The 2025 Basic Education Sector Lekgotla, held from 27 February to 1 March under the theme “Strengthening Foundations for Learning for a Resilient Future‑Fit Education System,” showcased South Africa’s growing commitment to transforming education to meet the demands of a rapidly changing world.
Among the standout contributions was a compelling presentation by Dr Presha Ramsarup, Director of the Centre for Researching Education and Labour (REAL) at Wits University, who emphasized Education for Sustainable Development (ESD) as a Transformative Focus for Education: Curriculum and Pedagogy
Dr Ramsarup highlighted the stark realities facing South African learners: the sharp rise in climate‑related disruptions, including 11,337 students affected by flood‑related school closures in 2024, compounded by the ongoing water and sanitation crisis in schools. These challenges, she argued, demand a curriculum that equips learners with not only knowledge but also competencies and values that foster resilience, environmental care, and systemic thinking.
Her presentation underscored that ESD is already embedded in the CAPS curriculum, but coherence and progression across phases must be strengthened to ensure meaningful learning. She outlined key thematic areas—climate action, water security, biodiversity, circular economies, sustainable food systems, and just energy transitions—that should function as cross‑cutting pillars throughout the schooling system.
This message aligned strongly with broader discussions at the Lekgotla, where policymakers, researchers, and educators focused on improving foundational learning, enhancing teacher development, and preparing learners for a technology‑driven and climate‑unstable future. President Cyril Ramaphosa’s keynote address reinforced these priorities, calling for a resilient, inclusive education system that addresses inequality, invests in digital learning, and supports teachers as agents of transformation.
Dr Ramsarup’s call for a transformative ESD approach—one that integrates cognitive, social‑emotional, and action‑oriented learning—resonated deeply within the Lekgotla’s broader agenda. Her emphasis on building relational, systemic, and contextual understanding from the ECD, Foundation Phase through to FET provided a vision for how South Africa can nurture capable, ethical citizens committed to sustainability and social justice.
Central to Dr Ramsarup’s message was the recognition that curriculum reform alone is not enough—teacher professional development is the linchpin that will determine whether ESD is effectively integrated into everyday teaching and learning.
By connecting the Lekgotla’s call for improved foundational learning, enhanced teacher development and a more resilient education system with the long‑standing work of Fundisa for Change, Dr Ramsarup made clear that South Africa already has strong platforms on which to build. As government aligns its education priorities with the national G20 agenda and the broader developmental goals of the country, programmes like Fundisa for Change offer the practical, scalable support needed to translate ESD policy commitments into real change at classroom level.