Prof Agnes Chigona, a distinguished educator, NRF C1-rated researcher, and the Tier 1 SARChI Chair as well as Director of the Global Institute for Teacher Education and Society (GITES), is “deeply honoured” to have received the Digital Skills Sovereignty Award at the SITA GovTech Digital Sovereignty Public Service Awards 2026 recently.

Chigona says this award recognises individuals who have made significant contributions to developing digital skills and capacity that empower citizens, strengthen institutions, and support South Africa's digital transformation agenda. “As an educator and researcher, this recognition is particularly meaningful because it acknowledges the role of research and education in building a digitally empowered society.”

Her first reaction when her name was announced as a winner was surprise, gratitude, and humility. “I felt honoured that the work I have dedicated myself to over many years had been recognised at a national level. At that moment, I reflected on the many students, colleagues, collaborators, and mentors who have journeyed with me. This achievement is not mine alone; it represents the collective efforts of many people committed to advancing education and digital innovation.”

She attributes this achievement to perseverance, collaboration, and a passion for making a meaningful contribution through research and education. Throughout her career, Chigona focused on understanding how digital technologies can be leveraged to improve educational opportunities, particularly for those who have historically been underserved. The support of her colleagues, students, research partners, CPUT, and funding agencies such as the National Research Foundation (NRF) has played a vital role in making this work possible.

Personally, this award is a humbling affirmation of the work she has been privileged to undertake throughout her academic career. “For GITES and the Faculty of Education, it highlights the quality, relevance, and impact of our research and teaching. For CPUT, this recognition demonstrates the university's contribution to advancing digital skills, innovation, and research excellence in South Africa. It showcases CPUT as an institution that is committed to producing knowledge and graduates capable of contributing to the country's digital future.”

Chigona believes this award reflects a sustained commitment to advancing digital skills through research, capacity development, and leadership. Over the years, she has worked to understand how technology can be used effectively to improve teaching, learning, and educational opportunities. Through mentoring postgraduate students, leading innovative research projects, building national and international partnerships, securing research funding, and contributing to policy and practice, “I have sought to promote the development of digital skills that support both individual and societal growth”.

“This award recognises those collective efforts and their impact.”

She also encourages emerging researchers to pursue research that matters and creates value for society. Be curious, remain resilient, and embrace collaboration. “Research is not always an easy journey, but persistence and commitment will yield results. Most importantly, focus on addressing real-world challenges and creating knowledge that can make a positive difference in people's lives and communities.”

Chigona is inspired mostly by the opportunity to make a meaningful impact through education and research. “Knowing that our work can help improve educational outcomes, empower teachers and learners, and contribute to national development keeps me motivated. I am also inspired by the students and young researchers I mentor. Their enthusiasm, creativity, and determination remind me every day of the transformative power of education.”

Chigona emphasises that she is deeply grateful to receive the Digital Skills Sovereignty Award. “I accept it not only as a personal honour but as recognition of the collective efforts of my colleagues, students, collaborators, and the broader CPUT community. This award strengthens my commitment to continue contributing to the development of digital skills, educational innovation, and research that helps create a more inclusive and digitally empowered South Africa.”

Written by Aphiwe Boyce
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Being selected as a finalist in the Digital Skills Sovereignty Award category of the SITA GovTech Digital Sovereignty Public Service Awards 2026 is deeply validating for Prof Agnes Chigona, as it recognises that academic research can extend beyond scholarly publications and make a tangible difference in society.

“My work has always focused on ensuring that digital transformation in education serves communities, particularly those that have historically been excluded from technological opportunities. Recognition from a national institution such as SITA affirms that the research, innovations, and capacity-building initiatives we implement are contributing to the country's broader digital development agenda and supporting citizens in meaningful ways,” says Chigona, the National Research Foundation (NRF) SARChI Chair (Tier 1) in Teacher Education.

Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships, Prof Marshall Sheldon, notes that this recognition is a testament to the quality, impact, and consistency of Chigona’s research contributions, “as well as your dedication to advancing knowledge within your field”.

“Your accomplishment brings distinction not only to yourself but also to the Faculty of Education and the Cape Peninsula University of Technology. We are proud of your achievement and thank you for your continued commitment to research, innovation and academic excellence.”

The Director: Global Institute for Teacher Education and Society (GITES) CPUT, notes that through GITES, they have championed the integration of digital pedagogies into teacher education programmes to ensure that future educators are equipped with the competencies required in a rapidly evolving digital society. “We have developed initiatives that support educators, pre-service teachers, and practising teachers in using digital technologies for teaching, learning, collaboration, and community engagement.” She says the approach emphasises contextually relevant digital skills, technology-enhanced pedagogy, and the development of critical digital literacy, ensuring that educators can confidently use technology to improve learning outcomes while responding to local realities.

Their approach moves beyond simply teaching educators how to operate technological tools. Instead, they focus on helping them understand how technology can transform

teaching and learning practices. They encourage educators to become designers of learning experiences that are inclusive, collaborative, and responsive to diverse learner needs.

“By embedding digital pedagogies into teacher education, we are preparing educators to make informed decisions about when, why, and how to use technology effectively, rather than viewing technology as an end in itself.”

A standout result has been the growing confidence teachers and pre-service teachers now show when weaving digital technologies into their lessons. Chigona and her team have also seen a surge in engagement within online professional learning communities, a richer use of digital resources in classrooms, and a noticeable boost in digital literacy among everyone involved.

Their work recognises that digital inclusion is not only about access to devices and connectivity but also about access to meaningful opportunities to learn and participate. They have focused on building educators’ and pre-service teachers’ capacity to use available technologies in innovative and sustainable ways. By designing context-sensitive interventions, fostering peer support networks, and promoting digital literacy, they have helped participants from under-resourced environments engage more confidently with digital learning and professional development.

When educators develop strong digital pedagogical competencies, they become catalysts for broader social and economic transformation. Chigona says digital sovereignty depends not only on technological infrastructure but also on human capability. “By empowering educators to use technology critically, creatively, and responsibly, we are strengthening South Africa's ability to develop local expertise, foster innovation, and ensure that citizens are active participants in the digital economy rather than passive consumers of technology.”

Chigona’s research and mentorship philosophy is grounded in relevance, sustainability, and community impact. “We encourage students and emerging scholars to focus on solving local challenges through locally informed solutions. By developing research capacity, nurturing leadership, and creating opportunities for collaboration between universities, schools, communities, and industry, we aim to build a generation of digitally skilled professionals who see value in contributing to South Africa's development.”

The SITA GovTech 2026 Digital Sovereignty Public Service Awards gala takes place on 21 September 2026 at the Durban ICC during the 20th-anniversary of GovTech, and Chigona says win or not, the nomination itself presents an important opportunity to engage with policymakers, education leaders, industry partners, and fellow innovators.

“Regardless of the outcome, I intend to use this platform to advocate for greater collaboration around digital capacity-building in education. I hope to expand partnerships that will allow successful models and lessons learned from our work to reach more institutions, educators, and communities across the country.”

She adds that sustainable digital transformation requires genuine partnerships. Government, industry, and academia each bring unique strengths to the table.

Written by Aphiwe Boyce
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CPUT has achieved significant national recognition through the 2026 National University Teaching Awards (NUTA), with two Faculty of Education academics, Dr Kobie Meiring and Dr Adrienne van As, named among this year’s winners.

Meiring and Van As's team are to receive a Group Teaching Award amongst the six winners of the 2026 National University Teaching Awards. Dr Xena Cupido, the Director of the Fundani Centre for Higher Education Development (Fundani CHED), said these awards affirm the quality, creativity and impact of teaching at CPUT. Cupido noted that the national adjudication panel particularly recognised the recipients’ innovative, inclusive and evidence-informed teaching practices, as well as their influence beyond the classroom at departmental, institutional and international levels.

In his statement, Prof Clever Ndebele, Chair of South African University Teachers, noted that “the NUTA Panel found the team to be highly committed and influential teachers. “You employ innovative teaching and learning practices, which have led to significant changes beyond your individual teaching to the departmental, institutional, and global contexts. Your pedagogical approaches are creative, thought-provoking and inclusive, and your portfolio contains sufficient evidence to demonstrate that your teaching methods are effective and appreciated by your students.”

The team began with two lecturers from different disciplines asking what might happen if Art and History entered the same learning space. Over time, the collaboration created ripples they could not have anticipated — through their students, teaching, scholarship and relationships with the community. They both say the award is a meaningful recognition of that journey, but “we are still curious about where those ripples might lead next”.

In their immediate reaction when they found out they won the Group Teaching Award, they were overwhelmed and quite surprised. There was a moment of disbelief. For them, the award is not simply recognition of two individuals. It represents years of collaboration with their students, colleagues, community partners, and the many people who have contributed to the projects they have developed together.

In a joint statement, they said: “We were incredibly proud, but also very humbled by the recognition.”

Van As’ parents were the first people she shared the good news with “because they were actually in the room with me when we found out”. Kobie and I then phoned each other straight away, both of us still trying to take in the news. After that, we started sharing it with the colleagues and people who have been part of this journey with us.”

To have their collaborative efforts recognised at this level, Meiring says it’s incredibly meaningful. “Teaching can sometimes feel like very quiet work. You see the impact in a student’s confidence, in a conversation after class, or in the moment when a student suddenly sees History differently, but those moments are not always visible beyond the classroom. To have our collaborative approach recognised at a national level has been both affirming and humbling.

“More importantly, it reminds us that collaboration in teaching is not simply an optional extra. It can fundamentally change what is possible for students. This award also belongs to the students and colleagues who have contributed to the work with us.”

Their partnership began in early 2024, when they realised that their BEd 2 students could do something different by bringing History and Art together in an interdisciplinary project. They saw an opportunity to move beyond teaching the two subjects separately and to allow students to explore History through creative expression. Beginning with the ǀhaos Project in 2024, students explored family histories and identity through historical inquiry and Visual Arts processes. In Sit Stories 2025, the work moved further into oral history, community stories, visual storytelling and public engagement, including the transformation of discarded chairs into story objects, with QR codes connecting physical artworks to recorded narratives.

By 2026, the work had expanded further across disciplines, year groups, institutional spaces and community-facing activities. One of the most memorable moments has been when students initially resisted an unfamiliar way of learning and then discovered its purpose through the process.

Advising other educators looking to build successful teaching partnerships, the team advised them to make time for conversation, trust each other's expertise, be willing to experiment, and critically reflect when something does not work. “Most importantly, allow the collaboration itself to change you. We have learnt as much from one another as we have contributed individually.”

They see the award as an opportunity to continue the work rather than as an endpoint. The pair would like to strengthen the research and Scholarship of Teaching and Learning emerging from these projects, particularly by developing stronger evidence of how students' learning develops over time. They will be presented with their award at the NUTA Gala Awards Ceremony on 20 November 2026, at the Emperor’s Palace in Johannesburg.

Written by Aphiwe Boyce
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Research by an academic in the Education Faculty has placed the issue of teacher appointments and promotions in South African schools back in the spotlight and has generated much media attention. The research by Dr Amy Padayachee recently received widespread attention after her article titled “Are South African teaching posts up for sale? School staff say an old problem hasn’t gone away”, was published by The Conversation Africa.

She has since been interviewed on several national and regional radio platforms, including 702 Drive with John Perlman, Early Breakfast with Africa Melane on 702 and CapeTalk, and POWER Perspective on POWER 98.7.

Padayachee said the NRF-funded research was prompted by continuing concerns about how educators are appointed and promoted in South African public schools.

“At its core, I wanted to understand how appointment and promotion processes operate in practice, rather than only how they are intended to operate in policy. More specifically, the study examined the roles and influence of school governing bodies (SGBs), teacher unions and school leadership in these processes; how policies governing appointments and promotions are interpreted and enacted at the school level; and the extent to which educators perceive these processes as fair, transparent and accountable.

“An important part of the study was also to understand where formal policy and practice may diverge, and what factors contribute to this.”

She said one of the strongest findings was that the concerns raised about educator appointments and promotions cannot be reduced to a single stakeholder or a single form of misconduct. The findings point to a combination of structural and relational factors that can make appointment processes vulnerable to inappropriate influence.

“Participants reported experiences and perceptions regarding bribery, nepotism, cadre deployment, personal relationships, organisational affiliations, and other forms of informal influence. The research also identified power imbalances within selection processes, instances of principal dominance, varying levels of SGB capacity, and concerns about the influence of some union representatives.”

“At the same time, the findings should not be interpreted as suggesting that SGB or teacher-union participation is inherently problematic. Both have legitimate and important roles within South Africa's education system. The concern arises when formal roles become blurred, when particular individuals exercise influence beyond their prescribed responsibilities, or when governance structures lack sufficient capacity to fulfil their responsibilities independently.”

Padayachee said the persistence of some of the concerns was particularly striking.

“In 2016, the Ministerial Task Team, chaired by Prof John Volmink, reported on allegations surrounding the selling of educator posts and identified weaknesses in appointment processes. A decade later, similar concerns continue to emerge in both the research and in publicly reported cases.”

“I was also struck by how often the problem is not about obvious or easily identifiable acts of corruption. Sometimes influence operates through relationships, organisational loyalties, unequal power, control over information or the ability of stronger personalities to dominate a process. These forms of influence can be much more difficult to identify and regulate.”

Asked about the potential consequences for schools and learners when appointment or promotion processes are unfair, Padayachee said the consequences extend far beyond the individual who does or does not receive a post.

“Appointments and promotions determine who teaches learners, who leads departments and who ultimately leads schools. When confidence in these processes is weakened, the consequences can include declining staff morale, mistrust between colleagues, damaged relationships between schools and communities, and reduced confidence in institutional leadership.”

There is also a longer-term concern.

“If the most suitable candidates are not appointed through processes that appropriately consider competence, experience, equity, redress and representivity, schools may lose capable teachers and potential leaders. Leadership decisions influence school culture, staff development, teaching and learning, and ultimately the educational environment experienced by learners.”

She said the key message was that the integrity of the process matters.

“South Africa already has policies and legislation regulating educator appointments and promotions. The challenge is ensuring that these are consistently and fairly implemented in practice.

“It is also important not to frame the issue as a simple conflict between SGBs and teacher unions. SGBs, unions, principals and education departments all have legitimate roles within the education system.”

Asked what changes needed to be made to make educator appointment and promotion processes fairer, more transparent and more accountable, Padayachee said stronger implementation and monitoring of existing policies, alongside more consistent support for the people responsible for implementing them was required.

“Ultimately, accountability needs to operate throughout the process. Where procedures are deliberately manipulated or improper influence is established, there must be meaningful consequences.”

She said she had not anticipated the level of media interest the research attracted.

“The response has, however, demonstrated that the issue resonates far beyond academic discussions. Educator appointments affect teachers, parents, school communities and learners, and there is clearly considerable public interest in how these decisions are made.

“The media engagement has also reinforced for me the importance of academics communicating their research beyond journal articles and conferences. Academic publication remains essential, but research on public institutions and public policy should also be communicated in ways accessible to the people affected by those systems.”

Padayachee joined CPUT in 2023 and is a lecturer in the Foundation and Intermediate Phase Departments in the Faculty of Education at the Mowbray Campus. Her teaching and research interests include education management and leadership, school governance, education policy and teacher education.

Written by Ilse Fredericks
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In an effort to bridge the digital divide, define AI literacy for educators, generate policy recommendations on AI ethics and literacy, and establish networks that leverage technology to reduce educational inequalities, the Global Institute for Teacher Education and Society (GITES) successfully hosted the GITES 2026 Symposium at the Granger Bay Campus recently.

Under the visionary leadership of GITES Director and SARChI Chair in Teacher Education, Prof Agnes Chigona, the event united a diverse group of academics, policymakers, education practitioners, students, and international partners. Together, they embarked on transformative discussions centred around the inspiring theme: “Empowering Educators for a Digital Future: Navigating Teacher Development, Policy, and Social Justice in the AI Era.”

Dr Andrew Wambua, Postdoctoral Fellow at GITES CPUT, said the symposium objectives were the following:

• Bridge the Digital Divide: Facilitate dialogue on ensuring AI tools do not widen the gap between affluent and marginalized schools.
• Define AI Literacy for Educators: Establish frameworks for what quality teacher education looks like when AI is a classroom reality.
• Policy Innovation: Generate actionable recommendations for integrating AI ethics and literacy into national teacher development policies.
• Empowerment through Technology: Establish networks that use AI to resolve, rather than exacerbate, existing educational inequalities.

Chigona said the event focused on addressing some of the most pressing questions surrounding the integration of artificial intelligence (AI) in education. In her opening remarks, she highlighted the importance of “critically engaging with emerging technologies in education”. Chigona noted that while AI offers exciting opportunities to transform teaching and learning, “it also raises important questions concerning equity, ethics, inclusion, teacher agency and the broader purpose of education”. Chigona, the first runner-up in the Distinguished Women Researchers: Humanities and Social Sciences category at the South African Women in Science Awards, also emphasised that educational innovation must remain grounded in social justice and human flourishing, “ensuring that technological advances contribute to more equitable and sustainable educational systems”.

Prof Joanne Hardman from the University of Cape Town delivered a keynote presentation titled: "GenAI as a Teaching and Learning Tool: Towards a Pedagogy for Development with GenAI," which explored the growing role of generative artificial intelligence in school education. “Drawing on a systematic review of international research, she demonstrated how AI can enhance student performance, promote higher-order thinking, increase student motivation and reduce teacher workloads when supported by appropriate pedagogical approaches,” Chigona observed.

Dr Raphael Dingalo, Registrar of the Botswana Teaching Professionals Council, delivered an inspiring presentation on empowering educators for a digital future: “Navigating Teacher Development, Policy, and Social Justice in the AI Era: A Case of Botswana Teaching Professionals Council”. Dingalo said: “Artificial intelligence transforms education by providing tailored learning plans for each student, reducing routine work for teachers, and making school more accessible. It helps shape a modern system that prepares students for future jobs.”

Kimanzi Muthengi, EdD Representative, AI, UNICEF Botswana, focused on Botswana: “Addressing teachers' needs and challenges with teacher-centred AI. Brenda Haiplik, Senior Education Advisor, Global Lead Teacher Development and Workforce, focused on how UNICEF approaches AI to support teacher Development. Meanwhile, Frank van Cappelle, Global Lead for Digital Education & Head of the Global Learning Innovation Hub, UNICEF, focused on the question: What Are We Learning from the AI-for-Teachers Global Landscape?

Michał Malinowski, the founder and director of the Muzeum Bajek, Baśni i Opowieści (MuBaBaO), talked about Heuristics of Non-Linear Pedagogy for the age of artificial intelligence.

During the event, alongside the keynote speakers, there was a series of parallel paper presentations featuring researchers and practitioners. They explored various aspects of AI in education, covering topics such as educational leadership, teacher development, classroom management, vocational education, engineering education, digital literacy, and social justice in the age of AI. “The presentations showcased innovative research and practical approaches aimed at preparing educators and learners for rapidly changing educational environments,” Chigona observed.

She reflected on a day filled with rich dialogue, learning and collaboration, noting that the symposium demonstrated the importance of balancing technological innovation with commitments to equity, inclusion, critical thinking and social responsibility. "The conversations we have had today remind us that educational transformation is not simply about adopting new technologies. It is about ensuring that these technologies contribute meaningfully to teaching, learning and the creation of more just and inclusive educational futures."

The event successfully provided a platform for scholars, educators, and policymakers to engage with critical questions about AI in education and to foster new partnerships.

Written by Aphiwe Boyce
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The Faculty of Education takes great pride in two of its faculty members for demonstrating their endurance and determination by completing the iconic ultra-marathon, the Comrades Marathon, which challenges participants' endurance and determination.

Running a nearly 90 km marathon between two cities is a significant challenge. This year, Dr Rosemary Brien completed her back-to-back Comrades Marathon, while Tumelo Ramaoka finished his eighth. Their achievements highlight remarkable endurance and determination.

Brien, Lecturer: Foundation Phase Mathematics, to whom running has been life-changing and has got her through many stressful times, says: “It was the hardest run ever, but I made it. It brought new meaning to the term ‘Vasbyt’".

She continues: “It's given me a healthy outlet, perspective on life, and has taught me to be patient and humble. I have learnt to push through bad times and stay mentally strong and inspired by fellow runners. Running is such a supportive space where there is a place for everyone.”

Brien is motivated by her partner and friends participating in the event, as well as her desire to push her limits and live without regrets. She began running in 2003 due to health issues and sinus infections. “It was hard; even running a couple of hundred metres left me exhausted. But once fit, the benefits were obvious to me and those who knew me.”

This was her second Comrades, the up run, following the down last year. They were both completed in similar times. “Personally, I found the down run to Durban easier, but in that run, I experienced cramp from 60km as well as feeling overwhelmed by crowds and noise. This year was easier on those fronts, yet the hills and heat made it harder.” Her colleagues are very supportive and regularly check in to wish her luck and encourage her to continue running and racing. This year, they took time off on a weekend to hike with her as a send-off to Comrades.

“It was a very special morning!”

Brien encouraged the youth to learn about patience and resilience from running, regardless of their challenges. “Running is your faithful friend that will support and strengthen you through the toughest of times.”

Ramaoka, Senior Phase Mathematics and Mathematics Literacy Lecturer, says he draws strength from family and friends who supported him from day one when he started running to lose weight, and continue to cheer him on every time he lines up for the Comrades Marathon. Most of them are not runners themselves, yet their encouragement has been unwavering. “Running the Comrades is a life-changing experience. It begins with asking yourself, Am I capable of doing this? And, once you take on the challenge, there is no turning back. Every year I stand on the starting line, I am reminded that we can achieve far more than we often believe.”

He is proud of his 2026 finish because he overcame several challenges along the way. “There were moments when giving up seemed like the easier option, but I kept going. One source of inspiration was Gerda Steyn's words in an interview, where she said, ‘Run this race as if it is your last one.’ That mindset stayed with me throughout the race and gave me the motivation to keep moving forward.”

Having colleagues and students who understand the physical and mental demands of preparing for and completing the Comrades Marathon makes a significant difference to his running. “Their encouragement has kept me motivated, and I am truly grateful to be part of such a supportive community.”

He also has a message for the youth. “My message to young people is simple: get active because it is one of the best investments you can make in yourself. You do not have to be the fastest or the best to benefit from sport; you simply need to start.”

Dean of the Faculty of Education Prof Andile Mji says: “To the faculty members who participated in the Comrades, Congratulations. The Faculty of Education is proud of every kilometre you conquered in completing the race. The entire faculty is extremely proud of each one of you and this great achievement.”

Mji said the Comrades Marathon is a race of endurance that requires the spirit of "asijiki”.

Prof Anna Dippenaar, Assistant Dean: Faculty of Education, says: “We are proud to celebrate Dr Rose Brien, who crossed the finish line in Pietermaritzburg to complete her second Comrades Marathon… and eight ultra-marathons! " Joining her on the road was Tumelo Ramaoka, also participating in this challenging race.”

Written by Aphiwe Boyce
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A Doctoral student in the Faculty of Education recently presented his research at the 12th International Conference on Education (ICEDU).

Clayton Pieters presented his paper titled Empowering Novice Teachers through Collaborative Leadership: Integrating Innovative Pedagogies and Supportive Practices in Diverse Educational Environments” during the conference recently held in Bali, Indonesia.

Reflecting on his experience, he said: “Personally I truly grew as a person. I learnt a lot during the conference workshops on mentorship (supervision) and academic journal articles. In addition, it was a beautiful cultural experience for me in Indonesia. I was also exposed to various international education systems and how they operate. Now I would love to secure scholarships for my PhD studies. Professionally, it enhanced my research capacity, instructional leadership skills, expanded my professional networking, informed policy and exposure to global education perspectives.”

He was selected to be a South African ambassador for the 2027 ICEDU conference, which will be held in Thailand.

Pieters said he was recently given the opportunity he opportunity to make use of his research to develop a year- long comprehensive novice teacher induction programme for more than 20 schools.

“So far, we had two successful sessions for our mentor teachers (Educational Policy and Teacher Wellness). So, a big thank you to Mr Dylan Tommy the circuit manager of circuit 3 in the Metro Central Education District. In addition, i was also given the opportunity to co-supervise honours degree students in educational management and leadership alongside Dr Amy Padayachee. With these experiences I hope to make an impact in the higher education space soon.”

Written by Ilse Fredericks
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The Wellington Campus, in collaboration with the Breytenbach Centre, recently hosted Sit Stories 2026, a cultural event that connected students with the Wellington community through storytelling, performance, music, and dance. The event was organised by Dr Kobie Meiring, Christel Oosthuizen, and Dr Adrienne van As.

Committed to fostering a sense of oneness, the university strives to be inclusive, innovative, and values-driven. The event aimed to celebrate local heritage and creativity while reflecting critically on education, memory, identity, and lived experience.

The programme included student performances, poetry, panel discussions, exhibitions, ceremonial storytelling, live music, Wellington Minstrels, and the unveiling of the Amabali Wepali: If poles could speak project, where the well-known South African artists Andile and Alexis Dyalvane led a traditional ceremony together with the campus’s praise singers dance group, Ibutho lengqangi, in the Murray Gardens.

“This project allows students to let their own stories live visually in the campus's public space,” noted Prof Anna Dippenaar, Assistant Dean: Faculty of Education.

Dr Amanda Swart facilitated a conversation between Prof Michael Le Cordeur and Theo Kemp, which reflected critically on schooling as a formative space shaped by power, memory, and identity, drawing on themes from author Theo Kemp’s book, Skool. Through personal narratives, Dr Marlene le Roux and Rev Laurie Gaum discussed how schooling in the same town can lead to vastly different educational experiences and perspectives.

Prof Andile Mji, Dean, Faculty of Education, said: “A university should never be an ivory tower; it should be part of the community, it should make sure that what happens in society is known in the university, and what happens in the university translates to what the community is about. So, this function we have today about our poles also depicts that it removes that unnecessary barrier that people tend to think should exist between the university and the community.” Mji noted that his faculty was very conscious of the society that their students come from. “We are training our students to be change makers, to be community leaders…” Prof Dippenaar said they aim to embrace diversity, transform spaces, and empower every student and staff member to feel seen, heard, and valued.

“Sit Stories is an example of that vision in action.”

Reflecting on the event, Dippenaar said: “It was a privilege to listen to our esteemed guest speakers and to collaborate with the Breytenbach Centre and ATKV. We value their commitment to CPUT. The unveiling of the Amabali Wepali project, with artists Andile and Alexis Dyalvane, followed by the Wellington Minstrels, were highlights to the event, enjoyed by all. Overall, a beautiful event of reconciliation and redress in the spirit of One Smart CPUT.”

Written by Aphiwe Boyce
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Dr Samantha Kriger is currently based in the Education Faculty at the Mowbray Campus, where she empowers preservice teachers in both the Foundation and Intermediate phases to become dynamic educators in primary schools. Her impactful contributions to research and teacher development in South Africa and beyond have truly earned her recognition.

The Cape Town-born academic recently received the Emerging Researcher Award from the Educational Association of South Africa (EASA). Prof Candice Livingston, Chair of EASA, said the Association is an inclusive network of academics, researchers, and practitioners who all prioritise education, particularly education in South Africa. “By means of active exchange and critique of hypotheses, theories, and practices, EASA members strive to promote excellence in education-related research and science,” said Livingston.

Kriger's research focuses on pre-service teacher education, teaching practice, educational inequality, and the role of music in literacy and curriculum integration. With degrees in music and education from the University of Cape Town and a PhD in Curriculum Studies from Stellenbosch University, she draws on 25 years of school teaching experience while developing her research capacity.

She completed her schooling on the Cape Flats and started her career in higher education when she joined CPUT in 2017. Before that, she had 25 years of teaching experience in both public and independent schools around Cape Town.

Her research projects include being part of an international team researching the experiences of academics during the pandemic, https://covidacademics.co.za/ and currently leading a study on males in the Foundation phase of teaching. https://lnkd.in/dVmwEc2G

Kriger's work appears in Harvard Educational review, Research Policy, Women's Studies International Forum, SAJCE, and Perspectives in Education. She co-authored Who Gets In and Why? with Prof Jonathan Jansen, exploring race and class in elite school admissions.

https://orcid.org/0000-0002-4085-4380

For her, in research, collaboration with fellow staff, academics, and colleagues is key. She learns so much from those she collaborates with. Sharing experiences and knowledge is also a motivator, and inspiration comes in different forms. “My PhD supervisor continues to be a role model and an inspiring figure, particularly within my research journey.”

Her parents, late sister, husband and “boys have always supported me, and this support provides a springboard for my research work”. “Furthermore, I love what I do. I always tell my students that they have one of the most important jobs where they develop the minds and learning within the learners they teach. This is a huge responsibility.”

This was the second time she applied for this award, as she was unsuccessful the first time, and therein lies the lesson, which is not to be discouraged if things don't turn out “as you would like the first few times”. “Perseverance is key. Continue to improve your practice and strive to achieve your goals. Be reflective, be humble, and continue to work hard,” she notes.

Reflecting on the highlights in her journey, the avid runner said: “Highlights continue to be presenting my research across the globe. CPUT has been generous in funding my attendance and subsequent research outputs at various conferences. The continued challenge is to maintain a work-life balance.”

She continued: “Receiving the award and the recognition is reaffirming and encourages me to continue this research journey.” Like many of us, Kriger finds herself juggling the demands of family life alongside a hectic work schedule, and it's a constant challenge that keeps her on her toes. On top of that, this year, she's proudly taking on her 21st Two Oceans half-marathon, showcasing her amazing dedication and spirit!.

“I have a wonderful running community that keeps me sane. This provides a needed space to decompress, especially when I'm out on the road, running with my 'running tribe.”

She adds: “' We see you' - that's what the award signifies.”

Written by Aphiwe Boyce
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Candice Livingston, Professor in the Faculty of Education and the Chair of the Education Association of South Africa (EASA), received an award in recognition of her service as Chair for the 2025 term.

The award was presented at the EASA Gala Dinner held during the Association’s 2026 Conference recently. The presentation took place at the conference gala function, where Livingston was formally acknowledged for her leadership of the Association during 2025. The award was handed over by Prof Johnny Hay, Secretary of EASA, in front of conference delegates and invited guests.

During her term as Chair, Livingston guided the Association through a period of consolidation and strategic planning, with a focus on strengthening professional engagement, supporting education research, and sustaining EASA’s role as a national platform for scholars, teachers, and education leaders.

The EASA Conference, held in January 2026, held at the Protea Hotel Stellenbosch in Stellenbosch, brought together academics and practitioners from across South Africa and beyond to engage with current debates in education research and practice. The Gala Dinner formed part of the official conference programme and served as a space to recognise service and contribution to the Association.

The Education Association of South Africa extended its appreciation to Livingston for her leadership and commitment to the Association during 2025.

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Two PhD students from the Faculty of Education have each been awarded a six-month scholarship to attend a postgraduate programme at one of Germany’s top universities.

Genevieve Lentz and Anastasia Gordon are recipients of the Baden-Württemberg Scholarship to attend the Postgraduate Programme at the Heidelberg Graduate School for the Humanities and Social Sciences (HGGS) at Heidelberg University, Germany

Lentz, who is also a lecturer in the Faculty of Education, said she was “deeply grateful” for the opportunity.

“I never imagined that I would be selected for such a prestigious programme. It represents both recognition and encouragement to continue striving for excellence. Academically, this scholarship provides invaluable opportunities for international collaboration and intellectual exchange with scholars from around the world.

“As the programme includes participants from 30 developing countries, it fosters intercultural dialogue and global academic networking. Moreover, it enables me to dedicate my full attention to completing my PhD, thereby strengthening the quality and impact of my research.”

She said she was particularly impressed by the enthusiasm and openness of the academics at Heidelberg University in sharing their knowledge and expertise.

“What stands out most is the wide range of monthly workshops and seminars designed to enhance scholars’ academic and professional skills. This commitment to supporting postgraduate development reflects the university’s dedication to academic excellence and innovation.”

Her dissertation is titled: "Framework for the Development of a Transformative Pedagogy to Integrate Africanisation in Higher Education English Curriculum."

Lentz was raised in Bonteheuwel, “the eldest of three daughters to a single mom”.

“I taught high school for 15 years until I was accepted into The New Generation of Academics Programme, funded by DHET. Generally, the entry requirement to this programme is a Master’s but DHET allowed me to come on the programme with my Honours. This meant I had to work twice as hard as other scholars as I only had six years in which to complete two degrees. In 2021, I graduated with my Master’s (summa cum laude) and immediately enrolled for my PhD. God willing, I should graduate at the Autumn Graduation next year.”

She was also the first female deputy referee in Africa to officiate at the Olympics Games for table tennis. 

Lentz expressed her thanks to her co-supervisor, A/Prof Zayd Waghid, Dr Andrew Wambua, and the Global Institute for Teacher Education and Society for their invaluable guidance and support in making this opportunity possible.

“I am also grateful to CPUT for granting me the privilege to pursue this academic endeavour, and to my family for their unwavering encouragement and support throughout this journey.”

Gordon said she was very grateful to be one of the first students nominated for the Programme.

“Academically, this scholarship allows me the time and access to world-class resources to complete my doctoral thesis at a renowned university. Personally, I’m deeply grateful for the chance to once again be a full-time student, to pause, reflect, and grow in my craft as an educator and academic.

Her doctoral research explores how communities of practice can influence the use of critical teaching pedagogies through ICT.

She was a high school mathematics teacher for 11 years.

“I study because I’m a teacher. I truly believe in lifelong learning, and it has transformed how I teach. Beyond academics, I’m passionate about karate. I compete internationally in kumite and kata events, which has given me the privilege of traveling and representing my country

“I would like to thank Prof Zayd Waghid, Dr Andrew Wambua, and Dr Astrid Wind for making this opportunity a reality and the Baden-Württemberg Foundation for awarding me this scholarship. My sincere appreciation also goes to Mr Marsh and Mrs Butler at my workplace for their support. To my fellow scholarship recipient, Genevieve Lentz, I feel truly blessed to share this life changing experience with someone as inspiring and grounded as you. And to my family and friends, thank you for your endless prayers, encouragement, and belief in me.”

Written by Ilse Fredericks
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A Master’s student in the Education Faculty recently presented his research at the 10^th International Conference on Advanced Research in Teaching and Education held in Bangkok, Thailand.

Clayton Pieters’ presentation was titled “Empowering Novice Teachers through Collaborative Leadership: Integrating Innovative Pedagogies and Supportive Practices in Diverse Educational Environments”.

“I was honoured to be accepted and proud to represent CPUT on an international platform. I am also grateful to CPUT for fully funding my participation and supporting my academic growth,” he said.

Clayton’s research explores how collaborative school leadership can strengthen support for novice teachers, especially in diverse and challenging schooling environments.

“Novice teachers often carry significant responsibilities — managing classrooms, delivering curriculum, handling administration, and adapting emotionally to the demands of the profession. My study highlights key leadership strategies, including mentorship, structured induction programmes, shared leadership, and ongoing professional development. These collaborative approaches build teacher confidence, enhance teaching practice, and contribute to improved job satisfaction and retention.”

Clayton’s research has also been accepted for presentation at two upcoming conferences – the
10th International Academic Conference on Education, which will be held in Berlin, Germany in 2026 and the International Conference on Education, which will be held in Bali, Indonesia in 2026.

“These opportunities will allow me to present South African research on a global stage, engage with international scholars, and learn from global best practices in teacher development and school leadership.”

The dedicated teacher said he enjoys inspiring learning, empowering teachers, and contributing to positive school culture.

“My passion lies in mentorship, professional development, and helping build supportive learning environments where both educators and learners can thrive. Knowing that my work contributes to strengthening the teaching profession is incredibly fulfilling.”

He expressed his gratitude to CPUT for supporting and funding his academic journey, his supervisor, Dr Amy Padayachee, for her continuous support and guidance, Dr Samantha Kriger for her advice and guidance in navigating his PhD journey, the novice teachers and SMT members who participated in his study and his family.

Written by Ilse Fredericks
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The Global Institute for Teacher Education and Society (GITES) Symposium is more than just an annual event; it serves as a catalyst for creating sustainable scholarly networks that transcend disciplinary and institutional boundaries. The symposium was recently held at the Granger Bay Campus.

The annual GITES symposium was established in 2023 to create an inspiring platform for academics, teachers, policymakers, and community members to engage in vital discussions about the contemporary issues facing South African education and beyond. The discourse emphasises the crucial need to cultivate social justice in education, fostering a united community of practice that brings together all stakeholders in society to drive meaningful change.

This year’s symposium was themed: Can Educational Equity and Quality be advanced in both the Global South and North within the context of Artificial Intelligence? The inspiring speakers included Prof Muhammad Khalifa from Ohio State University, Dr Robyn Whittaker from Africa Voices Dialogue, and Prof Andrew Hargreaves from Boston College and the University of Ottawa.

Prof Zayd Waghid, GITES Director, said this symposium had a strong internationalisation aspect by drawing attendees from across the globe, including Africa, Europe and Asia. Waghid said this year’s speakers had made a significant contribution to the field of education. “The perspectives of the keynotes provided much food for thought and dialogical engagement that were both insightful and provocative around the need to re-imagine South African education within the context of Artificial Intelligence towards realising equity and social justice.”

Waghid, Assoc Prof in the Faculty of Education, noted that one of the major highlights of the event included the work that the Africa Voices Dialogue has made concerning establishing a network of leading African scholars in debating contemporary issues influencing Africa and how the organisation has navigated around some of the major issues towards promoting equitable and quality education in several African schools. Khalifa’s talk on the influence of colonisation on education and its link to Artificial Intelligence was both provocative and necessary in creating discomfort around “our positions as educators”.

“Hargreaves' talk was an emotional one that enabled the audience to situate themselves in the stories that he presented through a humanistic pedagogy.”

He added that the GITES symposium was a catalyst for building sustainable scholarly networks that extend beyond disciplinary and institutional silos. “As GITES continues to grow, it envisions a ‘glocal’ (global and local) approach to education that values shared commitment, cultural responsiveness, and inclusivity.”

Written by Aphiwe Boyce
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The Faculty of Education recently hosted a Work-Integrated Learning (WIL) Symposium, welcoming lecturers, student-teachers, mentors, and school leaders at the Mowbray Campus. The event served as a platform for engaging dialogue, critical reflection, and the collaborative construction of the future of teacher education.

In her opening address, Prof Hanlie Dippenaar, the Assistant Dean: Faculty of Education at the Wellington Campus, emphasised CPUT's commitment to strengthening partnerships between the university, schools, and communities in preparing teachers. Dr Clive Brown from the Faculty of Education framed the day’s programme around the theme: “The Teachers We Need for the Education We Want.”

Prof. Michael van Wyk from the University of South Africa delivered the keynote address, intertwining personal stories with professional insights under the compelling title: “From Poverty to Prosperity — A Life of Purpose and Gratitude in Teacher Education.” In his speech, Van Wyk challenged attendees to view teaching not merely as a profession but as a lasting commitment to social justice, dignity, and meaningful change.

A lively and diversified presentation schedule followed, including:

• Melanie Sadeck and Jenna Stuurman, demonstrating the NQT Project in Practice, shared insights from recent cohort experiences and challenges in transitioning from student to novice teacher.
• Dr Ismail Teladia from the Western Cape Education Department (WCED) spoke on teacher preparedness for delivering Life Skills and Human Movement, foregrounding the need for capacity building in holistic subject areas. I emphasised the importance of building a professional brand during your tenure as a teacher.
• Ashric Don (WCED) presented on Coding and Robotics in Early Education, highlighting emerging pedagogies that bridge foundational learning with contemporary technological literacies.
• A principals’ panel, moderated by Prof Candice Livingston (Education Faculty), engaged school leaders in a robust discussion on Shaping Tomorrow’s Teachers, exploring issues such as support structures, expectations of student-teachers, and institutional sustainability.

Ingrid Leukes from the South African Democratic Teachers Union) and Riedwaan Ahmed, National Professional Teachers’ Organisation of South Africa, addressed themes of teacher agency, professionalism, and the importance of collective voice in the ongoing professionalisation of teaching.

Student presenters also contributed meaningfully to the day, sharing research, case studies, and narratives drawn from their WIL placements. Brown, Lecturer and Teaching Practice Coordinator: Intermediate Phase Teaching, said: “Their insights enriched the symposium’s deliberations and provided fresh perspectives from the front lines of classrooms.”

The Symposium had several primary aims:

• Strengthen collaboration between CPUT, schools, district educational offices, and professional teacher organisations.
• Elevate discourse about the evolving role of teachers in 21st-century education contexts, especially given technological, social, and curricular shifts.
• Foster reflexivity among student-teachers, mentors, and educators about professional identity, instructional practices, and ethical responsibilities.
• Generate actionable recommendations for improving WIL support structures, curriculum alignment, mentoring, and assessment.

According to Brown, the participants reported that the symposium was a space of energised intellectual exchange, renewed commitment, and meaningful networking. Key recommendations include:

• Strengthening support for student-teachers in resource-constrained schools
• Aligning university curricula with school realities, especially in subject demands
• Implementing structured mentoring and ongoing development for mentors
• Incorporating emerging literacies like coding and robotics in teacher education
• Establishing sustainable dialogue and feedback between schools and academia

This annual WIL Symposium, now in its fourth year, was born from a dream and a deep desire to offer the final-year student teachers the last-minute insights, guidance, and professional expertise they need before stepping into classrooms as qualified educators emanating from this fine institution.

“The 2025 WIL Symposium reaffirms CPUT’s commitment to transformative teacher education—one that is responsive, collaborative, and grounded in purpose. As we move forward, the Faculty of Education remains steadfast in implementing the symposium’s insights through enhanced WIL support, continuous curriculum renewal, and strengthened partnerships with schools and educational stakeholders,” Brown remarked.

He continued: “We look forward to continuing this journey together, bridging theory and practice in ways that empower future teachers and advance the quality of education across our communities.”

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The Education Faculty proudly celebrated the remarkable success of the second annual CPUT Waste Education Week, an inspiring event that brought enthusiasm and awareness to all campuses, beginning at the Wellington Campus and culminating at the Granger Bay Campus.

This campaign is dedicated to inspiring sustainable waste management practices. Life Sciences Lecturer Wilna du Plessis expressed her pride in launching the second annual Waste Education Week at Wellington Campus, an initiative envisioned by three Life Sciences students in 2023. She acknowledged the enthusiastic turnout and invaluable support from both exhibitors and students. “The way they took part in the activities and poetry competition was impressive. I feel happy and content.”

Throughout the week, the exhibitors, staff members, and students had a unique opportunity to make a significant impact by raising awareness and cultivating a culture of sustainability. The campaign aims to enhance awareness in support of CPUT's goal of becoming South Africa's first zero-waste university through the implementation of a three-bin system and creative approaches to sustainable waste management.

In her opening speech at the Wellington Campus, Assistant Dean of the Faculty of Education, Prof Hanlie Dippenaar, emphasised that “this is not just an event — it’s an opportunity for students and the campus community, as future leaders, to truly engage in taking action for our planet”. Dippenaar highlighted that everyone was aware of the challenges “we face: pollution from plastics in our oceans, overflowing landfills, and waste that could have been recycled or repurposed. But here’s the good news — change starts with us. Every small decision we make — choosing to recycle, reducing single-use plastics, rethinking what we throw away — adds up to a big difference."

Prof Andile Mji, Dean of the Faculty of Education, highlighted the importance of waste management skills for his students, who will become future teachers. He emphasised that by providing them with these skills, they are empowered to teach essential practices to the next generation, thereby promoting a more sustainable and responsible society. “This is an initiative that is taking us as individuals forward.”

Reflecting on her overall impression of this year’s events, Dippenaar said: “The initiative is growing stronger every year! I look forward to the project changing waste management at CPUT. This is the way our students of today look after our planet and ensure the next generation will be able to inherit a planet that is alive and well.”

Candice Mostert, the guest speaker and passionate Director and Founder of Waste-ED, partnered with CPUT staff and students, along with support from local government councillors and the City of Cape Town, and developed a meaningful week-long programme. The exhibitors at the event included Waste Management, the Cape Winelands Biosphere Reserve, Burro Tech, Snake Nation, Waste-ED/Nude Foods, BioBin, and various local campus exhibitors.

Mostert said this initiative serves as an important platform for learning, dialogue, and innovation. As the primary hosting partner of the event, Waste-ED is dedicated to the crucial mission of transforming waste into resources. They focus on designing zero-waste systems, providing practical education, and strengthening community capacity—each of which is essential for creating a sustainable future.

Written by Aphiwe Boyce
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A postgraduate student in the Faculty of Education has been selected to present at the 10th International Conference on Advanced Research in Teaching and Education, which will be held in Thailand in November.

Clayton Pieters, who teaches at a primary school on the Cape Flats, said he was thrilled and honoured to have been selected.

“This prestigious platform, known for attracting global academics and fostering innovative discussions, is an incredible opportunity to share my research and connect with peers. I’m excited to contribute to conversations about the future of education and to represent my institution on an international stage.”

His research title is: Empowering Novice Teachers through Collaborative Leadership: Integrating Innovative Pedagogies and Supportive Practices in Diverse Educational Environments.

Clayton recently returned from the BRICS Summer School, which was held at the University of Johannesburg.

“I gained insights into the diverse educational systems of Brazil, Russia, India, China and South Africa, particularly how globalisation impacts teacher education and policy. Engaging with researchers and international relations researchers from these countries broadened my perspective on addressing challenges like access to education and integrating technology in classrooms. The discussions on global trends with local contexts were particularly inspiring and have informed my current research.”

He also represented CPUT at the BRICS South African National Debate 2025.

Clayton also presented at the 12th Annual CPUT RITAL Conference in Granger Bay and the Eduvos Conference on Transforming Education through AI in Johannesburg.

Through the CPUT Centre for Postgraduate Studies, he also participated in a programme, which provided him with a platform to write two international research papers that are under peer review.

“Most recently, together with my supervisor, Dr Amy Padayachee, and colleagues, our abstract was accepted for oral in-person presentation at the Global Students as Partners Roundtable 2025 (Part 2), hosted by the Designing for Social Justice Partnership Programme (DSJP). The roundtable, taking place in Cape Town in October 2025, focuses on Advancing Social Justice and Decolonisation in Student-Staff Partnerships: A Global South Focus.”

“I would like to acknowledge my supervisor, Dr Amy Padayachee, for her first-class mentoring, support, and opportunities. She has been an outstanding supervisor who continues to inspire my academic and professional growth.”

Asked why he wanted to become a teacher, Clayton replied: “I wanted to inspire students, help them discover their potential, and contribute to building a more equitable society through knowledge-sharing. Teaching allows me to combine my love for learning with the opportunity to make a meaningful impact”.

Written by Ilse Fredericks
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Bonteheuwel teacher and Master’s student Ammarah Ford-Pieters uses her own life journey to inspire hope in her learners.

Her compassionate approach and unwavering commitment to excellence have earned her a prestigious Provincial Teaching Award for Excellence in Teaching Life Skills (Grades 1 to 6).

Having grown up in Bonteheuwel, the Grade 4 teacher at Cedar Primary School is no stranger to the challenges her learners face every day.

“Because I grew up in the same community and understand these struggles, I approach teaching with empathy and intention. My priority is to create a safe, nurturing space where learners feel valued and understood. This means encouraging openness about feelings, building strong connections with peers, and providing opportunities for them to succeed in ways that highlight their strengths.”

She strives to show her learners that there is hope and possibility beyond their current circumstances.

“It’s important for my learners to know that while Bonteheuwel has its struggles, it also represents resilience, strength and potential. After moving out, I could have chosen not to return, but my heart brought me back because I wanted to teach where it mattered most, in my own community.

“When the opportunity came to join Cedar Primary, I took it with both hands, knowing that my journey could inspire my learners. Beyond storytelling, I inspire them through the small daily moments in class, whether it’s offering random words of encouragement, acknowledging effort, or celebrating kindness. Sometimes the simplest praises, like recognising when a child is helpful or respectful, go the furthest in building resilience and self-belief.”

Ammarah said receiving the award is an incredible honour and affirms the hard work, resilience and passion she’s poured into her teaching.

“It shows that even when you come from humble beginnings, with dedication and belief in your purpose, you can rise above circumstances. Professionally, it is both recognition and motivation, it pushes me to keep striving for excellence in the classroom while reminding me that my role goes beyond teaching content, it’s about inspiring the next generation.”

“But this achievement is not mine alone. Every colleague at Cedar Primary has shaped me in some way, and this recognition belongs to our school and, most importantly, to the learners, because everything I do is ultimately for them.”

She is thankful to CPUT and her lecturers in the Education Faculty for the role they played in her success.

“CPUT has played a massive role in shaping me into the teacher I am today. Their strong focus on practical-based learning directly influenced the way I approach teaching in the classroom. The lecturers, in particular, left lasting marks on my journey. Mr Barry Firth’s storytelling style, which continues to inspire me as he now supervises my Master’s research, taught me the power of narrative in education. Dr Clive Brown instilled professionalism and discipline, shaping my approach to leadership and classroom management. Dr Sandy Johnson showed me the importance of creativity and connection, while Dr Sharon McAuliffe’s love for practical, hands-on engagement taught me how to make learning meaningful. I’ve taken a little from each of them and built it into my own teaching practice, and my hope is that my learners walk away with the same inspiration.”

Ammarah and her twin sister Ra’eesah graduated with their BEd qualifications in 2023 and in April graduated with their BEd Honours summa cum laude and cum laude, respectively.

She and the rest of the provincial winners will now go on to represent the Western Cape as nominees for the National Teaching Awards, which will take place on 9 October 2025.

Written by Ilse Fredericks
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CPUT, the University of Cape Town (UCT), and various educational organisations such as the Western Cape Education Department (WCED), Get SACE Points, and Equal Education, along with dedicated postdoctoral fellows and postgraduate students, recently united for the Newly Qualified Teachers (NQT) Project, inspiring a brighter future for education.

This is part of

which is a dynamic collaboration led by CPUT’s Faculty of Education and UCT’s School of Education. The project is a pedagogical, professional, and psycho-social intervention to support new professionals in their first year of teaching. It addresses the significant attrition rates among first-year teachers to improve their professional resilience and to build a professional learning community of excellent teachers who reflect and collaborate in order to build a shared community of practice. The NQT Project is committed to confronting the challenges of the South African education system at an individual, school, and systemic level.

The work is supported by an Advisory Board which includes representatives from the WCED; the Jakes Gerwel Project, Teach the Nation, UCT, and CPUT academics and teachers, including alumni of the programme.

Teacher Education Research and Development Consultant Melanie Sadeck said the three-day successful NQT Winter School, held at UCT, was open to all teachers who had graduated from Bachelor of Education and Postgraduate Certificate in Education programmes. “It has evolved into a multi-tiered professional learning community with participants accessing support at various levels. To date, the project has provided direct and meaningful support to hundreds of teachers in the Western Cape and beyond, and through them has reached thousands of school-based learners,” noted Sadeck.

In reflecting on the highlights of this event, she said: “Our Tree – every year we choose a theme for our Winter School that links to our aim of growing teachers professionally. This year, it was an interactive tree – built by one of our current NQTs and populated with input from the teachers on their sustenance, growth, and support systems. Teachers' openness to learning new things and their willingness to draw on their own experiences and share with others… [We are] chuffed that we pulled off another successful Winter School.”

Numerous academics presented professional development at the Winter School. This included 210 teachers who participated in one or more sessions. Six publishers had stalls at the event, offering free giveaways and spot prizes to the participating teachers. Some Newly Qualified Teachers (NQTs) and former NQTs also attended, alongside experienced teachers, principals, student teachers, and colleagues from other organisations and institutions. Most participants were from Cape Town and surrounding areas, with additional attendees from Paarl and Grabouw.

The workshops covered a wide range of topics. There were subject-specific sessions focused on languages, math, history, art, life orientation, geography, science, and technology. Additionally, workshops were addressing general interests for all teachers, including computational thinking, climate change, assessment, critical and creative thinking, ethics, teacher wellness, education budgets, participative leadership, managing large classes, restorative justice, the South African Council for Educators (SACE) requirements, and professional development.

Workshops that were SACE-accredited, such as those on coding and robotics, digital resources, and writing and assessment, were particularly well attended. The session on AI for teachers, conducted by Maskew Miller Learning, was also a popular choice among participants. Sadeck said the responses and feedback were “overwhelmingly positive with many asking if we could run this more than once a year, as it is so beneficial”.

Written by Aphiwe Boyce
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Growing up in Bonteheuwel was not without challenges for twin sisters Ammarah and Ra’Eesah Ford but the two teachers defied the odds and have earned their BEd Honours summa cum laude and cum laude, respectively.

On Friday afternoon, it was a double celebration for the pair when they graduated together during CPUT’s Autumn Graduation ceremony for the Faculty of Education.

Raised by their single mother, they faced financial struggles and uncertainty, but the pair found solace in their education.

“We worked tirelessly, supporting each other every step of the way, and matriculated at the top of our class,” said Ammarah.

She continued: My journey at university began soon after, as I enrolled for my undergraduate degree in Education alongside Ra’Eesah. We often juggled part-time jobs to make ends meet, but our determination to succeed kept us going. I faced an additional hurdle when my bursary fell through during my first year, but we persevered together, drawing strength from our bond as sisters and our shared passion for teaching.”

 After graduating in 2023 with their BEd qualifications, they started their teaching careers and eventually found themselves teaching back where it all began - in Bonteheuwel.

“It's been a fulfilling experience, giving back to the community that nurtured us,” said Ra’Eesah.

“As teachers, we want our students to know that we're not just educators, we're living proof that hard work and determination can take you far. We've walked the same streets, sat in the same classrooms, and faced similar challenges as our students. And we want them to know that if we can do it, they can too.”

Driven by a desire to further their education and make an even greater impact, the twins decided to pursue their Honours in Educational Management and Leadership.

 They enrolled in 2024 and both achieved outstanding results.

“Today, as we prepare to graduate with our Honours degrees, I'm filled with a sense of pride and accomplishment. We've come full circle, and our journey has equipped us with the knowledge, skills, and passion to make a lasting difference in the lives of our learners,” said Ammarah before the graduation.

 Ammarah is now studying towards her Master's in Education.

“We're committed to continuing our journey of growth, exploration, and service to our community. Our story is one of hope, resilience, and the power of education to transform lives. We hope that by sharing our journey, we can inspire others to chase their dreams, no matter how impossible they may seem.”

Written by Ilse Fredericks
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The Faculty of Education recently marked a significant milestone when it became the first higher education institution in the Western Cape to offer the Diploma in Early Childhood Care and Education.

The new qualification is being offered at the Mowbray Campus and the first cohort of 20 students began their studies in February 2025.

The part-time qualification combines online teaching and in-person teaching (on Saturdays).

Dr Naseema Shaik, Head of Department: Foundation Phase Teaching, said the qualification, provides students with the opportunity to transition into the Degree in Early Childhood Education, which is offered at other institutions. This transition ensures a seamless educational pathway, ultimately contributing to the growth of scholarly work in a field that has long been underrepresented in academia.

She said the early years of a child’s life are critical to their development, laying the foundation for their future.

“To ensure this, strong educational foundations are essential. Historically, however, the professional landscape for early childhood education educators working with children from birth to four years of age has been significantly marginalised. Early childhood education educators were often regarded as mere caregivers or babysitters, engaging children in playful activities without a clear understanding of their critical role in a child’s holistic development.

“In recent years, however, significant strides have been made to rectify this situation and elevate the status of early childhood education (ECE). A landmark initiative in 2017, led by the Department of Higher Education in collaboration with the European Union, sought to accelerate the professionalisation of the sector. Through strategic funding, higher education institutions were encouraged to develop both qualifications and research projects focused on early childhood care and education.”

She said one of the notable outcomes of this initiative was the development of the Draft Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education in Early Childhood Care and Education (Birth–Four) for Educators and Practitioners. This policy was designed to formalise and standardise the qualifications for early childhood educators, highlighting potential professional pathways within the sector.

Shaik led a groundbreaking national research project that resulted in the development of a transformative pedagogy with the publication of journal articles and a scholarly book titled ‘Towards a transformative pedagogy in early childhood care and education’ and the introduction of the Diploma in Early Childhood Care and Education. Both projects were pivotal in furthering the professionalisation of the sector.

In addition to academic learning, students enrolled for the new diploma also benefit from hands-on experience in early childhood centres, as part of the work-integrated learning component of the curriculum. These practical experiences are critical for bridging the gap between theory and practice, and for reinforcing the importance of quality education in early childhood settings.

Shaik explained that the academic rigor, scope, and assessment criteria of the Diploma in Early Childhood Care and Education (Level 6) being offered at CPUT, differ significantly from those found in qualifications offered at Technical and Vocational Education and Training (TVET) colleges. While the TVET Educare qualification is a Level 5 learnership diploma, the Diploma in Early Childhood Care and Education at CPUT is classified at Level 6. This distinction in qualification levels highlights a difference in both academic depth and complexity between the two programmes.

The academic structure of the Diploma in Early Childhood Care and Education at CPUT is designed to provide a comprehensive educational experience, combining a strong theoretical foundation, a robust teaching component, and an emphasis on research. This structure ensures that graduates are not only equipped with practical skills but also with the theoretical and research competencies necessary to contribute meaningfully to the field of early childhood education. The inclusion of research as a core component further distinguishes the CPUT diploma, positioning it as a more academically advanced qualification compared to the TVET offering.

CPUT is also making impressive strides by conceptualising an early childhood centre that will serve both as a learning and research site. This centre will not only support students in their professional development but will also contribute to the broader research agenda surrounding early childhood education.

“The progress being made in the early childhood education sector, particularly at institutions like CPUT, signals a significant shift in how early childhood educators are viewed and valued in South Africa. As more institutions adopt these progressive policies and programmes, the potential for meaningful change in the quality of early childhood education across the country is immense,” said Shaik.