ exceptional performance compared to national averages as per SAICA’s press release:

Group Wits Pass Rate National Pass Rate

All candidates’ pass rate 88% 65%

All African candidates’ pass rate 86% 57%

All Coloured candidates’ pass rate 100% 65%

All Indian candidates’ pass rate 91% 60%

All White candidates’ pass rate 100% 83%

“These results are commendable given the socioeconomic challenges faced by students and broader challenges in higher education,” adds Wadee. “The Margo Steele School of Accountancy remains one of the university’s flagship institutions, driven by a steadfast commitment to both excellence and transformation.”

About the Wits Margo Steele School of Accountancy

The School distinguishes itself through cutting-edge research that informs teaching and ensures that Wits graduates are equipped to lead the South African economy into the next century. With a faculty actively engaged in both academia and the profession, Wits continues to set the benchmark for accountancy education in the country and to develop graduates equipped to lead the country’s economy into the future.

The story first appeared on the Wits University Website.

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