Top Achievers 2025
Gauteng has proudly maintained its 3rd position nationally, achieving an 89.06% pass rate, an improvement from 88.4% in 2024.
Shaping tomorrow’s leaders: How schools build confident, responsible student leaders
Many schools are rethinking how they support learners’ progress, with regular assessments, intervention plans and parent engagement forming the backbone of academic stability.
Schools across the region rely on prefect systems and Learner Representative Councils (RCLs) to mould young people into responsible, confident leaders.
While each school tailors its structure to its own environment, the purpose remains shared: empowering learners to play meaningful roles in shaping school culture, discipline and community life.
Across many high schools in the area, leadership begins early.
In Grades Eight to 10, classes typically nominate junior representatives, giving learners an introduction to democratic participation.
Senior leadership positions often follow a more structured process, involving applications, vetting and formalised elections that mirror national voting procedures.
At many schools, the selection process reflects real civic participation.
Ekurhuleni teacher Oscar von Platen highlights the importance of fairness and responsibility in their approach:
“Applications are vetted, ballots are prepared, and the voting is monitored just like our country’s provincial and national government elections,” he explains.
He adds that they look for learners who reflect the school’s values.
“We seek learners who are fully committed to upholding the ethos of the school. Responsibility, reliability and integrity are essential; we need leaders who lead by example even when no one is watching.”
This emphasis on character rather than popularity is common across schools.
Whether called prefects or RCL members, these young leaders are expected to represent their peers, maintain discipline and support teachers in managing the daily flow of school life.
Learner leaders assist before school, during breaks, at assemblies, and after the final bell.
They help implement the Code of Conduct, ensure orderly behaviour and serve as a link between the student body and staff.
Von Platen notes that these responsibilities teach learners how structured systems operate:
“School functions like a mini-society, and learners must follow rules and procedures for proper order. Our councillors help maintain that system so the school runs smoothly.”
Parents also play a role in shaping these qualities.
Schools across the district emphasise that leadership begins at home through discipline, structure, commitment to schoolwork and modelling responsible behaviour.
Von Platen summarises the broader purpose beautifully:
“Children are observant and full of untapped innovation. When we allow them to take charge, of course, they recognise school as a smaller version of society and rise to the challenge.”
Morapedi’s message to younger learners echoes that same spirit: “Don’t be afraid to take the first step. Identify the issues around you and work towards creating positive change. Leadership is about serving others and staying true to your values.”
Together, their words reflect what many schools across the area already believe: that, with guidance, responsibility, and opportunity, learners can become the confident, ethical leaders our communities need.
Training is another shared priority across many schools.
Leadership years often begin with team-building to strengthen unity and professionalism.
Ongoing mentorship from teachers ensures that learner leaders understand how to manage conflict, communicate effectively and approach discipline issues with fairness.
Von Platen emphasises the importance of continued guidance:
“Teachers give advice when something occurs that teaches councillors how to respond. Executive members also have weekly check-ins with management to relay the concerns of learners, teaching them how to be the voice of the whole.”
This blend of responsibility and support helps learner leaders build confidence, communication and public-speaking skills, qualities that strengthen them long after matric.
While each school’s challenges are unique, the value of committed learner leadership is consistent across the region.
One learner who embodies this spirit is Prince Morapedi, a 2025 matriculant and RCL member.
For him, leadership is rooted in compassion and courage.
“I wanted to become an LRC member because I believed I could be a catalyst for change in my school.
“Unlike others who wanted to escape the problems, I wanted to face them head-on,” he says.
Morapedi’s duties mirror those of many RCL members in schools across the district—listening to learners, representing their concerns in meetings, supporting discipline, organising events, coaching sports teams and even sourcing sponsorships.
His passion reflects the depth of responsibility young leaders carry.
“Leadership means being a voice for the voiceless, a listener to the cries of learners, and a bridge between students and the administration,” he explains.
Like many learner leaders in the area, Morapedi has confronted difficult issues, from bullying to violence.
He acknowledges that these challenges have shaped him:
“The biggest challenge was addressing the deep-seated issues of gangsterism and violence. But the highlight has been seeing unity among learners from different backgrounds.”
His experience shows how leadership systems empower young people to grow personally while positively influencing their school environment.
Morapedi believes the role has strengthened his empathy, communication and problem-solving abilities—skills echoed by many others who have served in leadership positions.
Across the region, schools continue to refine their leadership programmes.
Portfolio-based systems, similar to government cabinets, are becoming more common.
These allow learners to specialise in areas such as culture, sports, academics, and welfare.
Combined with mentorship and fair election processes, these developments reflect an ongoing commitment to fostering capable, ethical young leaders.
Local school champions the growing rise of green jobs
An Ekurhuleni school has weighed in on the rapidly expanding world of green jobs, arguing that careers supporting environmental conservation are becoming increasingly popular for a range of compelling reasons.
As awareness of climate change deepens, learners and educators alike are paying closer attention to the types of careers that can help protect the planet while driving economic opportunity.
According to the school, today’s generation is more conscious than ever of the urgent need to address global warming, rising sea levels and extreme weather patterns, all fuelled by greenhouse gas emissions.
This growing concern has sparked unprecedented interest in jobs that directly contribute to environmental preservation.
The school’s leadership said that the shift is not simply a trend but part of a significant global transformation.
“Green jobs benefit the environment, create new employment opportunities and support long-term sustainability. Young people must understand the role they can play in shaping a greener future.”
Below, the school outlines five key reasons behind the rise of green jobs.
Rising public awareness of climate change
More individuals are recognising the importance of safeguarding the environment and mitigating the impacts of climate change. With global warming, stronger storms and ecological disruptions now widely documented, demand for careers that directly address these challenges has surged. Roles in sustainability, conservation and climate science are becoming increasingly attractive to young people seeking meaningful work.
A sector spanning countless fields
Green jobs are no longer confined to specialised environmental organisations. They now span a broad range of industries, from renewable energy such as solar, wind and biomass to waste management, agriculture, urban planning and engineering.
New opportunities include environmental inspectors, recycling specialists, organic farming experts, landscape architects and renewable-energy engineers. This diversity makes the sector accessible to learners with varied interests and skill sets.
Global push for a green economy
Governments and private companies are investing heavily in eco-friendly technologies and practices. This shift towards a green economy aims to reduce environmental harm while promoting sustainable growth.
Policies encouraging clean energy, low-carbon innovation and responsible resource use are creating steady demand for workers trained in environmental fields. Businesses, in turn, are adopting greener operational methods, further driving job creation.
Emergence of new careers and start-ups
The growth of the green sector has created entirely new job categories. Roles such as carbon project developers or carbon offset providers barely existed a decade ago.
Climate-focused start-ups, including those offering services such as emissions tracking or renewable energy solutions, are contributing significantly to this expansion.
Building a sustainable and resilient future
Green jobs are crucial for maintaining environmental balance. They protect ecosystems, minimise pollution, improve energy efficiency, and reduce greenhouse gas emissions.
The more people who participate in sustainability-driven work, the greater the collective impact on community wellbeing and global environmental health.
The school believes that understanding the growth of green jobs is essential for preparing learners for the careers of tomorrow.
Increasing public awareness, cross-sector opportunities, a thriving green economy, new job creation, and environmental benefits all contribute to a rapidly transforming job market.
As one educator put it, “Green jobs aren’t just about employment, they’re about safeguarding the planet and securing a better future. By equipping young people with the right knowledge, we can help them become part of the solution.”
CLICK ON THE SCHOOL EMBLEM TO VIEW THEIR ACHIEVERS’ OF 2025
Bridging the reading gap: How schools are transforming literacy through targeted intervention
As more learners enter school with limited reading readiness, effective intervention programmes are becoming essential.
The SPARK School Turffontein is demonstrating how intentional, child-centred teaching can help bridge the widening reading gap in the face of SA’s persistent literacy crisis.
At the SPARK Schools, the sixth core value, ‘Influence,’ is more than a guiding principle; it is a daily practice woven into every interaction and learning moment. Teachers recognise that each engagement with a scholar carries the potential to shape mindsets, spark curiosity and strengthen confidence. This belief informs the intentional design of literacy experiences across all the SPARK learning spaces.
“Our educators understand that influence begins with the smallest moments,” said the SPARK Turffontein leadership.
“Every conversation, every book shared, every question asked has the power to shift how a child sees themselves as a reader and as a learner.”
Promoting a love for reading
Central to the SPARK’s literacy culture is the school library, a space created to nurture a deep and genuine love of reading for scholars of all ages. Leaders at the SPARK Turffontein see reading as the cornerstone of literacy and a gateway to understanding across all academic subjects.
“Reading is the bedrock of learning,” said the leadership.
“When children read widely and often, they don’t just improve their literacy, they unlock numeracy concepts, scientific thinking and a broader understanding of the world.”
To reinforce this, scholars receive daily reading exposure and consistent access to high-quality, age-appropriate texts that spark imagination and support skill development.
Play-based learning and scholar engagement
The SPARK’s classrooms follow a play-based learning model that places scholar engagement at the centre. Through collaborative pair work, group activities and whole-class discussions, scholars explore language in dynamic and meaningful ways. Individual and personalised learning opportunities complement these interactions.
This approach strengthens communication, critical-thinking skills and the language foundations essential to strong literacy.
“Our scholars learn best when they are active, curious participants,” said the school’s leadership.
“Play-based learning keeps them engaged, encourages deeper thinking and builds the communication skills that literacy demands.”
Supporting the whole child
The SPARK Schools adopt a holistic approach that integrates social and emotional learning into daily routines. Teachers understand that emotional readiness greatly influences a child’s ability to read, comprehend and engage meaningfully with content.
“Literacy is not just academic, it is emotional,” they explained.
“A confident, supported child becomes a confident, capable reader.”
Common literacy challenges and shifts over time
Scholars enter school with varying degrees of early literacy exposure, affecting phonemic awareness, vocabulary development and reading stamina. Over time, increased screen use and inconsistent reading at home have widened these differences.
This strengthening gap has reinforced the SPARK’s commitment to personalised learning, where teachers assess each scholar’s starting point and craft targeted instruction to close specific literacy gaps early.
Intervention strategies for struggling readers
To ensure meaningful progress, the SPARK Schools provide structured intervention and enrichment classes tailored to individual needs. These sessions reinforce foundational skills, such as phonics, vocabulary, and comprehension, while offering extension opportunities for scholars needing greater challenge.
“Our interventions are deliberately designed around each scholar’s learning profile. When children get exactly the support they need, their confidence and proficiency grow exponentially.”
Assessing and tracking literacy progress and measuring improvements
Teachers track literacy development using a blend of formative assessments, small-group observations, and scheduled literacy checkpoints. This combination offers a nuanced picture of each scholar’s growth.
Because literacy development is nonlinear, this personalised tracking ensures no scholar progresses unnoticed or unsupported.
The SPARK Schools have seen significant progress among scholars consistently participating in targeted intervention programmes. Many begin the year with limited phonics recognition or low reading confidence and advance to reading fluently and independently by year-end.
“These transformations remind us why early, targeted intervention matters,” highlighted the leadership.
“When scholars feel supported and see their growth, they start to believe in their abilities; that belief changes everything.”
Partnering with parents and caregivers
Parents and caregivers play a crucial role in extending literacy habits beyond the classroom. The SPARK provides ongoing guidance on how families can support reading at home, including book recommendations and strategies to build simple, consistent reading routines.
“When home and school work together, scholars thrive,” said the leaders.
“Even 10 minutes of reading at home daily can dramatically accelerate progress.”
The broader literacy gap
The SPARK leadership acknowledges the ongoing national challenge of literacy in SA. Many learners progress through schooling without mastering foundational reading skills, limiting future academic and career opportunities.
To address this, the school highlights these needs:
• Stronger early-grade literacy instruction;
• Increased access to well-resourced libraries;
• Early exposure to books;
• Personalised learning approaches that meet children where they are;
• Collaboration between schools, families, communities, and policymakers.
“Improving literacy nationally requires unity of purpose. If we collectively commit to building a culture of reading, we can change the trajectory for millions of children.”
A final word on the SPARK Turffontein’s literacy approach
At the SPARK Turffontein, the belief that every interaction shapes thinking and builds confidence remains foundational. The school library continues to anchor its reading culture, while the play-based model fosters vibrant language development and communication.
By integrating social and emotional learning and prioritising personalised, child-centred instruction, the SPARK Turffontein ensures every scholar receives support aligned to their strengths, challenges and potential.
“Our mission is simple. We want every child to see themselves as a reader, not someday, but today.”
Graduate shares university survival tips
Recent graduate, Thando Mashigo breaks down the academic, financial, and social realities of starting tertiary education.
For many matriculants, stepping onto a university or college campus is thrilling, but the reality is often more challenging than expected.
Sibongile Sokhela, a recent Integrated Communications graduate, described her first year as a time of growth, lessons, and unexpected pressures.
When she started, Sibongile thought she understood what campus life would be like. She quickly learned that freedom comes with responsibility.
“No one will chase you for assignments or lecture attendance. Miss a deadline, and it’s on you. Skip a lecture, and you risk falling behind. The independence everyone talks about can feel like a trap if you aren’t disciplined.”
Financial planning was an early challenge for her.
“If you’ve applied for a bursary, or any funding, make sure it’s approved and track when the money will arrive.
“I waited weeks for my allowance and suddenly had to figure out how to pay for meals and transport. Knowing your finances in advance saves a lot of stress,” Sokhela said.
The academic shift is another reality check.
“Lectures aren’t enough on their own. The workload is heavier and independent study is essential. Reviewing notes, attending tutorials and asking lecturers questions made all the difference.”
Sibongile highlighted that residence life brought its own set of surprises. Moving from my township to live on campus, she admitted that the first weeks were lonely.
“Sharing a room with strangers, coordinating schedules, and adjusting to communal living isn’t easy. But joining clubs, study groups, or societies helped me find a support network and made the experience enjoyable.”
One of the most unexpected challenges was FOMO, the fear of missing out.
“You’ll see students attending parties, events, and socials constantly. It’s easy to feel pressured to join everything, but trying to do it all drains your energy and focus. I learned to choose what mattered to me and not let FOMO dictate my life,” Sibongile warned.
She went on to say that pressure is another constant companion in the first year.
“Academics, social life, and independence can feel overwhelming. It’s normal to feel stressed or anxious, but ignoring it only makes things worse. Campus counselling services, mentors, and friends are there to help you cope.
“Even small things, like managing group work or navigating campus systems, can create stress. Understanding registration deadlines, course requirements, and online portals is essential. Overlooking these details can make the first year unnecessarily harder.”
Despite the challenges, Sibongile emphasised that first year is transformative. Mistakes happen, deadlines are missed, and exams can feel impossible, but the experience teaches independence, resilience, and confidence.
“Time management is everything. You can’t cram like in matric. Falling behind or procrastinating can spiral into months of catching up. Planning and prioritising isn’t optional; it’s survival.”
Her advice: plan your finances, stay organised, ask for help, take care of yourself, embrace residence life, and don’t let FOMO or pressure control you. Your first year can be challenging, but it can also be one of the most rewarding times of your life.
From Classroom to Corporate
Your attitude is your altitude
Teamwork makes careers work
Stepping out of school and into the world of work is one of the biggest transitions a young person will face. The classroom has its own structure, rules, and expectations. The workplace is an entirely different arena where attitude, adaptability and people skills often matter just as much as marks.
Most young people think employers only look for technical skills, qualifications and experience. While those things matter, the truth is that soft skills are often the real deal breakers. They determine how you connect, show up and handle pressure. They shape how quickly you learn, how you contribute to a team and how you solve problems in a fast-changing work environment.
Core soft skills every matriculant should understand and develop before entering the corporate world.
• Communication: Your first real-world currency
In schools, communication implies answering questions, writing essays, or giving a speech. In the workplace, communication is your most valuable asset. Employers consistently say that a young employee who can express themselves clearly has a head start.
What is communication in the real world?
• Speaking clearly and respectfully;
• Listening;
• Asking questions when you don’t understand;
• Writing coherent emails;
• Sharing ideas in meetings;
• Receiving feedback without getting defensive.
Good communication builds trust, prevents mistakes and makes teamwork possible. It also shows maturity and confidence. When you communicate well, you immediately stand out in interviews, in your first job and throughout your career.
• Problem-solving: The skill that sets you apart
Life after matric is not controlled like a classroom. There is no teacher to guide every step or provide every answer. Employers want individuals who can think on their feet, analyse situations and devise solutions without waiting for someone to rescue them.
What is workplace problem-solving?
• Finding ways around obstacles;
• Thinking creatively when things go wrong;
• Taking the initiative instead of waiting for instructions;
• Staying calm and logical under pressure;
• Using available resources to fix an issue.
SA workplaces are fast-moving and often unpredictable. Being the person who stays composed and finds solutions is a major competitive advantage. It shows employers that you are reliable and capable, even with limited experience.
• Teamwork: No one succeeds alone
Whether you go to university or straight into the workplace, you will quickly learn one truth: Achievement is a team effort. In school, you can sometimes succeed on your own. In the corporate world, collaboration is non-negotiable.
Teamwork means:
• respecting all personalities and backgrounds;
• being willing to learn from others;
• sharing ideas without overpowering others;
• pulling your weight in a group;
• handling conflict professionally;
• celebrating the team’s success, not just your own.
Employers seek young people who are easy to work with, adaptable and willing to be part of something bigger than themselves. Strong teamwork skills make you credible, dependable and valuable in any industry.
* Information: Madelein Smit, HR and recruitment specialist and host on SABC’s The Chair.
