The Research Unit for Education and Human Rights in Diversity (Edu-HRight) and the Community-Based Educational Research (COMBER) Research Focus Area in the Faculty of Education at the North West University, hosted a landmark conference from 19 to 21 November 2025 at the Royal Marang Hotel in Rustenburg, North West Province. The gathering brought together researchers, practitioners, and policymakers, including the Deputy Minister of Basic Education, Dr Reginah Mhaule, to reflect on the role of research in building a more just and equitable education system.
Opening the event, Prof Josef De Beer, Deputy Dean for Research and Postgraduate Studies, reminded delegates that research carries a responsibility far beyond academic output. He emphasised that meaningful scholarship must confront social injustices, stimulate new possibilities through innovation and collaboration, and sustain hope by grounding change efforts in ethical, community-centred practice. Research, he argued, matters because it tells the truth, reimagines what is possible, and fuels the collective belief that transformation can be achieved.
In her keynote address, Deputy Minister Mhaule reinforced these ideas by highlighting the transformative potential of education in advancing social justice, human rights, and sustainable development. She stressed that education must remain central to South Africa’s fight against poverty, unemployment, and inequality. Whilst acknowledging tensions between strengthening foundational skills and nurturing values such as empathy and civic responsibility, she argued that these priorities are mutually reinforcing pillars of a capable, democratic society.
Dr Mhaule reflected on the long journey of educational reform since 1994. Significant gains have been made in access, quality, and equity, from near-universal school attendance and improved school completion rates to rising matric performance, particularly amongst Quintile 1–3 schools. Programmes such as the National School Nutrition Programme, the no-fee school policy, and sustained infrastructure improvements continue to expand opportunity for learners in under-resourced communities.
She also highlighted crucial legislative developments, particularly the Basic Education Laws Amendment Act, which strengthens Early Childhood Development (ECD), makes Grade R compulsory, and accelerates efforts to ensure all learners read for meaning and compute confidently by the end of the Foundation Phase. Other priorities include Mother Tongue-based Bilingual Education, enhanced assessment systems, and strengthened teacher development through collaboration between the DBE and the Department of Higher Education and Training.
As youth unemployment remains critically high, Dr Mhaule stressed the need to link education more directly to employability. Initiatives such as the Three Stream Model, Coding and Robotics, entrepreneurship education, and project-based learning are equipping learners with the skills required for a rapidly changing economy. Institutions such as the North West University play a central role in this transformation, reflecting both the strengths and challenges of the national teacher pipeline.
Ultimately, the conference affirmed that sustainable transformation depends on a collective commitment to inclusive, quality learning. By investing in equitable ECD, South Africa can break the cycle of poverty, advance social justice, and give every child an equal start in life. Such investment nurtures the cognitive, emotional, and social foundations essential for lifelong success. As researchers and educators, our work extends far beyond the classroom and into the broader fabric of society, where our collective actions help shape a future grounded in dignity, opportunity, and shared hope, a vision echoed by Prof Nicholus Mollo, Subarea Leader of Edu-HRight at the North West University.