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South Africa’s goal since 2012 has been to build a capable and developmental state to address the twin challenges of poverty and inequality. The country’s National Development Plan defines a capable state as “well-run and effectively coordinated state institutions with skilled public servants”. A transformative and developmental role is about “consistently delivering high quality services” for the good of society.
The world has to feed a growing population with the same area of land and less water. Irrigation is key to managing this problem.
A 2024 Unicef report found that 23% of South African children experience severe food poverty, eating less than two of the recommended five food groups per day. Unemployment, food insecurity, limited access to basic services and a lack of knowledge about nutrition all contribute to this.
Sinazo Ntsonge, Rhodes University
South Africa’s Expanded Public Works Programme is part of its social safety net. It complements the country’s social grants system, which has over 28 million recipients.
In the modern world of work, most computations are done using technology. In contrast, in South Africa, school maths computations and other kinds of mathematical work such as graph sketching and construction of geometric figures are done with pencil and paper despite the availability of computer software to perform these tasks.
What’s taught in schools – and how it’s taught – is at odds with equipping pupils with skills needed in the post-school world.
School mathematics in South Africa is often seen as a sign of the health of the education system more generally.
Matric exams are a crucial moment in a young person’s educational journey.
Gabrielle Wills, Stellenbosch University
At the dawn of democracy in 1994, South Africa faced a sobering reality. Fewer than a third of 25- to 34-year-olds had achieved at least a matric (12 years of schooling completed) or equivalent qualification.
Samuel Amponsah, University of Ghana
Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who develop their societies. Ghana’s education system currently favours a western educational philosophy, relegating its indigenous philosophies to the back burner.
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