Mr Mathamzima Mweli, Director-General of Basic Education, remains steadfast in his mission to redirect concentrated efforts towards strengthening foundational learning in the country, calling for the full-scale implementation of Mother Tongue-based Bilingual Education at the General Education and Training (GET) level and beyond.

With reference to a track record of matric results released over the past five years, it is evident that the Basic Education Sector is a system on the rise. However, the sustainability of its health will be determined by the quality learning outcomes achieved in the Foundation, Intermediate, and Senior Phases. This is the reality we need to confront collectively as a sector to meet the requirements of the Inclusive Basket of Criteria aimed at increasing the success rate in Mathematics and Physical Sciences, whilst raising the bar for Bachelor passes and distinction achievements much higher. The education outlook was shared by DG Mweli during his visit to 50 schools in five Education Districts in the Western Cape Province this week: "We need to delve deep in our intervention strategies to address any identifiable learning challenges in various subjects, including Home Languages and Mathematics, especially in the lower grades. I can confirm that we have had fruitful engagement sessions with key officials in five Education Districts in the province. As such, I am convinced that the Class of 2026 will receive the adequate support required for them to realise their academic excellence this year”.

As part of the Director-General's visit, education districts reported that the visit has enlightened them to become data driven, especially in support of struggling schools and learners in both the Senior Phase and FET bands. During the visit, the education districts were also advised to use learner profiles to widen access to the accommodation and concession policy, especially for learners in the Foundation and Intermediate Phases. The policy is meant to give learners who encounter learning barriers a differentiated intervention in accordance with their identified needs. The introduction of vocational education across all education districts was also flagged as a critical initiative requiring urgent attention. Another matter that emerged sharply during the discussions was the recruitment of specialists for Early Childhood Development (ECD), which several education districts viewed as a cornerstone in improving effective foundational learning in the country. In their response education districts acknowledged the insights tabled during the engagement sessions, saying that the investment of energy in addressing learning deficits in lower grades will amplify the sector's efforts towards delivering education of the highest quality.

Director in the Office of the Director-General, Ms Mataole Ramohapi, congratulated education districts for achieving excellent results in the 2025 NSC examinations. She then shared her perspective on what the education districts can do to keep their performance on an upward trajectory: “Reflecting on our engagement sessions with district officials, the data presented shows that there is progress in improving quality learning and teaching in various education districts in the province. I urge the province to work closely with schools to ensure that a subject combination process is managed effectively. All the districts visited so far must improve their performance in Home Languages, Mathematics and Physical Science. They are also expected to increase the number of learners offering technical subjects such as Marine Sciences; Civil Technology; Civil Services and Construction; Electrical Technology; Digital Systems; Electronics; Mechanical Technology; Fitting and Machining; and Welding. Our learners need to be encouraged to consider the Technical, Occupational and Vocational Stream to make a significant contribution to the development of the economy”.