The launch of the Regenesys School of Education on 14 August 2025 was not simply a celebratory event. It was a turning point in the national conversation about the role of teachers, the urgent need for innovation in education, and the partnerships required to deliver change.
Hosted at the Regenesys campus in Sandton, the event convened government leaders, policymakers, teacher representatives, industry innovators, and thought leaders to chart a new path for the teaching profession. At the heart of the launch was a bold declaration: South Africa’s education challenges cannot be solved by business-as-usual. They demand visionary leadership, transformative partnerships, and a holistic model of teacher preparation that empowers educators not only with knowledge, but with the human, digital, and moral capacities to lead.
This was not just about unveiling another academic programme. It was about laying down a marker for the future of teaching and learning in South Africa, positioning Regenesys as the convener of solutions and the incubator of what its founder, Dr Marko Saravanja, called “super teachers.”
The Context: Why a School of Education, Why Now?
The state of South Africa’s education system is well documented. Teacher shortages, particularly in STEM subjects, are reaching critical levels. According to the Department of Basic Education, the country needs tens of thousands of new teachers each year, yet many qualified graduates leave the profession or are absorbed into other sectors.
Digital transformation, meanwhile, is reshaping the global workforce, but schools often lag behind. Students enter higher education or employment without the digital literacy demanded by modern economies. As Minister of Communications and Digital Technologies, Solly Malatsi, put it:
“Digital transformation should never just be about adding gadgets to classrooms for their own sake… Technology should enhance human judgment and creativity.”
Against this backdrop, the launch of the Regenesys School of Education is both urgent and strategic. It signals an institution prepared to tackle teacher training differently, integrating technology, holistic development, and partnerships with the state and private sector.
MEC Matome Chiloane: Preparing Learners for Tomorrow’s Economy
The first keynote was delivered by Matome Chiloane, Gauteng MEC for Education. His speech set the tone with a sharp diagnosis of the mismatch between what schools prepare learners for and what the future demands.
“We cannot prepare learners for yesterday’s economy whilst tomorrow’s opportunities pass them by.”
Chiloane highlighted Gauteng’s innovative schools of specialisation, where learners specialise in fields such as ICT, engineering, and business. But he was clear: these schools are only as strong as the teachers who lead them. Without a pipeline of skilled, motivated, and digitally fluent educators, no amount of infrastructure or curriculum reform will succeed.
He called on private sector partners like Amazon Web Services (AWS) and IBM to work hand in hand with education institutions. “Companies like AWS and IBM are not just technology providers. They are core architects of the digital future,” he said, framing corporate involvement not as philanthropy, but as nation-building.
His message was uncompromising: impact must be measured not in reports, but in lives transformed.
Minister Solly Malatsi: People Matter More
Minister Solly Malatsi reframed the digital debate around people rather than technology. He emphasised that the ultimate beneficiaries of transformation are learners, but the real levers of change are teachers.
“Our digital transformation matters, but our people matter more.”
The Minister underscored the need to equip teachers first, ensuring they are confident with digital tools and can integrate them meaningfully into teaching. “Teachers must teach the basics well and let digital technologies… enhance learning where it can add value.”
This framing mirrored global best practice: technology must serve pedagogy, not the other way around. His words resonated because they addressed a tension at the heart of South Africa’s education crisis, an eagerness to adopt technology without adequately preparing the human systems that make technology effective.
Panel Insights: Bridging Policy, Practice, and Innovation
A panel discussion moderated by Kamala Pather, Head of the School of Education, drew together leaders from government agencies, unions, and technology companies. It highlighted not only the scale of the challenges but also the diversity of solutions needed.
1. Policy and Qualifications (SAQA)
Makhapa Makhafola, COO of the South African Qualifications Authority (SAQA), pointed to the tension between the Bachelor of Education (BEd) and the Postgraduate Certificate in Education (PGCE). He argued that employment realities often determine the popularity of pathways, but this distorts the pipeline of skilled teachers.
“The country is relying too much on the outside countries rather than dealing with a programme internally.”
His intervention highlighted the necessity of aligning the new Bachelor of Education with both national demand and international standards.
2. Teacher Professionalisation (SACE)
Ella Mokgalane, CEO of the South African Council for Educators (SACE), delivered one of the day’s most arresting insights:
“We are sitting with about 871,753 STEM achievements in the last 10 years, where are they?”
Her question cut to the heart of South Africa’s teacher attrition crisis. Despite producing thousands of graduates, the system loses many to other careers due to low pay, unsafe working conditions, or a lack of incentives. She argued that without making teaching “attractive and innovative,” reforms will remain symbolic.
3. The Ecosystem Approach (CSIR)
From the research and innovation side, Dr Kaven Naidoo, Group Executive at the CSIR, stressed that solving education challenges requires an ecosystem approach:
“It takes a village to solve the problems of the world.”
He urged recognition of super teachers who go beyond the minimum, mentoring others and shaping culture in schools. His remarks aligned with Regenesys’ own philosophy of conscious leadership, teaching as a vocation with ripple effects across society.
4. Corporate Innovation (IBM & AWS)
Riaz Osman, Managing Partner at IBM Consulting, reminded the audience of the unforgiving pace of digital disruption:
“Those that do not use AI will be replaced by those who do.”
His message was blunt: education cannot lag behind business cycles. Corporates expect transformation in quarters, not decades. Teacher education must therefore embrace agility.
Terrence Naidoo of AWS showcased a contrasting narrative of progress. AWS had pledged to train 29 million people globally for free by 2025 and had already surpassed that number in 2023. “We want to export African tech solutions to the rest of the world,” he said, signalling a shift from consumption to innovation.
Dr Marko Saravanja: Towards “ Super Teachers”
The closing remarks by Dr Marko Saravanja, Founder and Chairman of Regenesys, were both inspirational and radical. He reframed the launch not as an academic milestone, but as a moral commitment to society.
“We want to produce… super super teachers… developed physically, emotionally, spiritually, financially and in terms of artificial intelligence.”
For Saravanja, teaching is a spiritual mission. “Teachers are going to look at the eyes of every child and see divinity… awaken greatness.” His words crystallised the ethos of Regenesys: education is about awakening potential, not only imparting knowledge.
His concept of the “super teacher” resonated with his long-standing philosophy of holistic leadership; combining IQ, EQ, physical health, spirituality, financial literacy, and now AI fluency. It positioned the School of Education as more than a degree-granting body. It is a leadership incubator for teachers.
What Makes the Regenesys School of Education Different?
In a crowded landscape of teacher training, what sets this School apart?
- Holistic Development
The Bachelor of Education goes beyond cognitive skills. It integrates emotional intelligence, spirituality, physical wellbeing, financial literacy, and AI fluency into teacher preparation. - Partnerships that Deliver
Collaboration with AWS, IBM, and CSIR ensures the curriculum is globally relevant and locally responsive. - Focus on Employability
Responding directly to SAQA’s concerns, the programme is built around career readiness, professionalisation, and employability. - Alignment with National Priorities
By working alongside SACE, SAQA, and SADTU, Regenesys ensures its graduates are not only employable but contribute to solving systemic challenges in education.
Why This Launch Matters for South Africa
The Regenesys School of Education launch is more than a symbolic ribbon-cutting. It is a strategic intervention in South Africa’s development agenda, aligning with national frameworks such as:
- National Development Plan (NDP 2030): creating a skilled, capable workforce.
- UN Sustainable Development Goal 4 (Quality Education): ensuring inclusive, equitable education for all.
- African Union Agenda 2063: building Africa’s human capital.
By anchoring itself within these frameworks, Regenesys positions the School of Education not just as a training provider, but as a national development partner.
Building the Future Together
The launch of the Regenesys School of Education is a milestone, but it is also a challenge. South Africa’s education crisis is complex, and no single institution can solve it. But what Regenesys has offered is a model of collaboration, innovation, and holistic teacher preparation that can spark systemic change.As Dr Marko reminded everyone:“We are going to produce conscious teachers… public servants who are going to serve, not be served.” The journey begins now.
Explore the vision, programmes, and enrolment opportunities here:
