Author: Malema Seroba

Crisis In South Africa: Fatherlessness And The Rise Of Broken Men
South Africa is not facing a shortage of potential. It is facing a crisis of identity. Charley Pietersen, a South African author, international speaker, and social reform advocate whose life journey reflects resilience, purpose, and transformation, recently engaged with The DaVinci Institute on the social challenges affecting men in the country.
Behind the statistics on gender-based violence, crime, substance abuse, and mental health lies a deeper and less discussed issue: fatherlessness. It is a quiet crisis, yet one that is shaping the trajectory of an entire generation of boys who are growing into men without guidance, identity, or emotional grounding.
For Pietersen, this is not theory. It is a lived experience. Born in Smithfield in the Free State and raised in a fatherless home by a single mother, he reflects the very crisis he now speaks about. From building a career in institutions like First National Bank and Standard Bank, CEO of Bloemfontein Celtic FC, Free State Provincial Office to contributing to South Africa’s 2010 FIFA World Cup success, his life has been defined by resilience, discipline, and purpose.
“This is not a theory. It is a lived experience. Growing up without a father is not just about absence. It is about unanswered questions: Who am I? Where do I come from? What does it mean to be a man?” said Pietersen.
When those questions are left unresolved, they do not disappear. They manifest in anger, bitterness, confusion, withdrawal, or destructive behaviour.
The Identity Gap No One Is Addressing
In many South African households, particularly those led by single mothers or grandparents, boys are raised with love and sacrifice. Yet love alone cannot replace identity.
Too often, conversations about absent fathers are avoided. A boy asks, and the question is dismissed. Over time, that silence becomes a gap, and that gap becomes a wound.
By the time these boys reach adolescence, the symptoms begin to show:
Emotional detachment
Aggression or rebellion
A search for belonging in the wrong places
What society often labels as problematic behaviour is, in many cases, a crisis of identity.
A One-Sided Empowerment Narrative
South Africa has, rightly, invested heavily in empowering women and the girl child. This work is necessary and important. However, it has unintentionally created a silence around the needs of boys.
“There are many platforms that say, ‘empower the girl child,’ but where are the platforms that say to young men, ‘you matter too’?” Pietersen asked.
When boys are not affirmed, guided, or mentored, they do not remain neutral. They become vulnerable to crime, gangsterism, substance abuse, and harmful expressions of masculinity.
Broken Men, Broken Systems
We cannot speak honestly about issues like gender-based violence without asking a difficult question: What is happening to our men?
It is easy to label men as perpetrators. It is harder, but more necessary, to understand the root causes behind the behaviour.
Many of the men who perpetrate violence are themselves products of absent fathers, unresolved trauma, lack of role models, and emotional neglect. This is not an excuse. It is an explanation. Without understanding it, solutions will remain superficial.
“South Africa is investing millions into addressing the symptoms of societal breakdown. But until we confront the root cause, the making of broken men, the cycle will continue,” said Pietersen.
Pain Does Not Discriminate
One of the most overlooked truths is that pain is universal. It does not matter whether you are wealthy or poor, successful or struggling or from which race or ethnicity. Emotional wounds do not recognise status.
Many men suffer in silence, believing they are alone in their struggles. In reality, across boardrooms, communities, and households, men are dealing with identity crises, mental health challenges, unprocessed trauma, and pressure to perform without support.
The difference is not the presence of pain. It is the presence, or absence, of tools to deal with it.
Rebuilding Through Purpose and Community
If fatherlessness is the root problem, then mentorship, structure, and purpose must be part of the solution. South Africa does not lack people. It lacks coordinated action.
Pietersen emphasised the importance of institutional partnerships, highlighting The DaVinci Institute as a critical collaborator in developing structured programmes for men in both corporate and community environments.
“We need spaces that do more than talk. We need spaces that equip, mentor, and transform. Through collaboration, we can begin to design programmes that address identity, purpose, and leadership among men,” he said.
Imagine a country where men mentor young boys in their communities, where skills and opportunities are shared openly, where communities take responsibility for their environments, and where knowledge flows between generations. This is not idealism. It is practical nation-building.
“Movements led by figures like Angus Buchan have already shown that when men gather with purpose, transformation is possible. The challenge is scaling that intention into sustained systems,” Pietersen added.
A Vision for the Future: The Fatherless Academy
South Africa does not lack potential; it lacks structure, guidance, and intentional spaces where brokenness can be rebuilt into strength. Across our communities, countless boys are growing up without fathers, navigating life without direction, affirmation, or a sense of belonging. What they need is not sympathy, but strategy. Not temporary relief, but lasting intervention.
The time has come for a bold and deliberate response: the establishment of a Fatherless Academy.
This Academy would be more than just a place; it would be a movement. A safe and structured environment where boys without father figures are not defined by their circumstances but reshaped by opportunity. Here, mentorship would not be occasional; it would be consistent, intentional, and life-shaping. Boys would be guided by men who understand their struggles, who have walked similar roads, and who are committed to helping them rise above their past.
Discipline would not be enforced through fear but cultivated through purpose. Values such as respect, responsibility, integrity, and self-belief would be embedded in daily life. The Academy would restore what has been missing: structure, routine, and accountability, while nurturing confidence and identity.
Every boy carries something within him: a gift, a talent, a calling. Too often, these remain undiscovered in environments of neglect. The Fatherless Academy would intentionally identify and develop these abilities, whether in the arts, in technical trades, in sport, or in leadership. Each young man would be seen, known, and developed according to his unique potential.
But development without opportunity is incomplete. The Academy would serve as a bridge between growth and real economic participation. It would connect young men to skills training, entrepreneurship pathways, and employment opportunities, ensuring they do not just dream of a better future but step into it equipped and prepared.
This is not just a vision, it is a necessity. Because when you rebuild a boy, you restore a family. When you restore a family, you strengthen a community. And when communities are strengthened, a nation begins to heal.
The Fatherless Academy is not about fixing what is broken; it is about unlocking what has always been there, waiting for the right environment to thrive.
Such an initiative would not only change individual lives but also transform communities. Pietersen believes that collaboration with institutions like The DaVinci Institute can help turn this vision into a scalable and sustainable reality.
The Work Ahead
South Africa is not beyond repair. But the solution requires honesty.
We must acknowledge the impact of fatherlessness.
We must invest in the emotional and psychological development of men.
We must create platforms for boys to discover identity and purpose.
We must rebuild communities from within.
For institutions like The DaVinci Institute, this moment calls for more than dialogue; it calls for decisive action. It is an opportunity to move beyond conversation and become active architects of change through education, leadership development, and meaningful community impact.
Because at its core, this is not merely a social challenge, it is a generational responsibility. The choices we make today will echo in the lives of young men tomorrow.
If we fail to act, we risk continuing a cycle that produces men who are disconnected, unsupported, and uncertain of their place in society. But if we intervene, intentionally, collaboratively, and with purpose, we have the power to raise a generation of men who are grounded in values, driven by purpose, and equipped to lead South Africa forward.
When men are restored, families begin to stabilise. And when families stabilise, communities grow stronger. Ultimately, it is through this restoration that a nation finds its footing again and begins the work of rebuilding itself.
April 15, 2026
The DaVinci Institute Statement On The Appointment Of The New SARS Commissioner
The DaVinci Institute congratulates Dr Ngobani Johnstone Makhubu on his appointment as Commissioner of the South African Revenue Service (SARS).
Dr Makhubu brings extensive experience across complex, regulated environments. His contribution to shaping and executing SARS’s strategic trajectory signals strong continuity and leadership capability at a time when institutional effectiveness is significant.
The Strategic Role of SARS
SARS occupies a central role in South Africa’s development architecture and remains at the forefront of funding the country’s democracy. Its ability to sustain revenue performance, deepen voluntary compliance, and enable economic participation is fundamental to the State’s capacity to deliver on its social and infrastructure commitments. Leadership transitions of this nature are therefore not merely administrative but pivotal moments in reinforcing public trust and institutional resilience.
Succession Planning and Leadership Continuity
Picture of The DaVinci Institute
The DaVinci Institute particularly recognises the value of deliberate succession planning, as reflected in this appointment. The progression from within SARS affirms the importance of cultivating leadership pipelines grounded in institutional knowledge, strategic coherence, and a commitment to public value.
“Authentic leadership within revenue services is of critical importance during times of socio-economic re-alignment, even more so if such occurs as a result of inequality over a lengthy period of time,” said Prof Benjamin Anderson, CEO of The DaVinci Institute.
We also acknowledge the significant contribution of Commissioner Edward Kieswetter since 2019, whose leadership has strengthened SARS as a credible and high-performing institution within South Africa’s governance landscape. As of 31 March 2026, SARS collected net revenue of R2 010.3 billion over the previous fiscal year, representing growth of 8.4% and exceeding the 5.4% nominal GDP growth recorded in the third quarter of 2025.
Acknowledging Outgoing Leadership
As an institution dedicated to developing capable leaders, we are encouraged by this transition and its potential to further strengthen state capability.
We wish Dr Makhubu every success as he leads SARS into its next phase of impact and evolution.
April 7, 2026
The Coming Of Age Of The DaVinci Institute – 21 Years Of Impact
The year 2026 marks a defining milestone in the journey of The DaVinci Institute, 21 years as an accredited higher education provider in South Africa. This moment is not simply a celebration of longevity, but a reflection of an institution built on purpose, partnership, and impact.
In the last 21 years, the Institute has facilitated the co-creation and interconnectedness across all ecosystems.
“2026 marks 21 years of our existence, a milestone rooted not only in longevity, but in purpose, partnership, and impact,” reflects Prof Ben Anderson.
Over the past two decades, the Institute has evolved into a distinctive academic ecosystem, one that actively bridges the gap between academia and industry, theory and practice, knowledge and application.
A foundation built on intentional partnerships
The Coming Of Age Of The DaVinci Institute
From its inception, The DaVinci Institute adopted a deliberately unconventional approach. With a modest but ambitious academic offering, a Diploma, a Master’s degree, and a PhD, the institution prioritised philosophy over scale.
“What made this beginning powerful was not the number of qualifications, but the philosophy behind them,” Prof Anderson reflects.
This philosophy is centred on a bold decision: to build with industry, not separate from it. Strategic partnerships became the institution’s defining feature, enabling it to co-create relevant, responsive, and future-focused learning.
Executives and leaders from major organisations across sectors became active participants in shaping the Institute’s direction.
“These partners were not mere collaborators; they were co-creators of the DaVinci ethos,” Prof Anderson emphasises.
This co-creative model ensured that learning remained grounded in real-world complexity, equipping students with insights that extend beyond traditional academic boundaries.
The DaVinci Institute way

At the core of the Institute’s success lies what is often referred to as “The DaVinci Way”, a commitment to delivering “just-in-time” learning solutions aligned with workplace realities.
For over two decades, this approach has redefined the student experience.
“We have committed to aligning our accredited offerings with workplace needs to deliver just-in-time solutions to real, lived organisational challenges,” says Prof Anderson.
Rather than treating knowledge as abstract, DaVinci embeds real organisational issues into the learning journey. Students bring their lived experiences into the academic space, shaping both their own development and the evolution of the institution.
Graduates as actors within a multi-layered ecosystem
We are gearing up for the graduating class of 2026, one that celebrates this milestone alongside a broader community of alumni, partners, and stakeholders.
As they step forward, they enter a complex, multi-layered ecosystem where leadership must be exercised across different spheres. At the personal (micro) level, leadership begins with self-mastery. Prof Anderson challenges graduates directly:
“Will you become a successful executive, actively working toward the future you imagine?”
At the meso level, the focus shifts to connection and collaboration.
“Will you connect with other knowledge workers, creating relationships and bridges where others hesitate to go?”
At the exo level, graduates are called to influence systems and policy.
“South Africa and the world need leaders who not only participate in the system, but shape it.”
Finally, at the macro level, graduates are invited to embody the role of the Sage.
“Will you be the next Sage, the individual who transforms the macro environment by creating new ways of working, thinking, and being?”
Graduation as a beginning, not an end
At DaVinci, graduation is not viewed as a conclusion, but as a transition into greater responsibility and impact.
“Graduation is not the end of your journey; it is the beginning of the next leg of the race,” Anderson reminds ahead of the May 2026 graduation.
Graduates leave equipped with more than qualifications. They carry with them practical tools, systems thinking capabilities, and a network of fellow innovators, resources that position them to lead in complexity.
Confidence in the next generation
As The DaVinci Institute looks to its future, its confidence is firmly anchored in its graduates.
“You are the embodiment of our mission, the carriers of the DaVinci philosophy, the architects of the future we aspire to build,” Anderson affirms.
In a world defined by uncertainty and rapid change, the need for adaptive, collaborative, and purpose-driven leadership has never been greater. DaVinci graduates are uniquely prepared to meet this challenge, not only to navigate the future but to co-create it.
The coming of age of The DaVinci Institute is both a celebration and a call to action. It reflects the influence of education when it is intentionally designed, deeply collaborative, and firmly rooted in real-world impact.
As the class of 2026 steps forward, they do so with a mandate: to lead with courage, to innovate with purpose, and to contribute meaningfully to society. Their journey continues and through them, so too does the evolving story of The DaVinci Institute.
April 2, 2026
Rethinking Doctoral Education In South Africa: Prof Flip Schutte
Doctoral education plays a critical role in shaping knowledge production and societal advancement. However, growing concerns exist regarding the disconnect between academic research and real-world impact. There is a need for competencies required of effective supervisors, the systemic challenges within higher education, and the urgent need to reposition doctoral studies toward meaningful societal contribution. The Dean of Research and Head of the Institute for Postgraduate Studies at STADIO Higher Education in South Africa, Prof Flip Schutte, highlights the importance of human-centred supervision, post-graduation engagement, and a reorientation of academic culture toward community impact.
In the evolving landscape of higher education, the role of doctoral supervision extends beyond guiding students toward thesis completion. It involves nurturing individuals through a transformative journey, from student to scholar, while ensuring their research contributes meaningfully to society. Despite increasing doctoral outputs aligned with national development goals, questions remain regarding the relevance, application, and visibility of doctoral research beyond academic institutions.
The human-centred supervisor: beyond technical expertise
According to Prof Schutte, effective supervision is not primarily defined by technical expertise in research methodologies, but by human competencies. A supervisor must demonstrate empathy, compassion, and the ability to build meaningful relationships.
“Doctoral supervision is a deeply personal and transformative process, requiring supervisors to ‘walk alongside’ students as they evolve intellectually and professionally,” shared Prof Schutte.
He added that while methodological knowledge remains essential, it is the supervisor’s interpersonal skills that determine the success or failure of the supervisory relationship. Without emotional intelligence and a genuine concern for student development, even the most knowledgeable academic may fall short.
The academic paradox: knowledge production vs societal impact
A persistent challenge within academia is the emphasis on research output over societal relevance. Academic careers are often evaluated based on publications, conference presentations, and citations. This has fostered a culture in which scholars prioritise publishing papers, sometimes with little to no real-world application.
In many cases, research output remains confined to academic journals, with minimal engagement in industry, policy, or community contexts. This raises critical questions:
- What is the value of research that is never applied?
- How does it contribute to societal development?
A balanced approach is required, one that integrates rigorous research with practical implementation in sectors such as commerce, healthcare, technology, and public policy.
The missing voice: post-doctoral silence
A notable gap in doctoral education is the lack of visibility and impact of graduates after completion. Many doctoral candidates disappear into obscurity after graduation, with their research neither implemented nor disseminated widely.
“This reflects a limitation in current supervisory models, which often focus narrowly on thesis completion. Doctoral education should not end at graduation; rather, it should include post-graduation engagement, where supervisors support graduates in applying their research in real-world contexts,” shared Prof Schutte.
Continuous supervision or mentorship beyond graduation could enable the implementation of research frameworks and models, industry engagement and collaboration and societal contribution through practical solutions.
Rethinking doctoral admissions in the age of AI
The rise of artificial intelligence presents new challenges for maintaining academic integrity and quality. He urged institutions to adopt more rigorous selection criteria for doctoral candidates, focusing not only on academic capability but also on purpose and intent.
A critical question institutions should ask prospective candidates is:
“What contribution will your research make to society?”
Candidates who lack clarity on their intended impact may not yet be ready for doctoral study. Doctoral education should be purpose-driven, aligned with national priorities, and geared toward solving real-world problems.
From qualification to contribution: a national imperative
In the context of South Africa’s development agenda, increasing the number of doctoral graduates is not sufficient. The focus must shift from quantity to impact. Each doctoral study should contribute to societal advancement, whether through economic development, community upliftment, or organisational improvement.
Institutions must track and demonstrate the impact of their graduates by answering:
- Where are doctoral graduates applying their knowledge?
- What measurable contributions have they made?
Without such accountability, doctoral education risks becoming a costly exercise with limited return on investment.
Breaking academic ego and embracing community engagement
Two critical shifts are required within academia:
Academic environments often encourage competitiveness and intellectual elitism. This can create barriers to collaboration and meaningful engagement. Scholars must move beyond the need to “prove intellectual superiority” and instead focus on collective impact.
Prof Schutte said higher education must actively engage with communities, industries, and the broader society. This involves: listening to real-world challenges, conducting research informed by societal needs and integrating these insights into the curriculum and teaching.
“This approach reverses the traditional model of knowledge production, moving from community-informed research rather than theory-driven assumptions,” he added.
Preparing for future doctoral candidates: a holistic approach
He shared that the journey toward doctoral studies begins long before postgraduate education. Three foundational elements are critical: Strong reading, writing, and analytical skills developed at the school level are essential for academic success, participation in sports, hobbies, and teamwork builds resilience, discipline, and interpersonal skills, key attributes for research and leadership and engagement with current affairs through news and media enables individuals to identify real-world problems worth researching.
“Doctoral education must undergo a paradigm shift, from producing theses to producing impact. Supervisors must prioritise human-centred mentorship, institutions must emphasise societal contribution, and academics must actively engage beyond the confines of academia,” Prof Schutte.
The value of a doctorate lies not in the qualification itself, but in its ability to transform society. Without this focus, doctoral education risks becoming an insular exercise disconnected from the realities it seeks to address.
March 31, 2026
Rethinking Enterprise And Supplier Development In South Africa’s Mining Communities
South Africa’s mining sector has long been positioned as a driver of economic development. However, for many mining host communities, the lived experience tells a different story. Despite the implementation of Enterprise and Supplier Development (ESD) initiatives, communities located near mining operations continue to face deep socio-economic challenges.
This research by Dr Bheki Mdakane explored the social, economic, and political experiences of mining host communities in the Northern Cape, focusing specifically on how ESD initiatives impact local SMMEs and broader community development.
A Qualitative Lens on Community Realities
The study adopted a qualitative, interpretivist case-study approach, enabling an in-depth understanding of complex, real-world experiences. Through interviews with 18 participants, including SMME representatives within mining communities, the researcher captures nuanced perspectives that quantitative methods often overlook.
By immersing himself in the community over several years, the researcher ensured that the findings reflect lived realities rather than abstract assumptions.
Key Findings: Tensions, Misalignment, and Missed Opportunities
1. Persistent Stakeholder Tensions
The study highlights the ongoing conflict between three key stakeholders:
- Government institutions
- Mining companies
- Host communities
These tensions are largely driven by misaligned expectations and limited engagement, often resulting in protests and hostility from local SMMEs.
2. A Critical Flaw: Defining “Community.”
One of the most significant findings is that ambiguity in defining who qualifies as a “host community” undermines development efforts. This lack of clarity creates exclusion, resentment, and inequitable access to opportunities.
3. Mixed Impact of ESD Initiatives
While ESD programmes have introduced some benefits, their overall impact is inconsistent:
- Positive: Skills development, training, and limited economic participation
- Negative: Poor implementation, limited access, and lack of sustainability
This results in uneven development outcomes across communities.
4. Skills Development Misalignment
Training and capacity-building initiatives often fail to align with:
- Actual local economic opportunities
- SMME needs
- Market demands
This disconnect reduces the effectiveness of development programmes and limits long-term impact.
5. Absence of Conflict Resolution Mechanisms
- A major structural gap identified is the lack of formal dispute resolution systems between mining companies and host communities.
- Without such mechanisms, tensions escalate into protests, disrupting both community stability and mining operations.
Beyond Mining: A Broader Development Challenge
The study situates mining-related challenges within a wider socio-economic context. It argues that development failures are not only operational but systemic, shaped by:
- Weak stakeholder coordination
- Policy-practice gaps
- Historical inequalities
Importantly, the research notes that models from developed countries cannot simply be applied to South Africa, given its unique socio-political landscape.
Towards a New Framework for Inclusive Development
To address these challenges, the study proposes a more integrated and strategic approach, including:
- Clear definition of host communities to ensure fair inclusion
- Strengthened stakeholder engagement frameworks
- Alignment of skills development with economic realities
- Establishment of independent dispute resolution mechanisms
- More accountable and context-specific ESD implementation
These interventions aim to move beyond compliance-driven approaches toward genuine, inclusive economic participation.
Conclusion: From Compliance to Co-Creation
This research revealed that while ESD initiatives hold promise, their current implementation often falls short of transforming mining host communities. The solution lies not in more policies, but in better alignment, deeper engagement, and shared value creation.
In the end, meaningful development in South Africa’s mining regions will require a shift from transactional relationships to collaborative partnerships between communities, industry, and government.
March 31, 2026
DaVinci Institute And SAPHE Host Second Research Capacity Workshop
In a higher education landscape defined by complexity, rapid change, and rising societal expectations, the ability to conduct meaningful research is no longer optional but essential. In response, South African Private Higher Education (SAPHE) organised a second research capacity-building workshop, facilitated by The DaVinci Institute’s Executive Dean, Dr Gavin Isaacs, to strengthen the capabilities of its academic and professional community.
The workshop brought together participants from institutions such as Eduvos, Milpark Education, IMM Graduate School, TSIBA, and the Independent Institute of Education (IIE), among others, reflecting a diverse and growing ecosystem of postgraduate learning in South Africa.
From Qualification to Contribution
A central theme that emerged was the need to move beyond viewing postgraduate study as a qualification, and instead understand it as a platform for contribution. Participants reflected on their motivations for pursuing advanced study, ranging from career advancement and specialisation to personal growth and intellectual curiosity.
However, the workshop challenged a more fundamental question: What does it mean to produce research that matters?
Through facilitated engagements, SAPHE members explored how research must extend beyond compliance and completion. It must engage real-world problems, anticipate future relevance, and contribute to knowledge that can influence practice, policy, and society.
Developing the Research Mindset
A key focus of the workshop was the transition from being a student to becoming a researcher. This shift requires more than technical knowledge. It demands a disciplined approach to thinking, a commitment to precision, and the ability to interrogate assumptions.
Participants were encouraged to reframe their role, not as recipients of knowledge, but as active contributors. This included strengthening their ability to:
- Clearly define and articulate research problems
- Engage critically with existing literature
- Produce structured, coherent, and academically rigorous writing
- Reflect on the broader implications of their findings
Importantly, the workshop emphasised that research is not a linear process. It involves iteration, uncertainty, and continuous refinement. Learning to navigate this complexity is part of developing research maturity.
Collective Engagement
One of the distinguishing features of the session was its conversational format. SAPHE members were not passive participants; they actively shared experiences, challenges, and insights from their own academic journeys.
This collective engagement surfaced several important realities: many researchers experience imposter syndrome, particularly at advanced levels of study; the research process often takes longer and is more demanding than anticipated; and early engagement with peers, mentors, and industry experts can significantly strengthen outcomes.
By creating a space for open engagement, the workshop reinforced the idea that research development is not an isolated pursuit. It is strengthened through collaboration, reflection, and shared learning.
Aligning Method with Purpose
Another critical discussion point, centred on research methodology. Participants examined the tendency to favour familiar approaches, whether qualitative, quantitative, or mixed methods.
The workshop challenged this inclination, reinforcing a core principle: the research problem must determine the methodology, not the researcher’s preference.
For SAPHE members, this was a call to expand their methodological agility, ensuring that their research design is driven by relevance and rigour rather than comfort.
Strengthening the Role of Supervision
The workshop also highlighted the importance of effective supervision in shaping research outcomes. Supervisors play a pivotal role not only in guiding the technical aspects of research but also in supporting the intellectual and professional development of students.
Participants reflected on the value of:
- Clear and consistent feedback
- Accessibility and responsiveness
- Constructive challenge that strengthens thinking
At the same time, there was recognition that students themselves carry responsibility for driving their research forward, engaging proactively, and embracing the learning process.
Advancing the SAPHE Community
By bringing together members from across institutions, the workshop demonstrated the strength of the SAPHE network as a platform for capacity building. The diversity of perspectives enriched the conversation, enabling participants to learn from experiences beyond their immediate contexts.
For The DaVinci Institute, this initiative reflects a broader commitment to developing leaders who are not only academically qualified but also capable of navigating complexity, generating insight, and creating impact.
Towards Research That Matters
As higher education continues to evolve, the demand for relevant, high-quality research will only intensify. Workshops such as this play a critical role in preparing academics and professionals to meet that demand.
For SAPHE members who participated, the experience was more than a training session. It was a reminder that research is a journey of growth, discipline, and contribution.
The goal is not simply to complete a degree, but to produce work that matters, work that informs, influences, and ultimately contributes to the advancement of society.
March 23, 2026
DaVinci’s DBL Candidate Is Rethinking Digital Transformation In Municipalities
In South Africa, conversations about transformation often begin with policy. Strategies are drafted, frameworks are approved, and ambitions are clearly articulated. Yet, as many citizens experience daily, the gap between intention and execution remains wide, especially at the level where it matters most, local government.
This gap is not new. What is changing is how it is being understood and addressed. Increasingly, it is being approached not only as a policy or technical challenge, but as a systems and leadership question. This shift sits at the heart of the Doctor of Business Leadership offered by The DaVinci Institute, where the focus extends beyond academic achievement toward real-world impact.
For Tshegofatso Gama, a DBL candidate and business development professional in the higher education sector, this is not an abstract idea. It is the foundation of her work.
Her journey into doctoral studies began at a deeply personal moment. Fresh from maternity leave, with a three-month-old baby, she decided many would consider it unconventional.
“I wanted a better life for myself and for my child. I knew this was the time. It was a challenge, but I am someone who rises to challenges,” she explains.
That decision has evolved into a research journey that reflects the DaVinci philosophy of linking learning to impact, and personal ambition to societal contribution.
From Academic Study to Systemic Impact
Gama’s work moves beyond traditional academic boundaries. Rather than producing a narrow case study, her research is focused on developing a scalable framework for digital public service transformation. In response, the study proposes the Leadership-Centred Municipal Digital Readiness and Public Value Model as an integrative explanatory framework. The model reframes digital transformation from a linear technology implementation sequence to a leadership-mediated decision process shaping capability development, adoption behaviour, and governance outcomes across municipalities.
Her study currently examines five municipalities, including Bela-Bela, Mossel Bay, Dr Beyers Naudé, eThekwini, and Midvaal. However, these serve as entry points into a broader question of how governments can strengthen digital readiness in ways that are practical, transferable, and context sensitive.
“My intention is not to produce a case study. It is to develop a transferable model, one that can help governments improve digital readiness and service delivery in real, practical ways,” she says.
This approach reflects a core principle of the DBL, where research is expected to contribute beyond the individual and speak to industry, society, and national development.
Reframing the Digital Transformation Challenge
A central insight emerging from Gama’s work is that digital transformation is often misunderstood.
“It is not primarily a technology problem. It is a leadership and systems problem,” she explains. Transformation does not fail because systems are absent, but because they are not led, integrated, or sustained.
This perspective underpins the Leadership-Centred Municipal Digital Readiness and Public Value Model, which positions leadership as the central coordinating mechanism in digital transformation efforts.
Many municipalities already have access to digital tools. Yet these tools are frequently underutilised, poorly integrated, or disconnected from decision-making processes. The result is not a lack of systems, but systems that fail to produce value.
“We do not lack policies or frameworks. We struggle with implementation, alignment, and accountability,” she says.
This reframing shifts attention away from simply introducing new technologies toward building the institutional conditions that allow those technologies to function effectively.
Building the Competencies That Enable Change
Through her research, Gama identifies three critical areas that determine whether digital transformation efforts succeed or fail. These dimensions are conceptualised within the Leadership-Centred Municipal Digital Readiness and Public Value Model, which integrates leadership, institutional capability, and data governance as mutually reinforcing drivers of transformation.
Leadership and Strategic Alignment
Policies often remain disconnected from execution. Without coordinated leadership and alignment across departments, initiatives struggle to gain traction.
Institutional and Technical Capability
Access to digital tools is not enough. Municipalities require the skills, governance structures, and operational systems needed to implement and sustain these tools.
Data-Driven Decision-Making
While data is generated, it is not consistently used to inform planning or monitor performance in real time. This limits responsiveness and weakens accountability.
“When these competencies are not aligned, transformation becomes fragmented. When they are integrated, we begin to see meaningful change,” she notes.
This integrated perspective reflects a systems thinking approach that is central to the DaVinci model of leadership development.
A Systems View of Public Value
Gama’s doctoral journey has reshaped how she understands the relationship between institutions and outcomes.
“What we experience as citizens is often a consequence of internal institutional failures. If the internal system is broken, the output will always be poor,” she reflects.
This insight points to a deeper structural reality. Improving service delivery is not only about external interventions but about strengthening the internal capabilities, processes, and alignment within institutions.
At the same time, she recognises a growing shift.
“There is increasing pressure to modernise and more conversations about digital transformation. The opportunity now is to move from isolated initiatives to coordinated, system-wide transformation,” she says.
Value Creation as a Guiding Principle
At the core of Gama’s work is a strong orientation toward value creation. This perspective, shaped during her earlier studies, continues to inform how she approaches both research and practice.
“If the value you create is greater than the reward you receive, then you are doing something meaningful. I want to make an impact wherever I go,” she says.
This mindset reflects a broader shift from qualification-driven learning toward contribution-driven leadership. It aligns with a DaVinci ethos that views knowledge not as an endpoint, but as a tool for enabling impact.
While her research is still in progress, she is already exploring ways to translate her insights into practical solutions that can operate within real institutional environments.
A New Expression of Leadership
Gama represents a new generation of scholar-practitioners who are redefining what it means to pursue doctoral study. Her work is not centred on academic recognition alone, but on building systems that function, institutions that deliver, and solutions that scale.
“I do not just want to study the problem. I want to be part of solving it,” she says.
This orientation reflects the intent of the DBL to develop leaders who can operate across boundaries, integrate knowledge, and contribute meaningfully to complex societal challenges.
From Research to Execution
South Africa does not lack ideas or frameworks. The persistent challenge lies in execution that is aligned, accountable, and effective. What Gama’s work represents is a shift in how this challenge is approached. It moves the conversation from designing solutions to enabling systems that can deliver those solutions consistently.
If realised, her contribution has the potential to influence not only how municipalities approach digital transformation, but how public value is created in an increasingly digital society.
By advancing the Leadership-Centred Municipal Digital Readiness and Public Value Model, her work offers a structured pathway for municipalities to move beyond fragmented initiatives toward coordinated, value-driven digital transformation.
Her work not only interrogates the challenges of digital transformation, but it also provides a model for how municipalities can lead, implement, and sustain it.
March 19, 2026
tt100 Project Manager Reflection: Structured Incubated Entrepreneurial Development Programme Success
Early in 2025, the tt100 Business Innovation Awards Programme, in partnership with The DaVinci Institute and key stakeholders from government and the banking sector, initiated the Structured Incubated Entrepreneurial Development Programme. The programme focused on developing youth in the agricultural sector across four provinces: North West, Free State, Gauteng, and KwaZulu-Natal.
According to the tt100 Project Manager, Tebogo Thabethe, the programme created moments of reflection that extended far beyond the formal learning activities.
During the closing celebration of a recent youth leadership programme, Thabethe found himself making an unexpected remark while serving as Programme Director.
“Standing before participants and community members in the North West, I said that the community should consider adopting me,” he said.
The statement was not intended as humour. It was a sincere reflection of the connection he felt after spending time engaging with participants and communities throughout the programme. Their warmth, openness and strong sense of community left an impression on him.
As the tt100 Project Manager, Thabethe has been involved in numerous initiatives aimed at developing leaders, contributing to innovation and organisational excellence. However, this programme provided an experience that shifted his understanding of the agricultural sector and its importance to South Africa’s future.
Understanding the purpose of the programme
The initiative was designed as a youth leadership programme aimed at broadening young South Africans’ understanding of agriculture and its role within the national economy. Rather than focusing only on farming activities, the programme exposed participants to the wider systemic view that shapes the sector, including agricultural communities, supply chains, technological innovation, sustainability, and economic development. Through this approach, participants were encouraged to see agriculture not simply as production, but as a complex industry with opportunities across entrepreneurship, logistics, food security and innovation.
Participants were drawn from different regions across the country, bringing with them diverse experiences and perspectives. This diversity enriched the learning environment and created opportunities for meaningful dialogue about the challenges and opportunities facing the sector.
The relevance of such initiatives must also be understood within the broader socio-economic context of South Africa. Youth unemployment remains one of the country’s most pressing challenges, with the official rate estimated at approximately 45.5%. This statistic represents a significant portion of the population whose potential remains underutilised.
At the same time, agriculture continues to present opportunities for growth and employment. Yet the average age of farmers in South Africa is estimated to be around 57 years, highlighting the need to cultivate a new generation of individuals who understand the complexities of the industry and are prepared to contribute to its development.
Learning through direct engagement
From a project management perspective, coordinating and leading this programme presented both rewarding and challenging moments. The initiative required careful planning, stakeholder engagement and the ability to adapt to the dynamics of different communities and regions.
Throughout the programme, participants travelled across several provinces, engaging with diverse agricultural environments and community contexts. These experiences allowed them to see firsthand how agriculture operates within different local realities.
While the programme included presentations, discussions and structured learning activities, many of the most valuable insights emerged from direct engagement with community members and practitioners working within the sector.
“Observing the dedication of individuals involved in agriculture, listening to local experiences, and understanding the realities faced by farming communities provided participants with perspectives that cannot easily be replicated in a classroom environment,” said Thabethe.
These engagements highlighted the resilience, commitment and innovation that exist within the agricultural sector, often in circumstances that require individuals to adapt continuously to economic and environmental pressures.
The importance of challenging young people
According to Thabethe, one of the most significant lessons from the experience is the value of exposing young people to environments that challenge their thinking and expand their perspectives.
Young leaders often develop the most when they are presented with opportunities that push them beyond familiar surroundings and require them to engage with complex, real-world issues.
Programmes of this nature create spaces where participants can explore industries they may not previously have considered, while also gaining a deeper appreciation for the role these sectors play in the national economy.
Such exposure is essential if young people are to see themselves as future contributors to sectors that are vital to national development.
The need to expand such initiatives
The experience also highlighted the importance of expanding programmes that combine leadership development with practical exposure to industry environments.
While initiatives such as this one have demonstrated their value, their reach remains limited. If South Africa is to address both youth unemployment and the long-term sustainability of key sectors such as agriculture, greater efforts must be made to scale these opportunities.
Providing young people with access to structured leadership and industry exposure programmes should be viewed not as an optional intervention, but as a strategic investment in the country’s future workforce.
A role for industry and institutions
Achieving this objective will require collaboration between educational institutions, industry stakeholders and community organisations. Educational initiatives can provide the framework for leadership development, but industry participation is essential in ensuring that learning remains connected to real-world challenges and opportunities.
Organisations operating within the agricultural value chain have an opportunity to contribute by supporting programmes that expose young people to the realities of the sector. Such collaboration can help bridge the gap between education and industry while creating pathways for the next generation of leaders.
Looking ahead to the future
“This programme reinforced an important insight for me as a tt100 Project Manager: the leadership potential South Africa requires already exists within its communities,” said Thabethe.
Young people across the country possess the curiosity, determination and capacity to contribute meaningfully to sectors that are critical to national development. What they require are platforms that allow them to learn, engage and develop their capabilities within real-world environments.
Programmes that combine leadership development with practical exposure can play a vital role in creating those opportunities.
“For me personally, this initiative did more than deliver a successful programme. It provided a renewed appreciation for the agricultural sector and for the communities that sustain it,” he said.
It also reaffirmed a simple but important truth: meaningful leadership development occurs when learning moves beyond theory and connects directly with people, industries and the realities of everyday life.
March 11, 2026
Free State Programme Close-Out: South Africa’s Breadbasket Is Growing Something New
Congratulations to the Free State group for completing the Structured Incubated Entrepreneurial Development Programme. Their achievement marks not only the end of a demanding developmental journey, but also the beginning of a new chapter as emerging and established entrepreneurs within South Africa’s agricultural economy.
The Free State has long been recognised as the agricultural heartland of South Africa. Producing a significant share of the country’s maize and wheat, and contributing strongly to sunflower seed, sorghum, and soybean output, the province has earned its reputation as the nation’s breadbasket.
Yet the true value of this agricultural powerhouse lies not only in its land and production capacity, but also in the opportunity it presents to develop the next generation of agricultural entrepreneurs.
As South Africa’s agricultural sector evolves, the need for the youth who can participate meaningfully in the value chain has become increasingly urgent. The future of the sector will not only depend on those who work on the land, but on those who can build sustainable agricultural enterprises, manage costs, ensure quality, and develop businesses that compete in modern markets.
With its rich farming heritage and productive landscape, the Free State provides the ideal environment to cultivate this next generation of agripreneurs.
Why the Free State, Why Now
From the outset, the need in the Free State was clear: young people involved in agriculture require structured development, not unstructured support.
The programme, therefore, focused deliberately on Food Production and Food Manufacturing, recognising that meaningful economic participation in agriculture extends beyond primary farming. The ability to recognise value through processing, packaging, and market positioning is increasingly central to building profitable agricultural enterprises.
A key partner in the delivery of the programme was the Free State Department of Agriculture and Rural Development (FSDARD). Their support enabled the programme to be hosted at Glen College of Agriculture, a historic institution with deep roots in farmer development.
The partnership carried both practical and symbolic importance. Glen College has long served as a training ground for agricultural excellence, and its use as the programme venue reinforced the broader vision of revitalising the institution as a hub for developing future agricultural leaders.
During the close-out ceremony, Tshepo Mabilo, Head of Department for Agriculture, Rural Development and Environmental Affairs in the Free State, encouraged participants to pursue entrepreneurship as a pathway to job creation and economic participation. He emphasised the importance of resilience in building businesses and navigating the inevitable challenges of entrepreneurship.
His message reinforced the central aim of the programme: not merely to train participants, but to shift how young people see themselves, from aspiring farmers to entrepreneurs capable of building sustainable enterprises.
Building Entrepreneurs, Not Just Producers
The Structured Incubated Entrepreneurial Development Programme is designed to move participants beyond informal trading into structured leadership business development.
The programme integrates practical and academic learning to equip agribusiness owners with the tools required to operate competitively within agricultural economy.
Its delivery is built on seven interconnected components:
- Academic Modules: Five modules from a Higher Certificate at NQF Level 5
- Business Simulation: Practical exercises that mirror real-world business decisions
- Masterclasses: Sessions with industry experts across the agri-food ecosystem
- Trend Workshops: Exposure to evolving consumer markets and emerging opportunities
- Value Chain Workshops: Understanding how value is created, captured, and lost within agricultural systems
- Business Coaching: Individualised support tailored to each participant’s enterprise journey
- Business Proposal Development and Food Festival: A culminating showcase where participants present their products and business concepts to stakeholders and potential partners
The objective is clear: participants must leave the programme with the ability to operate sustainable businesses that trade consistently, grow profitably, and participate confidently in agricultural markets.
The Close-Out: Proof of Progress
The Structured Incubator programme concluded with a graduation and food festival that demonstrated the tangible progress made by participants.
Entrepreneurs showcased their products and business ideas to a room filled with government representatives, industry stakeholders, and community partners. The event provided both recognition of individual achievement and evidence of the programme’s impact.
More importantly, it demonstrated the potential for structured entrepreneurial development to strengthen agricultural participation among youth. The event also generated interest from new partners who recognise the importance of building a pipeline of capable young agripreneurs.
One such organisation, Farmers Lovers, has expressed interest in exploring collaboration with tt100 and The DaVinci Institute to expand the reach and impact of the initiative. This alignment reflects a growing recognition that the future of South African agriculture will depend on coordinated efforts across government, industry, and educational institutions.
The Work Continues
While the close-out marked an important milestone, it is not the end of the journey. The work now shifts toward deepening partnerships, strengthening market access, and expanding opportunities for youth to build sustainable businesses within the agricultural economy.
Developing capable agripreneurs is not a short-term project. It is a long-term investment in the economic resilience of rural communities and the productive capacity of South Africa’s agricultural regions.
The Free State has always fed the nation. Now, a new generation is emerging, one that will not simply inherit this legacy but build on it, innovate within it, and expand it. The breadbasket is growing something new, and the harvest is only just beginning.
March 11, 2026
Successful Completion Of DSV’s Higher Certificate Cohort
On 25 February 2026, a DSV cohort completed the Higher Certificate in Management of Technology and Innovation at The DaVinci Institute. Their completion represents not only the final months of academic work, but also the beginning of a new phase of professional growth where learning is translated directly into organisational impact.
Applied Learning Through Work-Based Challenges
The programme concluded with participants presenting their work-based challenges, a core component of the DaVinci learning model. These projects required students to identify real operational opportunities within their own working environments and develop practical, evidence-based solutions that could contribute to improved performance.
The presentations demonstrated how applied learning can translate into tangible organisational value. Participants explored initiatives aimed at improving operational efficiency, identifying potential cost savings, strengthening workplace collaboration, and enhancing the conditions that enable employees to perform at their best. By addressing real business challenges, the projects highlighted how education can produce measurable return on investment when organisations actively support the development of their people.
Integrating Theory With Workplace Application
For The DaVinci Institute, this approach reflects a broader philosophy of learning that goes beyond academic completion. Programmes are designed to integrate theory with workplace application, ensuring that every student is able to contribute meaningfully to their organisation while building the strategic and leadership capabilities required in an increasingly complex business environment.
Throughout the presentations, the DSV cohort demonstrated strong analytical thinking, practical problem-solving skills, and a clear understanding of how innovation can support organisational growth. Their work reflected not only the knowledge gained during the programme, but also the commitment of employees who are motivated to improve the environments in which they work.
Organisational Insights And Industry Collaboration
Representatives from DSV expressed their appreciation for the insights presented during the challenge sessions. The research and recommendations shared by the participants offered valuable perspectives that could inform operational improvements and support the organisation’s continued development. In many cases, the ideas presented have the potential to be implemented within existing systems and processes, allowing the organisation to benefit directly from the learning journey of its employees.
This collaboration highlights the growing recognition among forward-thinking organisations that investing in employee development is a strategic priority. As industries evolve and new technologies reshape the way businesses operate, organisations increasingly require individuals who are able to think critically, adapt to change, and contribute innovative solutions to complex problems.
Leadership And Innovation In A Transforming Logistics Sector
Nowhere is this more relevant than in the transport and logistics sector. Global supply chains, digital transformation, automation, and shifting customer expectations are rapidly reshaping the industry. Organisations operating in this environment must continually strengthen their leadership and innovation capabilities to remain competitive and resilient.
Educational frameworks that integrate systems thinking, innovation, and strategic leadership, therefore, play an important role in preparing employees to navigate these changes. At The DaVinci Institute, the TIPS™ Framework underpins this approach, equipping participants with competencies that support integrative thinking, problem-solving, and responsible decision-making in complex organisational contexts.
From Academic Completion To Workplace Impact
By applying these capabilities to real workplace challenges, students develop the confidence and insight required to influence positive change within their organisations. The result is a learning experience that benefits both the individual and the institution they serve.
While the DSV cohort now looks forward to their formal graduation in May 2026, the real impact of the programme will be measured in what happens next. The ideas generated during their work-based challenges have the potential to shape operational improvements, inspire innovation, and strengthen collaboration within their teams.
More importantly, the graduates return to their workplaces equipped with a mindset that values continuous learning, critical thinking, and responsible leadership. These are the qualities that organisations increasingly need as they navigate uncertainty and transformation.
Investing In People To Strengthen Organisational Capability
For DSV, supporting employees through programmes such as the Higher Certificate in Management of Technology and Innovation reflects a commitment to building long-term organisational capability. By investing in the development of its people, the organisation strengthens its ability to respond to emerging challenges and to identify new opportunities for growth.
The journey of this cohort demonstrates that when organisations create space for learning and innovation, the benefits extend far beyond the classroom. Purposeful investment in people has the power to unlock new ideas, strengthen organisational performance, and build the leadership capacity required for the future.
March 10, 2026