DG Mweli’s online provincial engagements commenced this week, with the Northern Cape Province on 27 January 2026. Ms Simoné Geyer, DDG for the Delivery and Support Branch, chaired the session on behalf of DG Mweli, reiterating the purpose of the meeting and welcoming the comprehensive provincial presentation to navigate strategy for 2026: “We need to put strategies in place to strengthen performance and put shoulder to the wheel at the commencement of the new academic year to improve on the Class of 2025 results. Northern Cape Acting Head of Department (HoD), Dr Michelle Ishmail, expressed her gratitude for the valuable presentations and insights shared during the engagements: “The province will focus on gaps to reset and reconstruct future actions to take the province into a further upward trajectory”. The Northern Cape Province achieved 87.79%, marking the biggest improvement across provinces during the NSC examinations.

The engagement with the Gauteng Province on 28 January 2026, was chaired by Dr Barney Mthembu, DDG for Curriculum Policy, Support and Monitoring. He congratulated the province on their Class of 2025 NSC performance; Gauteng Province was in third position with a pass rate of 89.06%. Gauteng Province also boasts with top performing districts with Johannesburg West District at 96.20%; Tshwane North District at 92.03%; and Johannesburg North District at 90.86%. The detection of the NSC breach during the leakage of papers was the result of the well-trained provincial markers.

Mr Albert Chanee, Acting HoD, welcomed the engagements and the opportunity to interact with the DBE team. He listed challenges preventing the province from moving to accelerated quality education across the board. Admission challenges and the growth in learner numbers have been resulting in an inability to meet the space demands due to financial constraints and implementing agents across the province; however, seven mobile classrooms with 140 mobiles earmarked for completion by the end of February, were part of the mitigation strategy. The sustainability of no-fee schools has also been affected in respect of Learning and Teaching Support Materials (LTSM) and resources. He, however, ensured that education will not be compromised. Adv Alison Bengtson added: “The presentations hold a mirror to reflect on various aspects of work from ECD to Grade 12 across a variety of programmes, as well as the identification of blind spots for improved strategies. “We are looking forward to interacting with all presentations in more depth to assimilate the information shared to assist principals as they implement teaching and learning within their schools”.

Dr Barney Mthembu also chaired the engagement with the Limpopo Province on 29 January 2026, congratulating them for their good performance and participation rates in critical subjects during the NSC examinations: “This is a province that displays good practice in respect of the inclusive education basket,” he added. Limpopo HoD, Mr Maropeng Seshibe, thanked the DBE and his management team, represented by Mr Pedro Masetla, for their comprehensive presentations: “We feel comforted and motivated by the DBE’s words of confidence. Our aim remains for the province to move up to position number five nationally in the NSC results; the province is stable and we feel encouraged to strive even harder towards this goal, rejuvenated after this engaging session. We have already had a meeting with our districts to lay down the framework and will incorporate your input and presentations”. The results of the Limpopo Province increased to 86.15%.

Each province received an opportunity to present their learner performance for Terms 1,2,3 and 4 for 2025 across all phases and subjects, along with strategies to increase the participation and success rates of these subjects, particularly in Home Languages and gateway subjects such as Accountancy, Mathematics, Life Sciences and Economics to name but a few, whilst highlighting learner and teacher support and development programmes. In addition, provinces shared strategies and reports on reading, numeracy and MTbBE implementation. The provinces identified weaknesses for the Class of 2025 and drew comparisons to the Class of 2026. The readiness for the 2026 academic year was also placed under the spotlight with a focus on ECD, Grade R, admissions, teacher provisioning, Inclusive Education and psychosocial support. From the engagements, it is clear that provinces are well-prepared for the new academic year regardless of fiscal constraints and admission challenges, and that it is “all systems go!” towards the delivery of quality education.