By Johnathan Paoli
The Limpopo leg of the G20 Education Working Group Indaba discussed a roadmap for inclusive foundational learning and future-ready education professionals.
Held under the themes of “Quality Foundational Learning” and “Education Professionals for a Changing World”, the provincial indaba brought together delegates representing national and provincial government, education experts, academics, unions, NGOs, traditional leaders and private sector stakeholders.
Limpopo premier Phophi Ramathuba called on society at large to unite behind education as the cornerstone of national development.
“This indaba must serve as a catalyst. The resolutions we adopt here must bring about real, tangible change. The challenges we face are immense, but so too is our collective strength,” Ramathuba said.
Her agenda included digital skills for the Fourth Industrial Revolution, investment in rural infrastructure and curriculum alignment with Limpopo’s economic strengths namely agriculture, green energy, tourism and mining.
Mdumo Mboweni from the University of Limpopo (UL) described early childhood care and education (ECCE) as a “non-negotiable birthright”, essential for nurturing literacy, reducing dropouts and building resilient communities.
Mboweni called for community-based ECCE models, mobile learning units, play-based caregiver training and mandatory ECCE in public schools.
“If we don’t get ECCE right, who will?” he challenged.
Andre Viviers of Unicef delivered a presentation on the foundational learning crisis in South Africa.
His research revealed that only 55% of children aged 4–5 are on track in literacy, 33% in numeracy and just 19% of Grade 4s can read for meaning.
Viviers outlined strategies to turn the tide, including raising qualifications and professionalising ECCE, assisting parental support and allocating 4–7% of GDP and 15–25% of national budgets to education, with ECCE prioritised.
“Strong foundations in the first nine years define not only learning but future national productivity,” he said.
Mpho Papale from the Basic Education Department highlighted the centrality of parental support in early learning.
She presented the National Parenting Programme, covering health, HIV awareness, play-based development and positive discipline.
Thandiwe Dlodlo of the Limpopo education department called for ECCE delivery that reflected local realities and existing policies like White Paper 5, the National Curriculum Framework and the ECD 2030 Strategy.
She highlighted four key pillars, namely skilled parents, teachers and empowered learners; inclusive and culturally relevant ECCE initiatives; bringing ECCE to communities, homes and informal venues; and multi-sectoral cooperation, especially with NGOs and higher education institutions.
“Every home is a potential learning space. We must inform with integrity and serve with dignity,” she said.
Victor Pitsoe of Unisa framed education reform through the lens of the Fourth Industrial Revolution, highlighting South Africa’s G20 leadership role.
He emphasised curriculum innovation, digital literacy and flexible qualification frameworks that promoted global mobility and lifelong learning.
He analysed South Africa’s Three Stream Model, which separates academic, vocational and occupational pathways.
“Innovation, equity and intersectoral collaboration are the cornerstones of a globally competitive, context-responsive education system,” he said.
UL’s Sello Mokwena focused on school administration, presenting findings from research on the South African School Administration and Management System (SA-SAMS).
While technology was freely available, resistance stemmed from a lack of support and integration.
He urged education departments to invest in leadership and user training and noted that administrative tech research must be expanded beyond e-learning.
The university’s Phala Masoga addressed the modernisation of science and maths education.
Highlighting contrasting NSC 2024 trends, a slight dip in Physical Science but improved Maths results, he stressed the need for ICT integration, blended learning and virtual simulations.
He advocated for policies supporting teacher innovation hubs, public-private ICT partnerships and digitally fluent educators.
Servaas van der Berg of Stellenbosch University argued that continuous professional development (CPD) was essential for improving outcomes in rural provinces like Limpopo. A 2024 evaluation found that 57% of schools had no CPD activities.
Teachers prioritised practical teaching methods over content, particularly in under-resourced areas.
Van der Berg called for CPD to be impact-driven, locally relevant and supported by sustained investment in teacher wellbeing and infrastructure.
Nonhlanhla Ntshangase of the DBE outlined national strategies to support diverse learners, including those with disabilities and multilingual backgrounds.
She reported that 141,394 teachers were trained in inclusive education in 2024/25.
Ntshangase highlighted initiatives which included training in sign language, Braille and autism support; differentiated instruction; and curriculum development for learners with profound intellectual disabilities.
Manamela Matshabaphala of Wits University urged education reform alongside public sector transformation.
Using the Appreciative Inquiry 5-D model, he outlined a vision for future-ready public service driven by digital competence, emotional intelligence and ethical leadership.
Whether through foundational learning, ECCE expansion, digital empowerment, or inclusive teaching, the panelists stressed that the province was stepping into the future.
“The future of education is not on the horizon, it is already here,” Ncwana concluded.
INSIDE EDUCATION
