PATIENTS suffering from chronic renal failure will now breathe a sigh of relief after the Eastern Cape Department of Health launched a much-needed haemodialysis unit at St Elizabeth Hospital in Lusikisiki on July 24
The launch of the unit was celebrated as a significant milestone in the department’s mission to bring specialised healthcare services closer to rural communities
The department stated that the event symbolised its dedication to transforming access to quality healthcare services, particularly for underserved and historically marginalised communities
Speaking at the launch, MEC Ntandokazi Capa said, "At no other point in time have we ever been as well-placed as we are today to take a decisive step towards the establishment of the renal unit in one of our rural facilities
“It gives me great pleasure to stand before you with joy and excitement about the establishment of this Nephrology
unit at St Elizabeth Hospital, one of our peripheral facilities This alone should serve as a reminder that this government is committed to bringing services to the people, especially the downtrodden "
Capa highlighted that the journey required the collaboration of various stakeholders, including clinicians, management, patients, and the public, to ensure that interventions meet community needs and provide value for money
“This is a costly service requiring advanced technology and specialised skills
However, the lives of our communities come first The unit is staffed with five professional nurses and three nursing assistants who are highly trained and receive mentoring from Nelson Mandela Academic Hospital ”
She also reflected on how, until a few years ago, this kind of service was only available in tertiary hospitals like the Frere in East London or Livingstone in Gqeberha
In some cases, patients had to be transferred to Chief Albert Luthuli Hospital in KwaZulu-Natal
The establishment of the unit, Capa not-
ed, was meticulously planned
“The ultimate goal is to provide people in the chronic dialysis programme with access to this life-saving service almost at their doorstep ”
Recognising the importance of this milestone, she urged hospital staff to commit fully to their work
St Elizabeth Hospital currently operates three haemodialysis machines, with two more procured recently One machine costs approximately R40,000, while patient treatment costs are even higher, with each patient attending three weekly sessions
The unit operates until Saturday each week
The Eastern Cape Health Department spends R120,000 per patient weekly, which includes home-to-hospital transport This equates to an annual cost of R5 7 million per dialysis patient
AmaMpondo King Daluxolo Sigcau praised the launch, applauding it as a testament to the strides made in improving healthcare services
He attributed the achievement to the National Health Insurance (NHI) policy,
StElizabethHospitalopenslifesavinghaemodialysisunit Housing project restores dignity to families
ZOLILE
MENZELWA
THE lives of five families in the Dr AB Xuma Local Municipality will be forever changed after the Eastern Cape Department of Human Settlements handed over new housing units as part of the Nelson Mandela Month commemorations
This initiative is part of the Chris Hani Destitute 1300 Housing Project, which aims to deliver 350 houses in Dr AB Xuma Municipality The project focuses on improving living conditions for the district's most vulnerable residents, including the elderly, disaster-affected households, and those living in extreme poverty
Ayanda Meleni, a 43-year-old unemployed father of three girls, and one of the beneficiaries, expressed his gratitude during the handover ceremony at Gxogi Village Overjoyed and emotional, he said, “I am extremely happy; words fail me I feel so happy, and my children are overjoyed that they will now have a proper home they can be proud of I give my deepest thanks to the entire government When it rained, we could not sleep and had to use buckets because the house was leaking ”
Human Settlements MEC Siphokazi Lusithi emphasised that the project reflects the principles of Nelson Mandela by re-
storing people’s dignity She reiterated her department’s dedication to improving lives, particularly in rural areas
“This initiative represents our department’s commitment to upholding the legacy and values of Tata Mandela We are not merely handing over bricks and mortar; we are also restoring human dignity, one household at a time, particularly for our rural communities Our mission goes beyond building houses we are fundamentally transforming lives,” Lusithi said
She added that the handover event marked a significant step in the Eastern Cape Department of Human Settlements’
Prosecutorincourtforfakingqualifications
IN a decisive breakthrough against qualification fraud in the public sector, the Mthatha-based Serious Commercial Crime Investigation (SCCI) unit of the Hawks, in collaboration with the National Prosecuting Authority (NPA), ensured that Luthando Nomandindi (33) appeared before the Mthatha Specialised Commercial Crimes Court last week.
He faced charges of fraud, forgery, and uttering on the same day as his arrest. He was granted R5,000 bail, and the case was remanded to August 18, 2025, for the disclosure of docket contents.
Hawks' spokesperson, Warrant Officer Ndiphiwe Mhlakuvana, stated that between January 2010 and December 2016, Nomandindi was enrolled in a Bachelor of Laws (LLB) programme at Walter Sisulu University (WSU) but allegedly failed to meet the academic requirements for graduation.
“Despite this, in 2020, he allegedly submitted a falsified LLB degree certificate and a bogus Legal Education and Development (LEAD) attendance report as part of his application to the NPA’s Aspirant Prosecutor Programme, which required a legitimate LLB qualification or proof of final year,”
Mhlakuvana explained
In January 2021, Nomandindi was reportedly appointed as an Aspirant Prosecutor and later promoted to Public Prosecutor. Mhlakuvana further revealed that Nomandindi applied for promotion to the position of Regional Court Prosecutor using the same fraudulent credentials During the promotion process, the NPA requested him to submit his original academic certificates. Instead, Nomandindi resigned, effective March 21, 2025. The institution discovered discrepancies in his qualifications and referred the matter to the Hawks for investi-
with the OR Tambo District as its pilot site
“Today, we witness the practicality of the NHI, which offers improved healthcare services The government is enhancing poor areas like my homeland, Pondoland I take pride in seeing AmaMpondo leading in government and supporting their communities rather than neglecting them ”
Sigcau also commended the South African National Defence Force (SANDF) for its healthcare support in the Ingquza Hill Local Municipality
SANDF Brigadier General Mcebisi Mdutywa provided details on Project Owethu, an army health initiative aimed at delivering healthcare services to the people
The project began in the area on July 18, and will run until August 1 Since their arrival, the SANDF has assisted approximately 10,000 patients
Mdutywa underscored the importance of healthcare practitioners being compassionate in their service delivery, noting the project's significant community impact
ongoing efforts to reduce the province’s housing backlog and promote sustainable human settlements
Dr AB Xuma Local Municipality Mayor Siyabulela Zangqa echoed these sentiments, stating that the municipality was joining the five families in celebrating “This is not just the house of the person it was handed over to, but a family home The family dignity has now been restored They must take care of the homes and not sell them, no matter the circumstances They should not return to the poor conditions they previously lived in, especially during these times of severe floods,” Zangqa said
gation.
Investigations confirmed that WSU had never conferred an LLB degree to Nomandindi. Additionally, LEAD had not issued him the attendance report due to outstanding fees.
“Through misrepresentation, the NPA suffered actual financial prejudice of over R1.1 million from the salaries paid to him during his fraudulent term of employment," Mhlakuvana added.
Nomandindi allegedly defrauded the NPA by submitting forged academic qualifications to secure employment.
ZOLILE MENZELWA
FOCUSON: FO EDUCATION
TRANSFORMINGEDUCATION:
Leveragingdigitaltoolstobridgeinequality
Keshree Alwar
IN a rural classroom in KwaZulu-Natal, Themba, a devoted teacher, stands before his eager learners, with a textbook open on his desk alongside a tablet and projector
The learners watch in amazement as a 3D model of the human heart is projected onto the wall, complementing the diagrams in their textbooks
Through interactive simulations, they explore the heart's intricate workings, deepening their understanding in ways a textbook alone could not achieve
Blending traditional teaching and learning tools with digital tools in a meaningful way showcases the transformative power of technology in education
By enhancing, not replacing, traditional methods, digital innovation is breaking barriers, enriching learning, and opening new doors for learners across South Africa, no matter their location
The shift from traditional textbooks to digital tools for teaching and learning has been both exciting and challenging
Today, we are faced with a pivotal moment where the integration of digital tools with traditional methods is essential to address the ongoing challenges in our education system
The digital transformation of South African schools, initiated in the early 2000s with the government's White Paper on e-Education, has gained remarkable momentum in recent
years
The COVID-19 pandemic, while exposing the deep digital divide in the country, also acted as a catalyst for rapid innovation in teaching and learning
This shift has opened up new possibilities to address persistent challenges, such as unequal access to quality education and teacher shortages
It also creates opportunities to align the curriculum with modern needs, integrating digital skills and interactive learning approaches to better prepare learners for the demands of the 21st century
Digital transformation in education aims to create an inclusive, equitable, and dynamic learning environment where all learners access high-quality education
Digital tools like e-learning platforms personalise learning, foster engagement, and provide equal access to world-class content for rural and urban learners alike
In collaboration with Bytefuse, Maskew Miller Learning is driving this change with Maski, an AI-powered tool that addresses challenges, personalises education, and improves outcomes
Currently accessible via WhatsApp, Maski ensures learners and teachers, even in under-resourced areas, can benefit from affordable and easyto-use technology
However, digital transformation remains hindered by infrastructure
challenges, especially in rural areas For digital education to succeed, accessibility must be a priority Collaboration between the public and private sectors, along with efforts like the Department of Basic Education's (DBE) ICT rollout, is essential to ensure no learner is left behind
The integration of digital tools in education requires a thoughtful approach that combines pedagogical expertise with innovative content design The TPACK (Technological Pedagogical Content Knowledge) model highlights the need for teachers to not only have access to technology but also understand how to use it effectively in their teaching
Educational institutions and publishers must prioritise professional development and create resources that empower educators to make the most of these tools
At the same time, the SAMR (Substitution, Augmentation, Modification, Redefinition) model challenges us to move beyond simply digitising existing materials
It encourages reimagining learning experiences through technology
This means creating dynamic, interactive content that transforms education, for instance, virtual history lessons where learners explore ancient civilisations or science classes that use augmented reality to simplify complex ideas
Together, these models offer a roadmap for using technology to truly
revolutionise teaching and learning
Digital transformation in education is full of promise, but it is not without its hurdles
The cost of devices and data still puts digital learning out of reach for many, and too few teachers have access to the ICT training they need
This is where partnerships between the public and private sectors become game changers
Positive strides are already being made, for example, the Departments of Basic Education and Communications and Digital Technologies have partnered with private sector companies to further expand digital inclusion
The DBE has also partnered with publishers like Maskew Miller Learning to offer ICT teacher training to teachers across the country
To ensure the success of digital transformation in education, continuous evaluation and improvement are essential
Schools and policymakers must actively seek feedback from teachers and learners to assess how well digital tools and platforms are meeting classroom needs and improving educational outcomes
This collaborative effort requires the involvement of teachers, school administrators, parents, publishers, and technology providers, all working together to create an inclusive and empowering digital education ecosystem
We commend the DBE for its for-
Silentscars:BullyingrampantinSouthAfricanschools
IN playgrounds, WhatsApp groups and school corridors across South Africa, bullying is leaving devastating emotional scars on children
Bullying, long dismissed as a "rite of passage," is now an entrenched crisis, one that schools, families and government can no longer afford to ignore
An estimated 40% of school-going children in South Africa experience some form of bullying, with both emotional and physical abuse alarmingly common Even more disturbing, one in three teenagers are victims of cyberbullying, with social media platforms commonly used for harassment that extends beyond school hours and can be relentless "We're not just dealing with bruises anymore," says Dr Alicia Porter, board member of the South African Society of Psychiatrists (SASOP) "Children are anxious, depressed and in some cases, suicidal When bullying is compounded by digital shame, the psychological damage can be lifelong "
"It's no longer limited to fists and name-calling - voice notes, group chat exclusions, photo manipulation and public shaming via platforms such as Instagram, WhatsApp and TikTok create humiliation that leaves the child feeling even more vulnerable and helpless For many victims, there's no escape "
Children often suffer in silence, only reporting abuse after enduring repeated trauma
Victims describe a persistent fear of rejection, isolation, loss of self-esteem, anxiety and academic decline
"Long after the bullying ends, emotional wounds remain, manifesting in adulthood as anxiety, post-traumatic stress disorder, trust issues and relationship struggles," says Porter
"We've seen adults still carrying the pain of bullying they experienced decades ago These are not just childhood memories, they're psychological injuries "
According to Porter, bullying impacts both boys and girls but the na-
ture of bullying may differ "Boys are more likely to experience physical bullying (fighting, pushing and hitting) while girls are more often targets of relational or verbal bullying (exclusion, name-calling and spreading of rumours)," Dr Porter says "But having said this, the line between physical and emotional bullying is often blurred and many children experience a combination of both "
She says that in South Africa, bullying can sometimes intersect with race, ethnicity and socioeconomic status, with children from disadvantaged backgrounds being more likely to experience bullying in diverse, multi-ethnic environments Porter says bullying behaviour doesn't happen in a vacuum and is rarely a simple matter of just being "mean"
Research shows many children who bully others are themselves victims of trauma, neglect, lack of emotional support or violence at home Others bully to assert power and to
feel in control, cope with deep-seated insecurity or target those they perceive to be weaker to elevate their own social standing and to fit in Group dynamics often escalate the harm "It only takes one child to lead the charge, but peer pressure turns cruelty into performance," says Porter "And schools aren't always equipped to intervene " She says that without early intervention, this cycle of aggression festers, creating a hostile learning environment where cruelty becomes normalised Regarding school's involvement in the alleviation of bullying, Porter said, "Many schools have recognised the prevalence of bullying and have started implementing anti-bullying programs However, there is still a lack of consistent policy enforcement and often incidents go unreported or are inadequately addressed Schools in more urban areas tend to have more structured responses, while rural schools sometimes lack resources for proper intervention "
ward-thinking initiatives and encourage everyone in the education sector to contribute to this shared vision of equitable and effective learning for all South African learners
The future of South Africa is connected to the potential of digital transformation in education
It is not a far-off dream but a reality we can build today through the choices we make and the actions we take This is not just about technology; it is about people
It is about educators who inspire and guide, parents, guardians and caregivers who believe in their children's potential, policymakers who work tirelessly for equity, and learners who dream of a better future
Digital transformation is about unlocking opportunities for every child, no matter where they come from, to learn, grow, and thrive The tools are in our hands, and the future of South Africa is ours to shape
Porter says bullying is not a disciplinary issue "It's a mental health, safety and human rights emergency If South Africa is to turn the tide on bullying, a multi-layered, systemic response is needed "
According to her, schools are legally and ethicallyobligatedto:
• Prevent bullying through values-based education awarenesscampaignsandemotional literacy programs Report and investigate all bullying allegations transparently
• Protect victims and provide access to counselling or referral to professionals
• Support perpetrators through rehabilitation not just punishment
• Providetrauma-informedteachertraining
Furthermore, Porter warned that bullying is a crisis hiding in plain sight "The emotional violence of bullying is as real as any physical wound And unless we intervene now with urgency, compassion and a commitment to justice, we are failing an entire generation "
DIBBER International Preschools is calling on families to reflect on their youngest children's exposure to technology While screens may offer convenience and short-term distraction, research shows that excessive screen time for toddlers and preschoolers can hinder emotional, social, and cognitive development
"Young children learn through experience by engaging with people, moving their bodies, and exploring the world around them," says Ursula Assis, Country Director of Dibber International Preschools South Africa
"No screen can replace the warmth, responsiveness, and complexity of a
real-life interaction "
According to a statement issued by Dibber International Preschools, by the age of six, a child's brain has already reached around 90% of its adult size, with neural connections forming at a rate of up to one million per second in the early years
“This period of rapid brain development makes it especially important to provide rich, real-world experiences that support language, social interaction, and emotional growth
"Excessive or unregulated screen time can limit these crucial interactions, reducing opportunities for imaginative play, problem-solving,
and face-to-face connection activities that are essential for building strong neural pathways," the statement said Assis noted that studies have found that too much screen time in early childhood is linked to reduced empathy, shorter attention spans, weakened impulse control, and even delays in language acquisition
According to leading brain scientists, babies under one year old do not learn from screens at all As neuroscientist Patricia Kuhl explains, infants absorb information best from human interaction learning is deeply rooted in eye contact, tone of voice, and
the rhythm of real conversation
"At Dibber, technology is used thoughtfully and sparingly, with an emphasis on what truly matters for early development: play, creativity, relationships, and movement What may seem like boredom or unstructured time is, in fact, where some of the most important growth happens That's when children practise problem-solving, build imagination, and learn to manage frustration skills screens simply cannot teach," says Assis
Dibber encourages parents and caregivers to focus on:
• Storytime and reading aloud, which supports vocabulary development and focus
• Outdoor exploration which builds sensory awareness and coordination
• Simple, screen-free routines like shared mealtimes and bedtime conversations
"We understand the pressures families face, and we're here to support not shame parents navigating these challenges But we want to remind families that the most valuable thing they can give their children isn't a device it's their presence," concludes Assis
