The Western Cape’s #BackOnTrack programme is helping teachers and learners catch up after lost school time. Teachers get special training and earn important professional points, while students attend extra weekend classes to boost their skills. At schools like Rosmead Central, teachers feel renewed and learners grow more confident, sharing small wins every day. This community effort, full of energy and hope, shows how working together can bring education back stronger than before.
What is the Western Cape’s #BackOnTrack programme?
The #BackOnTrack programme in the Western Cape is an accredited teacher training and learner support initiative targeting Grades 4 and 7. It enhances teaching skills, offers 40 SACE professional development points, and provides weekend academic classes to help learners recover lost learning and improve outcomes.
A Morning of Renewal at Rosmead Central
On a brisk August morning in 2025, the energy at Rosmead Central Primary in Claremont felt different. Minister David Maynier stepped onto the school grounds, greeted by the lively anticipation that always signals something significant is underway. Rosmead, shaded by leafy trees and familiar to generations of learners, served as the launch pad for the Western Cape’s bold #BackOnTrack teacher training initiative.
Minister Maynier approached the school not as a distant policymaker, but as someone deeply invested in the province’s educational journey. He moved from classroom to classroom, immersing himself in the Grade 4 and Grade 7 training sessions that formed the heart of the programme. These rooms buzzed with intent; teachers, far from passive attendees, actively shaped discussions, sharing practical insights drawn from daily classroom experience.
The Western Cape Government used the occasion to announce a landmark achievement: the teacher training for Grades 4 and 7 had earned formal accreditation from the South African Council of Educators (SACE). This milestone recognized not only the depth and rigor of the programme but also its essential role in equipping teachers for a rapidly evolving educational landscape.
A New Era of Professional Growth
Achieving SACE accreditation transformed the #BackOnTrack training from an internal initiative into a nationally recognized standard. Teachers who completed the course qualified for forty SACE continuing professional development points, a vital asset for their career progression and ongoing mastery. The appetite for growth proved unmistakable – already, 1,355 educators from across the Western Cape had registered, signaling a deep collective commitment to professional renewal.
These training sessions, held in concentrated bursts every ten days and often on weekends, created rare spaces for educators to pause, reflect, and refresh their craft. Many teachers described these gatherings as opportunities for both professional and personal rejuvenation, even as they required significant time and dedication outside regular school hours. The willingness to invest in this process marked a profound shift in the culture of teaching: educators reclaimed time for learning, underscoring their belief in the power of continual improvement.
Programme architects designed #BackOnTrack with a clear philosophy: practical, iterative learning takes precedence over static theory. Drawing inspiration from giants like John Dewey, the curriculum prioritized real-world scenarios and collaborative problem-solving. Teachers became active co-creators, steering sessions with their experiences and questions. This approach fostered a culture of professional agency, where each participant contributed to and benefited from the collective wisdom of their peers.
Transforming Classrooms and Communities
Minister Maynier’s visit gave him the chance to gather firsthand accounts from teachers whose practice had undergone tangible transformation. One Grade 4 teacher recounted the excitement she felt when her students responded with new enthusiasm to recently adopted strategies. Another, teaching Grade 7, said that working side by side with colleagues dissolved isolation, building a support network that extended well beyond the classroom. These stories testified to the programme’s ability not only to improve instruction but also to strengthen the social fabric of teaching.
The commitment to renewal extended beyond educators. That same weekend, the Western Cape Education Department launched extra academic classes for Grade 4 and 7 learners throughout the province. With an ambitious target of 15,450 learners – drawn mainly from areas facing the greatest challenges – the department signaled its determination to address learning gaps left by recent disruptions. The initiative recalled historic moments of educational reform, where entire communities mobilized to create new opportunities for the next generation.
A network of 223 primary schools hosted these weekend classes, led by carefully selected tutors who combined strong subject knowledge with a nurturing spirit. This deliberate approach ensured that students received not just remedial assistance, but genuine encouragement to explore and grow. The shift from crisis-driven catch-up to sustained enrichment marked a significant evolution in how the province viewed educational recovery.
Throughout the province, learners began sharing stories of small victories. At an isiXhosa-medium school, a young boy described the triumph of finally mastering a tricky maths concept. In an Afrikaans-medium classroom, a group of girls stayed after lessons to debate the nuances of a favorite story. These moments, individually modest but collectively powerful, showed learning being reclaimed – lesson by lesson, afternoon by afternoon.
Lasting Impact and a Model for the Future
Minister Maynier recognized the extraordinary dedication required from teachers and learners, many of whom willingly gave up weekends for the chance to move forward. He emphasized that the success of #BackOnTrack rested as much on their resolve as on any policy or plan. His remarks echoed the ideas of educational thinkers like Paulo Freire, who believed that meaningful change emerges from shared effort and authentic dialogue.
The Western Cape Department of Education viewed SACE accreditation as more than just a badge of honor. Officials believed that raising the professional status of teachers would spark a ripple effect, with improved teaching practices translating into better learner outcomes. This optimism was supported by a Stellenbosch University evaluation, which offered compelling evidence: students participating in the programme had regained as much as 205 days of learning – a remarkable feat in the context of recent global and local disruptions.
Researchers found that the greatest improvements occurred in schools where Afrikaans and isiXhosa served as the main languages of instruction. This result underscored the vital role of mother-tongue teaching in unlocking comprehension and confidence. The #BackOnTrack initiative, while technical on the surface, also became a subtle champion of linguistic diversity in South Africa’s classrooms, supporting the principle that children learn best in the language of their home.
The programme’s structure – balancing teacher development with direct learner support – drew on international best practices. By scheduling sessions on weekends and non-teaching days, planners minimized disruption to regular classes while maximizing the reach of enrichment efforts. This efficient use of time mirrored Scandinavian reforms, where respect for teachers’ work-life balance guided innovation and implementation.
Bridging Policy and Practice
At schools like Rosmead Central Primary, the real effects of the programme unfolded in daily routines and relationships. Teachers, invigorated by fresh ideas and a supportive network, stepped confidently into the role of facilitators and guides. Learners, encouraged by the extra attention, began to see new possibilities for their futures. Once quiet after hours, school corridors now echoed with lively conversations – children debating, experimenting, and exploring together.
Minister Maynier’s presence reinforced a crucial lesson: true educational transformation grows from the ground up, cultivated through the combined efforts of teachers, learners, and communities. The #BackOnTrack initiative, with its blend of structure and flexibility, embodied the best traditions of educational reform – responsive, participatory, and deeply rooted in the lived realities of schools.
The broader educational community, both in South Africa and beyond, watched the Western Cape’s approach with keen interest. The integration of accredited teacher training, targeted learner support, and rigorous research partnerships set a new benchmark for responsive, evidence-based improvement. International observers, reflecting on the massive learning losses caused by the COVID-19 pandemic, found inspiration in this balanced, community-driven model.
The movement even attracted local artists, who visited classrooms to capture the renewed spirit of learning through sketches and paintings. Their works, displayed in public venues, illustrated the emotional journey of recovery – hope intertwined with fatigue, resilience shining through uncertainty. They reminded everyone that education is not merely a set of outcomes, but a living process shaped by human connection.
Ultimately, the #BackOnTrack programme stands as a testament to what can be achieved when policy, practice, and creativity converge. Teachers, learners, tutors, officials, and artists together forged a powerful coalition, united by the belief that education can not only restore what has been lost, but also lay the foundation for something even greater. The Western Cape’s experience offers a valuable blueprint for any community seeking to reimagine learning in the face of adversity, blending tradition and innovation to unlock brighter futures.
What is the Western Cape’s #BackOnTrack programme?
The #BackOnTrack programme is a comprehensive educational initiative in the Western Cape designed to help Grades 4 and 7 teachers and learners recover lost school time and improve learning outcomes. It provides accredited teacher training that awards 40 SACE professional development points and offers extra weekend academic classes for learners to boost their skills in core subjects. The programme aims to rekindle enthusiasm for learning and teaching through community-driven efforts.
Who can participate in the #BackOnTrack teacher training, and what are its benefits?
Grades 4 and 7 educators across the Western Cape are eligible to participate in the #BackOnTrack teacher training. The training is formally accredited by the South African Council of Educators (SACE), allowing teachers to earn 40 professional development points that contribute to their career advancement. Beyond points, teachers benefit from practical, collaborative learning sessions that promote reflection, professional renewal, and improved classroom strategies.
How does the #BackOnTrack programme support learners?
Learners in Grades 4 and 7 attend extra academic classes on weekends, hosted at 223 primary schools across the province. These sessions target approximately 15,450 learners, especially those from communities hardest hit by recent disruptions. Led by trained tutors, the classes aim not just to remediate gaps but also to nurture curiosity, confidence, and a love for learning. This direct support helps students regain lost ground and celebrate small but vital educational victories.
What makes the #BackOnTrack training unique compared to other teacher development programmes?
The #BackOnTrack training emphasizes practical, iterative learning rooted in real-world classroom scenarios and collaborative problem-solving. Inspired by educational theorists like John Dewey, it encourages teachers to be active co-creators of knowledge rather than passive recipients. Sessions are held in focused bursts, often on weekends, providing space for deep reflection and peer support without disrupting regular school hours. This approach fosters professional agency and sustained growth.
What evidence is there that #BackOnTrack is effective?
A study conducted by Stellenbosch University showed that learners participating in the programme regained up to 205 days of learning, a significant recovery given recent educational disruptions such as the COVID-19 pandemic. The most substantial improvements were observed in schools where Afrikaans and isiXhosa are the primary languages of instruction, highlighting the importance of mother-tongue teaching in enhancing comprehension and confidence.
How does #BackOnTrack reflect broader educational goals and community involvement?
The programme is a model of how policy, practice, and community engagement can unite to transform education. It balances teacher professional development with learner support, respects educators’ work-life balance by scheduling sessions outside regular hours, and embraces linguistic diversity. Moreover, it has inspired local artists to document the emotional journey of recovery, symbolizing education as a living, human-centered process. This holistic approach serves as an inspiring blueprint for educational renewal locally and internationally.
