The Gauteng Department of Education (GDE) has concluded a comprehensive internal assessment into allegations of corruption, fraud, financial mismanagement, maladministration and procurement irregularities affecting public schools across the province between 2023 and June 2026. What has emerged is a clear picture of a challenge that is both serious and systemic — but also one that the Department is determined to confront decisively, said Lebogang Maile, the Gauteng MEC for Education, Sport, Arts, Culture and Recreation.

The assessment forms part of a broader effort to strengthen governance, safeguard public resources and restore confidence in the education system. Conducted through an extensive review of departmental data and records, the assessment identified 41 serious matters involving principals, School Governing Body (SGB) members, finance officials, educators, administrative staff, support personnel and service providers entrusted with the management of public resources.

Importantly, the Department’s review marks the beginning of a more intensive phase of accountability and enforcement, added Maile, and was in line with the Prevention and Combating of Corrupt Activities Act (PRECCA), through which government departments are legally obliged to report suspected corruption involving R100 000 or more to the Directorate for Priority Crime Investigation (the Hawks).

While internal investigations focus on gathering evidence for disciplinary action and institutional reform, criminal investigations remain the responsibility of specialised law enforcement agencies. The Department will therefore pursue all appropriate legal processes and referrals to ensure that wrongdoing is fully investigated and prosecuted where necessary, the MEC said.

A Persistent Challenge Requiring Structural Solutions

The assessment found that 22 cases were recorded in 2023, accounting for 54% of all reported matters. A further 13 cases were recorded in 2025, while six cases had already emerged by June 2026.

Although the annual numbers fluctuate, Maile said the findings indicate that corruption and financial misconduct remain active within parts of the schooling system. The pattern suggests a structural challenge that requires sustained intervention rather than isolated corrective actions.

The cases are spread across multiple districts, with Johannesburg East accounting for 24% of recorded matters, followed by Ekurhuleni South (15%), Johannesburg Central (10%) and Tshwane South (7%). Together, these districts account for more than half of all recorded cases.

He added that the findings reveal recurring patterns including inflated invoices, duplicate quotations, procurement conducted outside prescribed processes, unauthorised withdrawals, undocumented cash transactions and payments for goods or services that were never delivered.

Behind every irregular transaction lies a direct impact on learners. Resources diverted through corruption are resources taken away from textbooks, classrooms, school meals, infrastructure improvements and learner support programmes.

In one district alone, the assessment uncovered allegations involving more than R1 million in misappropriated funds at a primary school, irregular procurement worth approximately R230 000 at another institution, significantly inflated supplier payments at a school for learners with special educational needs, and overspending exceeding R2.2 million at a high school over two financial years.

Learners Bear the Greatest Cost

Maile said the Department is particularly concerned about misconduct that affects some of the province’s most vulnerable communities.

Many of the schools where irregularities have been identified are located in historically disadvantaged communities facing overcrowding, infrastructure pressures, unemployment and poverty. In these communities, schools serve not only as centres of learning but also as providers of nutrition, stability, psychosocial support and social protection.

When corruption occurs in such environments, its effects extend far beyond financial losses.

The assessment identified concerns around the alleged theft of food intended for the National School Nutrition Programme, which serves approximately 1.6 million learners. There are also reports involving the theft or misappropriation of furniture, stationery, building materials and technical equipment.

The MEC said that the Department was equally concerned about scholar transport irregularities. Preliminary evidence suggests that some service providers may have misrepresented the size and condition of their vehicle fleets while receiving payment for services not fully delivered. Such practices not only undermine value for money but may place learners’ safety at risk through overcrowding, extended travel times and increased exposure to road accidents.

Similarly, concerns regarding undeclared donations have highlighted weaknesses in financial accountability. While many schools benefit from support provided by businesses, churches, NGOs and community organisations, every donation—whether financial or in-kind—must be properly declared, recorded and audited to ensure transparency.

Strong Action Already Underway

The Department has not waited for the completion of the assessment to act.

Using powers provided under national and provincial education legislation, Maile said the Department has intervened decisively in schools where governance failures have been identified.

Between 2024 and June 2026:

• Functions were withdrawn from 26 public schools.

• SGB members were removed from office in 37 schools.

• Interventions were implemented across all 15 education districts in Gauteng.

These actions were undertaken in accordance with applicable legislation and due process requirements.

The grounds for intervention included procurement irregularities, self-awarded contracts, bribery allegations, financial mismanagement, nepotism, unlawful appointments, payment of suppliers without supporting documentation, irregular transport claims, failure to comply with governance requirements and breaches of the SGB Code of Conduct.

While each case differs in its specific circumstances, the message is clear: governance failures that compromise teaching, learning and learner welfare will not be tolerated.

A New Phase of Accountability

Building on the findings of the assessment, Maile said that the Gauteng Department of Education is now implementing a strengthened anti-corruption programme aimed at addressing both immediate risks and systemic vulnerabilities.

A key focus area will be investigations into allegations that individuals within the education sector may be doing business with the state through proxies, family members or undeclared interests. Such conduct is prohibited under the Public Administration Management Act and the Public Service Regulations.

The Department will also strengthen financial oversight through enhanced vetting and accountability measures for individuals responsible for managing school finances. These measures will include criminal record screening, financial background checks, conflict-of-interest declarations, qualification verification and competency assessments.

Scholar transport oversight will likewise be intensified through route verification, vehicle audits, compliance inspections and stricter contract monitoring.

Most significantly, the Department will deepen collaboration with the South African Police Service, the Hawks, Gauteng Provincial Treasury and internal risk, compliance and labour relations structures to ensure that cases move beyond internal investigations and into the criminal justice system where warranted.

Protecting Education Through Collective Action

The Department’s response is guided by a simple principle: every rand lost to corruption is a rand taken away from a learner’s future.

The findings underscore the need for stronger accountability, tighter controls and a collective societal response. Schools cannot be expected to defeat corruption alone. Parents, educators, learners, communities, faith-based organisations, labour unions, business and government all have a role to play in protecting public education.

Through initiatives such as It Takes a Village to Raise a Child, Maile said the Department will continue to promote community participation, transparency and social accountability in schools.

The ultimate goal is not merely to expose wrongdoing, but to build an education system where integrity is non-negotiable, public resources are protected, and every learner has the opportunity to succeed in a safe, accountable and well-governed school environment.

Maile concluded with a strong message: corruption has no place in education, and those who seek to profit at the expense of learners will increasingly face both disciplinary and criminal consequences.

Action, though, say critics, is the key!

©Higher Education Media Service.

The Tshwane University of Technology’s Faculty of Information and Communication Technology (ICT) partnered with The Cyberculture Foundation to equip learners at Jiswa School in Lenasia with essential knowledge and skills to navigate digital spaces safely, responsibly and confidently.

The cyberbullying awareness outreach programme focused on online safety, responsible digital behaviour and creating positive online environments. The initiative forms part of ongoing efforts to prepare young people for an increasingly digital world while promoting digital wellness and responsible citizenship.

The programme addressed key issues, including recognising cyberbullying, understanding online risks, protecting personal information, using social media responsibly and knowing where to find help when facing online harassment. Interactive discussions and practical examples encouraged learners to reflect on their online behaviour and its impact on others.

Prof Topside Mathonsi, Head of Information Technology and volunteer at The Cyberculture Foundation, said the initiative aimed to help learners understand the importance of responsible technology use.

“Technology has the power to connect, educate and empower us, but it must always be used responsibly. We want learners to understand that kindness, respect and empathy are just as important online as they are in the physical world. By educating young people about cyberbullying, we are helping to create safer digital communities for everyone,” he said.

Prof Mathonsi also highlighted the importance of collaboration between higher education institutions and community organisations in addressing digital challenges affecting young people.

Dr Tshimangadzo Tshilongamulenzhe, Senior Lecturer in Information Technology, said cyberbullying is one of the most significant challenges young people face in the digital age.

“Many learners spend a significant amount of time online, whether for learning, entertainment or social interaction. It is therefore essential that they understand the risks associated with digital platforms and know how to protect themselves. Our goal is to empower learners to recognise cyberbullying, respond appropriately and seek help when needed,” he said.

He added that awareness initiatives help build confidence and encourage responsible digital citizenship.

Dr Tendani Lavhengwa, Senior Lecturer and Section Head in Informatics, emphasised that digital literacy and cyber safety must develop together.

“As technology evolves, learners need more than technical skills. They need the knowledge to make safe and ethical decisions online. We want learners to understand that every action they take online leaves a digital footprint and that they have a responsibility to contribute positively to the digital spaces they occupy,” he said.

Dr Lavhengwa encouraged learners to use technology as a tool for learning, creativity and personal growth while contributing positively to online communities.

The outreach was particularly valuable for Jiswa School, which supports learners with special educational needs. The programme provided practical guidance on recognising unsafe online situations, protecting personal information and asking assistance from trusted adults when necessary.

School representatives welcomed the initiative and described the session as informative, engaging and beneficial for both learners and staff. The programme strengthened awareness of cyberbullying while reinforcing the values of empathy, inclusion and respect in digital environments.

The Cyberculture Foundation promotes digital wellness, responsible online behaviour and safer internet use among children and young people. Working with schools, parents, teachers and communities, the organisation equips young people with knowledge and skills to build positive digital identities and become responsible digital citizens.

By joining expertise and resources, TUT’s Faculty of ICT and The Cyberculture Foundation demonstrated a shared commitment to promoting digital wellness and preparing learners to become confident, informed and responsible participants in the digital world.

Story by By Kgothatso Monono was first published on the TUT website.

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Teachers’ past experiences of bullying shape how they might understand or respond to learner behaviour.

Bullying is a widespread global problem, with extensive research across countries showing that no school is immune. In South Africa, the scale is particularly concerning, with studies indicating that between a fifth and over half of learners have experienced or witnessed school violence.

This means many pre-service teachers will enter training having experienced bullying at school themselves.

Studies elsewhere have shown that experiences of bullying can foster empathy and intervention, but may also result in avoidance, helplessness or even aggression. That’s why it’s important to understand teachers’ beliefs and coping styles in addressing bullying.

One theory about learning, Social Learning Theory, posits that behaviour is learned through observation and imitation. This would suggest that bullying and aggression are shaped by experiences at home, school and society.

Pre-service teachers therefore start their training with pre-formed beliefs about how bullying is managed, based on what they have witnessed. However, behaviour is not determined by observation alone. The Theory of Planned Behaviour argues that individuals act when they feel motivated and confident. This implies that a person can do something to reduce bullying if they are supported by others.

Researchers have noted that bullying involves three key actors, namely the perpetrator, victim and bystander. It’s been suggested that teachers can be “key agents of change”. But studies have found that although teachers recognise the need to act, they frequently underestimate the prevalence of the problem. And learners may avoid reporting incidents because they think that no action will be taken.

As a teacher educator I’m interested in what they bring from their past to their profession, and how to prepare them for their role. A few years ago I carried out a study which investigated how the past experiences of first year pre-service teachers in a South African School of Education shaped their perceptions about bullying and their responses to it, and how these experiences might influence their roles as future teachers.

More than half the teachers in the study had witnessed bullying at school at some point, but had done nothing about it. I found that they seemed ill prepared to deal with bullying. I am not aware of this being a routine part of teacher training in South Africa. Their training ought to prepare them better so as to break the cycle of learning to be bystanders (or worse).

The pre-service teachers in the study have not been followed up in subsequent years.

Experiences of bullying at school

My study used a mixed-methods, longitudinal design to examine pre-service teachers’ experiences and understandings of bullying. Data from 305 multiple-choice questionnaires established the frequency of their exposure to bullying at school when they were learners themselves. A group of 56 respondents completed open-ended questionnaires about how they thought their experiences might affect them as teachers.

The results revealed that most had experienced bullying as bystanders (66%). They said they had been “afraid of being bullied”, choosing to “just sit and watch”. Some (18%) identified as victims and noted that they had been “bullied most of the time” and “constantly physically attacked by fellow learners”. Twelve percent (12%) of participants said they had assumed a combination of roles (bystander, victim, bully).

One participant stated that he “was a victim at some stage of (his) schooling, but when (he) got smarter (he) started being a bully”. A minority (3%) admitted to bullying, which was often linked to power. One said he had been able to act freely as the “teacher’s favourite”. Another participant noted that he “would use (his) power as class representative and tease others knowing that they won’t say anything back”.

These patterns suggest that the participants had learned through observation, and that they might not act against bullying when they became teachers.

Still, 79% said they believed their experiences would make them “better teachers”, even though they were “never sure what exactly to do”. These participants expressed strong intentions to act by “reporting every bullying incident”, yet also highlighted systemic gaps, noting when they were learners at school their teachers at school “did not take the matter any further”.

A dominant (64%) perception was that “there is no avoiding bullying … (it’s) a growing pandemic”. Participants emphasised emotional impact: one comment was that bullying “makes you feel absolutely terrible and destroyed”. These experiences fostered empathy but also vulnerability, as some felt it could “test (their) anger levels” or make teaching “a burden”.

Future teachers

These findings matter because they show that teachers are not neutral actors; their past experiences of bullying shape how they might interpret, ignore or respond to learner behaviour. When a majority enter the profession as former bystanders or victims, there is a real risk of inaction, misjudgement or overcorrection in classrooms.

This has direct implications for school climate, learner safety and the reproduction of harmful power dynamics. Without intervention, cycles of silence and normalisation may persist despite good intentions.

The study participants did not receive training after the study to help them manage bullying.

Teacher education programmes must integrate structured, critical reflection on personal schooling histories, particularly around bullying and authority. This should be coupled with explicit training in evidence-based anti-bullying strategies, not just awareness. Mentorship during teaching practice must intentionally surface and guide these reflections. Finally, schools must not put all the responsibility on novice teachers.

This article by Moeniera Moosa was first published in The Conversation.

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The Association of African Universities (AAU) is leading the implementation of the Sahel Regional Engagement for Learning and Collaboration in Education (RELANCE) project, a game-changing regional initiative designed to strengthen education systems and expand access to learning and employment opportunities for vulnerable youth across the Sahel.
Funded by the World Bank and the Federal Republic of Germany, in collaboration with the governments of Chad and Mauritania, RELANCE targets some of the most underserved populations in the region, including refugees, internally displaced persons (IDPs), and nomadic communities.

With an investment of USD 137 million, the project adopts a coordinated continental approach to address systemic education challenges while advancing inclusion, resilience and long-term impact.
RELANCE is structured around three core components:

• Establishing a regional institute for applied research, policy advisory, and training to support education professionals and improve learning outcomes, benefiting at least 1,500 education professionals across both countries.

• Introducing a flexible Open School model to provide alternative education and vocational training opportunities for out-of-school youth, with a focus on climate resilience and digital learning. The initiative is expected to reach up to 850,000 young people, at least half of whom are female.

• Supporting coordinated project management through regional and national structures, with robust monitoring, evaluation, and financial management systems.

The project places a strong emphasis on gender equality, promoting girls’ enrollment and retention through targeted incentives and the development of gender-responsive learning environments.

As the Regional Facilitation Unit, the AAU will provide strategic oversight and coordination, ensuring effective implementation, stakeholder engagement, performance monitoring, and visibility of project outcomes across the region.

The project will be coordinated by Dr. Abass Youba Sylla, a Mauritanian national and AAU staff member with extensive experience in managing large-scale development initiatives, who is based at the Project Secretariat in Chad.

The urgency of this intervention is underscored by stark regional realities. In the Central Sahel, one in three young people is out of school, while many others have limited access to meaningful employment opportunities.

In Chad, 57% of primary-school-aged children are out of school, while in Mauritania, 45% of secondary-school-aged youth are not in school, significantly constraining their future prospects and reinforcing cycles of poverty and vulnerability.

Globally, the challenge is equally pressing. According to recent data, 46% of school-aged refugee children are out of school, and access to higher education remains extremely limited. RELANCE responds directly to these gaps by creating inclusive pathways for learning and skills development tailored to the needs of vulnerable populations.

Speaking on the initiative, Prof. Olusola B. Oyewole, Secretary-General of the AAU, noted: “RELANCE resonates directly with the AAU’s continental mandate, to connect institutions, shape policies, and advance inclusive education systems that respond to Africa’s evolving development priorities. For the AAU, it represents both an opportunity and a responsibility to further support the strengthening of education systems and expanding access to learning in one of the continent’s most challenging regions, while reinforcing our presence and sustained engagement in Chad as a strategic hub for the Sahel.”

Dr. Sylvia Mkandawire, Director of Special Projects at AAU, added:
“This project allows us to operationalize innovative approaches to education delivery, particularly for vulnerable communities. By combining flexible learning models, digital tools, and regional coordination, RELANCE is helping to redefine how education systems respond in fragile and complex contexts.”

Through RELANCE, the AAU and its partners are advancing a shared vision of inclusive, resilient, and opportunity-driven education systems, capable of transforming lives and supporting sustainable development across the Sahel region and Africa.

©Higher Education Media Services.

The recent discussion surrounding the Children’s Amendment Bill has prompted a national conversation about access, equity, and quality in South Africa’s Early Childhood Development (ECD) sector.

For many years, ECD centres have faced significant challenges in navigating registration requirements while simultaneously attempting to provide safe, nurturing, and developmentally appropriate learning environments for young children.

This is most significantly the case in under-resourced centres. While regulation remains essential to protect children’s rights and wellbeing, stakeholders across the sector have long argued that administrative barriers should not prevent children from accessing vital early learning opportunities.

The Children’s Amendment Bill seeks to address this tension by creating a more enabling framework for ECD registration and support. The proposed amendments recognise that many community-based centres operate under challenging circumstances and require assistance to achieve compliance rather than exclusion from the system.

This development comes at a critical time for South Africa. Research consistently demonstrates that the first five years of a child’s life represent the most important period for brain development, language acquisition, social-emotional growth, and school readiness. However, despite this evidence, many children continue to face barriers to accessing quality ECD services.

The Children’s Amendment Bill presents an opportunity for Early Childhood Development. However, legislation alone cannot address the complex challenges facing the sector. Sustainable progress will require continued investment in the infrastructure, curriculum development and teacher training in centres.

As organisations working within the ECD sector, we welcome reforms that recognise the realities faced by centres. We cannot stress enough how important the first 1000 days of a child’s life are. We firmly believe that investment in ECDs is a long term investment because it advances children during their most pertinent years.

The Bill reflects a growing understanding that quality Early Childhood Development is not merely a social service; it is a national investment. Every child who gains access to quality early learning enters school better prepared to succeed, while society benefits from stronger educational outcomes, improved economic participation, and reduced inequality.

The Children’s Amendment Bill represents another positive step towards ensuring that all children have access to the strong foundations they need to thrive.

“The early years represent the greatest opportunity we have to change a child’s trajectory. We welcome reforms that make it easier for ECD centres to access support while maintaining a focus on quality and child wellbeing. When more centres are able to participate fully in the ECD ecosystem, more children benefit from the learning experiences that prepare them for lifelong success”- Theresa Michael, CEO Afrika Tikkun Bambanani.

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In every classroom, every playground, every township street, and every rural village, there are children carrying their own unique stories.

Some arrive at school hungry, some anxious. Some have witnessed violence even before breakfast. Some have learned to stay silent long before they learned to read.

And yet, despite these realities, children still laugh loudly during break time. They still raise their hands eagerly in class. They still dream without limits.

That is why Children’s Week cannot simply be about celebration. It must also be about protection.

“Child safeguarding should not just be a policy hidden inside a filing cabinet. It must be as a living promise to every child who walks through the doors of an Early Childhood Development centre (ECD), enters a classroom” says Theresa Michael, CEO, Afrika Tikkun Bambanani.

Across South Africa, Afrika Tikkun Bambanani works alongside practitioners, teachers, caregivers, schools, and communities to strengthen early childhood development and improve educational outcomes for children from diverse backgrounds.

But behind the lesson plans and training sessions lies something even more important than curriculum delivery. There is a commitment to ensuring that children feel safe, respected, heard, and protected.

Because safeguarding is not only about responding to harm. It is about building environments where harm struggles to exist in the first place.

For many children, schools and ECD centres become more than places of learning. They become spaces of emotional safety. They become places where children are noticed. Places where someone asks if they are okay.

Places where adults pay attention when behaviour changes, when silence becomes unusual, or when fear quietly replaces confidence.
The quiet heroes between the cracks.

“Safeguarding must be woven into the way practitioners are trained, the way classrooms are supported, and the way relationships with children are built. This should be in holistic child centred development, emotional wellbeing, inclusive learning environments, and ethical responsibility,” says Michael.

Child protection is often misunderstood as something reactive that should be reserved only for emergencies. But true safeguarding is proactive. It is the creation of systems, cultures, and relationships that place the wellbeing of children at the centre of everything.

It means listening when children speak. It means believing children when they are afraid. It means creating classrooms rooted in emotional safety and ensuring adults understand boundaries, ethics, and responsibility. It means training practitioners to identify warning signs early and protecting children both offline and online. It also means recognising that emotional harm can leave scars as deep as physical harm.

“Most importantly, safeguarding means understanding that every child deserves to feel safe before they are expected to succeed,” adds Michael.

Are we raising children to survive, or are we creating environments where they can truly thrive?

At Afrika Tikkun Bambanani, the answer lies in strengthening communities through education, collaboration, training, and compassion. Through its work in Early Childhood Development, school support, practitioner mentoring, and family engagement, the organisation continues to advocate for spaces where children are protected, nurtured, empowered, and given the opportunity to flourish.

Because safeguarding is not separate from education. It is education.

A child who feels unsafe cannot learn freely. A child who feels unseen cannot develop confidently. A child who is unheard slowly learns silence.

Children’s Protection Week should involve courageous conversations, stronger systems, better training, and collective accountability.

There is an African proverb that says, “The child who is not embraced by the village will burn it down to feel its warmth.”

Afrika Tikkun Bambanani understands that safeguarding is how communities embrace children before the fire begins.

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Basic Education Minister Siviwe Gwarube has tabled a reform-driven Budget Vote 16 that places early learning, literacy, accountability and governance at the centre of South Africa’s education recovery, while warning that several provinces are now in serious financial distress, threatening the stability of schooling systems nationwide.

Speaking under the theme “Strong Foundations for Strong Futures”, Gwarube said the system continues to fail most children long before they reach higher grades, with inequality entrenched from early childhood. Using the example of two hypothetical 10-year-olds — Lindiwe, who attended a well-resourced ECD centre, and Nelson, who did not — she said: “over 90% of South African children are Nelsons and not Lindiwes… the education injustice of our time”.

Key Highlights

• 13,300 ECD centres registered in one year, exceeding the 10,000 target

• 200% growth in ECD registration since 2021, reaching 1.2 million children

• ECD Nutrition Pilot launched in the Eastern Cape to combat child stunting (7% nationally)

• National screen-time guidelines for ages 2–6 are under development.

• AI-in-education framework being drafted; teacher remains central to decision-making.

• R10 billion needed to align Grade R salaries and staffing; R800 million diverted from ECD Grant to ease immediate pressures

• New provincial performance “basket of indicators” to replace reliance on matric pass rates alone

• 99.9% of SAFE pit toilets eradicated, with one project outstanding

• Independent investigation launched into Foundation Phase National Catalogue procurement.

• R38.2 billion budget, including R11bn for nutrition and R16bn for infrastructure

ECD Expansion and Early Learning Reforms

A major thrust of the budget is the rapid expansion of Early Childhood Development. The government registered 13,300 ECD centres in the past year, far above the 10,000 target — contributing to a 200% increase in registered centres since 2021 and bringing 1.2 million children into formal early learning programmes.

To address malnutrition, the ECD Nutrition Pilot has begun implementation in the Eastern Cape, responding to Thrive by Five findings indicating that 7% of children are stunted due to poor nutrition.

The department will also introduce national screen-time guidelines for children aged two to six and is reviewing the 2004 White Paper on e-Education while developing guidance on AI use for schools. “The machine may assist, but the teacher must decide,” Gwarube said.

Grade R Funding Crisis

Implementing compulsory Grade R remains financially constrained. Aligning practitioner salaries with Foundation Phase educators and hiring additional teachers will cost R10 billion over the medium term. With Treasury unable to meet the requirement, the department redirected R800 million from the ECD Grant, a move Gwarube described as imperfect but necessary.

Legislation, Governance and BELA Act Progress

Draft regulations under the BELA Act, including admissions, school capacity and learner pregnancy, are already out for public comment, with further regulations on teacher development, home education and SGB elections to follow. Amendments to the Schools Act will formally recognise online schools, while Cabinet has approved the Children’s Amendment Bill to strengthen ECD governance.

Provincial Financial Distress

Gwarube issued a stark warning: several provinces are now experiencing the budget crises predicted in 2024. KwaZulu-Natal, the Free State and the Northern Cape face severe shortfalls, prompting the creation of a Multi-disciplinary Recovery Technical Support Team to stabilise planning and resourcing. “When provincial education finances fail, learners suffer first,” she said.

She also cautioned provinces against delaying Norms and Standards payments, calling them “the lifeblood of teaching and learning”.

Teacher Support, Performance Measures and Integrity

The government will train 10,000 Foundation Phase teachers in literacy and numeracy this year and reduce administrative burdens following recommendations from the National Education and Training Council. The Funza Lushaka bursary programme now allocates 55% of bursaries to Foundation Phase teaching, up from 42% in 2025.

A new “basket of indicators” will replace the narrow focus on matric pass rates, offering a more accurate picture of quality and progression. Disciplinary and criminal processes are underway following limited exam irregularities in Gauteng.

Infrastructure and Anti-Corruption Measures

The SAFE Initiative has eliminated 99.9% of pit toilets, though Gwarube expressed frustration at delays. The government has allocated R16.3 billion for infrastructure, including sanitation, safety, and relief from overcrowding.

An independent investigation will probe procurement deviations in the Foundation Phase National Catalogue after Treasury’s inconclusive assessment. “Corruption in education is never victimless,” she said.

A System Judged by Outcomes

With a total allocation of R38.2 billion, Gwarube said the true measure of the government’s work will be whether children “read better, count better, learn in safety, eat at school and leave school with strong futures because we governed well”.

© Higher Education Media Services.

Parliament’s Portfolio Committee on Basic Education has taken the unprecedented step of referring the procurement of South Africa’s new Foundation Phase textbook catalogue to the Office of the Public Protector. The decision follows mounting public concern and weeks of media reports alleging possible irregularities in the awarding of contracts for the Grades 1–3 catalogue.

Committee chairperson Joy Maimela said the referral was necessary to restore public confidence and ensure that the process withstands independent scrutiny.

“At this stage, the public is concerned. I am panicking as a parent, and I am panicking as a lawmaker, about whether there will be a textbook in the hands of every learner at the start of the school year,” she said.

The committee’s decision comes after reports that Lighthouse Publishing — registered for only three months — secured a major contract in the new catalogue.

The Department of Basic Education (DBE) told the committee that the catalogue development process began several years ago, with publishers first notified in 2020 and a formal call for submissions issued in 2024.

Responding to allegations that Lighthouse lacked the capacity to deliver, the DBE said it had received a communiqué from Class Act Educational Services outlining the editorial and production support available for the project. The department also highlighted the introduction of a new “blind screening” evaluation system, which ensured that evaluators assessed materials without knowing the identity of authors or publishers.

Committee members noted that the previous catalogue was dominated by three publishing houses controlling seven titles, and said the new process must be beyond reproach to avoid perceptions of political or administrative interference.

Maimela said the Public Protector’s investigation should also examine the risk of delays in textbook delivery ahead of the 2027 academic year. “This is a very sensitive matter. We appreciate the Minister’s commitment to an internal investigation, but the committee believes an independent process is essential,” she said.

In a separate resolution, the committee agreed to refer concerns about the recruitment of two senior DBE officials — the Deputy Director‑General for Curriculum Policy, Support and Monitoring, and the Chief Director for Communications — to the Public Service Commission. The referral includes scrutiny of Minister Siviwe Gwarube's conduct in relation to the appointments.

©Higher Education Media Services.

UKZN’s women’s rugby programme continues its impressive rise as two standout players prepare to represent KwaZulu‑Natal at the SA Rugby U20 Women’s Tournament in Johannesburg next week.

Executive Director of Corporate Relations, Normah Zondo, commended the athletes for their excellence and contribution to the growth of women’s rugby at UKZN.

Both players, Hlekane Baloyi and Asanda Mnyandu, have also earned coveted places in the South African U20 national team.

Zondo described their selection for one of the country’s most competitive youth rugby structures as a remarkable accomplishment, reflecting the spirit of excellence that defines UKZN as the University continues to position itself among South Africa’s leading sporting institutions.

One of the students travelling to Johannesburg next week, Hlekane Baloyi, said the team is looking forward to playing together, enjoying the game, winning, and excelling in the sport. Tyla Scott, below, is also in contention for a starting spot on the team.

Baloyi and Mnyandu have also been selected to represent the country in the South African U20 squad. Commenting on this national call-up, Baloyi expressed gratitude for the opportunity.

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

The players are scheduled to compete in Johannesburg next week in the SA Rugby U20 Women’s Tournament, an annual national competition aimed at bridging the gap between school and senior rugby players and developing national talent for the future.

©Higher Education Media Services

Since its inception in 1987, the Engen Maths & Science Schools (EMSS) programme has been a lifeline for South African learners striving to excel in Mathematics and Physical Sciences, helping to close the country’s STEM skills gap, one learner at a time.

Now, EMSS is entering an exciting new chapter.

In a significant milestone for the long-standing programme, Engen has unveiled a revamped EMSS model built around a modern blended learning approach. Learners across the country attended national onboarding workshops held on 11 April 2026 in Cape Town, Durban, Johannesburg and Gqeberha, marking the official launch of this next evolution in learner support.

A new learning experience, built for today’s learners

The nationwide sessions introduced learners to the newly revamped EMSS model, signalling an exciting evolution in how the programme supports academic achievement in Mathematics and Physical Sciences.

The refreshed approach embraces a modern, blended learning model, incorporating both in-person engagement and digital learning to enhance accessibility and learner outcomes.

During the workshops, learners were officially onboarded onto the programme’s new Learning Management System, which provides continuous access to educational content, structured assignments and tools to monitor academic progress.

The platform empowers learners to take ownership of their studies through self-paced learning, while ensuring consistent support and engagement throughout the academic year.

Participation in EMSS remains highly sought-after. Learners are selected through a rigorous application and assessment process, a reflection of the programme’s commitment to nurturing high-potential learners who are serious about academic excellence and their future.

To further drive a culture of excellence, the programme will also introduce performance-based recognition and incentives for top-performing learners throughout the year.

The new platform rewards achievement with tangible rewards, as well as formal recognition, reinforcing a culture of ambition and high performance. EMSS is not simply a support programme; it is a high-performance pipeline designed to inspire learners to reach beyond the minimum and strive for distinction.

The sessions equipped Grade 10 to 12 learners with a comprehensive understanding of the new programme’s structure, expectations and support systems. As part of the experience, learners completed baseline assessments in Mathematics and Physical Sciences, received specialised study materials, and engaged with programme partners and STEM mentors who will guide them throughout their journey.

Engen CSI Manager, Olwethu Mdabula, expressed her excitement about the new model: “We are truly energised by this next chapter for EMSS. The new blended learning platform represents a meaningful step forward, one that modernises how we deliver support while staying true to the heart of what EMSS has always been about.

By combining digital innovation with personal engagement, we are giving learners the best of both worlds, and we cannot wait to see the impact this will have on their academic journeys and futures.”

Delivered in partnership with Raizcorp and Advantage Learn, the EMSS programme combines strong academic support with elements of entrepreneurial thinking and innovative digital learning solutions, creating a well-rounded and future-focused learner experience.

Looking ahead, EMSS will go even further. From next year, the programme will introduce dedicated modules in Artificial Intelligence and Entrepreneurship, a bold signal of Engen’s strategic intent to do more than close academic gaps. By exposing learners to the skills and mindsets that will define the future economy, EMSS is positioning its learners not just to succeed in their studies, but to lead in life beyond the classroom.

At its core, EMSS remains focused on strengthening performance in Mathematics and Physical Science, key subjects that open doors to tertiary education opportunities and scarce-skills careers. Through structured support, mentorship and blended learning, the programme empowers learners with the knowledge, skills and confidence needed to succeed.

Engen’s commitment to learner development does not end at Grade 12. The company also offers a bursary programme for tertiary studies, extending its investment in the pipeline of future STEM talent well beyond the school gates.

Together, the EMSS programme, and bursary offering represent a comprehensive, end-to-end commitment to building South Africa’s next generation of scientists, engineers and innovators from the classroom to the campus and beyond.

With a proven track record spanning close to four decades, EMSS continues to make a meaningful impact by providing free, high-quality supplementary education to Grade 10 to 12 learners across South Africa, helping to address the country’s critical STEM skills gap.

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The results speak for themselves

The 2025 EMSS matric cohort achieved a 97% overall pass rate and a 79% bachelor pass rate, a powerful testament to what structured support, quality mentorship and dedicated learners can achieve together.

Attending the Cape Town onboarding workshop, held at Malibu High School, Engen Transformation and Stakeholder Engagement Manager Simlindele Manqina highlighted the significance of the initiative: “EMSS has been a cornerstone of Engen’s commitment to societal transformation, playing a crucial role in addressing critical skills shortages in maths and science, while empowering learners to unlock their full potential and pursue meaningful careers. By investing in quality education, we are not only shaping individual futures but also contributing to South Africa’s broader socioeconomic development.”

The successful rollout of the 2026 onboarding workshops marks not just the beginning of a new academic year, but the start of a new era for EMSS, one that honours close to 40 years of impact while boldly embracing what comes next.

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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.

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.

The Gauteng Department of Education has placed the Schools of Specialisation (SoS) Strategy at the centre of its reform agenda, positioning it as a key intervention to address youth unemployment, skills shortages and learner disengagement across the province.

Unveiling the strategy as part of the department’s 2025–2030 Strategic Plan in Fourways this morning, Education MEC Lebogang Maile said the initiative signals a decisive shift away from a “one-size-fits-all” schooling model towards a more differentiated and purposeful education system.

“The Schools of Specialisation Strategy is about restoring relevance to schooling,” Maile said. “We are saying very clearly that academic excellence is important, but it cannot be the only measure of success in a society grappling with unemployment and critical skills gaps.”

The SoS Strategy is designed to diversify public schooling by introducing specialised curriculum pathways aligned to priority economic sectors, while still ensuring that learners complete the National Senior Certificate (NSC). Unlike traditional academic programmes, these schools emphasise applied learning, technical skills and career-focused education.

According to Maile, the strategy responds directly to the growing mismatch between the skills learners leave school with and those required by industry. “For too long, our education system has produced young people who have certificates but lack pathways into work, training or entrepreneurship,” he said. “Schools of Specialisation are intended to bridge that gap.”

Learning with purpose

At the heart of the strategy is learner choice. Schools of Specialisation offer focused streams in areas such as engineering and manufacturing, digital technologies, construction, agriculture, creative industries, tourism, automotive studies and entrepreneurship. Learners follow a curriculum that integrates theory with practical application, enabling them to see the relevance of what they are learning.

“This strategy is about learning with purpose,” Maile said. “It recognises that learners have different talents and inclinations, and that our system must create space for those differences rather than forcing everyone into a narrow academic mould.”

The MEC emphasised that the strategy is not intended to lower standards. “These are not second-tier schools,” he said. “They are high-expectation institutions with demanding curricula, designed to produce excellence in technical, vocational and specialised fields.”

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Centres of excellence

Schools participating in the programme are expected to evolve into centres of excellence, equipped with industry-standard workshops, laboratories and modern teaching tools. This ensures that learners are trained using technology and equipment similar to that found in real workplaces.

“We want learners to graduate from our schools already familiar with the tools of their chosen industries,” Maile explained. “That is how we begin to close the gap between schooling and the world of work.”

To achieve this, the department is prioritising strategic partnerships with the private sector, Sector Education and Training Authorities (SETAs), Technical and Vocational Education and Training (TVET) colleges, and higher education institutions.

“These partnerships are not optional; they are fundamental,” Maile said. “Industry must help shape curriculum relevance, teacher training and exposure opportunities, because education cannot exist in isolation from economic reality.”

Strengthening career pathways

Another pillar of the strategy is structured career guidance and early specialisation. Learners are introduced to career advocacy programmes early in their schooling to help them understand available pathways and make informed subject choices.

“Too many learners reach matric without clarity about what comes next,” said Maile. “By integrating career guidance into Schools of Specialisation, we are strengthening the school-to-work pipeline and reducing uncertainty after matric.”

The department believes this approach will also help reduce dropout rates, particularly among learners who struggle to connect with purely academic teaching methods. “When learners see a clear link between schooling and their future, engagement improves,” Maile added.

Investing in teachers

Recognising that specialised education requires specialised teaching, the strategy places strong emphasis on teacher training and capacity building. Educators in Schools of Specialisation will receive ongoing professional development aligned to new technologies and industry practices.

“Teachers remain the most important factor in the classroom,” Maile said. “We cannot change the system unless we invest in our educators and ensure they are equipped to deliver this specialised curriculum with confidence.”

This focus comes amid broader challenges facing the province, including shortages of qualified teachers in technical and STEM subjects. The department views Schools of Specialisation as an opportunity to attract, retain and upskill educators in scarce skills areas.

Tackling unemployment and inequality

The SoS Strategy is also positioned as a response to Gauteng’s socio-economic realities. High youth unemployment, particularly among school leavers, continues to undermine social stability and economic growth.

“Education must be part of the solution to unemployment,” Maile said. “By equipping learners with marketable, industry-aligned skills, we are improving their chances of finding work, starting businesses or pursuing further training.”

Importantly, the strategy is rooted in principles of equity. Schools of Specialisation are public schools and are intended to provide high-quality opportunities to learners from working-class and township communities.

“This is about dignity of choice,” Maile said. “Technical and vocational excellence must be valued just as much as academic success. Every learner deserves access to meaningful, future-oriented education.”

A pillar of the five-year plan

Within the department’s 2025–2030 Strategic Plan, the Schools of Specialisation initiative forms part of the broader Reorganisation of Schools Strategy. It complements existing Technical High School and Further Education and Training (FET) interventions, while strengthening alignment between education and Gauteng’s economic development priorities.

Maile said the success of the strategy will depend on sustained collaboration with stakeholders, including parents, communities, industry and civil society. “Government cannot do this alone,” he said. “Building a modern, responsive education system requires collective effort.”

As Gauteng grapples with the pressure of rapid urbanisation and a growing youth population, the Schools of Specialisation Strategy represents a bold attempt to reimagine public education.

“Our responsibility is to prepare young people not just to pass exams, but to thrive in a changing world,” Maile said. “Schools of Specialisation are about building a generation of skilled, adaptable and confident citizens who can shape Gauteng’s future.”

©Higher Education Media Services.

Gauteng Education MEC Matome Chiloane says a law firm will be appointed to conduct an investigation into the circumstances surrounding the wall collapse at Lerutle Primary School in Daveyton, Ekurhuleni which resulted in the tragic death of a Grade 3 Pupil.

The incident happened last week during school break when the wall fell onto six pupils who were injured and taken to hospital where sadly the Gr3 learner known as Lwazi Motuse, was pronounced dead while the others were treated for their injuries.

Chiloane visited the grieving family of Motuse (8) on Monday 30 March in Daveyton where he extended his condolences and pledged his support.

In light of the seriousness of the incident, Chiloane said the Department will appoint an independent investigation to establish the full circumstances surrounding the wall collapse.

The Gauteng Department of Education has continued to provide psycho-social support to affected learners, educators, and the bereaved family. The Department also confirmed that all other learners who were injured in the incident have since been discharged from hospital.

“We convey our sincerest condolences to the bereaved family. We remain committed to supporting the family and the entire Lerutle Primary School community during this deeply difficult time,” said MEC Chiloane.

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A Grade 3 pupil from Lerutle Primary School in Daveyton, Ekurhuleni tragically passed away in hospital after a section of the school wall collapsed during break on Thursday, falling onto six learners - leaving them with severe injuries.

Emergency services responded swiftly to the incident and all six learners were taken to various hospitals for treatment. Sadly the yet unnamed boy succumbed to his injuries while receiving medical attention.

Gauteng MEC for Education, Matome Chiloane, said he is deeply saddened by the tragic incident and the loss of such a young life.

The Gauteng Department of Education (GDE) has deployed psycho-social support teams to provide counselling and emotional support to affected learners, educators, and the bereaved family.

The GDE also said the circumstances surrounding the wall collapse are currently under investigation.

“Our thoughts and prayers are with the learner’s family, fellow learners, educators, and the entire school community as they mourn this devastating loss. We will ensure that the necessary support is provided and that the circumstances surrounding this incident are determined,” said MEC Chiloane.

The death of the G3 pupil, brings to three the number of Gauteng pupils who have died tragically recently.

Two pupils were stabbed to death and killed in separate incidents in Ennerdale and Johannesburg.

In the first incident, a 17‑year‑old Grade 8 learner from Forest High School in Johannesburg was beaten and stabbed at Rotunda Park near the school on Friday, 20 March 2026, shortly after the end of the school day. The teenager sustained severe injuries and was rushed to a local hospital before being transferred to another facility, where he later died.

Just days later, tragedy struck again when a Grade 12 boy from Daleview Secondary School in Ennerdale was fatally stabbed on Monday, 23 March 2026. He was attacked in an open veld between the school and a nearby store while walking home.

Police are investigating both incidents.

©Higher Education Media Services.

Learner deaths: Litha Duba, Forest High School, and Lufuno Khangale, Daleview Secondary

Gauteng’s education community has been rocked by more incidents of violence after two pupils were stabbed to death in separate incidents in Johannesburg and Ennerdale — adding to the growing list of learner fatalities since the 2026 school year began.

Gauteng MEC for Education Matome Chiloane said he was “devastated” by the deaths, describing the incidents as another painful reminder of the escalating danger facing young people in and around school environments.

In the first incident, a 17‑year‑old Grade 8 learner from Forest High School in Johannesburg was beaten and stabbed at Rotunda Park near the school on Friday, 20 March 2026, shortly after the end of the school day. The teenager sustained severe injuries and was rushed to a local hospital before being transferred to another facility, where he later died.

Just days later, tragedy struck again when a Grade 12 boy from Daleview Secondary School in Ennerdale was fatally stabbed on Monday, 23 March 2026. He was attacked in an open veld between the school and a nearby store while walking home.

Police are investigating both incidents.

The Department of Education has dispatched psycho‑social support teams to both school communities and to the bereaved families.

Chiloane said the ongoing loss of learners to violent attacks was “unacceptable and intolerable,” calling on communities to work closely with law enforcement to protect children and ensure perpetrators are swiftly brought to justice.

“These are deeply painful losses for our education community,” said Chiloane. “Violence against our learners, whether within or outside school premises, cannot be tolerated. We urge communities to stand united so that our schools remain safe spaces for teaching and learning.”

Growing pattern of learner deaths in 2026

The latest killings add to a troubling pattern of learner fatalities that has unfolded since the start of the 2026 academic year. Gauteng has recorded several deaths linked to violence, crime, and accidents involving school learners since schools reopened — prompting renewed calls for strengthened safety interventions around school precincts.

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The North-West University recently opened its second Ikateleng Centre - a community initiative that supports mathematics and science education in rural and township schools in the Bojanala Platinum District Municipality, North West.

The programme provides extra teaching, mentorship and learning resources to help learners improve their academic performance and to access university.

More than 200 learners from Grade 10 to 12 from schools identified by the Department of Education, and their parents gathered for the official opening of the centre and to register.

For 21 Saturdays throughout the year, they will return to the school to hone their skills in the STEM fields (Science, Technology, Engineering and Mathematics) that our country desperately needs, the organisers said in a statement.

The Ikateleng Project and community engagement has been running for almost 40 years and the event hosted by HF Tlou Secondary School in Tlhabane, outside Rustenburg was the second initiative, after the first one was established in Mooinooi

The name “Ikateleng” comes from Setswana and means “empower yourself”, reflecting the project’s focus on empowerment through education.

The schools that will participate in the Rustenburg Ikateleng initiatives are situated close to the platinum belt around Rustenburg, meaning schools like these and others in the greater Rustenburg area are directly linked to the skills pipeline for the mining and engineering sector.

Jean-Marc Stidworthy, the NWU’s director of Marketing and Student Recruitment, underlined this purpose when he said: “Today we are not simply hosting a registration event and opening a new centre. We are opening a pathway of opportunity.

“While the North-West University and our partners support the programme, the real success of this centre will depend on the learners who attend it and put in the effort, the teachers who guide them, the parents who encourage their children, and the community that surrounds them.

“Centres like this succeed when communities take ownership of the opportunity.

“None of us succeed alone. At some point in our lives someone believes in us before we fully believe in ourselves. Someone gives us support. Someone gives us guidance. Someone gives us an opportunity.

“Programmes like Ikateleng provide additional teaching, mentorship and guidance that help learners strengthen their understanding in key subjects like mathematics and science.”

There is also a greater purpose to the NWU’s Ikateleng mission in the Bojanala district as the university is in the process of establishing a School of Mines and Mining Engineering which will be based in the Rustenburg region to support South Africa’s evolving mining sector.

Located in the heart of the platinum belt, the School will focus on critical minerals, smart mining technologies and sustainable practices, while strengthening partnerships with industry and research bodies to develop future ready graduates and advance responsible mining innovation. This is also the ecosystem wherein the NWU Centre for Sustainable Mining operates.

The aim of this latest centre, as well as the one in Mooinooi, is to build a strong and sustainable student pipeline to support both undergraduate and postgraduate programmes within the School.

A key component of this strategy is ensuring that sufficient feeder schools and learners, particularly those meeting the Mathematics and Physical Sciences requirements, are available within the Rustenburg region. This initiative will strengthen the pathway from local schools into mining and engineering studies.

In doing so, the programme will help ensure that young people from mining communities in the North West province are equipped with the skills needed to participate in and lead the future of the sector.

Over time, this will contribute to a more skilled workforce, safer mining practices and greater economic resilience in the province, while strengthening South Africa’s position in the global minerals economy.

The school itself carries the legacy of education in the Rustenburg community. It is named after H. F. Tlou, a revered educator and community leader who played a central role in building educational opportunities in the area.

In many ways, the opening of the Ikateleng centre continues that legacy of investing in the futures of young people in this community, Stidworthy said.

“What is happening here today?” The memory of H.F. Tlou and so many other educators who dedicated their lives to securing the futures of the children in their communities are being remembered, are being honoured and are being carried forward.

“Potential alone is not enough. Potential needs opportunity. Potential needs support. Potential needs belief. That is what today is about.”

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The school’s focus will be on manufacturing, renewable energy, and the Fourth Industrial Revolution (4IR).

Originally a public ordinary school, Thuto Lore has undergone a dynamic transformation to champion technical, skills-based education, formally offering subjects like welding, fitting and machinery, alongside a Vocational Orientation Curriculum (VOC).

The launch marks the opening of the 37th School of Specialisation in Gauteng, a bid to address critical skills shortages by aligning education with the province’s economic growth priorities.

As South Africa prepares to celebrate Human Rights Day on 21 March 2026, the significance of Sharpeville to the nation is not lost on citizens.

Sharpeville joined the Fourth Industrial Revolution on Friday when Gauteng MEC for Education, Sport, Arts, Culture and Recreation, Matome Chiloane, launched the Thuto Lore Engineering School of Specialisation (SoS) in Emfuleni.

The school’s focus will be on manufacturing, renewable energy, and the Fourth Industrial Revolution (4IR).

Originally a public ordinary school, Thuto Lore has undergone a dynamic transformation to champion technical, skills-based education, formally offering subjects like welding, fitting and machinery, alongside a Vocational Orientation Curriculum (VOC).

As South Africa prepares to celebrate Human Rights Day on 21 March 2026, the significance of Sharpeville to the nation is not lost on citizens.

On 21 March 1960, South African police opened fire on a peaceful crowd protesting apartheid pass laws outside the Sharpeville police station. The demonstration was organised by the Pan-Africanist Congress (PAC), which encouraged Black South Africans to leave their pass books at home and present themselves for arrest in defiance of the pass laws. Police opened fire without warning, shooting into the crowd of thousands, leaving 69 people dead and more than 180 injured.

Today, Sharpeville is not forgotten more than three decades after democracy - and 66 years after that dark day.

The launch marks the opening of the 37th School of Specialisation in Gauteng, a bold initiative to address critical skills shortages by aligning education with the province’s economic growth priorities.

Sharpeville’s Thuto Lore Engineering SoS strategically serves the Southern Economic Corridor. By aligning education with these distinct economic zones, the province ensures that schooling becomes a direct catalyst for inclusive growth, industrial renewal, and long-term prosperity, the department said in a statement.

Reflecting this transformed identity, the school has adopted a new emblem. The crest features a mortarboard symbolising academic achievement, an anvil representing the school’s strong emphasis on manufacturing and engineering, and a cross underscoring its commitment to holistic development.

During the launch, Chiloane and guests were treated to extraordinary technical demonstrations where learners bridged theory with practice. Showcasing their mastery of 4IR and renewable energy, learners proudly unveiled a fully electric solar-powered car.

Demonstrating profound social impact and engineering ingenuity, they also presented a smart walking stick and smart glasses designed for visually impaired individuals; both devices use advanced sensors to detect obstructions and emit warning sounds to ensure safe navigation. Additionally, learners presented a Solar Powered Wind Turbine, advanced Robotics, and a custom Mini Braai demonstrating VOC skills.

These remarkable inventions perfectly encapsulate the calibre of education the Gauteng Department of Education is actively bringing to township schools. By decentralising access to cutting-edge technology and advanced curriculums, Gauteng is ensuring that township learners are no longer left behind.

Instead, they are being equipped with the practical resources and knowledge to become the pioneers, inventors, and solution-driven engineers of tomorrow.

A guided walkabout allowed attendees to explore the school’s modernised technical workshops, including fitting and machining, welding, automotive, and power systems.

Learners also proudly exhibited a constructed Wendy House and an entrepreneurship stall, demonstrating how technical expertise opens pathways to future employment and business ownership.

In 2025, Alice Monyamane came first in a provincial Welding contest, while Mpho Mphuthi was first in Electrical Technology at the National Skills Competition.

Gauteng remains a leader in South Africa pioneering this unique Schools of Specialisation model, fundamentally redefining public education to play a transformative role in bridging the country’s skills gaps and driving innovation.

By immersing exceptional learners in high-demand disciplines like Manufacturing, Renewable Energy, and 4IR, Thuto Lore Engineering SoS ensures that the youth of Sharpeville are equipped to become the industry problem-solvers and economic leaders of tomorrow. Yet this monumental task of connecting classroom theory to real-world industrial application is a deeply collaborative effort.

The 1960 legacy will not be forgotten but the school looks set to inspire learners from Sharpeville to contribute to the skills revolution - and building a better South Africa.

©Higher Education Media Services.

On a stage in Accra, Ghana, a South African educator stands before a continental audience and begins—not in English, not in translation—but in isiXhosa.

It is an intentional choice. And it lands exactly where it is meant to.

This week at the African Languages and Literacies Conference (AFLC), Funda Wande’s Programmes Officer, Siwaphiwe Sibeko, is doing something rarely seen in global education spaces: she is not debating whether mother‑tongue education works. She is demonstrating that it does.

Her session, Language, the Elephant in African Classrooms, Addressed by MTBBE, is delivered entirely in isiXhosa—despite the fact that isiXhosa is not spoken in Ghana. The message is unmistakable: African languages do not require permission, apology, or translation to belong in serious intellectual spaces. They belong here already.

Mother Tongue-based Bilingual Education (MTBBE) is a South African Department of Basic Education programme designed to improve learning outcomes by using a learner’s home language alongside English or Afrikaans.

But this moment carries even greater weight because Sibeko is not standing alone.

Sharing the stage with her is Dr Naledi Mbude‑Mehana, Deputy Director‑General at South Africa’s Department of Basic Education and a pioneer of the country’s Mother Tongue Based Bilingual Education (MTBBE) programme. For Sibeko, Mbude‑Mehana is more than a senior official—she is a career role model. For the audience, the pairing represents something rare: policy and practice, side by side.

Introduced in 2024 and rolled out nationally from 2025, MTBBE marks one of South Africa’s most significant education policy shifts in a generation. From Grade 4, learners are taught in their mother tongue while developing English alongside it—a bilingual model designed to strengthen both languages, rather than sacrificing one for the other.

What Sibeko brings to the conversation is proof that this policy is not aspirational. It is already alive in classrooms.

Funda Wande, the South African non‑profit she represents, has spent nearly a decade building the foundation for this moment. Working across the Eastern Cape, Limpopo, and the Western Cape, the organisation develops bilingual, mother‑tongue‑aligned learning materials and provides structured teacher support in Foundation Phase classrooms. Through its Bala Wande literacy programme, children learn to read and make meaning in isiXhosa, Sepedi, Afrikaans, and English—starting in the language they understand best.

Sibeko’s presentation traces how language policy quietly shapes who succeeds and who is marginalised in African classrooms. It is a story grounded not in theory, but in years of classroom‑level work.

“Language is often the invisible barrier to learning,” she says. “We are proud to see it being placed at the centre of the conversation.”

For Sibeko, the work is deeply personal. Growing up in Namakwê in the Northern Cape, she experienced firsthand what it means to learn through a language that is not your own.

“Language can either limit you or give you access,” she explains. “When a child learns in a language that is not their own, they are not just learning maths—they are learning the language at the same time. That is two burdens on one small person. MTBBE removes that burden.”

As South Africa’s MTBBE rollout gains momentum, Funda Wande’s Foundation Phase work slots into place with striking coherence. Its Bala Wande materials support learning in home languages from Grade R to Grade 3. MTBBE extends that pathway into Grade 4 and beyond—creating, for the first time, a continuous mother‑tongue learning journey through the primary years.

The implications are clear.

The model exists.
The materials exist.
The results exist.

Organisations like Funda Wande have spent years inside classrooms, equipping teachers with the tools and support needed to make mother‑tongue instruction work at scale.

“The elephant in the African classroom is that language is complicated,” Sibeko acknowledges. “It requires planning and evaluation to ensure quality learning materials and faithful implementation. But we are past the point of not talking about it. The research is clear. The results are clear. What we need now is the will to act.”

That call—to government, funders, and education partners—is explicit. What is working now must be resourced, sustained, and protected.

And the significance of this moment stretches far beyond South Africa.

That isiXhosa is spoken on a Ghanaian stage is itself a declaration. It affirms what Funda Wande has long argued: African languages are not parochial tools of local convenience. They are sophisticated vehicles of knowledge, scholarship, and international dialogue. They belong on every stage.

The AFLC gathers researchers, educators, policymakers, and practitioners from across the continent to advance the role of African languages in learning. Funda Wande’s presence in Accra signals that South Africa’s practitioners are not only implementing policy—they are helping shape what mother‑tongue education can look like across Africa.

For Sibeko, the future feels closer than it once did.

“What gives me hope is that we are now having these conversations,” she says. “That we now have policies like MTBBE. Access will now be freedom. An African child who learns in their language can show up fully—at school, at the hospital, in the courtroom, in the boardroom. That is what this work is about.”

On this stage, in this language, the future of learning is no longer being argued for.

It is being spoken into being.

©Higher Education Media Services