Intent matters! This statement formed the nexus point of the National Research Foundation (NRF) Next Generation and Emerging Researchers (NGER) Symposium, which took place over three days in Gauteng from 07 to 09 October 2026.

Emerging academics (holders of NRF research grants) joined seasoned professionals and research sector leaders to reflect on the future of South Africa’s research enterprise, exploring how research excellence can translate into societal impact while strengthening the country’s capacity to generate new knowledge, develop innovation and respond to changing national and global priorities.

Under the banner: Research for a Better Society, the key question posed to symposium delegates was “How can research improve lives, address South Africa’s most pressing challenges and contribute to a more inclusive and prosperous future?”

A wide variety of discussion topics reflected the nuances of factors impacting research in South Africa today, from decolonising research; international research funding and geopolitical/technology realities; to researcher wellbeing; artificial intelligence (AI); commercialisation and transformation.

A common message emerged: research must be measured not only by the knowledge it produces, but also by its relevance to society and its contribution to a better future.

Dr Gugu Moche, Deputy Chief Executive Officer: Research, Innovation, Impact Support and Advancement (RIISA) at the NRF, challenged emerging researchers to consider the problems their research addresses, who benefits from the knowledge they generate and the kind of research leaders they aspire to become.

These questions place purpose and accountability at the centre of research, encouraging researchers to consider the potential value of their work for society, starting right at the inception of their research question.

The discussions reinforced the importance of developing a research ecosystem that is globally competitive while remaining responsive to South Africa’s social, economic and developmental needs.

This requires researchers to connect scientific excellence with the realities of the communities they serve, ensuring that research contributes to addressing national challenges and expanding opportunities for future generations.

A key success factor highlighted during the symposium is the ability to translate new knowledge into innovations that address the needs of a specific target market, and creating the systemic pipeline needed to bring such products to market efficiently.

The NGER Symposium 2026 reaffirmed the importance of investing in emerging researchers as a vital part of South Africa’s future research and innovation capacity.

Its theme, Research for a Better Society, provides a compelling basis to rethink the relationship between research and development. It calls for a research enterprise that is excellent in its science, inclusive in its opportunities, responsible in its practices and deliberate about the benefits it creates for society.

For South Africa, the opportunity lies in ensuring that research does more than expand the boundaries of knowledge. It must also help solve problems, inform policy, stimulate innovation and create possibilities for improved livelihoods and a more sustainable future.

Ultimately, a better society depends not only on the knowledge South Africa produces, but on how effectively that knowledge is translated into action, shared with those who need it most, and used to improve lives.

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Gauteng Education MEC Lebogang Maile has outlined the province’s preparations, candidate support interventions and state of readiness for the 2026 National Senior Certificate (NSC) examinations, taking place from 13 October to 26 November 2026.

The province has recorded its largest-ever NSC examination cohort, with 203,794 registered candidates, an increase of 11,049 compared to 2025.

Key readiness highlights include:

• 152,527 full-time candidates and 51,267 part-time and repeater candidates.

• 1,065 registered and audited examination centres.

• 77 subjects comprising 155 question papers.

• 2,381 examination accommodations and 19 language or mathematics concessions processed for qualifying candidates.

The Gauteng Department of Education has worked with all 15 districts and schools to ensure that the necessary operational arrangements and learner support interventions are in place.

As the examinations commence, the Department wishes all candidates well as they take this important step towards completing their schooling journey.

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Children who start school developmentally on track do not have the same likelihood of remaining on track by Grade 3, with learners in no-fee and low-fee school at far greater risk of falling behind.

This is a key finding from the fourth and final wave of the Roots & Shoots study, a longitudinal study that followed learners across 75 public primary schools in five Western Cape education districts: Metro Central, Metro East, Metro North, Metro South and Cape Winelands.

The study began in 2022 with 557 Grade R learners and assessed 401 learners again in Grade 3 in 2025. Of the 75 schools in the study, 68, or 91%, serve historically disadvantaged communities and either charge no fees or very low fees.

By Grade 3, 92% of learners in mid-fee schools reached the Grade 3 reading benchmark, compared with 49% in no-fee schools and 36% in low-fee schools.

The four-year study shows that learning gaps are already visible when children enter school and remain in place by the end of the Foundation Phase. It also shows that while school readiness is essential, it is not enough on its own to keep children on track.

Among learners observed in both the first and fourth waves, the proportion classified as on track shifted from 56% to 40% in no-fee schools and from 58% to 32% in low-fee schools. In mid-fee schools, it remained comparatively stable, moving from 88% to 90%.

“School-readiness is necessary but not sufficient. Even when children start school developmentally on track, many in poorer schools fall behind. Expanding access to quality early learning is essential but on its own it will not get learners to grade level by Grade 3.

Without improvements in the quality of teaching and learning in the Foundation Phase, there is a ceiling on what early-childhood interventions alone can achieve,” said Octavius Phukubye, Mr Price Foundation Director.

The study further emphasises that early learning should be treated as a continuum wherein early gains are protected or sustained from early childhood development state, through to Grade R until Grade 3 to avoid losing the potential of children.

“We have followed the same learners from Grade R through to Grade 3, which gives us a much clearer picture of how learning develops over time,” said Dr Heleen Hofmeyr, lead researcher at Stellenbosch University. “What the findings show is that early advantage is not equally sustained. School context appears to play an important role in whether children remain on track as they move through the Foundation Phase.”

Following the same learners from Grade R to Grade 3

The Roots & Shoots study began in 2022 with 557 Grade R learners across 75 public primary schools in the Cape Winelands, Metro Central, Metro East, Metro North and Metro South districts in and around Cape Town. By Wave 4, conducted in Term 3 of 2025, 401 learners were assessed again, with the main cohort having progressed to Grade 3.

Following the same cohort over four waves gives researchers a view of how learning develops from the beginning of Grade R through the Foundation Phase, rather than comparing different groups of children at different stages.

The study includes schools across different socioeconomic, language and school contexts. While the sample is not intended to be representative of the Western Cape or South Africa as a whole, it provides evidence of how differently learning trajectories can unfold across school communities.

By Grade 3, learners in mid-fee schools substantially outperformed those in no-fee and low-fee schools in both literacy and mathematics. The research also identified a gender gap in literacy, with 60% of girls reaching the Grade 3 literacy benchmark compared with 42% of boys. There was little evidence of a comparable gender gap in mathematics.

The links between socioeconomic context, early education quality and learning gaps are not unique to South Africa. International evidence also shows that school readiness alone does not guarantee later success.

Studies in the United States suggest that early developmental and preschool advantages are only sustained when children transition into high-quality primary school environments; where instructional quality is weak, many initially on-track learners fall behind over time.

Noting the impact of socioeconomic context on the learner journey, a Princeton University study also points out the ‘persistent gaps in school readiness between children from poorer and wealthier families’.

And in support of the critical need to invest in teacher and school quality, a Tennessee-based study noted that ‘neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between (third-grade learners who had attended preschool and those who hadn’t),’ but that evidence showed how ‘having both was associated with a sustained advantage for (preschool) participants in both math and English Learning Arts’.

The implications extend beyond access to ECD. Quality early learning depends on capable, well-supported educators and school environments, particularly in no-fee and low-fee schools where the developmental and learning gaps are greatest. Resources also need to respond to different starting points, with funding, coaching and learner support concentrated where children face the greatest risk of falling behind.

The research strengthens Mr Price Foundation’s case for treating ECD and the Foundation Phase as one continuous learning journey. Findings are directly informing the organisation’s education strategy and investment decisions, reinforcing the importance of targeted, evidence-based interventions to improve foundational learning outcomes.

The Foundation has intensified its focus on strengthening literacy and numeracy through a combination of early learning initiatives, remedial support programmes, and system-level interventions in underserved communities.

An investment of R1.2 million in Early Childhood Development (ECD) Learning Hubs aims to improve school readiness by providing quality early learning programmes, while also offering structured after-school support to address literacy and numeracy gaps before they become entrenched.

The Foundation has introduced Remedial Champions, a targeted intervention which seeks to improve literacy and numeracy outcomes in the Foundation Phase. The programme equips leaders of afterschool programmes to provide intensive, learner-focused support to children who are not meeting age-appropriate benchmarks, helping them build critical foundational skills and get back on track academically.

Recognising that sustainable improvement depends on strengthening teaching practice and classroom instruction, the Mr Price Foundation is also facilitating Professional Learning Communities (PLCs), where, through peer learning, teachers are equipped to identify learning gaps, implement effective remedial strategies, and enhance instructional practice, with a particular focus on literacy and numeracy. Together, these interventions reflect the Foundation’s commitment to translating research into action, ensuring that investments are directed towards programmes that deliver measurable improvements in learning outcomes.

The findings also strengthen the case for coordinated action between government, researchers, implementers, funders, business and civil society. The government has a central role in creating coherence across the system, while partners can support innovation, implementation, measurement and investment aligned with public education priorities.

The full Roots & Shoots Wave 4 report is available at [https://www.rootsandshootsstudy.com/outputs].

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The Tshwane University of Technology’s (TUT) Faculty of Information and Communication Technology (ICT) continues to ignite a passion for technology among young learners through innovative outreach initiatives.

Recently, the Faculty hosted an engaging Rangers Tournament that combined coding, environmental awareness and teamwork, providing learners with a unique and interactive educational experience.

The tournament brought together learners from Lethabong, Sikhululekile and Mapenane High Schools, the three ICT Schools of Specialisation adopted by the Faculty.

Hosted in partnership with the Leva Foundation, the event formed part of the Faculty’s ongoing outreach programme aimed at supporting learners and creating meaningful opportunities for skills development and learning.

At the heart of the event was the Tangible Rangers challenge, an interactive educational game designed to introduce learners to intermediate coding concepts in an enjoyable and accessible manner.

Working in teams, participants were required to collaborate, share ideas and solve challenges collectively, reinforcing the importance of communication and teamwork in problem-solving environments.

Beyond coding, the game delivered a powerful environmental message by teaching learners about wildlife conservation and the damaging impact of poaching. By linking programming skills with real-world challenges, the activity demonstrated how technology can be leveraged to address pressing societal and environmental issues.

As learners progressed through the competition, they strengthened their logical thinking, sequencing and problem-solving abilities while developing critical and strategic thinking skills. The hands-on approach highlighted that coding is not confined to computer laboratories but can be creative, collaborative and enjoyable.

The tournament was facilitated by Evidence Mokoena, Regional Coordinator for Tangible, and Simphiwe Magakwe, Programme Manager for Tangible. They guided learners through the game and supported participants throughout the competition. Additional support was provided by teachers from the participating schools, Faculty of ICT staff members and female students from the Girls in Tech Empowerment Programme.

For the Faculty of ICT, the initiative reflects a broader commitment to strengthening relationships with its adopted Schools of Specialisation while exposing learners to the diverse opportunities available within the ICT sector. Through programmes such as the Rangers Tournament, the Faculty continues to nurture curiosity, build digital competencies and inspire the next generation of technology innovators and problem-solvers.

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South Africa’s largest-ever matric cohort is ready to write, and so is the system tasked with delivering one of the country’s most complex annual operations.

Basic Education Minister Siviwe Gwarube today declared the Department of Basic Education ready for the 2026 National Senior Certificate (NSC) examinations, assuring parents, learners and the nation that comprehensive preparations have been completed to ensure a credible, secure and fair examination process.

The announcement comes as 962,832 candidates prepare to sit for the examinations, including a record 815,051 full-time candidates, making the Class of 2026 the largest full-time matric cohort in South Africa’s history.

“Today, I am here to confirm that our preparations are comprehensive, robust and ready,” Gwarube said during a national briefing on the state’s readiness for the examinations.

The declaration marks the culmination of months of planning involving thousands of schools, examination officials, invigilators, markers and support staff across all nine provinces.

“Our responsibility is to ensure that every eligible candidate has a fair opportunity to write, that examination materials are protected, that the rules are applied consistently and that every learner’s work is assessed with the care and accuracy it deserves,” the minister said.

More than an exam, a national undertaking

The scale of the operation is staggering.

This year’s examinations will be conducted across approximately 7,100 examination centres, supported by a network of officials overseeing everything from the secure printing and distribution of question papers to marking and moderation.

To ensure integrity throughout the process, the department has established 189 marking centres and appointed more than 51,000 experienced educators to mark examination scripts.

“I want to assure the public that the setting, moderation and quality assurance of all examination materials are complete,” Gwarube said. “All question papers and examination instruments have been rigorously reviewed by the DBE and approved by Umalusi.”

The minister said lessons from previous examination cycles had resulted in significantly enhanced security measures, including the strict vetting of officials and close cooperation with law enforcement agencies.

“Every candidate will encounter a fair, secure and standardised examination process,” she said.

The department has also implemented a risk-based monitoring system to identify and respond to potential vulnerabilities, while a 24-hour hotline has been established to report suspected irregularities.

A generation that overcame disruption

The Class of 2026 enters the examination period with a unique history.

These learners started Grade 1 in 2015 and reached Grade 6 during the height of the Covid-19 pandemic in 2020, when school closures, lockdowns and rotational timetables disrupted learning across the country.

Gwarube acknowledged that the cohort experienced some of the most significant educational disruptions in recent history.

“The most significant disruption occurred during their transition from the Intermediate Phase to the Senior Phase, when learners should be consolidating important literacy and numeracy skills,” she said.

Despite those challenges, the department says extensive interventions have been implemented to ensure candidates are academically prepared.

The 2026 Learner Support Programme reached more than 159,000 learners through 1,262 support centres across all 75 education districts. Learners were provided with revision materials, past examination papers, digital resources and targeted academic interventions.

Mock examinations, teacher workshops and curriculum support programmes were also used to identify and address learning gaps before the final examinations.

“All candidates have been provided with all the support they would need to perform, and I am happy to declare that learners are ready for the 2026 NSC exams,” Gwarube said.

Shifting the focus beyond pass rates

While the briefing centred on examination readiness, Gwarube also used the platform to signal a shift in how educational success should be measured.

She warned that South Africa’s longstanding fixation on matric pass rates had created unintended consequences, including pressure on schools to prioritise statistics over learner development.

“Over the past years the quality of our basic education system has been reduced to this single figure, this single question: what is the pass rate?” she said.

Instead, the minister announced that provinces would increasingly be assessed against a broader basket of indicators, including bachelor passes, distinctions, learner retention and participation in critical gateway subjects such as mathematics, physical sciences, accounting and economics.

“The question will not only be whether learners passed, but whether provinces are improving literacy, numeracy, retention and gateway subject participation,” she said.

A call to protect the Class of 2026

With the examinations now imminent, Gwarube appealed to parents, communities and civic organisations to create conditions that allow learners to focus.

She urged parents to provide supportive home environments and avoid burdening candidates with unnecessary responsibilities.

The minister also made an impassioned plea for communities not to disrupt schools during the examination period.

“The NSC candidates cannot resolve societal problems,” she said. “It is ministers and elected representatives who must account.”

Addressing learners directly, Gwarube encouraged them to approach the examinations with confidence.

“Do not let fear or pressure rob you of what you know,” she said. “Remember you are not walking this road alone; the whole nation is behind you.”

For South Africa’s record-breaking matric class, the message from government is unequivocal: the systems are in place, the support has been provided and the country is ready.

“Having considered the comprehensive preparations reported by all nine Provincial Education Departments,” Gwarube said, “I am proud to announce that the Department of Basic Education and the Class of 2026 are ready for the 2026 National Senior Certificate examinations.”

Gauteng MEC for Education, Sport, Arts, Culture and Recreation, Lebogang Maile, is dismayed and mourns the tragic death of two learners who were reportedly shot and killed in Alexandra on the evening of Monday, 5 October 2026.

The deceased were a Grade 12 learner from Minerva Secondary School and a 17-year-old Grade 9 learner from Alexandra High School.

Preliminary information indicates that the learners were fatally shot on Alfred Nzo Street, opposite Madala Hostel in Alexandra. The circumstances surrounding the shooting, including its motive and the events preceding it, remain the subject of a South African Police Service (SAPS) investigation.

“We are deeply dismayed by the loss of two young lives under such tragic circumstances. Regardless of the circumstances that may ultimately be established by the police investigation, the death of learners through violence is deeply concerning. Our communities have an important role to play in creating safer environments for young people and protecting them from violence, criminality and circumstances that threaten their lives and futures,” said MEC Maile.

“The African idiom teaches us that it takes a village to raise a child. This tragedy must therefore remind us that protecting and guiding our children requires the involvement of the whole community. Government and law-enforcement agencies must continue their work to combat criminality, but they cannot do it alone. Parents, community structures, religious leaders, young people and residents must stand together against criminality, promote safer communities and ensure that our children are protected.

“We extend our heartfelt condolences to the families, friends, fellow learners, educators and school communities affected by this tragedy. Anyone who may have information that could assist the investigation or lead to the arrest of those responsible is urged to provide that information to the police at Alexandra Police Station. Communities must work with law-enforcement authorities to ensure that those responsible for criminal acts are brought to justice,” added MEC Maile.

The Gauteng Department of Education will provide the necessary psychosocial support to the affected school communities.

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Samsung South Africa, in partnership with the National Department of Basic Education (DBE), has officially announced the ultimate winners of the 2026 Samsung Solve for Tomorrow (SFT) science, technology, engineering and maths (STEM)-based competition.

At the National Awards Ceremony held on 02 October 2026 at the Irene Country Hotel in Centurion (Gauteng), three outstanding public schools were crowned champions - taking home major prizes to boost STEM learning in their classrooms. The prestigious event that was celebrated as a highly successful Public-Private Partnership (PPP) between Samsung and the DBE, was graced by key dignitaries including the President and CEO of Samsung Africa, Simon Lee as well as the Minister of Basic Education, the honourable Siviwe Gwarube.

Following their prototype presentations to a panel of expert judges and rigorous evaluation, these were the winning schools:

• First Prize (R100,000): Cape Recife High School from the Eastern Cape was awarded for their exceptional prototype that turns plastic waste into sports equipment.

• Second Place (R50,000): Mbilwi Secondary School from Limpopo was awarded for their innovative prototype project focusing on transforming pollution and waste into low-cost construction materials aimed at reducing overcrowding and supporting sustainable community development.

• Third Place (R30,000): Sekete IV Secondary School from North West was awarded for their brilliant prototype that addresses the critical issue of food insecurity in their local urban centre, where residents lack access to affordable, fresh produce.In addition to the cash prizes, which will go entirely toward purchasing vital STEM equipment for their respective schools, each individual learner from the three winning teams walked away with a brand-new Samsung Galaxy smartphone to help them continue their tech-for-good journeys.

Speaking at the Awards Ceremony, Samsung Africa CEO, Simon Lee, congratulated the winners and the Top 20 finalists. He highlighted how Samsung as the catalyst for youth empowerment - remains deeply committed to driving education and technology-driven initiatives.

Lee believes that the partnership with the DBE allows Samsung the opportunity to address environmental and societal challenges, while nurturing the next generation of innovators. He also expressed how convinced he is that the future of Africa lies in the hands of its young innovators. And furthermore, Lee added that - as a socially responsible company; Samsung is proud to support equipping the country’s young innovators with the skills and confidence to build a sustainable digital future.

Lee highlighted how the growth of the competition as reflected in the number of applications, shows that young South Africans have an appetite for learning and just need opportunities.

He also emphasised that Samsung sees investing in human potential, especially young people, through initiatives such as Solve for Tomorrow and the Samsung Innovation Campus, as not just an important part of its work, but something that gives its existence even more meaning.

Important to note is that this Solve for Tomorrow initiative directly supports South Africa’s National Development Plan (Vision 2030) by teaching public school learners skills needed for the future.

The programme champions local, sustainable problem-solving in perfect alignment with the United Nations Sustainable Development Goals (UN SDGs); specifically Goal 4 (Quality Education)[1]. By bringing practical STEM learning and expert mentorship directly to public schools, this unique initiative also actively encourages young women to participate in STEM-related fields.

Minister Gwarube expressed her optimism about what the future holds for South Africa if opportunities are continuously created that not only strengthen education but also access to it. She also highlighted that while there are challenges, working together as government, corporates and communities is the best approach.

“Education must help young people prepare for the future that they want for themselves, and that we want as a country. We cannot perpetuate the inequality that currently exists.

“The best education systems in the world focus on building strong foundations, and it is through initiatives such as Solve for Tomorrow that we can also build that solid foundation. We cannot solve some of the challenges alone and can only do so through partnerships like this one. Thank you to Samsung for the work that you do - it is inspiring. Thank you for investing in South Africa and the future of our young people.”

This year’s competition challenged learners to develop real-world solutions under two crucial themes: Environmental Sustainability through Technology & Social Inclusion through Sports & Technology. Behind every prototype was an intense journey of teamwork, critical thinking and design thinking.

Representing the first-prize winning team, Kukhanya Mbebe, a Grade 10 learner from Cape Recife High School, shared their excitement: “We still can’t believe we won! When we started, we just wanted to fix a problem we saw in our community.

“Working on this project has taught us how to think like inventors and use technology to make a difference. For us, as a special needs school, to be here and announced as 2026 winners of the competition is a huge honour, and we hope our solution will go a long way towards making South Africa a better place.”

For their project, the team identified the problem of plastic pollution as a growing global crisis, with millions of polyethylene terephthalate (PET) bottles discarded daily, overwhelming landfills and polluting ecosystems.

They also noticed that many underserved communities lack access to affordable sports equipment, limiting youth participation in sport, and taking them away from social ills such as crime and drugs.

As a solution, the team built an electronic device that converts recycled PET plastic bottles into 3D printer filament. They use this filament to 3D-print functional sports equipment for local sport teams.

Working alongside Samsung employee volunteers as their mentors; the learners designed physical, working prototypes using seed funding provided by the initiative. Samsung also provided tablets with data connectivity to support their work.

This practical, hands-on approach has now demystified science and technology - proving to ordinary South Africans that STEM is a practical tool that anyone can use to improve daily life.

“The fact that we had Samsung mentors guiding us throughout this journey has helped us believe in our ideas and, this experience has also changed how we see our future. This competition has shown us that public school learners also have what it takes to build the future of South Africa and, we are very excited to take this STEM equipment back to our school,” added Mbebe.

The 2026 competition also saw a massive national growth, drawing an incredible 143 project submissions from public schools across the country - a massive leap from just 47 entries last year. This success is actively boosted by the DBE’s MST (Mathematics, Science and Technology) education initiative which drives advocacy for learners to participate by providing targeted resources, training teachers and monitoring implementation through the DBE MST Conditional Grant.

Lefa Makgato, corporate social responsibility (CSR) Manager for Samsung South Africa concluded: “Congratulations to all our participants. As Samsung, we strongly believe that education is the foundation that allows youth to realise their full potential. Through our strong collaborative partnership with the DBE, we are proud to continue empowering young minds and inspiring positive change across South Africa.”

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Learners and educators at Ebenezer Majombozi High School ku Gompo Town (Duncan Village), East London, are set to benefit from a more reliable learning environment following the handover of a new 15kW portable Solar PV container by Engen.

The solar installation forms part of Engen’s CSI investment in education and renewable energy, delivered in collaboration with its retail and dealer partners and the Department of Education.

The initiative aims to help address the impact of electricity challenges on teaching and learning, while supporting the school’s growing focus on science, technology, engineering and mathematics (STEM).

The portable solar solution provides the school with a reliable source of electricity, helping to ensure that learning and school activities can continue during power outages. It also provides learners with a practical example of how renewable energy can be applied to address real-world challenges.

“Today we are proud to hand over this solar installation as part of our CSI commitment to investing in education and introducing renewable energy solutions into our schools,” says Olwethu Mdabula, Engen CSI Manager.

“We are hopeful that this investment will go a long way towards supporting the school’s strong STEM focus and inspiring even more learners to pursue opportunities in science, technology and innovation. This has been made possible through collaboration with our retail and dealer colleagues and the Department of Education. It is our small investment in ensuring that as a business, when we rise, so do our communities, by investing in the future of our learners and our country.”

Mr V.L. Pakade, Principal of Ebenezer Majombozi High School, welcomed the solar installation, highlighting its value to the school and its learners.

“The solar installation is an important investment in our school and will make a meaningful difference to our learners and educators. Reliable electricity is essential for creating an environment where teaching and learning can continue without unnecessary disruption. It also gives our learners the opportunity to see the practical value of renewable energy and understand how sustainable solutions can contribute to their communities.”

Beyond ensuring continuity of learning, the installation will also help reduce electricity costs, allowing the school to redirect valuable resources towards other educational priorities while extending access to the science lab for after-school learning and enrichment programmes.

Grade 12 top learner Moluka Angeline Peteni expressed the learners’ appreciation for Engen’s investment in their school and future.

“On behalf of the learners of Ebenezer Majombozi High School, we would like to express our sincere gratitude to Engen for such an impactful donation. Thank you for choosing our school and choosing to invest in our futures. Sustainability and contributing positively to the environment is not only something we learn about in our textbooks; it is something we can now see and experience in our own school. Knowing that we will have a reliable source of power during power outages means we can continue moving forward with our learning without interruption.”

The installation also provides learners with an opportunity to engage with renewable energy in a practical setting, reinforcing the school’s STEM curriculum and encouraging an understanding of sustainable technologies.

The initiative reflects Engen’s broader commitment to supporting education and sustainable development, including the United Nations Sustainable Development Goals, particularly SDG 4: Quality Education and SDG 7: Affordable and Clean Energy.

Through its ongoing investment in education, Engen continues to support initiatives that help create stronger learning environments and equip young people with the knowledge and skills needed to participate in a changing world.

The handover forms part of Engen’s ongoing investment in renewable energy solutions for schools, with Solar PV containers installed at six beneficiary schools across KwaZulu-Natal and the Eastern Cape over the past year, helping to create more resilient learning environments for learners and educators

#EngenCares #QualityEducation #STEMEducation #RenewableEnergy #Sustainability #Solar #STEM

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Dr MJ Madiba Secondary School in Ga-Madiba, Ga-Mashashane, Limpopo will mark a historic milestone on Friday, 2 October 2026, when it hosts its Golden Jubilee Celebration under the theme “50 Years of Excellence to Victory”.

The event, beginning at 09h00 at the school grounds in Ga-Madiba, Ga-Mashashane, Limpopo, will bring together alumni, educators, community leaders and education stakeholders to celebrate five decades of service, heritage and development.

The Golden Jubilee is more than a commemoration of the school’s journey; it is also a tribute to its namesake, Dr Moses Josiah Madiba, whose legacy continues to shape South African education. Born in Uitvlucht (Mahlwaneng) near Mashashane in 1909, Madiba rose to prominence as a linguist, author and educationist.

His leadership roles at Pretoria Bantu Normal College, Mokopane College of Education and Setotolwane College of Education cemented his reputation as a pioneer in teacher training.

In 1960, he became the first chairperson of the advisory council at the newly established University College of the North, later serving as its first African Chancellor in 1978. Unisa recognised his contributions in 1973 with an honorary Doctor of Education degree.

Though Madiba passed away in 1985, his Sesotho sa Leboa literary works - including Thuto ya Polelo (1941), Tsiri (1942), the Mahlontebe series (1952) and Nkotsana (1955) - remain influential.

His role in chairing the first North Sotho Language Board, later integrated into PanSALB, underscores his commitment to language and cultural preservation. Appropriately, PanSALB Limpopo, Unisa North Eastern Region, the University of Limpopo and the Limpopo Department of Education have confirmed their participation in the Jubilee.

The programme promises a rich blend of historical reflection, cultural and musical performances, alumni contributions and recognition of individuals who have shaped the school’s development.

A highlight will be the keynote reflection by Dr Diphete Bopape, clinical psychologist, author, founder and editor of Seipone newspaper, and respected Sepedi language writer.

His published works, including Makgale (1978), Lenong la gauta (1982), Bogobe bja tswitswii (1985) and Rena Magomotša (1987), have earned him acclaim as a voice of cultural and educational advancement.

The celebration will also align with broader national initiatives. A symbolic tree planting will support the Ten Million Trees campaign, reinforcing the school’s revitalisation trajectory and echoing Madiba’s spirit of community service.

Organisers emphasise that the event is not only about honouring the past but also about inspiring future generations to carry forward the values of excellence, partnership and resilience.

For alumni and former educators, the Jubilee offers a chance to reconnect with the institution that shaped their lives. For the community, it is an opportunity to reflect on the school’s role in opening doors to education and development in Ga-Mashashane.

For the broader education sector, it is a reminder of the enduring impact of leaders like Dr Madiba, whose vision continues to resonate decades after his passing.

Members of the media are invited to attend and engage with stakeholders, alumni and learners to capture the history and future of education in the region. As the school celebrates its Golden Jubilee, it stands as a beacon of heritage and progress - a living testament to the power of education in transforming communities.

For interviews, additional information and media enquiries, please contact: Malesela Maubane. Chairperson: Dr MJ Madiba Secondary School Golden Jubilee Organising Committee +2771 117 0993. malesela.mau@gmail.com

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Two young South Africans, an ethical hacker turned AI entrepreneur and an attorney who built a second career as a digital creator, are rewriting the script for what success looks like in a rapidly changing world of work. Their stories, shared during Investec’s Invest ED Live broadcast on 16 September, offer powerful lessons for learners navigating a future where traditional career paths are shifting, and new opportunities are emerging at speed.

From Small-Town Learner to AI Founder Protecting Billions

Thalia Pillay, co‑founder and CEO of Orca Fraud, grew up in a small town north of Durban where tech careers were unheard of and the first robots she ever saw were at university. Today, the company she built with fellow UCT engineering graduate Carla Wilby protects billions of dollars in transactions across more than 70 countries, making them one of Africa’s first all‑women founding teams in AI.

Pillay’s journey is a masterclass in curiosity, resilience and self‑belief. She spoke candidly about imposter syndrome, being one of fewer than ten women in her engineering class and nearly dropping out in first year. But she stayed the course, discovering her love for building things — from self‑driving cars to sign‑language gloves stitched by her mother.

Her message to learners was simple: “If you’re obsessed with the problem, you’ll figure everything out as you go.”

Pillay’s career has spanned corporate banking, agri‑tech, payments and now AI fraud detection. She credits her success to relentless learning, early testing of ideas, and building with purpose. Her five tips for learners, from asking adults what they do, to building one small project every two months, landed as practical, actionable advice for young people seeking direction.

The Attorney Who Refused to Be Defined by One Path

If Pillay built the job she wanted, attorney and digital creator Didi Karabo Khumalo carved out two careers at once.

Raised by her grandmother, Karabo Khumalo pursued law for stability and financial freedom. But she never abandoned her passion for documenting her life and lifting others up. Even as a top-performing student and later a young attorney at one of Johannesburg’s leading law firms, she shared her journey online: study methods, corporate life, balancing motherhood, and navigating high-pressure environments.

Her legal career taught her discipline, critical thinking, negotiation and how to “run a practice like a business.” Those skills now power her second career in the creator economy, where she inspires thousands of young professionals.

Didi’s philosophy is grounded in self-awareness: “Where are you? Where are you going? And what do you need to do to get there?”

She reminded learners that choosing a career is not about societal pressure, but about being honest with your strengths, passions and the life you want to build.

A New World of Work — And New Possibilities

Invest Ed Live’s message was clear: the future of work is not linear. Careers will change, skills will evolve, and young people will need to adapt, experiment and create.

Thalia and Karabo Khumalo embody that future, one built on courage, curiosity and the willingness to take a different path.

Their stories show that whether you build the job or reshape the one you have, the future belongs to those who dare to imagine it.

©Higher Education Media Services.

As South Africa’s young people prepare for a future being reshaped by artificial intelligence, digital innovation and rapidly evolving career paths, a powerful new opportunity is emerging to help them make informed decisions about their education and future professions.

On 16 September 2026, learners, parents, guardians and educators from across the country will come together online for the next Invest-ED Live, a free national livestream designed to equip young people with the knowledge, confidence and insights needed to thrive in tomorrow’s economy.

The initiative forms part of Invest-ED, Investec’s national education programme supporting Grade 8 to 12 learners and their families with practical guidance on education, careers and future-ready skills.

The one-hour event follows the success of the inaugural Invest-ED Live, which attracted more than 4,000 participants nationwide, highlighting the growing demand among South African families for trusted career guidance in an increasingly complex and uncertain world.

Preparing learners for opportunities that don’t yet exist

The workplace of the future is changing faster than ever before. New industries are emerging, traditional career paths are evolving, and technologies such as artificial intelligence are transforming how people work.

According to Lesley-Anne Gatter, Global Head of People & Organisation at Investec, career planning today is no longer simply about selecting a qualification or deciding on a profession.

“For many families, choosing what to study has become a much bigger decision than selecting a degree or qualification,” she says.

Gatter explains that while some careers may change dramatically over the next decade, entirely new opportunities are being created in sectors that barely existed a few years ago.

“The challenge for parents and educators is helping young people prepare for a world of work that is constantly evolving. Career success will increasingly depend on adaptability, curiosity and the ability to navigate change.”

She believes this makes conversations about career development especially important as learners approach examinations and begin making key decisions about their futures.

Industry voices sharing real-world insights

A key highlight of the livestream will be direct access to professionals who are actively shaping the future economy.

Participants will hear from:

• Thalia Pillay, CEO and co-founder of Orca Fraud, who will explore how artificial intelligence is transforming cybersecurity, fraud prevention and digital trust, while creating exciting new career opportunities.

• Didi Karabo Khumalo, attorney and digital creator, who will share her journey from the legal profession into the rapidly growing creator economy, demonstrating how career paths can evolve in unexpected and rewarding ways.

• South African sporting stars Cheslin Kolbe, Teboho Mokoena, Kaiyuree Moodley and Mpumelelo Mhlongo, who will feature in a special segment discussing the realities of professional sport, resilience and the importance of preparing for life beyond competition.

Together, these speakers will provide young people with practical examples of how passion, adaptability and continuous learning can unlock opportunities across diverse sectors.

Building confidence for a changing future

Rather than attempting to predict exactly what jobs will exist in the years ahead, Invest-ED aims to help learners understand the forces shaping the future economy and develop the confidence to respond to change.

The message is clear: success in the future will not belong only to those with qualifications, but to those who are prepared to learn, adapt and seize emerging opportunities.

For thousands of South African learners standing at crossroads in their educational journey, Invest-ED Live offers a valuable chance to hear directly from people who have successfully navigated change, overcome obstacles and forged unique career paths.

Call to Action

South African learners, parents, educators and guardians are encouraged to take advantage of this free opportunity to gain practical career guidance and future-focused insights.

Invest-ED Live takes place on Wednesday, 16 September 2026, from 18:30 to 19:30.

Whether you’re deciding on subjects, considering tertiary study options, exploring emerging careers in technology, or simply seeking inspiration for the future, this livestream could be the conversation that helps shape your next step.

Don’t miss the opportunity to future-proof your ambitions and discover where the opportunities of tomorrow may lead.

Registration is now open. Registration is now open here.

©Higher Education Media Services.

South Africa has reason to celebrate.

Nal’ibali’s recognition as the 2026 Library of Congress International Literacy Prize winner is a powerful moment for the country’s literacy movement, and a reminder of the transformative force of storytelling.

This honour, accompanied by a $50,000 award, places Nal’ibali among the world’s leading literacy innovators. It acknowledges the organisation’s pioneering work in mother‑tongue storytelling, community reading clubs, and grassroots mobilisation that reaches millions of children each year.

It also affirms a growing body of global evidence: children learn best when stories reflect their languages, cultures and lived experiences. International literacy studies from PIRLS to UNESCO consistently show that storytelling strengthens vocabulary, comprehension, imagination, empathy and problem‑solving.

Nal’ibali’s multi‑modal model, combining print, radio, digital platforms and community reading clubs, ensures that children encounter stories everywhere: at home, at school, in libraries and in community spaces.

The award also shines a light on the organisation’s network of FUNda Leaders, volunteers, caregivers and storytellers who bring stories to life across all nine provinces.

Their work demonstrates that literacy is not built only in classrooms; it is built in living rooms, playgrounds, taxi ranks and community halls.

Executive Director Lorato Trok notes, these champions “continue to bring the joy and power of stories to children,” anchoring Nal’ibali’s impact in community ownership.

By expanding mother‑tongue reading materials and strengthening volunteer training, Nal’ibali is addressing one of the most persistent barriers to literacy in multilingual societies. Storytelling in home languages boosts confidence, deepens understanding, preserves cultural identity and accelerates reading development — a global imperative that South Africa is now leading.

As the country marks Literacy Month, Nal’ibali’s achievement is both a celebration and a call to action. The organisation is inviting new partners, donors and volunteers to join a movement that has grown from a campaign into a national force for change.

At a time when South Africa faces a severe reading crisis, this global honour offers hope. It shows what is possible when a nation invests in stories — the stories that shape identity, spark imagination and open doors to opportunity.

The Library of Congress Literacy Awards are intended to draw public attention to the importance of literacy, and the need to promote literacy and encourage reading.

Since 2013, the Library of Congress Literacy Awards Program has awarded more than $4.8 million in prizes to more than 240 institutions in 42 countries. By recognizing current achievements, the awards seek to enable any organization or program that does not operate on a for-profit basis to strengthen its involvement in literacy and reading promotion and to encourage collaboration with like-minded organizations.

Nal’ibali’s triumph is a triumph for South Africa. And it is a reminder that the path to literacy begins with a story.

©Higher Education Media Services.

Today, Nal’ibali joined the National Library of South Africa, the National Education Collaboration Trust and the Department of Basic Education at Loding Primary School in Mpumalanga to support a special Literacy Month activation.

The day brought children together through books, storytelling and reading activities. Nal’ibali’s mascot, Africa, entertained the children, while FUNda Leader and storyteller Gloria Maponya brought stories to life, creating an engaging and joyful experience around reading.

“Partnerships are critical to building a stronger culture of reading in South Africa. When organisations come together, we can combine our resources, expertise and reach to create more meaningful opportunities for children to engage with books and stories,” said Prudence Erens, Programmes Manager at Nal’ibali.

“Today is a great example of what we can achieve when we work together to put children and literacy at the centre.”

©Higher Education Media Services.

By Pascale Bakos

By the time a child reaches Grade 4, the foundations needed to understand a story, interpret a question and express an idea should already be firmly established. Yet for far too many South African children, these foundations remain fragile.

The Progress in International Reading Literacy Study revealed that 81% of South African Grade 4 learners could not read for meaning in any language in 2021. This represented a deterioration from 78% in 2016 and confirmed that South Africa’s reading challenge is not confined to a particular school, province or language. It is a national crisis that requires attention long before children reach the Intermediate Phase.

While the statistic is alarming, the difficulty does not suddenly emerge in Grade 4. A child’s journey towards literacy begins in the earliest years through conversation, stories, songs, play, vocabulary development and the ability to listen and respond. These experiences help children connect sounds and words, follow instructions, communicate their thoughts and, eventually, understand what they read.

Theresa Michael, CEO of Afrika Tikkun Bambanani, believes literacy must be understood as a foundation for all learning.

“Literacy levels amongst young South Africans are troubling. There is a clear need to focus on each and every child’s reading ability. We must remember that this is not only about English. A child needs to read for meaning in every subject, including history and mathematics. Investing in literacy means investing in a future generation of young people who can comprehend across all subjects and communicate with confidence.”

This distinction is important. Literacy is often treated as the responsibility of the language classroom, but a learner who cannot understand a written question will also struggle to solve a mathematical problem, follow instructions in science or interpret information in history. Reading for meaning influences a child’s ability to participate across the entire curriculum.

Afrika Tikkun Bambanani is working to strengthen these foundations at Early Childhood Development centres, particularly in communities where practitioners and children have historically had limited access to quality teaching materials, training, books and developmental support.

Through a structured, play-based curriculum, practitioners receive daily and weekly guidance, educational resources, training, mentoring and tools for assessing children’s development. The intention is not to force formal reading onto very young children. It is to create language-rich classrooms in which children learn to listen, speak, question, describe, sequence, imagine and make meaning.

An important part of this work is Afrika Tikkun Bambanani’s Little Libraries initiative. In many under-resourced communities, children have limited access to age-appropriate books at home or in their ECD centres. Bambanani is helping to address this gap by introducing libraries into its outreach centres and creating welcoming spaces where young children can encounter books, stories and new ideas.

These libraries are about more than placing books on shelves. They give practitioners opportunities to read aloud, discuss characters and events, introduce new vocabulary and encourage children to predict what might happen next. Through repeated exposure to stories, children learn how books work, begin connecting spoken and written language, and develop the curiosity and imagination that support later reading comprehension.

The Little Libraries also help make books a familiar and enjoyable part of children’s daily lives. For a child who may not have books readily available at home, the opportunity to choose a story, explore its pictures and listen as it is read can be significant. Afrika Tikkun Bambanani’s library project seeks to give children in its outreach centres access to the same world of stories, knowledge and imagination available to their more privileged peers.

The physical libraries are supported by Bambanani’s wider literacy offering. The BambaLearn application includes audio and visual storybooks alongside literacy, letter-recognition, problem-solving and active-listening activities. This allows children to experience stories and develop early literacy skills through both traditional books and accessible digital learning.

Assessment forms another important part of this approach. Children are assessed against age-appropriate developmental milestones throughout the year, while screening tools help practitioners identify those who may require further assistance. Teacher development is also monitored, recognising that meaningful improvement in children’s learning depends on confident, well-supported practitioners.

The scale of this work is significant. Afrika Tikkun Bambanani reports that its programmes have reached 755 centres, 5,189 practitioners and teachers, and 65,830 children. Its Assessment Centre currently tracks the progression of approximately 3,200 learners, helping educators identify difficulties early instead of allowing children to move through the system without the support they need.

School-readiness results provide further encouragement. In reporting on its partnership with Afrika Tikkun Bambanani, Capitec highlighted a 99.2% school-readiness rate. This figure represents children entering formal schooling with stronger developmental foundations and a better chance of engaging meaningfully with classroom learning.

The change is also visible in the experiences of individual educators. At Tiny Tots Daycare Centre in Kensington, principal Nasimah explained that the Afrika Tikkun Bambanani curriculum assists educators in helping children reach their developmental milestones and acquire skills for the future.

Gabrielle, who teaches the centre’s four-to-five-year-old group, described the programme as having made a significant difference to her teaching. The combination of training, mentoring, printed manuals, workbooks, themed posters and assessment tools has made it easier for her to understand each child’s current level and recognise areas in which additional support is needed.

This is where an intervention becomes more than a set of materials. When a practitioner can identify why a child is struggling, select an appropriate story or activity, adapt her teaching and monitor the child’s progress, the classroom becomes more responsive.

A difficulty can be addressed before it develops into a lasting barrier, and a child who may previously have remained quiet or fallen behind is given a better opportunity to participate with confidence.

South Africa’s literacy crisis will not be solved through a single programme or once-off campaign. It requires sustained investment in the adults who guide children during their earliest and most formative years.

It also requires children to have regular, meaningful access to books and an understanding that literacy is not simply the ability to pronounce words on a page. It is the ability to understand, connect ideas, ask questions and communicate.

If South Africa wants children to read for meaning in Grade 4, the work must begin well before Grade 4. It begins when a young child is invited into a story, encouraged to speak, listened to carefully and supported by a practitioner who has the knowledge and resources to respond.

By investing in those early moments, and by placing books within children’s reach, we are not only teaching children to read. We are helping them to understand the world and giving them the confidence to find their place within it.

©Higher Education Media Services.

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On World Literacy Day, South Africa wakes up to a story worth celebrating, a story of persistence, imagination and community power. Nal’ibali, the organisation that has spent more than a decade placing stories into the hands and hearts of children, has received LITASA’s highest honour, the Significant Contribution to Literacy Award. It is a moment that feels both historic and deeply deserved.

A Milestone Rooted in Everyday Magic

The award, presented yesterday at the 21st Annual LITASA Conference in Johannesburg, was more than a formal recognition. Delegates rose to their feet, singing along to the Nal’ibali jingle, a reminder that literacy is not only about books and classrooms, but about joy, belonging and shared cultural memory.

For an organisation built on the simple but transformative idea that stories change lives, this was a moment of affirmation.

Etienne Bramley, Nal’ibali’s Head of Impact, Partnerships and Programmes, captured the spirit of the occasion:

“Literacy is not the responsibility of one organisation or sector. It requires all of us.”

His words echo a truth South Africa confronts daily — that literacy is a collective project, and that progress depends on partnerships, persistence and imagination.

Why This Award Matters Now

Nal’ibali’s recognition arrives at a critical time. South Africa continues to face deep literacy challenges:

• too many children reach Grade 4 unable to read for meaning

• too few homes have access to books

• too many languages remain underserved in early reading resources

Nal’ibali has responded not with grand speeches, but with consistent, community‑rooted action:

• story clubs in townships and rural villages

• multilingual reading supplements

• training for caregivers, teachers and volunteers

• partnerships with schools, libraries, civil society and government

• a national movement that treats reading for enjoyment as a right, not a luxury

This award recognises not only what Nal’ibali has done, but how it has done it, through collaboration, cultural relevance and a belief that children thrive when stories reflect their languages, identities and worlds.

A Forward Look: The Work Ahead

World Literacy Day is not only a celebration; it is a reminder of the road still to travel.

Nal’ibali’s next chapter will demand:

• Scaling access to books and stories in all South African languages

• Strengthening community reading ecosystems — from homes to libraries to digital platforms

• Deepening partnerships with government, educators and civil society

• Innovating for a digital generation, ensuring that technology expands access rather than deepens inequality

• Championing reading for enjoyment as a national priority, not an optional enrichment activity

The award underscores that Nal’ibali is not simply an organisation — it is a movement. And movements grow, adapt and push forward.

A Literacy Day Message for South Africa

As the country marks Literacy Month and Heritage Month, Nal’ibali’s achievement reminds us that reading is more than a skill. It is a cultural inheritance, a bridge between languages, a foundation for identity and imagination.

On this World Literacy Day, Nal’ibali stands as proof that when communities rally around stories, children gain more than literacy — they gain confidence, curiosity and a lifelong love of learning.

Today, we celebrate Nal’ibali’s impact. Tomorrow, we continue the work.

Honouring the Past. Empowering the Present

In a message, Shuter & Shooter Publishers (Pty) Ltd, said literacy is more than the ability to read and write. It is the ability to learn, to understand, to express, to imagine and to participate in the world around us.

For Shuters, this journey is deeply rooted in our history.

From humble beginnings as a bookstore in Pietermaritzburg, the story evolved into a publishing legacy that, from the 1930s, saw us producing IsiZulu novels, poetry and textbooks. Over the decades, that commitment grew into producing quality literature and educational materials across South Africa’s official languages.

Today, that legacy continues.

From textbooks and Workbooks to Core Readers, Graded Readers, Phonics Reading Schemes, eBooks and digital learning resources, we continue to support our learners, educators, parents and communities on their journey towards knowledge.

And tomorrow?

We envision a future where every child has the opportunity to discover the joy of reading and literacy continues to empower individuals to shape a better South Africa.

“Because when we invest in literacy, we invest in people. When we nurture readers, we nurture thinkers. And when we empower learners, we empower a nation,” the statement said.

In a message, Macmillan Education South Africa, said

“Literacy empowers individuals, strengthens communities, and creates opportunities for a brighter future. This International Literacy Day, we celebrate the power of reading to shape minds, spark curiosity, and help communities thrive.”

©Higher Education Media Services.

South Africa does not need a false choice between schools and homeschooling. It needs an education ecosystem broad enough to recognise that children and family circumstances differ. Schools matter, but home education has become an option for parents seeking safety, flexibility, affordability or a learning environment better matched to a child. Treating it as marginal ignores what families are telling us: one model cannot serve every learner equally well.

The reasons families homeschool vary. A child may be anxious in a crowded classroom, need more time to master skills or move faster when understanding is easy. A family may be managing disability, illness, bullying, travel, elite sport, cultural priorities or school fees that have become unsustainable. Some live far from an appropriate school. In each case, homeschooling creates room to shape education around the learner instead of forcing the learner around a timetable.

That flexibility, however, should not be romanticised. Moving learning home, transfers responsibility to parents; they must select a programme, understand curriculum expectations, organise the week, explain concepts, assess progress and keep records. As children enter the Intermediate and Senior Phases, the work becomes specialised and assessment expectations become demanding. Commitment alone does not provide subject knowledge or teaching technique. Without dependable support, a family can replace the pressures of school with uncertainty at home.

This is why we need a stronger home-education infrastructure, not merely more content. Families do not need a folder of worksheets or a library of videos. They need a coherent journey: what to teach, in what order, at what depth and how to know whether understanding has developed. Good structure protects flexibility. It gives learners a rhythm while allowing parents to adjust pace, revisit ideas and make space for curiosity.

Quality depends on making expectations visible. A learner benefits from seeing examples, worked solutions and assessment criteria. A parent benefits from explanations that reveal why a concept matters, what an age-appropriate response looks like and where misconceptions occur. This transparency turns assessment from a judgement at the end of a task into feedback during learning. It builds confidence because progress becomes observable rather than assumed.

In addition, access must be considered seriously. A solution designed only for fibre connections, laptops and printing will reproduce the inequalities it claims to solve. South African education must work on shared devices, mobile data and uneven connectivity. Resources should be easy to navigate, economical to download and practical offline when necessary. Affordability must include the whole cost of learning, not only the advertised subscription.

Accountability is important. The Department of Basic Education’s application process directs parents to apply for home education through their province. The legal framework emphasises suitable resources, progress monitoring and assessment against a standard comparable to the national curriculum. These are not obstacles to home education; they are reminders that flexibility and responsibility belong together. Families deserve tools that help them meet those responsibilities without drowning in administration.

The relevant question is not whether a learner sits in a classroom. It is whether that learner has opportunities to collaborate, resolve conflict, form friendships and engage with people beyond the household. The opportunity is to stop treating homeschooling as competition for schooling. It can serve as a pressure-release valve, a laboratory for learner-centred practice and a pathway for families whose needs are not being met. It can challenge education providers to improve clarity, feedback, digital access and parent communication across every setting.

For homeschooling to fulfil that promise, the sector must earn trust. Providers should be honest about alignment, explicit about scope and rigorous. Parents should be supported as learning partners rather than left to improvise as subject specialists. Learners should experience independence and connection.

Government should provide workable processes that protect children without making responsible families feel unwelcome. South Africa’s education future will not be built by one institution or method. It will be built by widening access to credible choices and ensuring that every choice gives a child an opportunity to learn, progress and thrive.

Steve Welman is Director of the Gentle Genius (South African home-schooling platform).

©Higher Education Media Services.

Dell Technologies is bringing a fresh approach to the student laptop category with the launch of the new Dell 14S, a lightweight device designed for students and young adults who want style, portability and all-day battery life without paying premium laptop prices.

At a time when learners increasingly rely on laptops for everything from classroom assignments and online learning to content creation and entertainment, the Dell 14S reflects a broader industry shift: making everyday technology feel more personal while remaining practical and affordable.

Weighing just 1.15kg and housed in a slim 13.5mm aluminium chassis, the new laptop introduces four distinctive colour options, giving students more ways to express their individuality through the devices they use every day.

Technology That Reflects Personal Style

For years, student laptops have largely prioritised affordability over design, often resulting in devices that look and feel nearly identical.

Dell is attempting to change that.

The Dell 14S is available in four colours: Linen, Dusty Rose, Washed Denim and Velvet Green, offering a level of personal expression rarely seen in the mainstream student laptop segment.

The move reflects growing recognition that younger users view technology as an extension of their identity, much like smartphones, headphones and other everyday devices.

According to Dell, the 14S complements the company’s premium XPS portfolio by offering many high-end design elements at a more accessible price point.

Built for Long School Days

One of the standout features of the Dell 14S is its battery life.

The laptop delivers up to 21 hours of video streaming on a single charge, a capability designed to support full days of lectures, studying, project work and after-hours entertainment without constantly searching for a power socket.

The performance is powered by a high-density battery designed to provide longer runtimes while maintaining a lightweight form factor.

For students juggling classes, assignments, group projects and extracurricular activities, extended battery life remains one of the most valuable laptop features.

Designed for Learning, Creating and Multitasking

Beyond portability, the Dell 14S is built to handle the multitasking demands of modern education.

Students can choose between:

• A 2.8K 120Hz display for sharper visuals and smoother performance.

• A 2K 60Hz display for those prioritising battery life and value.

Both options feature a taller 16:10 aspect ratio, providing additional screen space for reading documents, working on assignments, conducting research and participating in virtual lessons.

Under the hood, the laptop is powered by Intel Core 5 and Core 7 Series 3 processors, enabling students to move between multiple tabs, applications and productivity tools with ease.

Supporting Connected Learning

As hybrid learning and virtual collaboration become increasingly common, connectivity features remain essential.

The Dell 14S includes:

• An FHD webcam for clearer video calls.

• Dual-array microphones for improved audio capture.

• Stereo speakers for online classes and multimedia.

• Wi-Fi 6E connectivity for faster wireless performance.

• Windows Hello biometric sign-in for secure access.

The device also includes modern connectivity options such as USB-C ports with power delivery, HDMI output and a traditional headphone jack.

Why It Matters for Education

The launch highlights a growing trend in educational technology: students no longer want to choose between affordability, performance and personal style.

Schools, universities and parents increasingly recognise that a laptop is not simply a learning tool. It is a student’s primary connection to coursework, collaboration, communication and creativity.

By combining premium design elements, long battery life and practical features in a more accessible package, Dell is targeting a generation of learners who expect technology to fit seamlessly into every aspect of their lives.

As education continues its digital transformation, devices like the Dell 14S suggest the future of student computing may be just as much about personal identity and user experience as it is about technical specifications.

“The Dell 14S expands that story for students and young adults who want a lightweight laptop they can carry all day, battery life they can depend on and a design that feels personal, at a price point that makes it accessible to more people,” said Konstantin Tuv, Head of Consumer and Gaming Products at Dell Technologies.

The Dell 14S is expected to become available across Europe, the Middle East and Africa later this year, with pricing to be announced closer to launch.

©Higher Education Media Services.

Gauteng MEC for Education, Sport, Arts, Culture and Recreation, Lebogang Maile, today continued the Department’s intensified school safety interventions through South African Police Service-led search and seizure operations, bringing the total number of schools searched across the province to 23.

On Wednesday, 2 September 2026, MEC Maile joined searches that were conducted at six schools, namely Sehopotso Secondary School and Botebo-Tsebo Secondary School in Sebokeng, Residentia Secondary School in Vanderbijlpark, Sapphire Secondary School in Bophelong, and Mahareng Secondary School and Lekoa Shandu Secondary School in Sharpeville.

The operations are aimed at removing drugs, dangerous weapons and other prohibited items from schools, while strengthening safety and discipline and creating secure environments for teaching and learning.

The latest operation resulted in the recovery of 123 prohibited items, including 43 disposable vapes, 29 pairs of scissors, four knives, 10 broken mirrors, five boxes of matches, 30 items containing oil spice, one mathematics instrument and one space cookie.

Speaking to the media during the operation at Sapphire Secondary School, MEC Maile said the findings highlight the importance of continued school safety interventions to identify and remove items that pose a risk to learners and educators.

“These operations are necessary because we cannot afford to allow our schools to become spaces where prohibited substances, dangerous objects and other harmful items are allowed to circulate. We must continue to act, but we must also understand that this responsibility does not rest with schools and government alone,” MEC Maile said.

MEC Maile further called on parents to play an active role in instilling discipline and responsible behaviour in their children, emphasising that safer schools require a collective effort from parents, schools, communities, law enforcement and government.

“Parents have a critical role to play in teaching children discipline, responsibility and respect. We must all take responsibility for creating an environment in which our children can learn, grow and thrive.

These operations form part of the Department’s broader interventions under the ‘It Takes A Village To Raise A Child’ programme, which recognises that learner safety, discipline and wellbeing are a shared societal responsibility,” MEC Maile said.

The operations will continue unannounced on a weekly basis across Gauteng, with multiple operations taking place simultaneously in different regions across the province.

The Department appreciates the continued partnership and support of the South African Police Service (SAPS), the Gauteng Department of Community Safety and private security partners in these efforts to strengthen school safety and ensure that schools remain safe and conducive environments for teaching and learning.

©Higher Education Media Services.

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The School Engagement Project brought together seven high schools for its 2026 Sports Tournament, creating a platform for learners to compete, connect and develop through sport.

The tournament, held on 22 and 23 August 2026 at the University of KwaZulu-Natal’s Howard College Campus, featured learners from Sparks Estate Secondary School, Sastri College, Durban Girls’ Secondary School, Bechet High School, Hunt Road Secondary School, Dr JL Dube High School and Overport Secondary School.

Learners competed in soccer, netball and chess, showcasing their talent, determination, teamwork and sportsmanship. The tournament also provided an opportunity for learners to build confidence, develop their skills and form connections with peers from other schools.

Sparks Estate Secondary School emerged as winners in both the boys’ and girls’ soccer competitions. Sastri College claimed first place in the boys’ netball competition, while Overport Secondary School took top honours in the girls’ netball competition.

In chess, Hunt Road Secondary School secured first place in the boys’ competition, while Sastri College won the girls’ competition.

Sparks Estate Secondary School was also recognised with the Good Sportsmanship Award for demonstrating respect, teamwork and positive conduct throughout the tournament.

Ms Bérénice de La Croix, Project Manager of the School Engagement Project, thanked the project funders, Victor Daitz Foundation, IQRAA Trust and Albert Wessels Trust, as well as the sports coordinators, organising team and everyone who contributed to the success of the tournament.

She congratulated the learners for their participation and enthusiasm, highlighting the value of creating spaces where young people can enjoy sport while developing skills and values that extend beyond the playing field.

The tournament forms part of the School Engagement Project’s broader focus on strengthening relationships with schools and supporting learner development. Through initiatives such as the sports tournament, the project creates meaningful opportunities for engagement while building stronger connections between the University and surrounding communities.

The two-day tournament demonstrated how sport can create opportunities for young people to compete, connect and grow.

©Higher Education Media Services.

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In a fast-changing educational landscape, tutoring is shifting from a specialised intervention for struggling learners to a more mainstream personalised learning strategy. While it remains highly relevant for learners who have lost their confidence in a specific subject, fallen behind in class or who have acquired learning deficits, the appeal of tutoring has broadened.

Nick Miller, founder and CEO of Teach Me 2, has had a front-row seat to the decisions thousands of South African families make about education. Designed to help families find high-quality tutors, Teach Me 2 has grown from providing 4 400 lessons in its very first year to a record 115 000 lessons last year. More than 10 000 families are currently engaged on the platform, and South Africans have now spent over a million hours learning with Teach Me 2.

One of the biggest changes Nick has observed is that there is no longer one archetypal learner who gets tutoring. He says, “At one end, we encounter learners who have significant foundational gaps. At the other end of the spectrum, some of our strongest learners use tutors.

They’re not struggling at all, but may be preparing for a competitive degree, looking to master the hardest questions in an exam or to preserve as many options as possible for university.

They may turn to tutoring because they are trying to move from 80% to 90% in a particular subject. This is significant when it comes to Maths because just a small gain can be the difference between getting into a highly competitive field of study, or not.”

Maths is South Africa’s tutoring emergency – and it isn’t even close
Maths is consistently the most in-demand subject for tutoring interventions on the Teach Me 2 platform. It accounts for 4 out of every 10 tutoring hours and there are 4 times more Maths lessons delivered than English ones, the second most requested tutoring subject.

Pure Maths remains a critical checkpoint for learners wanting access to the STEM, data science, finance, economics and medical fields of tertiary education. Despite a rising Matric pass rate, the number of South African learners mastering Mathematics is in decline. In 2025, distinctions in both Maths and Physical Science fell. There were only 4,897 out of 253,368 potential maths distinctions - that’s 1.9%, down from 3.9% the year before.

Tutoring isn’t simply about catching up - increasingly, it’s also about getting ahead
“Whether we like it or not, education is a somewhat competitive endeavour,” says Nick. “Learners aren’t only trying to get a good education. They may have specific goals that define academic success for them. For that reason, many very strong students use tutoring precisely because they’re ambitious.

National data backs this up. Last year, over 700 000 Matrics qualified for some form of tertiary study, but public universities were expected to turn away over 500,000 applicants in 2026 due to the shortage of seats.

According to the actual intake reporting of January 2026, University of Cape Town received almost 99 000 applications for 4500 places; University of the Witwatersrand Wits had around 86,000 applications for 6,000 places; and Stellenbosch University had 90,000 applications for 6,005 places.

Demand for personalised learning is on the rise
Nick also believes the growing body of research around personalised learning, combined with the current excitement around AI, is contributing to a fuller appreciation of the potential of tutoring. One of the promises being made about AI in education is the possibility of giving everyone access to a personalised tutor and coach.

“A classroom is necessarily a fairly blunt instrument to deliver mass education,” he says. “A teacher has a curriculum to cover in a specific timeframe and a group of learners who are all progressing at different speeds.”

By contrast personalised learning can instead go backwards, identify exactly where a gap exists and spend time addressing it. For increasingly busy children, that efficiency can be valuable.

Supplementary education does not necessarily mean schools are failing
According to the latest BrandMapp survey, 27% of parents from households with a R10k+ monthly income are worried about the quality of their child’s education, whether they are in public or private schools - representing around 2.3 million parents whose concerns may make them open to an intervention such as tutoring.

But Nick doesn’t believe this should simply be read as evidence that schools are failing. “Schools have an incredibly difficult job,” he says. “Even an excellent school and an excellent teacher cannot consistently provide every learner with completely individualised instruction. This means that tutoring doesn’t only fill a quality gap. It fills a structural gap inherent in mass education.”

Parents are becoming designers of their child’s education
Expectations of education are also changing. Nick says, “We’ve had a relatively narrow definition of educational success for a long time, and that inevitably increases competition around access to universities.

What we are seeing today is a combination of system constraints, rising expectations and rising stakes, with families increasingly aware that they have additional tools available when the mainstream education system cannot meet a particular need.”

Nick describes today’s parents as much more sophisticated consumers of education than previous generations. Increasingly, parents are supplementing school with tutoring, exploring homeschooling, considering different curricula, paying a premium for smaller classes, using online learning or working backwards from a long-term goal such as admission to an overseas university.

The missing layer beneath the curriculum
Perhaps the most important insight the Teach Me 2 team has gained from tutoring demand is that the reason a learner is struggling is not always an understanding problem.

Nick says, “We fundamentally misdiagnose why many learners struggle. We assume it’s an understanding problem, when very often it’s a behavioural problem. The bigger problem is that many learners have never been taught how to learn, and don’t have an awareness of how they learn.”

For Nick, this is where the education conversation needs to go next.

“We spend an enormous amount of time teaching children what to learn. I don’t think we spend nearly enough time teaching them how to learn,” he concludes. “The goal is not just a learner who can pass the next exam, but someone who knows how to learn independently for the rest of their life. This is why Teach Me 2 is unique in designing our tutoring platform to make this impact in the modern educational landscape.”

©Higher Education Media Services.

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