Empowering the next generation to thrive
Preparing your child for the unpredictable journey ahead is a marathon, not a sprint.
The world is shifting – fast. Trade battles, soaring prices, job disruptions and game-changing technology are reshaping the world and the future of work right before our eyes. It's no wonder so many parents are asking: Will my child be ready? Will they thrive in this new economy? How do I prepare them for a future that feels so unpredictable? What skills will open doors – and where can they gain real-world experience to stand out? Most importantly, how do we help them build the resilience, confidence and grit to tackle whatever comes their way?
This year's edition of the, The South African Schools Collection Including Tertiary Institutions, dives into these big questions and brings you expert-driven answers. We look at why strong foundations matter more than ever. Research shows that the first five years of learning – through play and exploration – unlock early literacy, numeracy and a lifelong love of learning.
We unpack why play-based learning is critical for nurturing creativity, critical thinking, and adaptability – skills essential for the future. If you're choosing a primary or high school, we share expert advice to help you make the right decision for your child's academic and social development. We also highlight the remarkable impact of parental involvement in education. Members of school governing bodies share why strong partnerships between parents, teachers and students lead to extraordinary achievements – and how you can get involved.
As the world becomes more technology-driven, we explore the rise of specialist schools that focus on nurturing individual strengths. Discover why an education entrepreneur launched a school built around in-demand skills, such as data analytics, entrepreneurship, coding and cybersecurity, giving students the tools to future-proof their careers. Finally, with economic uncertainty reshaping education choices, we look at the growing appeal of technical and vocational education and training schools. These institutions equip students with hands-on, job-ready skills, opening doors to employment or entrepreneurship.
There is more. As you turn these pages, I hope you'll find not just answers, but also inspiration. Preparing your child for the future is a marathon, not a sprint — filled with highs and lows. However, armed with the right knowledge and support, you and your child will not only reach the finish line; you'll thrive every step of the way.
Vukani Magubane, Editor
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The Herald
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- The Herald
Proof is in my pupils' results, says mother tongue learning champion
Nomakwezi 'Kwesta' Dlali is not just a school principal; she is a passionate advocate for Mother Tongue-based Bilingual Education (MTbBE). Her commitment to helping pupils come to grips with mother tongue learning has inspired many teachers, particularly those who were initially sceptical, clinging to the belief that English is the only effective medium of instruction. Dlali, who started her career as an English teacher in 1995 but later developed a love for teaching mathematics, is the principal of Ngubezulu Primary School in Sijingolweni village, Tsomo. Her school, which falls under the Chris Hani East education district, was one of 150 in the Eastern Cape championing MTbBE, where mathematics, natural science and technology are taught and assessed in both isiXhosa and English. 'Yes, we are not teaching and assessing in isiXhosa, but in bilingual [both languages]. MTbBE ... seeks to address literacy in our schools, enabling children to learn and read with comprehension.' Dlali said before the introduction of mother tongue learning, many pupils performed poorly in mathematics and struggled with comprehension despite having a good grasp of English. 'But some of them now achieve levels 5, 6 and 7 and this shows how effective MTbBE is. 'It means these kids were not understanding the concept and struggled to grasp it and MTbBE improved literacy and reading and learning with comprehension. 'One of them, a young, brilliant child, came here not exposed to bilingual learning and teaching, and struggling in maths. 'But today she is one of my top learners, and I also use her to tutor other children. 'Children understand and grasp things better in their mother tongue ... and this has been proved by the results,' Dlali said. The 52-year-old challenged the notion that English should be the only medium of instruction, arguing that Afrikaans-speaking pupils had successfully learnt all subjects in Afrikaans from primary school through tertiary education, with English taught only as a subject. 'Why should our African languages be any different? 'Decolonising education is essential, and MTbBE aligns with this goal by enhancing literacy and comprehension in our schools. 'If we don't initiate this change now, when will it happen? If it is not started in our lifetime, when will it start? 'Uncertainty and fear of the unknown are natural; overcoming them and manoeuvring is destiny. ' Beyond her role at school, Dlali has created a nationwide audience for mother tongue learning by developing online learning materials and sharing them on TikTok. She also champions the programme in the education district, helping to translate learning and teaching material into isiXhosa. 'I'm proud to be involved in versioning the department of basic education workbooks, which were originally written in English. 'MTbBE is not a new concept; it reflects what we do daily in our teaching — code-switching and trans-languaging. Now, we are empowered to implement it freely,' she said. Dlali admitted that the transition to MTbBE in 2014 was not easy. 'After 19 years of teaching experience, it was as if it were my first year of teaching ... 'I was so frustrated, had to change my teaching strategies and methods and resorted to the textbook method because of the terminology that was used then, where everything was translated to isiXhosa, and some terms were new to me.' 'As I was adapting, I realised that the MTbBE was indeed working in natural sciences and technology [ Inzululwazi noBuchwepheshe ] because learners were able to express themselves in their mother tongue and their performance improved drastically.' This year marks Dlali's 30th year of teaching mathematics, during which she has nurtured future doctors, engineers, teachers and scientists. A standout moment in her career came in 2024 when one of her pupils, Hlumelo Makunga, was announced as the top achiever in grade 12 in the Mthawelanga Circuit, outperforming matriculants from five high schools. Hlumelo achieved level 7 in both mathematics and English and is now studying chemical engineering at Wits University. 'He is my product, the product of the MTbBE. The reason I'm so happy is the fact that people always say: 'how are they going to cope in tertiary institutions and interviews when they're taught in isiXhosa?' 'All my learners are doing exceptionally well in all the high schools. I'm receiving phone calls from different schools, circuits, districts and provinces, from different educators, complimenting my learners.' Dlali is now on a mission to grow her school. Ngubezulu Primary has 160 pupils and seven teachers, necessitating multi-grading, where teachers manage two classes simultaneously. 'To ensure numbers remain stable or increase, I embark on community outreach imbizos canvassing for the school,' she said. Despite her primary school responsibilities, she follows up with her former pupils in high school, offering them free assistance with their studies. 'It's challenging balancing my duties as a teacher, school manager and my involvement in sports and music. 'However, I dedicate my time to support my learners after they pass grade 7, providing Saturday and holiday classes.' • To follow Dlali's lessons, you can visit her TikTok account (@nomakwezi23) or find her on Facebook as Nomakwezi Kwesta Dlali. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation
The Herald
3 hours ago
- The Herald
‘I grasp concepts better in isiXhosa than in English'
Hlumelo Makunga, a 19-year-old Wits University student, is living proof that learning in one's mother tongue can be beneficial to schoolchildren. In 2016, when Makunga entered grade 4 at Ngubezulu Primary School in Tsomo, he was introduced to Mother Tongue-Based Bilingual Education (MTbBE). isiXhosa was the primary language of instruction (80%) and English was a secondary language (20%) until he passed grade 7. 'I never struggled with English and maths because I had a solid foundation in my mother tongue,' he said. 'My teachers used isiXhosa to explain complex concepts, and this helped me understand and retain information better.' Makunga's academic record speaks for itself. He passed English, maths and science with a level seven in grade 12 and was named the top pupil in the Mthawelanga circuit in the Cofimvaba area. He is now studying towards a degree in chemical engineering. 'English will never make one a better learner than others. It's the foundation, dedication and commitment that matter.' Makunga's cousin, 13-year-old Isiphiwe Makunga, is in grade 7 at Ngubezulu Primary. Isiphiwe started his schooling career in the Western Cape but moved to the village school in January this year. In the Western Cape, he was being taught in English only. 'I did not perform well, though I was not failing. Now things are much better. 'In term one, I obtained a level 4; in term two, I received a level 5, and I believe in term four I will achieve a level 7,' said Isiphiwe, who has fallen in love with mathematics and wants to be a lawyer or maths teacher. Qhama Bukula, 11, is in grade 6 at Mvuzo Primary School in Cofimvaba. He speaks English fluently, even though he has never attended an English-medium school. 'My English teachers are good. Though I can feel comfortable in both languages, and I can express myself freely, I am an isiXhosa speaker ... I grasp concepts better in isiXhosa than in English. 'Even when we support each other with school assignments or work, we use both isiXhosa and English, and my peers understand better in isiXhosa.' Sinaye Maxolo, in grade 7, hopes that the mother tongue learning programme will be introduced in grade 8. 'This will make me part of the first group to be taught in MTbBE in high school starting next year. 'My school has been at the top of the district in maths and debate, in both English and isiXhosa, and we are also involved in coding and robotics and became district champs. I am participating in all of those, including music,' Sinaye said. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation
The Herald
3 hours ago
- The Herald
‘The children deserve better than this — we're drowning'
'Teaching is very difficult,' Boitumelo Mokoena*, a teacher at the school, said. 'Most classes have 60 to 70 learners. You're lucky if 10 are really paying attention. We're expected to teach all subjects to all of them and just hope they're listening.' She described how overcrowding impeded her basic movement, saying she was often unable to reach the pupils at the back of the class. 'I can't walk around the classroom; and I can't even move at all because you would find students sitting at my feet. 'I have to shout for attention and even then, you only reach a few students. It's really hard for students to grasp the subject when they can't hear me,' she said. Another teacher, Kamogelo Mahlangu*, said the school had a capacity for 1,081 pupils but was accommodating more than 2,000. 'The most we've had in one class is at least 120 pupils and when it's time for tests, you find that only 10% of the students actually know what they are writing. 'The comprehensive reading is bad; it's not a great teaching environment,' Mahlangu said. Multilingual instruction adds to the challenge. 'We try to teach in at least three languages to support the learners, but with these numbers, it becomes nearly impossible.' Just next door, Cosmos City Junior faces the same crisis. Teacher Ayanda Dlamini said repeated pleas for assistance from the basic education department had been ignored. ' We've been asking the department for more teachers and classrooms for years. Every year, the number of learners increases, but the space and resources stay the same. 'It's heartbreaking because we want to teach, but we are set up to fail. The kids deserve better than this — we're drowning,' he said. At Blue Eagle Primary, a school governing body member said overcrowding was pushing teachers to their limits. 'The recommended teacher-to-learner ratio is one to 40, but many of our classes are 1 to 60. 'The teachers are overwhelmed. You find that some barely go to class and when they do it's too much. They then go on leave because there's too much work,' she said. DA education spokesperson Sergio dos Santos confirmed that the problem was widespread. 'Overcrowding has a serious negative impact on teaching and learning. We've seen classrooms with 92 learners in one room. 'In those conditions, teachers can't get to the learners at the back. There is almost no one-on-one engagement.' He also raised concern about the multilingual instruction challenges faced by schools in the province. 'We support mother-tongue instruction in the foundation phase — especially for literacy — but large, multilingual classrooms need more structured support. Right now, schools are struggling to manage.' When asked to comment, Gauteng education spokesperson Steve Mabona said: ' ... The department did indicate during the learner placement period that because of pressure experienced in certain areas, some schools will be overcrowded. 'As such, we are establishing a satellite school in the said areas, which will assist to alleviate pressure from the overcrowded schools.' * The names in the article have been changed to protect the identity of the teachers and those associated with the schools. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation
