MEC’s SPEAKER’S NOTES: 2024/25 ANNUAL REPORT TABLING

07 Oct 2025

Honourable Speaker of Provincial Legislature

Honourable Premier of the Eastern Cape Province

Honourable Members of the Executive Council

Chairperson and Members of the Portfolio Committee of Education

Honourable Members of the Provincial Legislature

Head of Department of Education

Our Social Partners

Organised Labour

Members of the Media

Distinguished Guests

Chairperson of the House, Honourable Members, esteemed colleagues and citizens of the Eastern Cape, it is my honor to table the 2024/25 Annual Report for Vote 6 - Education. This report reflects not only financial accountability but also the progress, challenges, and collective determination of the Department in advancing quality education for our children. The work we are tabling has been rigorously assessed by the Auditor General of South Africa to evaluate if indeed the voted funds were utilised for their intended purpose. The Department achieved an unqualified audit opinion. This audit outcome is a turning point. It reflects disciplined expenditure, compliance with PFMA and Treasury regulations, and strengthened internal controls. It is more than numbers Honourable Speaker, it sends a message to learners, parents, educators, and the public that the Department is committed to integrity, transparency, and accountability. The challenge now Honorable members is sustainability. We must ensure that systems, controls, and leadership capacity remain robust so that this achievement is not an event, but the foundation for a culture of clean governance. Already there are strategies that have been put in place to ensure this positive outcome is sustained. We are ensuring that our internal accountability structures are functional, namely FINCOM, Risk Management Committee, Audit Committee and Internal Audit.

In collaboration with 43 Air School in Port Alfred, the Department launched South Africa’s first Aeronautical Science High School, a pioneering institution aligned to the Fourth Industrial Revolution (4IR).The school integrates Aviation, Aeronautical, and Space Sciences, disciplines which hold the broadest skills potential across STEM fields. The initiative addresses the national shortage of aviation practitioners while promoting socio-economic upliftment of learners from marginalized communities.

The project forms part of the Three-Stream Curriculum Model piloted in the province: Stream 1: A post-matric programme enrolling 25 learners from the 2024 NSC cohort for Commercial Pilot Licence training, based on strong Maths and Science results.

Stream 2: A public-school programme introducing Grade 10 learners in 2025, expanding to 50 learners in 2026 and 75 in 2027. This innovation positions the Eastern Cape as a national leader in Aviation Education and Digital Transformation.

The Department, through Public-Private Partnerships (PPPs), is working with Kouga Windfarm Community Trust, to construct a new State of the Art school that will accommodate 650 learners of Humansdorp area. Construction commenced in September 2025.

A proud highlight: a teacher by the name of Ntombozuko Mkizwana, from Mandela School of Science and Technology in Mvezo Village, OR Tambo Inland District, received the Best African Continental Teacher Award, showcasing excellence from the Eastern Cape on a global stage. The awards were hosted by   the African Union Commission in Ethiopia on the 3rd of October 2025.

The Department recorded notable improvement in Term 2 school performance across the province, with districts achieving above 80%. More than 90% of Section 58B schools demonstrated improved performance following targeted support and oversight. Subject combinations at FET level have been reviewed and improved to ensure better alignment with economic demand and learner progression. All schools, including independent schools, submitted 100% of Term 2 performance data - reflecting improved compliance and accountability.

The Department launched the “Last Push Campaign” to sustain academic momentum leading to final examinations. Learners received study guides, calculators, study tips, and other critical learning materials. Direct learner support by Curriculum Officials (Subject Planners and Advisors) reached over 700 of the 965 targeted schools, focusing on underperforming institutions. The Spring Classes programme (29 September–4 October) was implemented across all districts, giving learners additional subject-specific support ahead of final examinations. Continued learner support is planned throughout Term 4, with curriculum teams deployed to underperforming schools.

The Department, in collaboration with Nal’ibali and the National Education Collaboration Trust (NECT), strengthened community-based reading initiatives.

o Reading Clubs were established to promote reading for enjoyment in homes and communities.

o Professional Learning Communities (PLCs) for reading teachers were established to improve literacy instruction.

o The “KUYAFUNDWA NA KWAKHO” campaign was launched to encourage parents and caregivers to read with children at home.

The Early Grade Reading Assessment (EGRA) was successfully administered across all districts, focusing on phonemic awareness, phonics, word recognition, and oral comprehension. These interventions collectively reinforce the provincial commitment to ensuring that every learner can read with meaning by age 10.

15,000 units of learner furniture were delivered to schools to improve learning conditions. The Department achieved on-time delivery of Learning and Teaching Support Materials (LTSM), with preparations for the 2026 academic year already underway and expected to conclude by November 2025. Accruals on Public Schools on Private Property (PSOPP) were fully cleared, and the Department remains up to date with supplier payments, demonstrating sound financial discipline and PFMA compliance. The first tranche of National School Nutrition Programme (NSNP) payments was made timeously.

The Department has intensified support and monitoring of schools to ensure effective curriculum delivery, policy implementation, and overall school functionality. A strong emphasis was placed on ensuring access to quality education through key initiatives such as the provision of funding for no-fee schools, delivery of Learner and Teacher Support Material (LTSM), implementation of the National School Nutrition Programme (NSNP), and the provision of Scholar Transport to qualifying learners. Learners with special needs have been taken care of. Therapists have been appointed, assistive devices purchased, eight buses were procured in addition to the 10 that were delivered in the previous years to Special schools. Through implementation of the NSNP, nutritious meals are served in all quintiles 1- 3 schools, including breakfast. Plans are underway to secure dedicated funding to improve food preparation facilities in schools, a concern that has been raised by the members of the Portfolio Committee.

A notable milestone has been the rollout of the eCares system, which has significantly improved the registration process of Early Childhood Development (ECD) centres and increased access for children to ECD programmes. Subsidisation of qualifying ECD centres through the Conditional Grant continues to enhance early learning outcomes in the province.

In strengthening leadership and organisational stability, all 22 SMS vacancies were filled, including the appointment of a permanent Head of Department. Of the 22 SMS posts filled, 11 were African females, 8 African males, 2 Coloured males and 1 Indian male, demonstrating progress towards diversity and gender equity. We continue to advertise posts and appoint principals, middle managers and post level 1 teachers. This guarantees effective teaching and learning in our schools. Therapists have been appointment to offer psychosocial services to learners in both Public Ordinary and Special schools.

The Females in Leadership and Management (FILM) Programme was successfully rolled out across all 12 districts, building the confidence, visibility, and capability of women in school management and governance roles. The Department also completed the training of all newly appointed principals from 2022 to 2025, ensuring that every leader entering the system is well-prepared to drive school improvement and compliance with the South African Schools Act.

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Honourable members, the issue of small and unviable schools remain a big elephant in the room. The Department has recently held a successful School Rationalisation and Realignment (SRRP) Summit to consult, solicit support from stakeholders and resolve this anomaly so that all learners get the quality education they deserve.

Natural Disasters that hit the province mostly in OR Tambo Inland district and claimed lives of our learners and their parents, left us devastated. We acknowledge that it will take some time to deal with the impact of disaster in our schools, but we are committed to making them a priority and creating conducive environment for teaching and learning. This is forcing us to reprioritize and divert some funds to deal with disasters, amending the project list as per the Annual Performance Plan for 2025/26 financial year.

Honourable members, the Department continues to face litigation, particularly around infrastructure and employment matters. These cases divert resources away from service delivery. We are tightening contract management, strengthening legal capacity, and engaging proactively to reduce disputes.

Honourable members, the Municipal services remain a challenge. Rising debts for water, electricity, and rates require urgent resolution. We are working with COGTA and Provincial Treasury to develop sustainable payment models and to negotiate fair billing structures.

Honourable members, the recent incidents of sexual harassment and misconduct in schools are deeply concerning. The scourge of preying on young girls represents a profound betrayal of trust and a direct assault on the moral fabric of our societies, with devastating consequences that ripple through families, communities, and generations.

We are taking these allegations very seriously Honourable members, and we have placed all perpetrators on precautionary suspension. The Department has established a multi-disciplinary rapid response task team to be led by DDG IOM. Furthermore, cases have been reported to the police for justice to take its own course.

We are committed to getting to the bottom of these allegations and bring to book all the perpetrators. This will only be achieved through collaboration with parents, South African Police Service (SAPS), Department of Health (DoH) and Department of Social Development (DSD). Our belief is that, whilst these cases are still under investigation, learners should be given psychosocial support to cope with their studies. Teacher Unions, South African Council of Educators, School Governing Bodies will have to work together so that this behaviour is uprooted in our schools.  We’ll ensure that every school in the Eastern Cape is a safe space, free from abuse, fear, and exploitation.

In conclusion Honourable Members, the year under review has been a testament to resilience and progress. We celebrate the historic unqualified audit, improved learner performance, and expanded human resource capacity. We acknowledge the challenges that we are confronted with, namely, fiscal constraints, litigations, social ills, and safety concerns. We are making a commitment to resolve them decisively. These challenges require enhanced cooperation within the IGR structures, as we cannot tackle them effectively on our own.

Honourable members and the House at large, NSC examinations are commencing within the next 13 days, a clarion call is being made to all citizens of the province to support learners and ensure maximum safety in their revision centres. Together, we can guarantee stress-free and smooth running of examinations so that the set target for the province is achieved.

Let us continue to build an inclusive, just, and future-focused education system for the Eastern Cape.

Thank you.

Fundile  GADE

MEC FOR EDUCATION Eastern Cape