The DBE conducted its provincial engagement with the Free State Department of Education (FSDoE) on 28 October 2025. The first part of the engagement was chaired by Dr Naledi Mbude-Mehana, DBE’s DDG for Transformation Programmes, National Language Unit (NLU), whilst the second part of the engagement was chaired by Mr Seliki Tlhabane, Chief Director for MST and Curriculum Enhancement Programmes. The online engagement with the Free State Province was attended by 127 virtual delegates.

Mr Tsatsi Montso from the FSDoE led the proceedings on behalf of the Head of Department, Adv Tsoarelo Malakoane. The province committed to following up on 13 items of emphasis to ensure that the Free State retains its number one spot on the list of top performing provinces. Some of these include the intensification of marketing and advocating the offering of mathematics and technical subjects in Grades 8 and 9; the performance of the South African Sign Language (SASL); a focus on Sesotho from the Foundation Phase; introducing  IT in the Xhariep District; ensuring that there are no incorrect subject combinations; utilising National Teaching Award (NTA) winners to assist with best practice and to strengthen teacher capacity and subject knowledge; and the diversification of curriculum offerings of Focus Schools. “We rely on these meetings to continually enhance our academic performance,” he said.

Mr Tlhabane commended the province on the establishment of Focus Schools which include 28 Technical; 10 High Tech: 17 Agricultural: 2 Hospitality; 2 Art; 8 Occupational; and 1 Autism Focus Schools but advising that realistic goals for the building of science and computer laboratories should be set for these to be expanded.

The province reported that its Early Childhood Development (ECD) programme was progressing well in respect of the Bana Pele Mass Registration Drive with total applications received at 481; total applications completed at 402; and the total applications approved at 373 for bronze level registration.

The province reported that a total of 204 schools has implemented Mother Tongue-based Bilingual Education (MTbBE) with advocacy conducted in five education districts across the province to inform all stakeholders about the paradigm shift to support national goals for multilingualism. However, Dr Mbude-Mehana was concerned that the province has not moved from learning to read to reading to learn, with many activities, but systemic weakness in home languages, especially in Sesotho. She indicated that a plan and programme is required to mitigate and address performance in languages from Grades R – 12 to enhance language vitality.

Mr Tebogo Basjan, FSDoE Director for Examinations and Assessments, indicated that the NSC examinations have been progressing well thus far and that all examination centres have been registered and audited: “We remain committed to administering a successful and credible examination. High-risk centres have been identified, and monitoring will be intensified. Marking will conclude on 12 December, and we intend to remunerate all markers ahead of 25 December”. Mr Hilton Visagie, DBE’s Director for Assessment and Administration, cautioned against incorrect subject combinations and reminded the province to ensure that absenteeism is tracked during the examination period and submitted to the Department.

In respect of admissions for the new academic year, a total of 656,778 learners has been placed, with 3,706 unplaced learners remaining. Overcrowding remains a challenge in certain schools and oversubscription at popular schools leads to long waiting lists and resource strain; remedial actions are in place to mitigate challenges. A total of 750 newly qualified teachers has been employed, and all districts have been trained on the New Teacher Induction Programme. The deployment of Education Assistants (EAs) and General School Assistants (GSAs) has made a significant contribution to improving teaching and learning in schools. Assistants provide structured classroom support, enabling teachers to dedicate more time to curriculum delivery while reducing administrative pressure. Learner performance has benefited through one-on-one and small group support, particularly in literacy and numeracy, which has increased learner participation and confidence.