The National Task Team on the Placement of Out-of-School Learners with Disabilities assembled for a two-day working session at Kopano Nokeng Country Lodge in Bloemfontein, Free State. The engagement was designed to review progress, interrogate challenges, and refine strategies to ensure the effective placement of out-of-school learners within the basic education system, in alignment with national policy priorities regarding inclusive education and Circular S28 of 2023.
The first day of deliberations provided a platform for Provincial Education Departments (PEDs) to present progress reports on the implementation of Circular S28 of 2023.The circular calls for placement of learners with disabilities from care centres into ordinary public schools. These provincial inputs highlighted achievements to date, while also underscoring systemic barriers that continue to impede full access to inclusive education. The robust discussions, accompanied by a structured question-and-answer session, facilitated cross-provincial learning and the exchange of practical solutions.
Mr Jabulani Ngcobo, the Director of Inclusive Education, identified three pillars that must underpin the placement of learners in schools: access (deliberate effort to ensure that every child of school-going age is enrolled in an appropriate school), getting out-of-school learners of school-going age into schools; participation (going beyond physical presence in a classroom), learners are actively and meaningfully engaged in teaching and learning processes and curriculum offerings, ensuring that teaching methods, resources, and learning environments are inclusive, relevant, and responsive to diverse learner needs; and retention (supporting learners to remain in school until they complete their phase of learning successfully), strong support systems, including academic assistance, psychosocial services, and material support such as meals and transport. He stressed that these are pillars that must drive the sector’s collective to guarantee that no learner is left behind or pushed out.
On the second day, attention turned to implementation instruments. A draft guideline document for the implementation of section 4 of the South African Schools Act 84 of 1996 as amended, was tabled for discussion and input. The intention is to provide a clear, lawful, and rights-based framework for Provincial Heads of Departments to follow when exempting learners aged 6-15 from compulsory school attendance. Ms Christinah Banyini, Acting Chief Education Specialist, emphasised the fact that exemption from compulsory attendance does not exempt the State from its obligation to provide basic education. In this regard, Ms Banyini stated that exemption from compulsory school attendance should thus be regarded as an exception rather than a norm. Members of the National Task Team provided extensive input, which will be incorporated into the working document.
Mr Makobe, from the Directorate of Strategic Planning, presented on strategic planning and reporting aspects of the generic implementation plan for the work of the National Task Team. He stressed the importance of aligning activities to measurable targets and ensuring evidence-based reporting, and that Provincial Task Team must identify risks to ensure these are mitigated to prevent them from becoming challenges.
The two-day session concluded with Mr Ngcobo pulling together the proceedings into the way forward for the National Task Team. The next meeting of the National Task Team is on 17-18 February 2025, in KwaZulu-Natal.