The recruitment of vibrant teachers in line with the priorities of the Basic Education Sector, and in strengthening foundational learning in particular, is one of the success stories emerging from the Funza Lushaka Bursary Programme. The DBE’s Initial Teacher Education Directorate recently convened a Funza Lushaka Bursary Programme General Meeting to look into the impact of the Programme in restoring the dignity of the teaching profession in South Africa. The meeting, which involved a team of education experts from the DBE, the Provincial Education Departments (PEDs), the faculties of education from various universities, researchers, and South African Council for Educators (SACE) representatives, took place at the Nelson Mandela University in the Eastern Cape Province on 21 November 2025.

Ms Lala Maje, Director for Initial Teacher Education, opened the meeting by indicating that Initial Teacher Education in Basic Education is striving, through the Funza Lushaka Bursary Programme, to improve the effectiveness and efficiency of systems and processes in building a responsive teacher workforce. This is done through the recruitment of young people to study teaching, as well as exploring integrated information systems to inform recruitment drives. 

During the meeting, discussions focused on several key topics including, amongst others, teacher needs identification; 2027 Subject Priority Areas; the vetting of educators and promotion of good conduct, ethics and professionalism amongst educators.

Speaking during the meeting, Deputy Director for Recruitment, Mr Ben Lubisi, unpacked the teacher recruitment focus areas from General Education and Training (GET) to Further Education and Training (FET). “In the Foundation Phase (R-3), subjects required are Indigenous South African Languages; South African Sign Language (SASL); Neurodevelopmental Needs; Braille; and Special Needs Education. In the Intermediate Phase (Grades 4-6) the required subjects remain South African Indigenous Languages; Mathematics; Natural Science and Technology; South African Sign Languages (SASL); Neurodevelopmental Needs; Braille; and Special needs education. National Subject Priorities for  Senior / FET Phase  are confined to  Agricultural Sciences; Agricultural Technology; Civil Technology; Technology; Electrical Technology; Engineering Graphics & Design; Computer Applications Technology; Information Technology; Life Sciences; Natural Sciences, Mathematics as a compulsory subject; Mechanical Technology; Physical Sciences; Marine Sciences and Maritime Studies; Technical Maths and Science; Indigenous South African Languages; South African Sign Languages (SASL); Neurodevelopmental Needs; Braille; and Inclusive education. It is vital to highlight that the teacher needs identification, as part of the Funza Lushaka Bursary Programme, is determined by the PEDs through the data obtained from education districts. The data depicts the number of districts affected by retirement and the number of teachers required for various phases and subjects”.

The Chief Executive Officer of SACE, Ms Ella Mokgalane, spoke about the life cycle of teacher education, from schooling, to the recruitment of young people to study teaching; where SACE is in the process of tightening the entry requirements into teaching, as well as the registration of student teachers from first year, linking with a one year induction programme of newly qualified teachers, to teachers remaining professionally engaged and participating in Continuing Professional Teacher Development (CPTD).  She mentioned that SACE does vetting of student teachers whilst at university and as well as all teachers that register with SACE.  If they find teachers that are in schools not registered with SACE, they act.  She indicated that the SACE Act allows for the deregistration of teachers that violate children or have serious criminal cases against them.

Delegates applauded the DBE for its commitment to strengthening quality learning and teaching through the programme. They, however, urged the DBE to continue collaborating with law enforcement and SACE to prevent GBV against women and children within the schooling system. The delegates viewed the vetting of educators as a necessary undertaking to protect learners against sex offenders in the education space.