The DBE’s Curriculum Implementation and Quality Improvement (GET) Directorate recently hosted a literacy and numeracy workshop for Early Grade Youth Assistants (EGYAs) and Foundation Phase Subject Advisors from Mpumalanga. The workshop formed part of the Systemic Improvement of Languages and Numeracy (SILN) Project and was held from 16 to 20 February 2026 in Nelspruit.

Participants included Foundation Phase Subject Advisors, EGYAs, the SILN Project Team, a representative from the Programme to Improve Learning Outcomes (PILO), and a Play-Based Learning specialist from UNICEF.

In her opening remarks, Ms Maureen Modiba, Director for Curriculum Implementation and Quality Improvement (GET), reaffirmed the importance of strong foundational literacy and numeracy in the early grades. She emphasised that reading with understanding and mastery of core numeracy concepts by the end of the Foundation Phase are critical for learner progression and long-term academic success. She further noted that weaknesses in early grade reading and mathematics contribute to poor comprehension, limited problem-solving ability, and underperformance in later grades.

Ms Modiba underscored the responsibility of teachers, subject advisors, and support personnel to ensure curriculum fidelity, effective use of learning and teaching support materials, and the application of evidence-based pedagogies. She called for strengthened collaboration across schools, districts, and the national department to improve learner outcomes.

The SILN Project is implemented in 555 primary schools across the Nkangala and Ehlanzeni districts of Mpumalanga. It focuses on improving pedagogical practice, strengthening curriculum support, and building the capacity of Subject Advisors, Departmental Heads, and Grades 1–3 teachers in Languages and Mathematics. Support is provided in five Home Languages (IsiZulu, IsiNdebele, SiSwati, Sepedi, and Xitsonga) as well as English First Additional Language.

The project is implemented in partnership with the PILO and the Zenex Foundation. To date, all Foundation Phase Subject Advisors, Departmental Heads, and teachers in participating schools have received targeted training. Schools have also been supplied with key resources, including classroom library boxes, group-guided readers, and Mathematics manipulatives. In addition, twenty qualified Foundation Phase graduates have been appointed as EGYAs on two-year contracts to support IsiNdebele and SiSwati Home Language instruction in participating schools.

As the SILN Project enters its final phase, the workshop affirmed the professional role of EGYAs, gathered implementation insights for the project close-out report, and consolidated learning to inform potential replication of the SILN model within the broader education system.