The Gauteng Department of Education (GDE), under the leadership of Ms Zoleka Mogale, Project Coordinator for Teacher Development, together with members of the Provincial Task Team and Trainers of Trainers, and supported by Dr Sello Galane (Curriculum Implementation and Quality Improvement Directorate) and Mrs Monyane Chaane (Inclusive Education Directorate) from the Department of Basic Education (DBE), successfully implemented a Capacity Building Programme on Responding to Diverse Learners' Educational Needs in the Classroom through the Curriculum and Assessment Policy Statement (CAPS) from 13 to 16 July 2026.
This collaborative initiative between the GDE and the DBE reflects a shared commitment to strengthening inclusive education and aligning provincial implementation with national policy priorities. The programme brought together 279 officials from across the province to enhance inclusive education practices from Early Childhood Development (ECD) to Grade 6, with a particular focus on the development of subject-specific guidelines for responding to diverse learners' educational needs within the CAPS framework.
A notable feature of the programme was the strategic prioritisation of the ECD sector under the leadership of Ms Zoleka Mogale, supported by the Provincial Task Team and Trainers of Trainers. ECD constituted the largest participant group, with 49 participants (17.6%), followed by Home Languages Foundation Phase (38 participants; 13.6%), Life Skills Foundation Phase (37 participants; 13.3%), Life Skills Intermediate Phase (32 participants; 11.5%), Natural Sciences and Technology (26 participants; 9.3%), Home Languages Intermediate Phase (23 participants; 8.2%), Mathematics Foundation Phase (20 participants; 7.2%), Mathematics Intermediate Phase (17 participants; 6.1%), and Social Sciences Intermediate Phase (16 participants; 5.7%).
This broad representation across subjects and phases demonstrates Gauteng Province's commitment to ensuring a timely response to learners' educational needs throughout the curriculum and to strengthening teachers' capacity to respond effectively to diverse learners' educational needs.
Reflecting on the anticipated impact of the programme, Dr Galane and Mrs Chaane emphasised that the true indicator of success will be evident when every school in Gauteng Province values, respects, and embraces all learners as equal members of the learning community. They further noted that learners should not be transferred unnecessarily from one school to another in search of support. Rather, schools should strengthen their capacity to provide teaching, learning, assessment, and support practices that respond effectively to learner diversity and recognise each learner's unique strengths, abilities, developmental profiles, interests, and preferred ways of learning.
They emphasised that, by creating meaningful learning opportunities and fostering responsive and inclusive educational environments, schools can promote participation, achievement, and success for all learners. Such an approach advances the vision of an equitable and inclusive education system in which every learner is valued, respected, supported, and empowered to realise their full potential.