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.

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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.”

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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.

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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.

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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.

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World Teachers Day 2024 was established in 1994 by UNESCO to thank educators worldwide for their contributions to shaping the world. Where would we be without teachers?

The rhetorical question becomes even more pressing when one confronts the urgent and dire state of South Africa’s current education system, which is deeply entrenched in crisis from a learning and teaching perspective. This problem demands immediate attention and action.

The heartbeat of any school is the teacher. Yet, there is little recognition of society’s unsung heroes, without whom the crisis in the education system would be far worse.

Last year, the South African Council of Educators (SACE) dismissed 36 teachers for various misdemeanours. For all the good, there are bad apples.

As the globe celebrates World Teacher’s Day today (October 5), it is not enough to praise those men and women who nurtured the past and the present and are raising the future; it is about asking whether society is doing all that it can to ensure they are accorded the status and given the necessary tools to do jobs.

While not a panacea for the system’s challenges, the Basic Education Laws Amendment (BELA) Bill is a step towards improving education quality through learning and teaching. In this context, it holds significant potential for improving the lives of learners, giving us hope for a brighter future. But it needs a committed teaching force.

We need no reminder that children cannot read, write, or display numeracy skills by grade four. The infrastructure inadequacies, especially pit latrine toilets, lack of proper sanitation, and poor school safety and security, are well documented. But what about ensuring the skills that would make teachers more effective in the classroom?

The Freedom Charter and the Bill of Rights prioritized education. But the BELA Bill seeks to give it teeth by ensuring that the doors of learning are inclusive and open to all.

Education is an integral part of a new trajectory to build the future we want and deserve. It should start as early as grade R, where teachers instil values of service and humanity in children. Social media has shown that children of the 21st century are poor at reading and, in many cases, are pursuing selfish recognition or are inspired by expensive brands without caring for their fellow man. School used to be a place for equals, sharing lunch with those who did not have, caring for each other, and, above all, respecting teachers as if they were one’s parents.

With the rudeness shown to teachers by pupils, the lack of respect from the government in recognising their value as citizens, and the downgrading of the profession by unions invested more in politics than people, educators are not in a happy space.

The government has indicated that it will cost around R16 billion to engage new teachers for Grade R. Investment in the future is critical, but it would appear counter-productive if teachers in the system were being sacrificed.

The current crisis over teacher job cuts caused by budgetary constraints is a case of money versus the country’s greatest human resources. In each province, at least 2,500 teachers are being sacrificed due to these budget cuts.

While there has been an uproar in the Western Cape, unions’ silence on teacher cuts is alarming. Both the South African Democratic Teacher’s Union (Sadtu) and the National Professional Teachers’ Organisation of South Africa (Naptosa) have had more to say on the Bela Bill than the plight of teachers who will join the ranks of the unemployed.

In fact, since democracy, one has to question the value and role of unions in servicing the people who matter most – its members. Yet, union leaders seem intent on dancing to the government’s tune, perhaps sustaining the pipeline from union leader to the government gravy train. Former Minister of Employment and Labour, Thulas Nxesi, served as Assistant General Secretary of Sadtu in 1990 before he was elected as General Secretary in 1995.

Once thriving and always championing the challenges that put teachers first Sadtu has become silent in democracy. One must ask if this was because its members, like Nxesi, have been co-opted into government, it keeps them silent? Can teachers honestly say Nxesi batted for them as a Minister? Sadly, there is no evidence to support this argument, although as labour minister, he could have done more to help professionalise and make teaching a solid career option.

The leadership vacuum at unions has also resulted in their diminished powers. Thirty years after the end of apartheid, it is necessary for unions to rediscover their voices, which made them relevant and strong before democracy. They must show that they care about those whose subscriptions pay the salaries of their elected leadership. Sadtu and Naptosa will insist they care about teachers. But they don’t show it enough. Why comment on or welcome the BELA Bill and not take issue with a government that is slashing budgets, resulting in teachers losing their jobs?

While the Bela Bill has divided opinion, notably over its language and admissions policies, which the DA and the white Afrikaner lobby group Afriforum have contested, Grade R schooling will better prepare young children for entry into formal school. However, this has to be backed up by appropriately qualified teachers, the availability of classrooms, and teaching resources. Bela Bill will not succeed unless teachers are equal to the task.

Many argue that South Africa has wonderful rights-friendly laws that seek to meet the promise of a better life for all espoused by the ANC before the watershed 1994 elections. Unfortunately, the delivery was an Achilles heel. In 2024, World Teachers’ Day will focus on the theme “Valuing teacher voices: Towards a new social contract for education”. This year’s celebrations will emphasise the pivotal role that teachers play in shaping the future of education and the urgent need to incorporate their perspectives into educational policy and decision-making processes.

There should not be empty speeches but corrective action to make teachers the heartbeat of a system that transforms the hearts and minds of South Africa. The rest of the world will follow suit. Otherwise, a narrative of failure will continue to haunt the profession with empty celebrations annually on World Teachers Day.

Edwin Naidu is a communications specialist and heads social enterprise start-up Higher Education Media.

Understanding Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by a range of challenges, including difficulties in communication, social interactions, and repetitive behaviours. Each child on the spectrum is unique, presenting their own set of strengths and challenges. This individuality is often met with misunderstanding and stigma, highlighting the urgent need for a paradigm shift towards acceptance and celebration of differences.

Music therapy is an evidence-based therapeutic approach that utilizes music to address physical, emotional, cognitive, and social needs. For children with autism, music therapy offers a unique medium of communication that transcends conventional verbal expression. Through music, these children can express their feelings, enhance their social skills, and develop a sense of connection with others.

Research has shown that music therapy can lead to significant improvements in communication skills, emotional expression, and social interaction among children with autism. By creating a supportive and non-judgmental environment, music therapists facilitate opportunities for children to engage with their peers, explore their emotions, and build self-esteem. The rhythmic and melodic elements of music resonate with many children on the spectrum, often serving as a bridge to foster connections with the world around them.

The theme ‘Celebrate Differences’ is not merely a call to recognize the unique attributes of individuals with autism; it is an invitation to embrace diversity in all its forms. Music therapy embodies this philosophy by highlighting the beauty of individuality. Each child’s musical preferences, abilities, and expressions are celebrated, allowing them to shine in their own light.

As a society, we must cultivate an environment where differences are not just tolerated but celebrated. Music has a universal language that transcends barriers, and it provides a powerful platform for children with autism to share their stories, talents, and perspectives. By encouraging children to engage in musical activities, we promote a culture of acceptance that values each individual’s uniqueness.

To fully realize the potential of music therapy in promoting autism acceptance, it is essential to integrate these programs into our communities. Schools, healthcare facilities, and local organizations must prioritize access to music therapy services for children with autism and their families. Collaborative efforts between music therapists, educators, and parents can create inclusive environments where children can thrive.

Furthermore, community events that showcase the talents of children with autism through music can help foster awareness and appreciation. By providing platforms for these children to perform, we not only celebrate their abilities but also challenge societal misconceptions about autism. The arts can serve as a powerful vehicle for advocacy, inspiring others to embrace diversity and promote acceptance.

We need to commit to a future where differences are celebrated, not shunned. Music therapy offers a beautiful pathway for children with autism to communicate, connect, and flourish. It is our collective responsibility to advocate for policies that support music therapy programs, raise awareness about autism, and create inclusive spaces that honour the uniqueness of every child.

Let us remember that celebrating differences enriches our communities and enhances our collective human experience. Together, we can create a world where every child, regardless of their abilities, is embraced, understood, and celebrated for who they are.

As a passionate advocate for the arts and the transformative power of music, I firmly believe that music therapy can play a pivotal role in shaping a more inclusive society. By embracing the differences of children with autism, we not only empower them but also enrich our lives. Let us join hands in this journey toward acceptance and celebration, ensuring that every child finds their voice and place in our world.

Integrating music therapy into traditional educational settings for children with autism can be a transformative approach that enhances their learning experiences and fosters social interaction. We need to collaborate with music therapists, educators, and special education staff to develop individualized education plans (IEPs) that incorporate music therapy techniques tailored to the needs of each child.

We can use music in daily classroom routines, such as songs for transitions, learning activities, or classroom management, to create a calming and engaging atmosphere. Familiar tunes can help children with autism anticipate changes and reduce anxiety. Perhaps, designate specific times during the week for music therapy sessions within the school schedule. These sessions can focus on skill development such as communication, social interaction, and emotional expression.

Also, we need to incorporate music into various subjects like math, literacy, and science. For example, using rhythm and melodies to teach counting or phonics which could make learning more accessible and enjoyable for children with autism. Even group music activities, such as drumming circles or choir participation, that encourage teamwork, turn-taking, and social interaction could be introduced. These programs can help children practice. Imagine sensory-friendly music spaces or corners within classrooms where children can engage in music-making or listening activities as a calming strategy when they feel overwhelmed, just imagine what a difference that can make for our autistic children.

We must extend a helping hand to parents and educators, by designing workshops for them to understand the benefits of music therapy and how they can incorporate music strategies at home and in the classroom. Community engagements can also reinforce these practices. By providing training for teachers and staff on the principles of music therapy and how to use music as a teaching tool. This knowledge can empower educators to create inclusive learning experiences.

We need to leverage off technology by using music Apps and digital instruments that can engage children and provide interactive learning opportunities. This can be particularly beneficial for children who may be less comfortable with traditional instruments. Integrating music therapy into traditional educational settings offers a holistic approach to supporting children with autism. By fostering an environment that values creativity, communication, and collaboration, we can enhance learning outcomes and promote social acceptance. The goal should be to create a nurturing space where every child can thrive, celebrate their differences, and reach their full potential. – News_Online

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Posted in Opinion

Minister of Basic Education Siviwe Gwarube’s non-show at the signing ceremony for the Basic Education Laws Amendment (Bela) Bill was not a slap in the face of President Cyril Ramaphosa but a show of a middle finger to South Africa.

Despite their diverse backgrounds, the ministers, united under the banner of the Government of National Unity (GNU), have pledged to serve all the people of South Africa. The collective responsibility provides a strong sense of reassurance to the citizens. Gwarube, in taking the job, said she would put the nation first. But at the first sign of pressure from her own party, she wilted.

Regardless of their unity in purpose, all government officials should be held accountable to the taxpayers and the president who appointed them. Gwarube’s indulgence in party-political theatrics is not a display of power dynamics but a blow to the future of the country’s education system. It’s a stark reminder that the citizens, who ultimately pay the pipers, do not call the tune.

Certainly, for years, that’s how we’ve had it with ANC leaders motivated by greed, calling the shots without a care ad remembering voters mainly during costly imbizos. Why should it be any different in a GNU?

The ANC’s chastening in the 2024 elections has birthed the country’s second GNU, generating a positive global response while the majority’s status remains unchanged. Inequality, unemployment and poverty alleviation remain pressing challenges 30 years after the first GNU. Regarding education, the Bela regulations will enable millions of learners nationwide to access quality education.

But who cares about the children when adults who are supposed to display leadership play like adolescents? Nobody but the lawyers who could spend years in court fighting over the Bela Bill win while those who should benefit are denied the Constitution’s promise of a right to education.

It was no surprise when cracks in the GNU honeymoon surfaced, not for the first time, when Gwarube, like a petulant child, boycotted the family function to sign the bill to give children better education opportunities hosted by her boss, South Africa’s representative, Ramaphosa.

It was surprising because Gwarube had promised to put the nation first during her appointment. But instead of doing what matters for the people, she chose to obey the voice of her political master, Helen Zille’s DA. She says her non-attendance does not mean she was boycotting the signing.

Gwarube issued a sulking statement, clearly signalling that she would put her party first, contrary to the fighting talk about her appointment. She is playing petty politics.

She told Ramaphosa that she would not attend the signing ceremony because she had concerns about the constitutionality of provisions implementing admissions and language policies determined by the governing bodies of public schools.

As a black woman growing up under apartheid, Gwarube must be conflicted, mindful that the horrible legacy of the past is evident every day and cannot be waived away in three decades of democracy. The bill would go a long way in eradicating the legacy of Bantu education and separate policies under apartheid.

Gwarube has identified some of the system’s key challenges, namely, children’s inability to read and write or display numeracy skills by Grade 4, infrastructure inadequacies, especially the existence of pit latrine toilets and lack of proper sanitation, and poor safety and security at schools.

However, the sticking point over the Bela Bill highlights a fight to retain the old rights of one group over what benefits the country. Educators argue that if implemented, the bill could bring positive change.

However, the sticking points are the language and admissions policies, contested by the DA, white Afrikaner lobby group AfriForum and trade union Solidarity, which described the bill as an attempt at cultural ethnic cleansing by the ANC.

The University of Kwazulu-Natal’s Professor Vimolan Mudaly, in the College of Humanities at the School of Education, said the DA seemed particularly concerned about amendments to the school’s admission and language policy. The claim is that authority is being appropriated from the school governing bodies (SGBs) and thrust into the hands of the head of department in the province.

“There is a valid case that can be made for these amendments, and we must be wary of whose interests the DA is attempting to protect … Generally, SGBs have played a role in taking care of schools but not the academic and curriculum facets. Determining admission and language policy would require a substantive amount of training and I am not sure that we have arrived at that point yet. Secondly, with our past legacies of differences in language and admission policies, biases will prevail,” Prof Mudaly said.

The University of Kwazulu Natal’s Prof Suriamurthee Maistry said the new policy, especially around compulsory Gr R schooling, was a noble initiative as it would probably better prepare children for entry into formal school. But he said it needed to be backed up by appropriately qualified teachers, the availability of classrooms and teaching resources.

Another UKZN Professor, Wayne Hugo, said that while the bill brought much-needed tightening of regulations and clarity, for example, the policy on corporal punishment, the most significant concern that seemed to be getting lost amid the noise was the mooted R16 billion costs of implementing the clauses.

With Treasury cutbacks threatening teachers’ jobs, he asks where the money would come from to make the Bela Bill work.

Thirty years after democracy, some Afrikaans medium schools remain all-white regarding learner enrolment. It seems as if Gwarube and the DA wish to protect the apartheid status quo.

Unlike the Biblical father of the prodigal son, Ramaphosa must not open the door to another slap in the face. He should find someone prepared to serve the nation without kowtowing to her masters who appear to be stuck in the past. Gwarube should come clean on why she did not attend the signing. Her behaviour betrays the people of South Africa.

* Edwin Naidu is a communications specialist and heads social enterprise start-up Higher Education Media.

** The views expressed in this article do not necessarily reflect the views of IOL or Independent Media

Amid the current euphoria of finishing matric with distinction for many, the stigma of those who scraped through with a 30% pass in one or two subjects remains a blight on an education system that continues to fail South Africans.

Amid the pomp, it begs whether there is any merit in celebrating an education system that makes it acceptable for you to pass even if you get 30% in two subjects.

Many will agree that South Africa is in a mess because the bar is set so low. Accepting a 30% pass in two subjects remains a contested decision. To leave school with a sense of pride and an attitude that one will take on the world, surely one should finish matric with a minimum of a 50% pass in all subjects?

A Bachelor’s pass opens the door to a degree course at a tertiary institution for further study for a higher certificate, diploma, or Bachelor’s degree. To get this, one must pass six out of seven subjects, with at least 50% in four subjects, a minimum of 40% in a home language, and at least 30% in the “Language of Learning and Teaching” and at least 30% for one other subject. However, the caveat is that even if a student has achieved a Bachelor’s pass, they do not automatically qualify for a university position.

Instead of the lower requirements for a matriculation exemption, should the schooling system only encourage excellence for some, with university entrance far more competitive than a system that continues to spew people for unemployment?

Questions persist over whether it helps the country to deal with skills shortages or even tackles the unemployment crisis. Does it take the country forward in terms of transforming the education system?

In the excitement over the release of the matric exam results on Thursday, one hopes that the education authorities will revisit the 30% pass in two subjects en route to matric.

Suppose the percentage mark is an indicator of quality. In that case, it does not help to lower the percentage mark as it gives a false sense of what is the case, argues Professor Chika Sehoole, the Dean of the Faculty of Education at the University of Pretoria.

“We need quality students if we are to have quality trainees for skills that need to go into the job market. Instead of lowering the percentage mark, we need to think about how to make meaningful and quality inputs that will assist us in improving the percentage mark rather than lowering it,” he said.

“This makes learners have low expectations in terms of their performance. Transformation should be for the better. We cannot transform the country by lowering standards.”

Basil Manuel, the Executive Director of National Professional Teachers’ Organisation of South Africa, says lowering the percentage pass could be more helpful and that the solution lies in mother tongue instruction as children are transitioning to English too early. “But even more important is ensuring that all learners are accommodated in the education system.”

Labby Ramrathan, Professor at the School of Education at the University of KwaZulu-Natal and a researcher, says several skills training programmes do not require specific grade levels and can still develop appropriate skills through training. He believes that the biggest challenge is that only a few jobs are available.

Ramrathan says matriculants should look at self-employment programmes because there are few job opportunities available and the economy is not expanding.

Self-employment may be what we need to turn this economy around. This means that our education system needs radical changes.

Currently, the curriculum favours a trajectory into post-secondary education. Most learners who complete matric do not take this path, and as such, are left to the vulnerabilities of unemployment or dependency on family and the state.

Another academic, Professor Kobus Maree of the Department of Educational Psychology at the University of Pretoria, says what is evident from the annual matric story is that there is a skills shortage in the country.

The economy desperately needs people qualified to contribute to maths and physical sciences. The increased numbers of black learners, in particular, achieving in those gateway subjects can help the country transform the education system.

But it is cold comfort when you’re celebrating a matric pass that includes a 30% pass mark in some subjects with no hope of a decent future. The matric system needs an overhaul to ensure that children are fit for the 21st century instead of the uncertain future they’re dumped into.

* Naidu is a seasoned journalist and heads up Higher Education Media Services – a social enterprise start-up involved in education in South Africa and the African continent.

Except for a select few, perhaps, tens of thousands, the majority of the class of 2022 is facing a bleak future. At least half of those from the class of 2022 will join the ranks of the unemployed.

One does not need a crystal ball to come to this alarming realisation. This is clear from South Africa’s youth unemployment rate for 2021, which was 64.18%, a 4.56% increase from 2020.

According to Statistics South Africa, youth unemployment refers to the share of the labour force aged between 15-24 without work but available for and seeking employment. This figure has gone up since 2017. Of the 7.2 million unemployed people in the first quarter of 2021, 52.4% had education levels below matric, followed by those with matric at 37.7%. This means there were 2.6 million matriculants in the unemployment queue, says Stats SA.

Only 127 000 places were up for grabs at the country’s public universities in 2022. This year, the Department of Higher Education and Training said first-time entering enrolments were projected at 196 324 nationally. But the National Student Financial Aid Scheme (NSFAS) estimates that the figure is likely to be around 156 080 and has budgeted R12 billion to fund first-timers.

In October 2022, the Department of Basic Education said that the class of 2022 was the largest cohort matric. Those sitting the examinations had made it against severe odds. This includes learning hurdles brought about by the national lockdown regulations disrupting the schooling programme as Covid-19 wreaked havoc when they were grade 10 learners in 2020.

Combined, this was 921 879 pupils in the class of 2022, made up of 753 964 full-time and 167 915 part-time candidates.

With around 156 080 set for tertiary studies, what future is there for the remaining 765 799 pupils?

NSFAS estimates that NSFAS projects that 337,224 students will qualify for bursaries compared to 227 110 it funded in 2022 for training in the Technical and Vocational Education and Training (TVET) sector.

That means 428 575 pupils will not attend university or TVET colleges. Drawing on the Statistics SA data of matriculants since 2017 joining the ranks of unemployed, it means that 47% of the class of 2022 will be twiddling their thumbs without hope of doing much in the New Year. Their fate implies that the next time you hear from StatsSA, there will be more than three million matriculants in the unemployment queue. The education system equips most who come through it for unemployment.

In August 2022, the Paris-based OECD, an international organisation that promotes policies to improve people’s economic and social well-being worldwide, wrote that the Covid-19 crisis had weakened an already fragile economy.

Unsurprisingly, OECD points out that South Africa’s growth underperformed during the past decade. Unemployment remains high, at around 35%, and youth unemployment exceeds 50%, while spending pressures are mounting to close the financing gap in health, infrastructure, and higher education.

According to OECD, South Africa needs to step up its reform efforts to avoid its economic recovery from the Covid-19 pandemic losing steam. Persistent weaknesses in productivity growth and the negative impact of Russia’s war of aggression against Ukraine on purchasing power through the rise in food and energy prices continue to weigh on economic activity.

The latest OECD Economic Survey of South Africa says that improving the tax system and reducing spending inefficiencies would help to put public finances on a more sustainable path. “Without a strong and sustained recovery, South Africa risks losing some of its hard-earned social progress in areas like education, housing, welfare, and healthcare,” OECD Acting Chief Economist Álvaro Pereira said.

After a rebound of almost 5% in 2021, GDP growth is seen slowing to 1.8% in 2022 and 1.3% in 2023, and inflation is projected at 6.3% this year, with risks remaining from future Covid-19 outbreaks and the global repercussions of the war in Ukraine.

Electricity shortages remain the most pressing bottleneck to economic activity, with firms hit by worsening power cuts following several years of deteriorating energy supply.

Later this month, when Minister of Basic Education Angie Motshekga performs what some say might be her farewell public relations salute to the class of 2022, spare a thought for those who have been 12 years through a schooling system that has equipped them without the skills for the 21st century.

Annually, we celebrate those, mostly from private schools, that soar with distinction, while there are stories of those in impoverished public schools who rise above the odds.

But Motshekga should make way for fresh thinking for a new incumbent who will work holistically with fellow cabinet ministers to ensure a better pipeline to the future with skills for all that contribute to the economy, job creation, and pupils committed to finding solutions for everyday problems. Though necessary, the matric certificate is not worth the paper it is printed on when only a few are celebrated – and the majority consigned to the scrap heap.

While the OECD does not have all the answers to African problems, it is correct that educational performance has improved in recent years. Still, progress has slowed since 2015, and the supply of graduates is limited. Therefore, our education policy should focus on increasing the quality of primary and secondary schools and further developing vocational training and adult learning.

But this is cold comfort for those students whose matric certificate gives them a future filled with potholes.

* Naidu is the Impact Editor of SciDev.Net and heads Higher Education Media Services – a social enterprise start-up involved in education in South Africa and the African Continent.

** The views expressed do not necessarily reflect the views of Independent Media or IOL.

Cape Town - Private schools have recently been under the spotlight for various reasons, not all positive. But the golden thread is a stony silence and a business-as-usual attitude once the noise subsides.

Diversity and inclusivity remain a headache for private schooling in South Africa.

This subject is dominating global headlines amid another royal race row involving the late queen of England’s lady-in-waiting, Lady Susan Hussey, which may seem contradictory.

Fortunately, Prince William swiftly responded, saying Lady Hussey’s racism has no place in the world.

One cannot leave Fifa out of the debate since there’s no justification for saying that racism and discrimination have no place in football while denying footballers the right to spread a message of love – or fans their choice of drink.

Qatar, with its known incidents of abuse against immigrant labourers, shows that the world pays lip service to human rights.

Dealing with diversity and inclusivity remains a significant challenge throughout the racist planet. And the leadership of private schools is contributing to the problem.

The Independent Schools Association of Southern Africa (Isasa) has member schools in South Africa, Namibia, Lesotho, eSwatini, Zambia, Mauritius, Angola and Mozambique. It should be at the forefront against racism, stamping out discrimination, and promoting social cohesion.

Instead, one gets a hollow anti-racism statement to which its members must subscribe. Just tick the box and continue as usual. This toothless organisation believes in human dignity, anti-racialism, and anti-sexism.

Isasa insists it is committed to developing anti-racist schools through education and support from the various stakeholder bodies.

But its website shows that most schools in urban areas are whiter than detergents, except in the townships. Generally, it hires white (or Indian and coloured) principals.

Most of the teaching staff at private schools are white.

Ditto service providers across the board. In most cases, you would find that it takes diversity seriously when it comes to the black cleaning staff.

The ground staff is also always black. You may find traces of apartheid South Africa with an elderly white supervisor with his “boys”. Receptionists also reflect the faded rainbows. But the headmaster’s assistant is primarily white.

You may struggle to find a black bursar. Is it fair to ask whether Isasa schools do not trust black people to handle money on behalf of parents?

Governing body chairpersons are also overwhelmingly white at private schools.

Unsurprisingly, the fat cats in business and the government do not complain since they can afford to send their children to private schools.

Who cares about people in the townships?

They matter during elections when politicians suddenly arrive in the name of economic freedom – and votes.

After years of doing nothing about racism, Isasa issued an empty anti-racism statement on September 27, 2021.

Ironically, this lily-white organisation has a black executive head, Lebogang Montjane, an attorney with an MA in Comparative Education from Teachers College, Columbia University.

But he’s not a traditional educator, and Isasa has allegedly lost experienced black staff because of him. Since assuming the role, some within Isasa say he’s not as passionate about education as his predecessor, Jane Hofmeyr.

Nobody’s perfect, but at least she was accessible – and responded to the burning education issues. Montjane allegedly shafted several senior black staff from the Hofmeyr era, replacing them with unqualified white individuals.

All regional directors under Montjane are said to be retired white principals.

One of the country’s top private schools, Roedean, is going through a bullying crisis. Have you heard Isasa or Montjane?

Despite several requests for comment since October, there has been none from spokesperson Amy Barr-Sanders, a former teacher with limited experience in media relations.

Like the worthless anti-racism statement on its website, Isasa also has a policy on bullying. But it means nothing if you consider its inaction on the response by Roedean to bullying that has seen several victims leave the school while the perpetrators are protected.

Something’s not right. But such behaviour is not new. The school has enabled the bullies, and Isasa does nothing to hold them accountable.

People act without fear at private schools. There were the disgusting sexual escapades of a teacher with pupils at Bishop’s in the Western Cape a few years ago. It made global headlines.

Did Isasa raise this with members? If one keeps silent, as Montjane does, the storm subsides. But it never goes away.

Since Montjane took over this voluntary body, several incidents have occurred at private schools. Isasa offers members financial, advocacy, school best practices and professional development.

But it does not own or manage schools and is not a governing body for private schools.

That’s cold comfort for children who have lost their lives through negligence or suffered racism at the hands of others. Even worse is the don’t care attitude at some schools under the membership of Isasa.

In September, two Grade 8 pupils jumped off a building at St Teresa’s School, one died, and the other survived.

Isasa remains tight-lipped about the incident. In another incident in February, a 6-year-old Grade 2 pupil, Amkelekile Mokoena, died at a private school in Germiston after allegedly choking on a grape from her lunch box.

A report said the little girl was asked if she was okay. After she replied yes, the teachers did not check up on her. Should teachers not have a duty of care to watch over children?

It is easy to go the route of politicians who make capital by claiming that black lives don’t matter.

The deaths of Mokoena and others would suggest so, because many instances of racism reflect a don’t care attitude concerning black pupils.

One can easily deduce that Isasa pays lip service to diversity.

These challenges are not unique to private schools. The unfortunate demise of 13-year-old Enoch Mpianzi, who drowned during an unauthorised outing by a public school, Parktown Boys’ High School, excursion in 2020?

He was the teenage son of Congolese immigrants who arrived in the country in 2001 with three other children in search of a better life.

But they saw their hopes pinned on their young boy snuffed out after he drowned while on the school camp.

This young man with promise was a casualty of an elite education system known as Model C schools.

How hurtful for his parents to find that nobody on the staff at the school knew that their beloved son had gone missing long after he had drowned.

They only found out after seeing the roll call list, which had gone missing. Of course, Isasa did not get its hands dirty, but it benefits from subscription fees from hard-working parents of children at about 870 schools under its membership.

It is easy to go the route of politicians who make capital by claiming that black lives don’t matter. But one would rather not go there.

Isasa was silent after claims of a racial slur made during a hockey match between Michaelhouse and St John’s College.

The matter has gone to mediation, but it highlights the need for more than words on paper to address racism.

Earlier this year, Cornwall Hill College, a private boarding English medium co-educational preparatory and college in Irene in Centurion, faced race claims.

Parents and pupils asked former Gauteng Education MEC Panyaza Lesufi to help make their school inclusive of races and cultures.

Isasa had nothing to say. Its anti-racism statement is on the website. That should suffice.

A year ago, Unesco’s Global Education Monitoring Report warned of growing inequality and exclusion due to the high costs of private education and weak state regulation.

Since then it has conveniently passed the buck to the education authorities, saying that the provincial department regulates schools in the country.

Isasa and the silent Montjane must account for its silence on Roedean.

Lesufi now runs the province. His successor with a reputation for transformation, Matome Chiloane, had better earn his keep, since the red brigade has thus far left the untransformed private school sector relatively unscathed. Under Montjane and the untransformed membership of Isasa, it’s business as usual – like in the old days! Does anyone care?

* When asked to reply, Montjane said: “Mr Naidu is entitled to his opinion.”

Naidu is a journalist and communications expert. He also heads up Higher Education Media Services – a social enterprise start-up committed to stimulating dialogue and raising awareness around education in South Africa and the African continent.

Cape Times

** The views expressed do not necessarily reflect the views of Independent Media or IOL.

Edwin Naidu

Cape Town - Once known for its devastating famine, Ethiopia is bucking the trend in its quest to stamp out cheating during the final exams for Grade 12 pupils.

Ethiopia’s Ministry of Education has launched a new system for one million learners in Grade 12 national high school-leaving exam.

But is it a revolutionary move or just a band-aid?

In a break from past practice, Grade 12 pupils sitting the 2022 final national exams in Ethiopia, which began on October 10, are writing papers at university campuses instead of as per the norm at their schools.

Federal authorities have run the exams, and the regional officials allegedly responsible for cheating have no role in the exams.

While this gives pupils writing their final exams a taste of what it is like to walk through the ivory towers of learning, the initiative aims to beat cheating or stealing of exam papers.

This is a problem that has been reported in parts of South Africa every year. In Ethiopia, there are widespread claims that regional-level authorities have been involved in exam paper theft, resulting in the poor quality of education in that country. The move also aims to ensure that more pupils end up at universities in Ethiopia after completing their exams.

This is a problem that has been reported in parts of South Africa every year. In Ethiopia, there are widespread claims that regional-level authorities have been involved in exam paper theft, resulting in the poor quality of education in that country. The move also aims to ensure that more students end up at universities in Ethiopia after completing their exams.

For his efforts, Dr Berhanu Nega has been lauded, well at least on social media, as the best minister of education in Africa, because he comes from an opposition party and has managed to convince the Prime Minister of Ethiopia, Abiy Ahmed, that his grand plan will shake up the education sector and make a tangible difference for learners, notably, however, bringing down incidents of cheating.

However, removing the regional-level authorities from taking part in exams is not the answer. Indeed, dealing decisively with their dishonesty is a measurable sign of positive action. Would such a step show that Nega means business?

His actions seem proof enough, but one has to ensure he follows through.

At least Nega, a former student activist who has challenged previous governments in pursuit of a free and democratic Ethiopia, has acted on a severe problem. He also shows the importance of finding the right person for the job rather than the politics of patronage and employment for pals.

A trend that is evident throughout the continent – if not the world.

As leader of the three-year-old opposition party, Ethiopian Citizens for Social Justice, Nega has his work cut out. But he seems to be justifying the faith placed in him by Ahmed.

However, calling him the best in Africa, as some have done on social media, may be a stretch until he produces results.

One cannot deny Nega has acted boldly. And he also concedes this move would not stamp out cheating entirely.

And if it does not work, he is clear that the system will be reassessed to further clamp down on any cheating in the final exams. That is more refreshing than waiting for things to get out of hand before acting, which is pretty much the norm in most places.

The education ministry has bolstered security in all the universities to ensure the safety of 976 018 students writing exams this year. Pupils unable to write the exams will be allowed to do so next month.

Depending on one’s age, when Ethiopia comes to mind, one remembers little about its education system.

One hopes the different approach by Nega would kickstart more change, focusing on improvements within the system, training of teachers and resources for schools so Ethiopia can fulfil its potential.

Before the exams began, Ahmed, who received the Nobel Peace Prize in 2019 for ending the war with Eritrea, shared a special message for students in Amharic and Oromigna: “Ethiopia sees hope. I hope you will prove that the exam you are writing is proof that you are true of Ethiopia...”

Ahmed’s Mandela-Esque appointment of Nega, an opposition party leader, looks to summon that missing spirit that will unite Ethiopians in song for the right reasons. – The African