Commissioned by the KZN Department of Education and undertaken by Performance Solutions Africa, the evaluation sought to determine the extent to which Grade R complies with the CAPS curriculum, how well Grade RR aligns with the National Curriculum Framework (NCF), the capacity and motivation of teachers, and the adequacy of departmental support, systems, and resources. The evaluation also examined the human and financial resources available within the Department, noting that it followed the national transfer of the ECD function from the Department of Social Development to the Department of Basic Education in 2022

 

The work undertaken comprised a mixed-methods study involving an extensive provincial survey and structured interviews. A total of 661 schools participated, with 1 029 respondents including principals, Foundation Phase heads, and Grade R teachers. The data covered curriculum implementation, teaching practice, infrastructure, support systems, and resource adequacy. Findings showed that CAPS is broadly implemented in Grade R but with uneven practice in literacy, mathematics, and play-based activities. Grade RR centres displayed some compliance with the NCF but inconsistent translation of policy into teaching practice.

 

Recommendations, while confidential in detail, centred on strengthening curriculum coverage and assessment systems for Grade R, standardising informal assessment tasks, improving literacy and numeracy support, clarifying pedagogical approaches and differentiated instruction. For Grade RR, the report highlighted the urgent need for greater stability and proposed expanded collaboration with NGOs and the private sector to improve registration, resourcing, and practitioner training. Broader systemic issues—such as subsidy delays, resource shortages, and digital transformation—were identified as priorities for future departmental attention.