The quality of a nation’s education system cannot exceed the quality of its teachers. As important as their role in upliftment and societal transformation as teachers may be, South African teachers are hampered by overcrowded classrooms, inadequate resources, language barriers and the legacies of apartheid. One possible antidote to the dramatic loss of teachers in the sector – 32 000 from 2020 to 2025 – is deliberate and strategic teacher development.
In this context, the MRTEQ sets clear standards for initial teacher education and emphasises ongoing professional growth. Issued by South Africa’s Department of Higher Education in 2015, the Minimum Requirements for teacher Education Qualifications (MRTEQ) is the revised national policy on the minimum requirements for teacher education qualifications. It sets clear standards for initial teacher
The revised policy aligns qualifications for teacher education with the Higher Education Qualifications Sub-Framework 2013. It replaced the MRTEQ of 2011 in its entirety, which in turn replaced the Norms and Standards for Educators (2000).
Addressing the International Task Force on Teachers for Education 2030 – 14th Policy Dialogue Forum and Governance Meeting in 2024, then Deputy Minister of Higher Education Buti Manamela noted that the MRTEQ would undergo further review. Revisions would address new areas for professionalisation, including education for sustainable development, digitalisation and the elevation of African languages.
Investment in teacher development remains a valuable strategic intervention available to corporates, foundations and government. Teacher-focused programmes extend beyond individual learners, creating ripple effects that benefit whole communities and multiple generations. Access Trialogue’s teacher development resources for more information on why and how to invest in South Africa’s teachers.
