SONA Impact on sector; School Infrastructure backlogs, Maintenance and related matters; with Minister

Video The Committee met to be briefed on the implications of the 2026 State of the Nation Address (SONA) on the basic education sector, as well as school infrastructure backlogs. The analysis of the 2026 State of the Nation Address (SONA) indicated that basic education remains a central component of the government’s development agenda, particularly in supporting economic growth, social inclusion and improved state capacity. Sector priorities emphasise expanding access to and improving the quality of Early Childhood Development (ECD), strengthening foundational literacy and numeracy, improving system efficiency and inclusivity, and aligning infrastructure and resources with learning outcomes. The address reaffirmed commitments to universal access to education, the expansion of ECD through the mass registration of centres and the implementation of compulsory Grade R, and continued efforts to improve reading outcomes and mother-tongue-based bilingual education. Progress in the sector was reflected in high levels of school participation, increased completion rates across schooling phases, and improved equity outcomes for historically disadvantaged learners. However, challenges remain in learning quality, particularly literacy and numeracy, and in learner retention in the senior grades. Programmes such as school nutrition, non-fee schools, and the Presidential Employment Stimulus also continue to support access, learner wellbeing and employment opportunities within the sector. Infrastructure planning and delivery remain critical to supporting these reforms, but are constrained by funding pressures, growing enrolment, migration patterns and ageing infrastructure. The education system faces a substantial infrastructure backlog estimated at approximately R227 billion, including both capital and maintenance needs, while annual allocations remain significantly below the level required to meet national development targets. Although progress has been made in areas such as sanitation improvements under the SAFE programme and ongoing delivery of classrooms, water, electricity and fencing, backlogs persist, with about 13% of schools classified as being in poor or very poor condition. Overcrowding continues in certain provinces due to population shifts, and climate-related disasters have affected thousands of schools in recent years. The Department has prioritised preventative maintenance, improved infrastructure planning and strengthened data systems, while exploring alternative funding mechanisms and partnerships to address the shortfall and support long-term infrastructure development, including the expansion of ECD facilities and infrastructure for learners with special education needs. Members raised concerns about the Department’s accountability, governance, and engagement with the Committee. Concerns were expressed about the Department’s late apology for missing a previous meeting, with the view that it created the impression that the Committee’s oversight role was being undermined. Members also reiterated concerns about alleged interference from the Minister’s office in a recruitment process, stating that previous responses had not adequately addressed the substance of the allegations, particularly claims that a CV was submitted after the closing date for applications. Several Members supported the proposal for an in-house Committee meeting to investigate the matter further and requested that the Minister attend in person to clarify the allegations. Members emphasised the importance of transparency and compliance with lawful recruitment processes. The Chairperson indicated that the Committee had a responsibility to investigate such allegations and that a dedicated session would be scheduled to examine the matter. Members also raised a wide range of policy and implementation concerns relating to literacy outcomes, infrastructure delivery, and Early Childhood Development (ECD). Concerns were raised about poor reading outcomes reflected in national and international assessments, and questions were asked about plans for early grade standardised testing, participation in PIRLS, curriculum time allocated to literacy, and nutrition support in ECD centres. Several Members questioned the accuracy of infrastructure data. They raised concerns about progress in eradicating pit latrines, the use of infrastructure grants, delays in construction projects, and the condition of schools observed during oversight visits. Members also raised issues relating to infrastructure backlogs, storm damage to schools, contractor performance, and the need for stronger monitoring of provincial spending. Additional questions related to the expansion of Grade R, support for ECD centres operating on private land, teacher shortages, learner transport, and access to schooling, with Members emphasising that improved infrastructure, maintenance, and reliable data were essential to improving learning conditions and ensuring learner safety and dignity.