South Africa
11 stories
NSFAS placed under administration amid governance and audit collapse
The National Student Financial Aid Scheme (NSFAS), the country’s largest vehicle for funding poor and working-class students, has been placed under administration following a prolonged governance and operational crisis that Higher Education and Training Minister Buti Manamela said could no longer be resolved through ordinary board structures. Announcing the decision at a briefing in Pretoria on Monday, Manamela confirmed the appointment of professor Hlengani Mathebula as administrator of NSFAS, invoking sections 17A to 17D of the National Student Financial Aid Scheme Act. Manamela said the move was “not taken lightly” but followed months of legal assessment, governance interventions, and the exhaustion of alternative remedies as instability at NSFAS deepened. “NSFAS is one of the most important public institutions in our democratic project. It exists to ensure that young people from poor and working-class backgrounds are able to access higher education and training,” the minister said. “For many families, NSFAS is not an abstract institution — it is the difference between exclusion and opportunity, between hope and despair. “Any instability within NSFAS therefore has implications not only for universities and TVET colleges, but for students, households, communities, the fiscus and public confidence in the ability of the democratic state to advance social justice.” It is for this reason, Manamela said, that the government has a responsibility to act when the effective functioning of the institution is “seriously undermined”. Why government intervened The crisis at NSFAS has been shaped by a combination of legal irregularities, governance breakdowns and institutional failures that, according to the minister, posed a direct threat to students and public confidence in the scheme. Concerns over the legality of the NSFAS board were already present when Manamela assumed office, prompting the department to approach the courts through a self-review process over how the board had been constituted. This process unfolded alongside a spate of resignations, including that of the board chairperson, further weakening governance capacity. While interim leadership was appointed in an attempt to stabilise the institution, unresolved legal questions made it untenable to simply fill board vacancies. At the same time, NSFAS’s own reports and engagements with the department revealed deepening operational failures. These included a disclaimer audit outcome for the 2024/25 financial year, material irregularities flagged by the auditor-general, weak consequence management and serious data integrity concerns. Operational failures compounded the crisis, with unresolved student appeals caused by system deficiencies, delayed ICT modernisation and accommodation failures affecting student safety and dignity. Manamela said the central question eventually shifted from whether the board could technically function to whether NSFAS, as an institution, was operating “effectively, sustainably and credibly in the interests of students and the country”. Following further resignations by the interim chairperson and deputy chairperson, the minister formally initiated the statutory process toward administration, consulting remaining board members and considering alternatives such as intensified oversight and additional time for governance recovery. Those options, he said, no longer offered sufficient assurance. Who is the administrator? The appointment of Mathebula signals the government’s intention to stabilise the scheme through experienced and independent leadership. Mathebula brings more than three decades of experience across public governance, financial services and higher education. His career spans senior roles in corporate and central banking, public finance and institutional leadership, including governance positions at the South African Reserve Bank, the South African Revenue Service, and major financial institutions. He currently serves as director and head of the Tshwane School for Business and Society at the Tshwane University of Technology and has held professorial and senate leadership roles within the university sector — experience the minister said would be critical in navigating NSFAS’s complex relationship with institutions and students. What the administrator is tasked to do Under the terms of his appointment, Mathebula’s mandate is focused on stabilisation, accountability, operational continuity and institutional renewal. His key tasks include strengthening governance and internal controls, addressing audit failures and consequence-management weaknesses, accelerating long-delayed ICT and systems integration reforms, stabilising student funding operations and improving oversight of student accommodation. He is also tasked with clearing appeals backlogs and preparing NSFAS for a return to stable, ordinary governance. The administration, Manamela emphasised, is intended to be temporary but necessary to restore institutional credibility and protect public funds. What it means for students Seeking to reassure a sector long buffeted by NSFAS instability, Manamela was unequivocal that the intervention is not meant to disrupt student support. “Student funding will continue. Allowances will continue. Appeals processes will continue,” Manamela said, adding that universities and TVET colleges would continue engaging NSFAS operationally. The intervention, he stressed, is designed precisely to protect continuity while resolving the structural failures that have repeatedly undermined service delivery. “This intervention is not about personalities or factions,” he said. “It is about protecting students, stabilising a critical public institution, restoring accountability, and ensuring that NSFAS performs its mandate effectively and lawfully.” NSFAS funds hundreds of thousands of students annually and remains central to the government’s higher education access commitments. Manamela concluded by reaffirming the state’s commitment to ensuring the scheme fulfils its mandate to poor and working-class students, while engaging institutions, Parliament and the public as the administration unfolds. ©Higher Education Media Services. – www.ednews.africa
4 May 2026
Universities must confront the shadow of institutional capture
South Africa’s public universities are facing a governance challenge that can no longer be brushed aside as isolated campus drama. The spectre of “institutional capture”, where governance processes, decision-making and resource allocation are bent away from the public interest toward factional or private gain, has become a systemic risk. Universities South Africa (USAf), which represents the country’s 26 public universities, is sounding the alarm and pushing for collective action. Professor Francis Petersen , the chairperson, says governance cannot remain a campus-by-campus concern. “Strengthening institutions is part of USAf’s role, including governance,” he says. “We also need to help council members understand the difference between governance and management and how to exercise effective oversight.” The distinction is crucial. Councils should focus on policy, strategy, risk, performance oversight and the appointment and support of executive leadership. Management, by contrast, must handle day-to-day operations. When the boundaries blur, universities become vulnerable to capture, whether through political interference, reputational attacks or opportunistic meddling in procurement and tenders. A climate of pressure and misinformation The risks are not abstract. Petersen points to sustained attacks on executive leadership, often emanating from the political sphere, including parliament’s portfolio committee on higher education. “Oversight is legitimate but when it preempts due process or amplifies allegations prematurely, it damages universities,” he says. In today’s climate, reputational risks are amplified by misinformation campaigns. Allegations circulate rapidly, coordinated narratives distort public perceptions and confidence in institutions erodes before internal processes conclude. Petersen warns that governance depends on disciplined procedures — clear timelines, documented decisions and communication that balances transparency with fairness. The weak induction of council members compounds the problem. Without proper training, even well-intentioned members can intervene inappropriately. In some cases, dishonesty within institutions escalates unchecked, weakening controls and corroding trust. The University of Fort Hare and Mangosuthu University of Technology are among those grappling with governance strain, underscoring the urgency of USAf’s intervention. From webinar to reform On 23 March, USAf hosted a governance webinar titled Institutional Governance: Confronting the Risks of Institutional Capture . Moderated by professor Dr Letticia Mmaseloadi Moja, the former council chair at the University of KwaZulu-Natal, the closed session followed a December 2025 vice-chancellors’ retreat. The webinar was not intended as a one-off conversation. Petersen insists its insights must be embedded in USAf programmes, particularly induction and continuing development for council members. Practical content is key: clarifying fiduciary duties, conflicts of interest, procurement boundaries, oversight of disciplinary processes and protocols for council management interaction. Governance will remain on the agenda across USAf platforms, including the biannual higher education conference in October. Public engagement is also essential, Petersen says, so that good governance is visible, problems are addressed decisively and risks are prevented where possible. Shared guidance and peer support Although USAf has not formally discussed shared frameworks, Petersen believes model policies, induction checklists, conflict of interest guidance and clearer protocols for handling allegations against executives could help. Peer learning and rapid support mechanisms would allow institutions to respond consistently when early warning signs emerge. Most councils, he stresses, serve with integrity. But continuous learning is vital as risks evolve. Councils must protect their independence by managing conflicts of interest, keeping clear records and ensuring oversight is exercised through proper committees rather than informal influence. The role of the department of higher education and training Alignment between USAf councils and the department of higher education and training is “immensely important”, Petersen says. Fragmented signals between councils, executives, USAf and the department create openings for external actors to exploit uncertainty. Despite capacity challenges, Petersen sees the relationship with the department improving. “With the attitude of the new minister, the two deputy ministers and the officials, I’m very hopeful and positive that that is what we’re going to achieve from now onwards,” he notes. Constructive partnership is essential for universities to operate at their best. What success looks like For USAf, success over the next year would mean greater stability in the sector: fewer prolonged leadership suspensions, fewer governance crises escalating into systemwide distractions and more balanced engagement with universities. Oversight should continue but less politically driven “attack” and greater reliance on evidence and due process are needed. Public discourse must also improve, with fewer misinformation-driven narratives and more confidence that universities can investigate, decide and communicate outcomes fairly. Defending credibility Ultimately, Petersen identifies credibility as the single most important governance principle to defend. “The integrity of the institution, managed in a transparent, open and honest way, is where we start to bring public trust back,” he says. Fraud, corruption, dishonesty and social issues such as gender-based violence all threaten credibility. Restoring trust requires universities to articulate the value of higher education, defend its core values and build trust not only with the public but also with the government. As Petersen prepares to take part in a global seminar on the democratic mission of universities, he underscores the broader stakes: higher education is expanding worldwide but costs remain high. Leaders must explain its value, articulate its values and defend trust. A collective responsibility Institutional capture is not a problem any single university can solve alone. It demands collective vigilance, shared learning and systemic reform. USAf’s intervention signals recognition that governance is the bedrock of credibility. Without it, universities risk becoming pawns in factional battles, their public mission compromised. For South Africa’s universities, the path forward is clear: sharpen governance, strengthen induction, embed ethical practices and defend credibility. Only then, he says, can higher education fulfil its democratic mission and retain the trust of the society it serves. ©Higher Education Media Services. This was published on ednews.africa
14 Apr 2026
Comrade, scholar, cadre: A letter of respect to Sakhela Buhlungu
Molo Qabane (Dear Comrade) Our first meeting took place at the Workers’ Museum and Library in Newtown in 2000. Together with other comrades, we were engaged in the struggle to defend and advance the history and heritage of the working class — a class that continues to be under sustained economic, political and social attack amid our present political disorder. From the outset, I was drawn to your activism and scholarship. There was something familiar and grounding in your story — something that reminded me deeply of my uncles from the rural Eastern Cape who worked on the mines. Like them, your life trajectory is rooted in working-class struggle. Your father was a mineworker. From that rural Eastern Cape background, you went on to become a teacher, an underground ANC activist and later a student at the University of Cape Town. These are not merely biographical achievements; they are the making of a cadre. In the 1980s at UCT, you met our mutual friend and comrade, David Cooper. You later joined the International Labour Research and Information Group, established in 1983, before being recruited by the Paper, Printing, Wood and Allied Workers’ Union (Ppwawu). From 1991 to 1992, you served as Ppwawu’s deputy secretary general, dedicating yourself to workers’ struggles. Between 1992 and 1994, you worked for Cosatu, then a formidable and principled force, as a writer for The Shop Steward magazine of the largest trade union federation in the country. In 1996, you entered academia as a lecturer and worked closely with the Eddie Webster , a towering figure in labour studies. You came to Wits University not as a novice but as an academic shaped by activism and union work. This is why you were able to learn from Eddie, even while you also taught him. Eddie once shared with me a story that speaks powerfully to your character and courage. In 2007, after the South African Sociological Association conference at North-West University’s Potchefstroom Campus, you were driving behind Eddie and Luli Callinicos. Their car hit an obstacle and could not continue. While you were changing their tyre, the three of you were attacked by thugs wielding knives. Armed only with a wheel spanner, you defended yourself, Luli and Eddie. You emerged from the ordeal with a broken finger and were nearly killed. Your life was saved by a small steel Zam-Buk container in the left pocket of your shirt. You fought back until the attackers fled. Luli often recounts the incident and says: “Sakhela is my hero.” Eddie once exclaimed: “That is Sakhela — he does not retreat. Those chaps at Fort Hare do not know Sakhela.” When I approached you in 2001 to supervise my Master’s degree, you were a respected academic and researcher. Choosing a supervisor is never easy but, for me, it was an obvious decision. While many students understandably gravitated towards Eddie, I chose you. Beyond your intellectual rigour, there was something familiar and grounding — again reminding me of the men from the Eastern Cape I grew up admiring. I completed my Master’s degree under your supervision. When you moved from Wits to the University of Johannesburg, I followed and there, I completed my doctoral thesis. I followed you because your supervision style was unique. Professor Sakhela Buhlungu. Photo: UFH Facebook You allowed me the freedom to write from within hard-core Marxism — to express radical politics and justified rage — but you never let me settle for ideology without scholarship. You asked piercing, difficult questions that forced me to revise, deepen and engage Marxism with intellectual discipline and academic honesty. You did not limit your role to commenting on drafts. You actively ensured that I had access to funding and institutional support so that I could complete my studies with dignity. Even after you moved on to the University of Pretoria and later, the University of Cape Town, we remained in close contact and collaborated academically. On 9 November 2016, the University of Fort Hare appointed you as vice-chancellor and principal. We attended your inauguration in Alice on 3 May 2017. The ceremony was disrupted by noise and protest — an early sign that Fort Hare had become deeply contested and frankly, hostile terrain. In the years since, I have heard and witnessed painful stories from Alice. There were credible threats on your life. On one occasion, enemies allegedly planned to attack you at a meeting and you were saved only by the courage of colleagues who intervened. Like a seasoned cadre, you withdrew — not out of fear but to fight another day. As Bob Marley reminds us: “He who fights and runs away lives to fight another day.” Security concerns soon made it difficult to visit you. I remember meeting you in Alice inside a safe house, while Mr Mboneli Vesele, a true soldier, stood guard outside. On another occasion, I met you in East London, where Mr Vesele and his armed team escorted me to your makeshift office at the library. Even casual moments revealed the severity of the threat. Your enemies murdered Mr Vesele on 6 January 2023. They assassinated Petrus Roets in May 2022. There were multiple attempts on your life and your family was deliberately targeted. Listening to you pay tribute to Mr Vesele made it painfully clear to all of us: Fort Hare had become a war zone. Now, in a cruel irony, the same forces have suspended you on flimsy grounds. Your family has paid an immense psychological and financial price. Your partner, Dr Beata Buhlungu , and your children were forced to live under constant threat — like hunted beings. They had to learn security protocols, threat detection and survival in an environment poisoned by intimidation and political malice. Why would anyone endure this? Knowing you, the answer is clear. You are a cadre committed to confronting corruption and greed head-on. You are part of a rare generation that values principle above comfort and integrity above position. The organisation of Oliver Tambo has, in many spaces, degenerated into a den of thieves. Having looted the state and its agencies, corrupt networks have set their sights on universities through tender corruption and political interference. Jonathan Jansen has written extensively about the crisis. What is especially alarming is how corruption and party-political meddling increasingly shape appointments of vice-chancellors, deputies, deans, directors and professors. Mediocrity has become normalised. Scraping the bottom of the barrel is no longer an exception; it is becoming standard practice. You, Comrade Sakhela, stand in direct opposition to this decay. You represent ethical leadership, merit and excellence. That is precisely why your enemies want you removed. You are stubborn when it comes to principle. You value principle more than life itself. That is Sakhela Buhlungu. As you approach retirement, I hope we will reconnect — not just to reminisce but to reflect critically on struggle, sacrifice and what it truly means to serve. Ndiyabulela, qabane. (Thank you, comrade.) Mondli Hlatshwayo Associate professor (labour studies and worker education) Centre for Education Rights and Transformation University of Johannesburg This letter does not represent the views of the University of Johannesburg. These are the views of the writer. ©Higher Education Media Services. This was published on ednews.africa
13 Apr 2026
Overcrowding, infrastructure failures and school safety dominate Gauteng education MEC’s agenda — but deeper structural pressures remain unresolved
MEC Lebogang Maile ’s State of Education briefing in Bryanston, Fourways, landed at a moment when Gauteng’s schooling system is under intense strain from rapid population growth, infrastructure decay and recurring safety incidents. Maile’s address signalled a department trying to project responsiveness while grappling with long-standing systemic pressures. Overcrowding as the central crisis His briefing was framed by escalating concerns about overcrowded classrooms — a problem repeatedly highlighted by parents, school governing bodies (SGBs) and media reports. Gauteng’s rapid urbanisation and inward migration continue to place extraordinary pressure on school capacity. At Bovet Primary School, for example, classrooms reportedly hold up to 80 learners, with some children sitting on the floor or on their school bags because of a lack of furniture and space. Parents say they have raised the concerns “several times, without a response”. Policy signal: Maile committed to addressing infrastructure challenges and the “general state of education” in the province, promising a detailed response at the briefing. This suggests an attempt to reclaim public confidence after visible failures in learner placement and infrastructure delivery. Infrastructure backlogs and slow recovery The MEC’s address is also shaped by the province’s chronic infrastructure backlog — a problem made visible by the repeated fires at Riverlea Secondary School. Five classrooms, including a laboratory and library, were destroyed in the latest incident. Maile’s comments reveal two key concerns: Long delays in rebuilding: Some classrooms burnt in 2007 and 2025 have not been renovated. Systemic vulnerability: This is the third fire in 19 years, raising questions about school safety, maintenance and community tension. He said that repairing structures was more cost-effective than bringing in mobile classrooms, a notable shift from the department’s past reliance on temporary units. Strong rhetoric on school safety and community accountability Maile’s strongest language was reserved for condemning the Riverlea fire. He called the act “criminal” and “unjustifiable”, urging communities to isolate and confront those responsible. Schools should become “sacred” spaces, he said. His remarks also highlighted: Active community involvement, including SGB members, local leaders and the Community Policing Forum, and a call for decisive action against individuals who damage school property. Political reading: The rhetoric positions Maile as both tough on crime and aligned with community structures — a strategic stance given the political sensitivity of school safety in Gauteng. Learner placement and systemic pressure The briefing context emphasises challenges with learner placement, a recurring annual crisis in Gauteng. The department acknowledges that the system is strained by population growth and migration, which outpaces school construction. The structural pressure underpins nearly every issue Maile addressed: Overcrowding Infrastructure backlogs Safety risks Community frustration The MEC’s address implicitly acknowledges that the province is struggling to keep pace with demand. What the address suggests about the department’s direction a) A reactive rather than proactive posture Most of Maile’s commitments respond to crises in the public eye — overcrowding complaints, school fires and media scrutiny. There was nothing new, reflecting his vision. b) A shift toward community partnership His emphasis on SGBs, parents and local leaders suggests a recognition that the department cannot manage school safety and infrastructure alone. c) A need for long-term planning The repeated fires at Riverlea and the chronic overcrowding at Bovet Primary point to deeper structural issues that cannot be solved through short-term interventions. d) Political positioning Maile’s strong language and visible site visits signal a desire to project leadership and control in a politically sensitive portfolio. Overall assessment Maile’s State of Education address reflects a department under pressure but attempting to demonstrate responsiveness. His commitments to address overcrowding and infrastructure challenges are necessary but the underlying issues — rapid population growth, slow infrastructure delivery and school safety vulnerabilities — require long-term, systemic solutions. The MEC also used the word “inefficiencies” in the department and questioned whether his officials were “believable” around the over-crowding issue. His address signals urgency. But whether it marks a turning point or another cycle of crisis response will depend on the department’s followthrough in the months ahead. Action seemed to be the missing spark as Maile did not offer anything new, merely following in the footsteps of his predecessor, Matome Chiloane, who, to his credit, always had a bigger picture. ©Higher Education Media Services. This was published on ednews.africa
13 Apr 2026
Fort Hare council split deepens after VC’s suspension
The governance battle triggered by the precautionary suspension of Professor Sakhela Buhlungu, the vice-chancellor of the University of Fort Hare (UFH), has escalated after two sitting council members warned colleagues of a looming institutional crisis. In a letter dated 3 April, appointed councillors Judith Favish and Kuselwa Marala said they were alarmed by “contested authority, procedural strain and unresolved tensions” at the top of the university, citing the marginalisation of minority views, council “overreach” into operations and “weak adherence” to meeting procedures. The pair also criticised an increased reliance on task teams reporting to the council executive committee to do work they said should be handled by the council, warning that the pattern “threatens the integrity of governance” at UFH. They said the tension was playing out in a region marked by poverty, unemployment and limited formal-sector opportunities, conditions that heightened contestation inside the university. “The VC’s efforts to investigate and act against corruption have been widely applauded within and beyond the university, but there are also many who are angered by these efforts for various reasons. “We believe that the campaign mounted towards the end of 2025, demanding that ‘Buhlungu must go’, cannot be disregarded as a factor that has contributed to the unhealthy environment within which the Council operates,” they wrote. The letter linked the standoff to UFH’s broader socio-political environment in the Eastern Cape and to the heightened pushback that followed Buhlungu’s drive to tackle corruption, which the authors said had attracted both support and resistance in and beyond the institution. A key point of dispute, Favish and Marala said, was the council’s response to a breach of Section 19(1) of the UFH statute in executive appointments, a matter first disclosed by Buhlungu. They said the council agreed disciplinary action was needed against all implicated officials but was split over whether to place the vice-chancellor on precautionary suspension. They wrote that supporters of the suspension presented it as a neutral administrative step, while opponents argued it was disproportionate, given the vice-chancellor’s disclosure, the absence of malice and a fragile institutional climate. The authors also raised concerns about procedure, alleging that a counter-proposal was not entertained, that councillors were pushed into a single motion and that there was resistance to recording the outcome as a majority decision rather than a consensus. Favish and Marala noted that similar concerns arose during discussions on the composition of a vice-chancellor selection panel and revised recruitment procedures. They said the changes expanded political and stakeholder representation while reducing the role of academics and students, a shift that critics warned could politicise the process and weaken institutional autonomy. While rejecting claims that they represent an “old guard”, the two councillors said they supported change and innovation but not at the expense of fair process, transparency and properly recorded decisions. They warned that speed could not be a substitute for due process, arguing that a strong council must accommodate dissent and deliberate rigorously to protect the institution’s long-term integrity. UFH spokesperson JP Roodt confirmed the university had received the correspondence and that the registrar had circulated it to council members for consideration at an appropriate meeting. “It would be premature to comment on the contents before the matter has been considered through our council’s procedures,” he said. Roodt said it was “deeply regrettable” that the letter’s contents were made public before the council had considered it. Council chair Dr Siyanda Makaula said last week that Dr Nthabi Taole-Mjimba, the deputy vice-chancellor for research, partnerships and innovation, had been appointed acting vice-chancellor with immediate effect. The appointment followed the council’s decision to place Buhlungu on precautionary suspension pending a disciplinary process linked to the findings from a forensic investigation into executive appointments. The “mandatory governance approval procedures” were not followed, according to the forensic report. In a message to the university community, Makaula said the acting appointment was intended to ensure stability and continuity while due process ran its course. Taole-Mjimba would serve in the acting role until the disciplinary proceedings were concluded. Higher Education and Training Minister Buti Manamela said on Tuesday that he had met Makaula for a briefing on efforts to stabilise the institution after seven buildings were set alight last year. “I’ve also been briefed extensively on the disciplinary processes, not just of the vice- chancellor but also various other senior officials,” Manamela said. He said he had urged the council to act swiftly, fairly and justly and to protect the university’s stability. On 7 April, a student group on the Alice campus, Young Brightest Motivated Minds (YBMM), criticised media coverage of the dispute involving the UFH council. The YBMM, which organised protests during the unrest at the university in October 2025 before the arson attacks, expressed its “deep anger and outright rejection” of what it called a coordinated media onslaught directed at the council. “What we are witnessing is not journalism but a well-orchestrated propaganda campaign designed to shield individuals, particularly the outgoing retired [and] suspended VC Prof Buhlungu, from accountability while distorting the truth before the public,” the statement said. This article was published on the University World News site.
9 Apr 2026
‘Mr President, you failed me’ – University of Fort Hare corruption fallout reaches Ramaphosa
University of Fort Hare (UFH) vice-chancellor professor Sakhela Buhlungu is facing disciplinary action after being suspended by the institution’s council this week, in a development that comes after years of efforts to root out corruption at the historic university. His suspension has also cast renewed attention on the personal cost of that campaign, after his wife detailed in a letter to President Cyril Ramaphosa the toll it has allegedly taken on their family. Buhlungu was suspended on 30 March, following a communication from University of Fort Hare council chairperson Dr Siyanda Makaula, who said the council had considered written representations, a forensic investigation report and “all relevant circumstances” before taking the decision. The current turmoil at the institution, where several of Africa’s leaders studied, centres on the appointment of two senior executives whose appointments were not ratified by the institution’s senate and council. When the oversight was discovered, Buhlungu alerted the council and sought to have the matter corrected. But the council allegedly ignored the report’s findings, which found no wrongdoing and still went ahead with the suspension. It will also pursue formal disciplinary proceedings against the vice-chancellor. University insiders say that the “knives have been out” for Buhlungu. His efforts to curb corruption at Fort Hare began several years ago and have unfolded amid a climate of violence and intimidation. During that period, staff members have been murdered, Buhlungu has reportedly survived assassination attempts, and parts of the university were set alight during student unrest in October 2025 – incidents widely seen as linked to attempts to derail his anti-corruption drive. Several investigations by the Special Investigating Unit are also ongoing. Allegations of victimisation On Wednesday, University World News obtained a copy of a letter entitled, “Mr President you failed me”, addressed to President Cyril Ramaphosa and dated 27 February 2026. In this letter, Dr Beata Mtyingizana-Buhlungu, Buhlungu’s wife, describes the family’s three-year ordeal, which has left her medically disabled, financially destitute and unable to secure employment, while her children’s education and security have been severely disrupted. The letter suggests they were victimised because of the anti-corruption efforts of her husband. The human cost described in the letter underscores the far-reaching consequences of protracted administrative and legal battles – consequences that, for one family, extend well beyond campus walls. Asked why this has happened, Beata Mtyingizana-Buhlungu told University World News : “Corruption! Corruption! Corruption. The ANC is draining money from universities for the party. UFH was a major cash cow which Sakhela interrupted and rendered the party broke.” Letter to the president The letter, addressed to the president and copied to cabinet ministers and parliament’s higher education leadership, comes after a Commission for Conciliation, Mediation and Arbitration (CCMA) ruling earlier this year that found her dismissal from Nelson Mandela University to have been unfair following a prolonged labour dispute. According to the letter, the period leading up to and following her dismissal coincided with escalating violence and instability at the UFH, including the assassination attempts targeting her husband. “Lives were lost,” she wrote, stating that the combined pressures of workplace conflict, security threats and prolonged litigation led to repeated hospitalisation, psychiatric treatment and ongoing psychological care. Beata Mtyingizana-Buhlungu said she is now on lifelong medication, taking “10 pills a day”, and has spent more R3 million on medical costs over three years, with monthly treatment expenses continuing indefinitely. Devastating impact The financial impact on the family has been devastating, she claims. Legal costs, alone, exceeded R3 million, while her inability to work has resulted in a significant loss in income. According to the letter, extensive debt arising from these expenses has rendered her “unemployable” as credit checks and vetting processes flag liabilities she says she can never realistically clear. The consequences have extended to the couple’s children. One child was forced to withdraw from university due to unpaid fees, despite efforts to negotiate with administrators. Education, life and insurance policies accumulated over more than a decade reportedly lapsed, and a vehicle purchased to mark a daughter’s academic achievement was facing repossession at the time the letter was written. Three years ago, her son was threatened by a gunman while at school and her daughter was almost kidnapped while on campus. On both occasions, the children were saved by their friends. While documenting her family’s collapse, the letter expresses anger at what she characterises as institutional and political indifference to her situation. She alleges that senior government figures were aware of her and her family’s plight but failed to intervene meaningfully. The letter recounts verbal assurances that her case had been “resolved”, engagements with senior advocates and even meetings with ministers that ultimately came to nothing. “I won at the CCMA,” she wrote, “but nothing in that award restores my life.” Questions about instability Throughout the correspondence, she raises questions about accountability in the higher education sector, asking how public universities under financial strain could justify spending millions on prolonged legal battles while staff and students suffer. The letter stops short of calling for specific remedies but repeatedly asks the state the same question: who bears responsibility for the damage inflicted on families caught in institutional conflict? Presidential spokesperson Vincent Magwenya did not comment. In a statement, Universities South Africa (USAf) said it has noted the recent developments at the Mangosuthu University of Technology (MUT) and UFH, where vice‑chancellors, professor Nokuthula Sibiya and professor Sakhela Buhlungu, respectively, were placed on precautionary suspension pending the outcome of disciplinary processes. “The USAf Board believes that the mere existence of allegations and the application of disciplinary processes are not grounds for making unwarranted, defamatory statements that attack the persons and reputations of university executives. “According to the Higher Education Act 101 of 1997, it is the duty of University Councils to govern universities. However, university councils must always act justly and fairly, with due regard to the principle that individuals are presumed innocent until proven otherwise. Disciplinary processes must therefore uphold the fairness espoused in South Africa’s Constitution and labour laws.” Edwin Naidu heads Higher Education Media Services. This article was published on the University World News site.
3 Apr 2026
University of Fort Hare vice-chancellor placed on precautionary suspension pending disciplinary process
The University of Fort Hare (UFH) council has placed vice-chancellor Professor Sakhela Buhlungu on precautionary suspension with full pay, pending the outcome of a disciplinary process arising from the findings of a forensic investigation. In a letter dated 31 March 2026, signed by Dr Siyanda Makaula, the chairperson of the UFH council, Buhlungu was informed that the council had considered his written representations, the forensic investigation report and “all relevant circumstances” before reaching its decision. The context behind the matter relates to the appointment of senior executives without it being ratified by the senate and council. When the oversight was discovered, Buhlungu alerted the council to the missteps and sought to rectify it. But the council allegedly ignored the findings in the report into the matter, which found no wrongdoing and went ahead with the suspension. University insiders said the “knives have been out” for Buhlungu since his efforts to clean up the university have led to several investigations by the Special Investigating Unit. According to the letter, the suspension follows serious allegations, including findings of irregularities in the appointment processes of two executive directors. The council has resolved to institute formal disciplinary proceedings against the vice-chancellor. The decision was taken under the university’s employee relations policy, which allows for precautionary suspension where an employee’s continued presence might jeopardise investigations, pose risks to governance processes or create the potential for interference with witnesses, documentation or evidence. The council stated that it was of the view that Buhlungu’s continued presence in office could reasonably give rise to risks of interference with potential witnesses or institutional records and that the nature of the allegations implicates senior management decision-making and oversight structures at the university. The suspension, which takes immediate effect, is described as a holding measure and does not constitute a disciplinary sanction. It will remain in force until the conclusion of the disciplinary proceedings, unless lifted earlier by the council. During the suspension period, Buhlungu is required to refrain from entering university premises without prior written approval, avoid contact with staff, students, service providers or stakeholders on matters related to the investigation and make available any university property or documents required for the disciplinary process. He remains obligated to attend the disciplinary hearing once formally convened. The council indicated that formal notice of the disciplinary hearing, including the charges and logistical details, would be issued separately in line with university policy. Buhlungu’s employment contract remains in force during the suspension. The letter was also copied to Dr Yoliswa Mancotywa, the deputy chairperson of the UFH council. On 20 March, the chair issued a council statement regarding the forensic investigation into the appointment of two executive directors at the University of Fort Hare. The statement said that after the conclusion of a forensic investigation into alleged irregularities pertaining to the appointment process of two executive directors, council convened a special meeting on 19 March 2026. The council duly considered the findings and recommendations contained in the report. The investigation has determined that four senior management employees, through their involvement in various capacities, failed to comply with requirements of Section 19.1 of the university statute, in that council approval was not obtained when the appointments of the executive director: infrastructure and technology as well as the executive director: people management and engagement, were made. In light of the findings, the council has unanimously resolved that appropriate disciplinary action be imposed against the implicated employees. In accordance with Section 10.1 of the UFH employee relations and procedures, “Where the policies, norms, values, standards and principles of the University of Fort Hare have been violated the university has the right, through the disciplinary procedure, to apply appropriate corrective action in a fair manner”. ©Higher Education Media Services
31 Mar 2026
Services SETA’s real estate transformation drive graduates 537 youth
A new generation of black property professionals officially stepped into the industry on Saturday as part of Services SETA’s ambitious drive to transform the real estate market in South Africa. A total of 537 young people graduated as certified real estate practitioners at the Durban International Convention Centre, a ceremony that marked the completion of the KwaZulu-Natal Real Estate Training and Placement Programme. The initiative is a partnership between Services SETA, the KwaZulu Natal Department of Economic Development, Tourism and Environmental Affairs (EDTEA), the Property Practitioners Regulatory Authority (PPRA) and industry partners. Over the past 12 months, the graduates completed a professional journey that combined structured training, on-the-job experience, and industry examinations. They received certificates issued by the PPRA, South Africa’s statutory property regulator, as formal recognition of their compliance and readiness to serve as professionals in the real estate industry. In terms of key industry valuations and trends, as of 2026, the combined value of residential and commercial property excedded R8,8 trillion, with the residential property market valued at roughly R6,9 trillion. KZN EDTEA Musa Zondi said programmes such as the Real Estate Training and Placement Programme provided young people with market-relevant skills, practical industry exposure and pathways to sustainable careers. “This milestone marks the beginning of their professional journey into the property sector,” he said, emphasising the need for such programmes to be spread across the country. The Services SETA Acting Chief Executive Officer, Sibusiso Dhladhla, in his address, announced that the organisation graduated over 530 young people out of the 700 who enrolled in the programme, which is an achievement reflecting more than an 80% success rate. “454 of the graduates received a 99% pass rate on PPRA exams and today they are recognised as professional real estate agents,” he said. Dhladhla further highlighted the importance of acknowledging real estate as a broad industry that plays a vital role in shaping the economy. Services SETA Acting CEO, Sibusiso Dhladhla “The more we invest in the real estate industry and expand such programmes, the more we will change how this industry is perceived. It will move away from being seen as a light industry to becoming a recognisable sector,” Dhladhla said. “Property will forever live. Government is moving into public properties, municipalities are reviving, and that requires professional agents”. PPRA Board Chairperson, Queendy Gungubele, congratulated the graduates and noted that the milestone represents more than the completion of a training programme. “This moment represents access to opportunity and the transformation of an industry that for many years did not reflect the diversity of talent in our country,” she said. Anathi Gasa, one of the graduates, shared his journey in real estate industry, saying that he believes the sector holds untapped potential for South Africa’s economy. “Post matriculating, I realised that I wanted to pursue a career that is more practical,” he said, referencing his early experience in sales. “In high school, I used to sell t-shirt as a way of making income”. For Gasa, the programme did not only offer personal growth, but an entry into an industry that is increasingly recognised as a driver of entrepreneurship and community upliftment. “This programme was more practical and really developed my confidence of being an entrepreneur” . He acknowledged that the industry demands discipline and foresight. “Pursuing a career in real estate needs patience. It has a lot of money but also requires thinking and alignment of plans. This qualification is a key to better my living and also change the lives many, this is an industry that needs recognition,” Gasa said, adding that the real estate industry was evolving from a secondary career option into a cornerstone of economic transformation and opportunity. The graduates will now enter the property sector as candidate property practitioners, supported through mentorship and industry guidance as they establish their careers.
16 Mar 2026
Top pupils get wings to help SA soar
At a time when South Africa faces persistent challenges in education, economic growth, public health, energy security and technological competitiveness, the country’s need for strong graduates in mathematics, physical science and related fields has never been greater. For 25 years, the National Science and Technology Forum (NSTF) has supported South Africa’s top achievers in matric maths and physical science: young people who not only excel academically but who also choose to pursue demanding degrees, among them medicine, engineering and the natural sciences. Through the NSTF Brilliants Programme , a small group of today’s top maths and science learners are on their way to becoming tomorrow’s problem-solvers, innovators and leaders — the very people the country will rely on to address complex national challenges. Jansie Niehaus , the executive director of the NSTF, said investing in high-achieving pupils, particularly those excelling in maths and science, was essential to strengthen South Africa’s capacity for growth and global competitiveness. “These subjects form the foundation of science, technology, engineering and mathematics ( Stem ) careers — the very skills base required to drive innovation-led development and solve complex national problems,” she said. The Brilliants Programme, she said, played a vital and strategic role at a time when the country was lagging in maths and science performance. Data from the Trends in International Mathematics and Science Study 2023 , released and analysed by the department of basic education, paint a concerning picture. Grade 5 maths scores declined from 374 (2019) to 362 (2023); Grade 5 science scores dropped from 324 (2019) to 308 (2023); and South Africa ranked last internationally among participating countries at this level. This represents a statistically significant decline, placing the country well below the international benchmark of 400 points for basic competence. Yet there is more than a glimmer of hope. Since its inception, more than 442 outstanding pupils have been recognised through the Brilliants Programme, many of whom have received bursary support and exposure to South Africa’s scientific and innovation ecosystem. “These students represent a pipeline of future doctors, engineers, researchers, innovators and technology leaders — precisely the human capital South Africa needs to remain competitive in research, innovation and development,” Niehaus added. Stem education under pressure Basic Education Minister Siviwe Gwarube has expressed concern over the declining number of learners taking maths and physical science, warning that the trend undermined the development of critical skills required for economic growth. Despite improved overall pass rates, the low uptake of the gateway subjects is widely regarded as a crisis. South Africa continues to grapple with uneven performance in maths and science, particularly in under-resourced communities. While many learners show potential, too few achieve high-level passes in the subjects, limiting access to Stem careers and placing growing pressure on universities and the broader economy. Reports indicate that 435 schools failed to offer maths to matric pupils in 2026, largely because of teacher shortages and capacity constraints. The department of basic education is seeking closer collaboration with professional bodies to improve the quality of teaching and increase learner participation in maths and science. At the post-school level, universities face similar challenges related to through-put, skills shortages and the urgent need to expand the pool of graduates in high-impact fields. South Africa’s economic and social development depends on a steady supply of graduates in science, engineering, health and technology. “Initiatives like the NSTF Brilliants Programme help bridge the gap between school achievement and successful participation in higher education by recognising talent early and supporting students who have the potential to lead in these sectors,” said Niehaus. Hands-on: Pupils on the programme with Professor Attie Jonker, the co-founder, shareholder and director at Jonker Sailplanes, during a visit to Jonker Sailplanes in Potchestroom. Where the NSTF Brilliants Programme fits into the national solution The NSTF Brilliants Programme addresses a critical point in the education and skills pipeline: the transition from school excellence to sustained participation and success in Stem studies. The programme rewards high achievement in matric maths and physical science at a national level, encourages students to choose and persist in Stem degrees and highlights talent from all provinces,with at least one boy and one girl selected from public schools in each province. While showcasing diversity and inclusion, the initiative draws learners from both well- resourced and under-resourced schools and connects them to the scientific community, exposing them to real-world research environments and global scientific networks. Scientific solutions The NSTF encourages students to complete their studies in Stem-related fields as far as they can and to find their way into one of the many interesting and fulfilling careers in related fields. “South Africa’s ability to solve our problems and compete internationally in research and innovation depends on this,” Niehaus said. As fewer learners leave primary school with the mathematical and scientific foundations required for advanced study, the Brilliants Programme plays a crucial role in ensuring that those performing above the norm are not left behind. The 2026 cohort exemplifies this excellence, achieving an average Grade 12 mark of 95.7% in maths and physical science. Forty-one percent of the cohort are pursuing medicine, another 41% are studying engineering and the remaining 18% are enrolled in other Stem disciplines. Students are attending a range of institutions, with 41% at the University of Cape Town, 27% at Stellenbosch University, 9% at the University of the Witwatersrand and others enrolled at the University of KwaZulu-Natal, University of the Free State, University of Pretoria, University of Johannesburg and North-West University. The cohort is 64% black and 36% white, with 55% female and 45% male learners. They come from a broad spectrum of school backgrounds: 41% from quintile 1–3 schools, 23% from quintile 1–2 schools, 9% from quintile 1 schools and 59% from quintile 4–5 schools. The annual programme is unique to the NSTF, offering prestigious national recognition to students for outstanding performance in the National Senior Certificate maths and physical science examinations. By nurturing South Africa’s top young scientific minds, Niehaus said the NSTF Brilliants Programme continues to invest meaningfully in the country’s future Stem professionals, innovators and leaders. Edwin Naidu is the head of Higher Education Media Services
14 Mar 2026
Robotics lab launched in Mpumalanga school to boost digital skills in rural classrooms
In a classroom in Siyifunile Secondary School in Dullstroom, Mpumalanga, pupils will soon be learning how to build and programme robots — part of a new initiative aimed at bringing coding and digital skills to rural schools. The robotics laboratory, launched and jointly funded by the Shoprite Foundation and the Development Bank of Southern Africa (DBSA), forms part of a broader effort to bridge South Africa’s widening urban-rural digital divide. The lab will provide pupils with hands-on experience in robotics and digital literacy, supporting future-ready learning across the province. Maude Modise , the director of the Shoprite Foundation, said the facility formed part of the foundation’s broader education and skills development strategy. “Expanding our robotics programme into Mpumalanga strengthens our focus on building digital capability within the schooling system, building on the four labs established in KwaZulu-Natal and the Eastern Cape,” Modise said. “We are intentional about creating interventions that support progression through high school, rather than isolated exposure.” The aim, she said, was to establish a clear learning track that developed problem-solving, digital fluency and future-facing skills in a sustained way. The lab introduces a structured pathway from grade 8 to matric. Grades 8 and 9 will follow curriculum-aligned coding and robotics within the formal timetable, while grades 10 to 12 will take part in an after-school programme focused on artificial intelligence (AI) and career readiness. The partnership combines the Shoprite Foundation’s experience in education and skills development with the DBSA’s mandate to build long-term educational and digital capacity, expanding access to structured technology learning at both school and community level. “From a Shoprite perspective, we have seen how digitisation and AI have helped us as a company,” Modise said. “Looking into the future, those are going to be critical skills for learners to participate in the economy.” She noted that the World Economic Forum had predicted that AI, coding and digitisation would become essential skills for the future economy, whether in the workplace or in running one’s own business. “It creates an opportunity to broaden your horizons,” she said. Shoprite and the DBSA each invested more than R1 million in the Siyifunile project. Modise said the foundation had spent more than R7m on robotics laboratories over the years. “The hard thing about this work is that there are still so many communities we need to reach,” she said. The programme prioritised schools that were willing to commit time and resources to integrating coding and robotics into teaching. “We are looking for schools that are committed to offering the subject, because it requires investment from teachers and principals to ensure the resources are properly used.” Two more robotics laboratories were expected to launch within the next few months — one in Gauteng and the other in Khayelitsha in the Western Cape. “For us, it’s about how far we can extend this reach, especially in townships and underprivileged communities, so that young people can participate in a sector that will be critical for the future,” Modise said. The initiative is implemented in conjunction with Social Coding South Africa, which conducted a preliminary assessment at the school. After-school programmes will allow learners to take part in robotics activities and competitions designed to make technology learning engaging. Modise said the programme was designed to broaden access to digital education, even for learners without technology at home. “Whether you have a laptop at home or not, it doesn’t mean you cannot be given the opportunity to learn and ultimately gain online certification.” Early results from other schools had been encouraging. “In Verulam in KwaZulu-Natal, we’ve seen strong participation, with learners choosing IT as a subject after being exposed to the programme and the equipment,” she said. The exposure also helped learners see a wider range of career possibilities. “Children realise there are other career opportunities beyond being a doctor or lawyer. They can become software or data engineers and pursue careers in the digital space.” Zeph Nhleko, the DBSA chief economist and group executive for strategy and sustainability, said the initiative was “more than the handover of a lab”. “It is the activation of a transformative ecosystem that integrates infrastructure, digital skills development and community empowerment,” he said. “We believe infrastructure must create opportunity. Through partnerships that combine our catalytic capital with partners’ technical expertise, we are helping equip young people with the digital skills they need to participate in a technology-driven economy.” Dr Sizwe Nxasana, the chief executive and founder of the Sifiso Learning Group, said the partnership could play an important role in preparing learners for a rapidly changing technological landscape. “Technology is advancing rapidly,” he said. “AI is already shaping the future and it is important that young people are not just consumers of technology but also users and creators of solutions through technology.” Nxasana thanked Shoprite and the DBSA for supporting learners in under-resourced communities such as Dullstroom. “It is critical that learners in these areas are not left behind as the world becomes increasingly technology-driven.” He added that coding and robotics helped learners develop key skills for the future world of work. “When learners work with robotics kits and coding in the classroom, they build resilience because things often don’t work the first time or even the second or third time. “They learn creativity, problem-solving and collaboration. Coding and robotics also encourage collaboration across subjects, with technology teachers often working alongside mathematics, life orientation or creative arts teachers.” The integration, he said, helped learners understand the importance of subjects such as maths, physics and computer systems technology while making learning more engaging. Nxasana said South Africa was making good progress in digital education. “The department of basic education has introduced coding and robotics as a subject, which is a very progressive step. “There are even some developed countries that have not yet introduced coding and robotics as an official subject. However, while this is encouraging, we still face challenges within the education system that need to be addressed.” Elijah Nkosi, an official from the Mpumalanga department of basic education, said robotics education was being piloted as part of curriculum development. “This is the fifth year of us piloting the subject, looking at curriculum policy and assessment as we work towards formally introducing it.” Seliki Tlhabane, the department’s chief director for mathematics, technology and enrichment programmes, said exposing learners to digital skills was essential in a technology-driven world. “We live in a digital era and we need to ensure that our children receive an education that is fit for industry.” Every element of the lab was designed to be technically sound and integrated into the school timetable, said Xoliswa Mahlangu, the head of digital learning and technology at Sifiso EdTech. “Our modules develop critical thinking, creativity, collaboration, communication and computer literacy, ensuring the lab is an active learning environment,” added Thembiso Magajana, the founder of Social Coding South Africa .
13 Mar 2026
Forensic probe finds leadership failures at Roedean School as board chair resigns
An independent forensic investigation into Roedean School’s cancelled 3 February tennis fixture has found leadership failures and procedural lapses at the centre of the breakdown that led to the forfeiture of the match against King David Linksfield. In a 16 February update to parents and staff, the board of directors confirmed that Phase 1 of the independent investigation found that concerns raised by a number of students prior to the match were not managed through appropriate leadership processes and were not escalated, assessed or resolved in line with expected governance protocols. It further established that academic workshops had been scheduled at the same time as the fixture and that established procedures were not properly followed in managing the clash. Communication and judgment failures at leadership level compounded the situation, the board said. It acknowledged that its earlier understanding of events had been incomplete and accepted responsibility for acting on information that had not been sufficiently verified. The findings follow weeks of controversy after King David Linksfield alleged that concerns had been raised about playing a Jewish school and described the cancellation of the match as resulting from “antisemitic actions”. Roedean had initially maintained that the fixture was forfeited due to academic commitments. The board reiterated in its latest update that it remains unequivocal in rejecting antisemitism and all forms of discrimination, stating that this principle stands independent of the investigation’s conclusions and remains central to the school’s values. Hours after the findings were communicated, the board confirmed that chair Dale Quaker had stepped down with immediate effect. In a separate leadership update, the board said Quaker’s resignation followed careful reflection on the pressure the recent period had placed on him and his family, noting that public commentary had crossed acceptable boundaries and affected their sense of safety and wellbeing. Thembi Mazibuko has been appointed interim chairperson and Claudia Bickford-Smith deputy interim chairperson as the board moves into what it described as a three-month stabilisation period focused on governance strengthening, implementing the investigation’s recommendations and rebuilding confidence within the school community. Phase 2 of the investigation is now under way and will examine broader governance, policy and decision-making processes, including root causes and accountability mechanisms. That phase is expected to conclude within two weeks. The school said it remained in discussions with King David and the Independent Schools Association of Southern Africa.
17 Feb 2026