In a landmark moment for the DBE, subject specialists from across all nine provinces gathered at the Birchwood Hotel and OR Tambo Conference Centre from 9 to 13 March 2026, for the first curriculum review process of its kind for vocational and occupational subjects. This workshop marked a significant step forward in strengthening the relevance and quality of the vocational and occupational curriculum.

This was not just another technical exercise. It was a deliberate and collaborative effort to shape curricula that truly reflect what learners need to thrive, equipping them with the knowledge, skills, values, and attitudes required in a rapidly changing world. Building on the curriculum writing work completed in February, the workshop brought together approximately 70 dedicated subject specialists, all committed to refining the first draft of the curriculum into something both rigorous and meaningful.

The review process focused on ensuring that the curriculum is coherent, well-sequenced, and aligned across all areas, from what is taught in the classroom to how it is assessed and supported through teacher development and learning materials. Grounded in the Basic Education Framework, the work aimed to close long-standing gaps between the written, taught, and assessed curriculum, a challenge that continues to shape education systems globally.

Opening the session, Mr Seliki Tlhabane, Chief Director of MST and Curriculum Enhancement, acknowledged the significant effort and personal commitment of participants. He emphasised the importance of face-to-face engagement, noting that meaningful collaboration is essential when the stakes are this high. His message was clear: errors in a curriculum carry a real cost in classrooms, and getting it right is a shared responsibility.

Throughout the week, participants were guided by Dr Sharon Grussendorff, Curriculum Expert appointed to the DBE with support from the National Education Collaboration Trust (NECT). Dr Grussendorff emphasised the importance of deeply understanding both the intent of the curriculum and the principles of the Basic Education Framework. With structured guidelines and review tools, teams worked meticulously to interrogate and strengthen the curriculum for each subject.

For Ms Lauren Tracey-Temba, Project Manager for Curriculum Strengthening at the DBE, the workshop represented a critical milestone in a much larger journey. “This process is about more than refining documents,” she noted, “it’s about ensuring that what we design on paper translates into meaningful learning experiences for every learner.”

The work does not end here. The next phase will bring writing and review teams together to engage directly with the feedback and develop a second draft. This will be followed by a public comment process, opening the curriculum to broader input and ensuring transparency and inclusivity.

Closing the workshop, Dr Grussendorff commended participants for their focus, discipline, and the quality of work produced under tight timelines. As the first review process of its kind, this workshop signals a shift, not only in how curricula are developed, but in how collaboration, expertise, and shared purpose can drive meaningful change in education.