Minister of Basic Education, Ms Siviwe Gwarube, recently led a South African delegation, comprising of officials from the DBE, the Department of Higher Education and Training (DHET), the Education Labour Relations Council (ELRC) and Umalusi to the Education World Forum in London, United Kingdom, where global education leaders gathered to confront some of the most urgent challenges facing education systems around the world. As the largest gathering of Education Ministers globally, the Forum provided an opportunity for South Africa to both share its own reform journey and learn from international best practice on foundational learning, early childhood development, technical skills, assessment systems, and future-ready education.
A key focus of the delegation’s engagements was foundational learning and the urgent need to reverse the global literacy and numeracy crisis. During the UNICEF Ministerial Breakfast on the use of assessment data to improve foundational learning, Ministers and global experts reflected on the reality that nearly 70% of children in parts of South East Asia, similar to South Africa, are unable to read for meaning by the age of 10. The discussions reinforced the importance of evidence-based and cost-effective interventions to improve learning outcomes.
The Minister emphasised that data must not only be used as a tool for measurement, but also as a tool for transformation. Delegates explored how assessment systems can move beyond grading learners and instead help education systems understand whether policy reforms at national level are translating into meaningful classroom-level improvements. Through initiatives such as FLAT+, countries are increasingly using assessment data to provide targeted support to teachers, strengthen literacy and numeracy outcomes, and ensure that every learner acquires the foundational skills needed for success later in life.
Meetings with the Organisation for Economic Co-operation and Development (OECD) highlighted the importance of investing in the right interventions rather than simply increasing expenditure. Discussions referenced countries such as Brazil, which has improved educational outcomes through sustained investment in foundational skills, and Vietnam, which achieves strong learning outcomes despite spending significantly less on education than many wealthier nations. The OECD also shared emerging research showing that excessive technology use may negatively affect learning outcomes, except in cases where technology is carefully integrated into broader educational strategies. Another important lesson was the growing importance of employer-led skills development and vocational education in overcoming barriers faced by young people entering the labour market.
The delegation also held strategic discussions with the Gates Foundation on improving early grade numeracy. The Foundation shared details of the NERD strategy, which focuses on strengthening numeracy outcomes in Grades 1 to 3. While significant global attention has rightly been given to literacy, participants agreed that numeracy requires far greater focus, as it forms the foundation for future participation in STEM fields and the modern economy.
The Gates Foundation also discussed its partnership on the South African Education Accelerator, scheduled to launch on 28 May 2026. The initiative aims to map existing numeracy interventions across the country and encourage alignment between government and private sector partners. Discussions included the possibility of creating shared, best-in-class mathematics and science workbooks to reduce duplication and improve the quality of support provided to schools.
Early Childhood Development (ECD) emerged as another major theme throughout the Forum. In meetings with the Nuffield Foundation and UK Early Years officials, the delegation explored how high-quality early learning can reduce inequality and improve long-term educational outcomes. Discussions focused on improving access to ECD programmes, increasing uptake among families, and strengthening the quality of provision through better educator qualifications and professional development.
The Minister also met with Chris Armstrong-Stacey, Director of the UK Early Years Unit, who outlined the United Kingdom’s Early Years Foundation Stage Strategy. The strategy is built around learning and development, assessment requirements, and safeguarding and welfare. A particularly important insight was the UK’s approach that education and care in the early years should not be treated as separate functions, but rather as complementary responsibilities that together shape child development.
The delegation visited several education institutions in London to observe innovative approaches to family and early learning support. At the Meath Family Hubs, the delegation saw how municipalities and more than 30 partner organisations collaborate to provide integrated support services for children and families under one roof. These services include prenatal mental health support, parenting support, infant feeding assistance, and language development programmes such as Early Talk Boost.
A visit to Sheringham Nursery School further reinforced the importance of evidence-informed practice in early childhood education. The school functions not only as a nursery but also as a research and professional development hub for educators and childminders. Researchers shared evidence showing that children who begin primary school behind their peers often experience widening learning gaps throughout their schooling journey. Another striking insight presented was that vocabulary levels at age five are strongly linked to employability outcomes later in adulthood.
The Minister also held engagements with the UK Minister of Skills, Hon Baroness Smith of Malvern, on vocational education, youth unemployment, and future-focused skills development. Discussions explored how the UK is tackling youth unemployment through workplace experience programmes and early identification of young people who are not in employment, education, or training. Both delegations discussed opportunities for collaboration in digital economy skills, green energy, and attracting more young people into technical and vocational pathways.
The Education World Forum also opened opportunities for South Africa to strengthen its international partnerships and leadership role in education. Discussions are underway on the possibility of hosting a regional African iteration of the Education World Forum in South Africa, further positioning the country as a continental leader in education reform and innovation. The visit reaffirmed the DBE’s commitment to building strong foundations for strong futures. The lessons gathered from global partners continue to shape South Africa’s work on foundational learning, early childhood development, technical skills, teacher support, and evidence-based reform. As the Department continues its work to improve educational outcomes for every learner, these international partnerships provide valuable insight into how systems across the world are confronting shared challenges and building education systems that truly prepare young people for the future.