The Democratic Alliance in KwaZulu-Natal (KZN) has officially passed accusations regarding the sale of teaching positions and potential 'sex for work' practices to the 'Hawks' in the provincial Department of Education (DoE).
The story describes a young woman who obtained teacher qualifications and is eager to start a career and earn money. Despite receiving financial support from the NSFAS state student aid program during her studies, she had to find ways to support herself after graduation.
After gaining experience as a teaching assistant, she attends an interview in another region. When the travel costs are revealed, she has to ask for a loan. She prepares for the interview, hoping to secure a position to begin paying off debts.
However, she discovers that the position has already been promised to someone else, and she was forced to be included on the candidate list to lend legitimacy to the process. Friends advise her that simply applying is not enough; someone knows a person who can arrange the position, but this comes at a cost.
If she manages to get the job, she starts working and receives her first salary, after which a demand for a portion of that amount monthly follows. The person who arranged the job reminds her of their assistance. A dilemma arises: she is unsure of his influence but fears losing the position.
A more serious scenario involves a sexual demand. The man helping her with employment makes it clear that he expects intimate relations from her. She must decide how to refuse without forfeiting the chance at a job.
Even if she is on a temporary contract, she worries about renewal, as he knows about her need for income and may know her supervisor or the person reviewing her future applications. She fears that trying to challenge his threats could cost her years of waiting.
Thoughts of filing a complaint are accompanied by fear: whom should she tell? Will she have to describe what happened to colleagues? There is a concern that if she names him, she will be quietly deemed too much of a problem. If she has already agreed to the demands, there is another fear—that people will say she chose it herself or got the job in a way that devalues her qualifications.
This account is fictional and is intended to highlight the pressure associated with corruption allegations in hiring and sexual exploitation. The author, working with education students in UKZN, has encountered this stress.
Some graduates continue their studies in master's programs because teaching jobs remain inaccessible. Although their academic achievements are welcomed, other years pass while waiting to earn a living as qualified teachers.
The issue also affects school leadership. Principal positions and other promotions were part of a previous national investigation into the sale of teaching posts. These positions grant influence over school staff and resources. Governing bodies, including elected parents, recommend appointments, while provincial departments appoint teachers to government positions. The corrupt scheme can span multiple stages.
A person who bought a leadership position may then try to recoup the spent money by using their influence over appointments or expenditures as a continuous source of income. Investigators must determine if this occurred in specific cases. However, the danger is that the person who paid for access gains power over the next applicant.
This can change the life of an entire school. A principal may owe favors to the people they are supposed to oversee. Teachers who object to this may fear for their chances of promotion. A new teacher wishing to contribute gradually learns who needs to be considered and what issues cannot be raised safely. Students depend on the decisions made in this environment.
Authorities warned about these problems for over ten years. Following reports in 2014, a ministerial task team chaired by Professor John Wolmin investigated the sale of teaching positions. When its report was published in May 2016, the Department of Basic Education stated that 81 cases were investigated, 38 of which indicated misconduct or reasonable suspicion requiring further investigation. These were the findings of the investigation, not 38 criminal charges.
The report recorded 19 cases in KZN, eight of which required further investigation, and four were classified as misconduct. Concerns were also noted regarding sexual demands, secrecy, and intimidation. The difficulty of obtaining evidence from frightened individuals was acknowledged beforehand.
The Equal Education movement, advocating for equality in school education, studied these findings and identified weak departmental oversight, inadequate governing body support, and networks of improper influence. It warned that transferring appointment powers to departmental offices would not necessarily solve the problem; these offices also require effective control.
Subsequent allegations emerged later. In April 2024, an IOL investigation reported a recording allegedly containing a demand of 30,000 rand from a teacher candidate, along with reports of sexual demands. The department stated it was unaware of such allegations and referred the complainants to law enforcement. In July 2026, another independent investigation was announced after a video spreading new allegations. The accused parties dispute these claims. These allegations must be fairly investigated, with an opportunity for the accused to respond.
Recurring warnings force one to question what happened after previous investigations. What actions led to proceedings? What has changed in recruitment? Who verified whether changes took effect?
Sexual exploitation requires special attention. Labeling a sexual demand as a 'favor' conceals the pressure on a person whose livelihood depends on work. A fully qualified teacher can be exploited while seeking deserved employment. Securing a position does not make the abuse acceptable.
Corruption cannot explain every unemployed teacher. Funding limitations and the mismatch between vacancies and graduate specializations are also important. But the lack of jobs makes a fair process even more necessary. Candidates must know what positions exist, how candidates are assessed, and why appointments are made. Decisions must leave records that can be independently verified.
For the applicant, protection must continue after the initial report. An independent party must receive the account, help preserve evidence, and explain the next steps. Future applications must be checked for retaliation. An investigation is little comfort if the people mentioned in it still control whether the applicant gets the next interview.
The young woman, having qualified as a teacher, was ready to work. She knew she would have to compete for the position and prove herself in the classroom. She should never have sat around calculating whether refusing a sexual demand would leave her family without income.
