Question NW872 to the Minister of Basic Education

Reply:

The Department of Basic Education (DBE) acknowledges the importance of agricultural education in fostering food security, economic empowerment and environmental sustainability. Currently, Agricultural Sciences is not offered as a standalone subject in the Foundation, Intermediate or Senior Phases. However, elements of agricultural education are embedded within various subjects throughout the General Education and Training (GET) curriculum.

At the Foundation Phase (Grades R–3), learners engage with fundamental agricultural concepts through Life Skills, where they explore topics such as plant and animal life, basic farming principles and the significance of plants and domestic animals in human life. This includes introductory content on dairy, meat and wool farming, as well as practical exposure to planting crops and nurturing plants and animals.

In the Intermediate and Senior Phases, agricultural principles are covered within the Natural Sciences subject under the Life and Living knowledge area. Here, learners study plant and animal ecosystems, basic farming skills, and sustainable agricultural practices. As part of their practical learning, learners are also exposed to animal handling structures.

In 2017, the Three Stream Model was developed to provide learners with multiple education and training pathways that span education institutions in the basic education sector and the higher education and training sector. The Three Stream Model is currently the subject of a review between the DBE and the Department of Higher Education and Training to ensure greater cohesion and remove duplication in how each Department gives effect to the Model. The DBE is currently focused on implementing the technical aspects of the Three Stream Model in schools of skills.

As part of work done on the Three Stream Model, Agricultural Studies was developed as a subject for Grades 8 and 9, ensuring that learners in these grades at schools of skills gain foundational agricultural knowledge before entering the Further Education and Training (FET) phase.

The Agricultural Studies Curriculum and Assessment Policy Statements (CAPS) for Grades 8 and 9 have been developed and finalised, with full-scale implementation in schools of skills planned for 2026. In 2022, Umalusi officially approved the Agricultural Studies CAPS for these grades.

This curriculum is designed to promote foundational and technical agricultural skills, serving as a preparatory subject for FET phase agricultural subjects (such as Agricultural Sciences, Agricultural Management Practices and Agricultural Technology in Grades 10–12). Through Agricultural Studies, learners will develop practical competencies that enable them to cultivate land, manage agricultural production and generate income using their acquired knowledge.

To facilitate the effective implementation of Agricultural Studies in Grades 8 and 9 at schools of skills:

• Learning and Teaching Support Materials (LTSM) have been developed to provide structured learning resources;
• Textbooks for Grades 8 and 9 Agricultural Studies have been produced to support Provincial Education Departments (PEDs) in the current pilot programme;
• Learners participating in the pilot programme engage in continuous practical tasks involving various plant and animal production enterprises;
• A residential workshop is planned for March 2025, where subject specialists will refine the curriculum and LTSM based on feedback from the pilot schools; and
• The DBE is also working on strengthening Agricultural Studies Years 1 to 4 for Schools of Skills, ensuring that learners who follow a technical pathway have access to a structured agricultural curriculum.

The DBE remains committed to expanding agricultural education as part of its broader strategy to provide learners with the necessary skills and knowledge to contribute meaningfully to the agricultural sector and the South African economy.

However, while agricultural education is an important component of the curriculum, the main focus and priority must remain on ensuring quality education at the foundational level, particularly in the areas of numeracy and literacy. Strengthening early literacy and numeracy skills is essential to building a solid foundation for all future learning, including technical and vocational education. The DBE continues to prioritise these fundamental skills as part of its long-term strategy to improve learning outcomes across all phases of education.