2026 State-of-School Readiness (incl. School Infrastructure, ECD, LTSM, NSNP + Scholar Transport); with Minister

Video The Committee met to consider the state of school readiness, learner admissions, infrastructure, early childhood development (ECD), and learner performance trends. It was noted that concerns were raised about the completeness and credibility of infrastructure condition assessments across provinces, with some assessments still underway. Members expressed unease that incomplete data could undermine the accuracy of information presented to Parliament and complicate constituency engagements where community feedback contradicted official reports. The Department of Basic Education (DBE) indicated that all information presented was sourced from provinces and formally signed off, while acknowledging that verification processes were ongoing. The meeting highlighted persistent infrastructure challenges, particularly at privately owned ECD centres in rural and under-resourced areas. These challenges included inadequate sanitation, unsafe structures, unreliable access to water, and the continued use of pit latrines. It was reported that private ownership was often cited as a constraint to direct intervention. The Department clarified that its approach to ECD was based on partnership rather than takeover, with registration intended to enable compliance support, access to subsidies, and donor-funded interventions through blended financing models. Members stressed the need for a clearer articulation of roles and responsibilities across national, provincial, and local government, and proposed a dedicated engagement to clarify the ECD delivery model. Members further raised concerns about declining learner performance in Grade 10, including in historically high-performing schools. It was reported that departmental research confirmed these trends and identified key transition points in the system, notably the shift to English as the language of learning and teaching and the transition into the Further Education and Training (FET) phase. The Department outlined ongoing efforts to strengthen early literacy and numeracy, align assessment standards between primary and secondary schooling, and support smoother transitions through scaffolded teaching and assessment practices. The issue of learner admissions and placement was also discussed, with particular reference to the use of online and automated systems in certain provinces. It was noted that admissions systems fell within provincial competence and were not uniform nationally. Capacity constraints in high-demand provinces were reported to complicate placement decisions, with the primary objective being to ensure that all learners were placed at the start of the academic year. Members raised concerns about the impact of placement on learner transport, especially where learners were placed far from home, while the Department emphasised that appeals processes were in place and that placements sought to balance proximity, capacity, and availability. The Committee concluded by adopting its programme and administrative reports, noting amendments to upcoming meetings where necessary. Outstanding information, particularly relating to infrastructure assessments and admissions data, was requested in writing. The Committee emphasised the importance of accurate and timely information for effective oversight and expressed the expectation that future engagements would allow for more in-depth and, where possible, in-person interaction.