Higher Education and Training Deputy Minister Nomusa Dube-Ncube, says the conclusion of the Teacher Education for Inclusive Teaching (TEfIT) project must mark the beginning of a new chapter in efforts to embed inclusive teaching across South Africa’s teacher education system.
Archive image: Higher Education and Training Deputy Minister Dr Nomusa Dube-Ncube |
@SAgovnewsDelivering the keynote address at the TEfIT Close-Out Conference in Boksburg on Wednesday, Dube-Ncube acknowledged the significant contribution of the project to strengthening teacher education for inclusion.
She, however, emphasised that its gains must now be translated into sustained policy, curriculum and professional practice.
The conference, taking place from 9 - 10 September 2026, brings together stakeholders to reflect on the achievements of the project and consider how its lessons can inform the future of teacher education and inclusive education.
Dube-Ncube expressed appreciation to the European Union for its support and investment in the initiative, as well as the Universities of Johannesburg, Pretoria and Witwatersrand, which served as project sites and key implementing partners.
“Through this partnership, valuable knowledge, resources and innovations have been generated to strengthen inclusive teacher education and improve educational opportunities for all learners,” the Deputy Minister said.
She reiterated South Africa’s constitutional commitment to dignity, equality and quality education, which requires an education system that enables every learner, regardless of disability, language, socio-economic background, geographic location or learning needs, to participate and succeed.
The project also supported the development of Knowledge and Practice Standards for Inclusive Teaching, establishing a common understanding of the competencies required by teachers working in diverse classrooms.
Its research contribution includes 23 accredited journal articles, two scholarly book chapters, specialised textbooks and learning resources, as well as research platforms promoting innovation and collaboration.
The project further supported 19 PhD and 38 Master’s graduates, strengthening the country’s pool of researchers and academics in inclusive education.
Dube-Ncube noted Dr Guy McIlroy, a TEfIT-supported PhD graduate who became only the second Deaf academic to complete the programme and now serves as a full-time academic staff member.
Reforms<>
She said the lessons from TEfIT are particularly important as South Africa undertakes several policy and education reforms.
These include the review of the Policy on the Minimum Requirements for Teacher Education Qualifications, the review of Education White Paper 6, discussions on teacher development beyond the Integrated Strategic Planning Framework for Teacher Education and Development, and implementation of the revised Higher Education Qualifications Sub-Framework, all present opportunities to embed inclusion more firmly in teacher education.
Dube-Ncube stressed that inclusion must be treated not as an additional responsibility for specialist teachers, but as a core professional responsibility for every teacher.
“The achievements of TEfIT are important not only for what has been accomplished, but also for what they teach us: sustainable inclusion requires systemic investment, institutional commitment and collaborative action,” Dube-Ncube said.
She also urged stakeholders to institutionalise the project’s gains, strengthen collaboration across the teacher development continuum, and ensure that evidence and research continue to inform policy and practice.
