Education

There are a number of ways in which we ae addressing overcrowding in schools.
Post provisioning
The allocation of teacher posts is per the Post Provisioning Model as contained in the Personnel Administration Measures as issued by the Minister for Basic Education. The allocation and distribution are based on a weighted learner principle considering, amongst others, the Quintile system.
Posts are allocated as per the affordable number of educator posts per academic year. In addition, additional funding was secured for the 2025
academic year to address learner placements, new schools and classrooms and schools with increased learner enrolment above that calculated in their post provisioning establishment.
No-fee schools received a higher ratio of additional posts for growth.
Infrastructure
We have added 2 117 classrooms throughout the Western Cape in the last 5 years, which includes 21 new schools and 4 replacement schools. These schools and classrooms added additional capacity in terms of learner accommodation at Western Cape schools. The additional capacity has assisted to relieve overcrowding in townships and across the province.
Class sizes and curriculum management
As part of the school readiness planning, schools must identify possible overcrowding challenges for the following year via the School Improvement Monitoring Tool (SIM) on the Centralised Education Management Information System (CEMIS) at the start of November. In cases where possible challenges are highlighted, district support teams will assist these schools in a variety of ways, including but not limited to, applications for growth posts – if budget allows.
Within the first 10 days of the school year, schools report learner numbers, allowing the department to allocate resources – such as furniture and equipment — where needed most.
Circuit Managers, as part of their circuit improvement plans also prioritise schools with challenges, which include infrastructure, overcrowding and low enrolment subjects.
If there is a trend of low enrolment subjects in high schools, this leads to poor timetabling planning on the part of the school. This is because the school allows more splits than it can afford and that leads to uneconomical class subject groups. High schools with a high number of low enrolment subjects, are identified and consideration may be given to consider curtailing these curriculum offerings.
All Circuit Managers, District Directors and Heads of Management and Governance have been trained on timetabling best practices. They are to advise principals to ensure that the schools keep the splits to a minimum, do not create class sizes below the average class size of the school, and to avoid offering subjects that will not attract more than 30 learners in grades 10 and higher.
However, in cases where and the oversubscription is caused due to the low enrolment in gateway subjects like Mathematics and Physical Sciences, the school may apply for additional educators, depending on availability so that those subject options remain available.
(b) Larger classes can make it more difficult for teachers to provide individual attention, monitor progress closely, and adapt lessons to meet the needs of every learner. This, in turn, can influence the pace of learning and, if not managed, may impact academic outcomes.
That said, we have seen that overcrowding does not automatically result in poor learning or achievement. Many schools with large classes continue to deliver strong results because of dedicated teachers, innovative classroom strategies, and supportive school communities. What makes the difference is how effectively we use the resources we do have.
Practical steps that can lessen the impact of overcrowding include:
• Flexible grouping of learners for certain tasks, so that teaching can be targeted.
• Use of technology and peer learning, which can extend the teacher’s reach.
• Stronger classroom routines and management systems, which create order and maximise learning time.
• Ongoing teacher development, so that educators are equipped with strategies that work well even in large classes.
In short, while overcrowding does present barriers, it is not the sole determinant of learner outcomes. With the right support, tools, and mindset, we can continue to promote quality learning and ensure that every child does have
the opportunity to succeed.
The WCED remains committed to finding creative solutions, supporting schools, and addressing infrastructure needs so that quality learning can take place in all schools we serve.