The 11th edition of the 2026 Basic Education Sector Lekgotla commenced with a main plenary, Setting the scene and unpacking the elements of a resilient educations system. The first two days of the Lekgotla provided a comprehensive review of education priorities and global evidence confirming that early, targeted investments in foundational learning yield the highest returns on education intervention as a compass for national development.
Basic Education Deputy Minister, Dr Reginah Mhaule, welcomed Ministers, the Portfolio and Select Committee Chairpersons, MECs, representatives of teacher unions, School Governing Body (SGB) Associations, academia, the private sector, development partners and education experts from across the globe. She invited them to participate in robust deliberations under the theme: “Strengthening Foundations for a Resilient and Future-Ready Education System” to review progress, identify challenges, and shape collective action towards improved learner outcomes.
Deputy Minister Mhaule explained the intended outcomes for the Lekgotla as: Strengthened Quality Foundational Learning and Early Childhood Development (ECD) as National Priorities since foundational literacy, numeracy, and early learning remain the cornerstone of system resilience and a national coordination mechanism will align ECD, literacy, and numeracy programmes across branches and provinces. Agreement must be reached on Coherent Curriculum, Language and Assessment Reforms for Equitable Learning to build consensus on an integrated approach to curriculum renewal, bilingual education, and assessment reform. A technical working group will map interdependencies and produce a coordinated framework for implementation by 2027. The current PPN Model and its Systemic Challenges in Professional Development will be identified and assessed for strategies on improving the impact of teacher development interventions, leading to improved learning outcomes for all learners. Strengthened Collaboration on Innovation, Partnership and Adaptability to Endorse a Future-Ready Education System will explore how the education system can prepare learners for uncertain futures through relevant curricula, digital competence, and flexible assessment with a focus on innovation, climate literacy, and problem-solving as future skills to encourage cross-sectoral dialogue on resilience and adaptability in learning. Lastly, Learner and Teacher Wellbeing should be recognised and prioritised as a foundational prerequisite for academic achievement and holistic development within the learning environment.
Dr Adrian Schleicher, Director for Education and Skills for the Organisation for Economic Cooperation and Development (OECD), gave a presentation on the knowledge, skills, attitudes and values required by today’s students to thrive and shape their world. A few of the skills that students consider most useful for the future include, amongst others, critical thinking and evaluating information; working effectively with others; self-awareness and respect for others; the ability to communicate clearly and persuasively; and generating new ideas and thinking creatively.
Ms Sophia Ashipala, Head of Education Division, African Union, provided a virtual presentation on a paradigm shift towards transformative education, focusing on knowledge, skills, research, and innovation. Agenda 2063 and the Continental Education Strategy for Africa (CESA) emphasize STEM education as a pivotal element for socio-economic transformation across the continent. These frameworks encourage nations to prioritise STEM to drive innovation and economic growth.
Mr Johannes Wedenig, UNICEF Country Director, spoke about the positioning of the education system for Learning to Earn (L2E): “If education is truly the engine of opportunity, then we must re-engineer the engine. It is not about pushing learners into the labour market too early, it is not about vocational training that limits potential, it is not about providing short-term micro-potential linked training on specific technical knowledge. It is about empowering every learner with competencies, confidence and opportunities to transition from education to livelihood and dignity by strengthening the foundations”.
Prof Martin Gustafsson, DBE Researcher, examined Sustaining progress in a resource-constrained environment with a focus on key resource trends since 2007 and the shape and size of the financing crisis. He highlighted three areas of action. On policy-focused modelling of the future, better evidence may support revisions to grade repetition policies; better analysis of trade-offs across levels, especially primary versus secondary, and pre-school versus foundation phase, could help manage pre-school Human Resourcing and post-provisioning better. On equity across provinces and quintiles, better analysis of the equity of spending could help to tweak existing systems and enable a clearer less politicized debate on more fundamental change. The provincial equitable share system receives considerable attention, but not in the area that counts most – misalignments and population numbers. Basic education should therefore consider working more with the Departments of Higher Education and Training, Social Development, Health, the South African Police Service and others on integrated and cost-sensitive strategies on child and youth development.