Over 27 thousand teaching vacancies remain unfilled in South Africa amid high unemployment

Trade unions warn of increased workload in schools due to the existence of over 27,000 teaching vacancies in the South African public education system, emphasizing the urgent need for effective recruitment and support for educators.

According to data provided by the Minister of Basic Education, Siphiwe Gwarube, in a written response to parliament, there were 27,092 unfilled teaching positions in the South African public education system as of June 30, 2026. Trade unions note that these vacant posts create additional pressure on students, teachers, and the educational institutions themselves.

The highest number of vacancies was recorded in the Eastern Cape province with 5,730 positions, followed by KwaZulu-Natal (4,700) and Gauteng (3,994). The Western Cape registered 3,562 vacancies, Limpopo reported 3,097, North West Cape had 2,346, Mpumalanga recorded 1,866, North Cape listed 1,521, and the Free State had 276. Of the total vacancies as of June 30, 2026, 2,654 were considered to be in a 'frozen' status.

The Department clarified that the status does not necessarily mean the positions were intentionally frozen due to budget constraints. According to the official response, the national rate of teacher vacancies stood at 7%.

These figures come against a backdrop of a high student-to-teacher ratio. In the latest Basic Education Department report, 'School Realities 2025,' published in February 2026, the national ratio reached 34 students per public teacher in ordinary public schools. The highest ratios were recorded in Limpopo and the Western Cape, both at 35.7:1, while Mpumalanga showed 35.6:1. The Eastern Cape has a ratio of 34.2:1, KwaZulu-Natal 33.4:1, North West Cape 33.0:1, Free State 32.9:1, Gauteng 32.7:1, and North Cape 31.8:1.

The DBE stated that the 2025 data is based on provincial data uploaded by July 2025 and is preliminary. President of the National Teachers Union (Natu), Sibisiso Malinga, noted that official averages do not always reflect the real situation in individual schools. He stated that the student-to-learner ratio is 'practically impossible' because teachers continue to teach classes of more than 70 students each.

Unions point to particular difficulties in KwaZulu-Natal, which has the second-highest number of vacancies in the country. Tyrone Mudli, CEO of the National Association of Professional Teachers of South Africa (Naptosa) in KwaZulu-Natal, explained that schools struggle to find temporary substitutes when teachers are on long sick or maternity leave. She added that schools are forced to overload existing staff to cover gaps.

Mudli also expressed concern about first-time hiring, noting a lack of transparency and fairness in the process, which disappoints qualified unemployed educators. Nomarashiya Khuluza, Provincial Secretary of the South African Democratic Teachers Union (Sadtu) in KwaZulu-Natal, reported that over 3,000 vacancies in the province relate to management positions, including school principals, deputy principals, and department heads. She emphasized that this has serious consequences as schools lack properly appointed leaders and administrators. Khuluza also criticized the department's focus on filling posts in secondary schools and so-called critical subjects, mentioning that some vacancies affect primary schools. She insisted that temporary staff is not a solution, and people must be permanently appointed to have authority.

Malinga explained that vacancies are partly linked to staff attrition, including resignations, retirements, and deaths, as well as poor working conditions. He specifically highlighted rural schools, which suffer the most, and called for incentives to attract teachers, especially in shortage subjects such as mathematics and physics. He warned that without compensation for those who teach these subjects in deep rural areas, rural schools will face shortages of math, physics, and other deficit disciplines.

Unions agreed that leaving positions vacant creates additional strain on schools, and temporary or substitute arrangements cannot replace permanent filling of these posts. The Basic Education Department acknowledged that the student-to-teacher ratio in South Africa exceeds global standards and stated that reducing this ratio, especially in junior grades, remains a priority. The Department also clarified that vacancy data constantly changes depending on whether positions become vacant, are filled, appointments are converted, and provinces are updated. It added that responsibility for creating, funding, and filling positions lies with the provincial departments of education.

Even though the load shedding system has concluded, nearly 400 public schools in South Africa have experienced prolonged or complete power outages over the past two years. The Minister of Basic Education, Siswive Govu, reported in Parliament that 397 educational institutions were affected between April 2024 and March 2026.

Although South Africa has made progress in improving electricity accessibility, hundreds of public schools have faced extended or total power interruptions in the last two years, highlighting persistent challenges within the national power supply system.

According to data presented by the Minister of Basic Education, Siswive Govu, the total number of affected public schools was 397 between April 1, 2024, and March 31, 2026. Stated causes for these disruptions include infrastructure damage, transformer failures, vandalism, power supply interruptions, and billing disputes.

These figures were disclosed in a written parliamentary response by EFF Member of Parliament Lathiti Arries, who requested information from Govu regarding the number of schools affected by prolonged or complete outages, as well as the measures taken to ensure reliable energy supply.

Arries noted that over the past two years, several schools across the country operated without electricity for extended periods, with some having no power whatsoever for long stretches.

Govu clarified that the data is based on information provided by provincial education departments, which reported that 397 public schools experienced prolonged or complete power supply interruptions during the reporting period.

Provincial Breakdown

The highest number of affected schools was recorded in the Eastern Cape, which accounted for 324 out of the 397 affected institutions, meaning more than eight out of every ten registered cases nationwide were in this province.

Gauteng recorded 19 affected schools, followed by Free State and Mpumalanga, each with 13 affected schools, as well as KwaZulu-Natal with 12 schools. Limpopo, North Cape, and West Cape reported five affected schools each, while North West reported one.

Govu cautioned that this statistic should not be interpreted as the total number of schools left without electricity. She explained: 'This figure refers to specific schools reported by Provincial Education Departments as affected during the reporting period, not individual outage incidents.' She added that the nature and duration of the interruptions varied across different schools and provinces, and some Provincial Education Departments indicated that the outages were intermittent.

Outages Linked to Infrastructure Failures and Supply Challenges

This data comes amid government statements claiming that South Africa has succeeded in stabilizing electricity supply after many years of planned blackouts, with the focus shifting to strengthening the reliability of the entire power supply system.

During his 2026 State of the Nation Address, President Cyril Ramaphosa stated that the government had 'ended load shedding' and that the country had built a more resilient energy system. Ramaphosa emphasized: 'Having left load shedding behind, we must transform our energy system to ensure long-term energy security.'

However, the government acknowledged that improvements in power generation do not automatically solve problems arising in local distribution networks. Energy Minister Kgosiyenso Ramokgopa previously pointed to difficulties affecting distribution systems, including pressure on infrastructure, vandalism, and illegal connections, asserting that some interruptions are related to network issues rather than a lack of generating capacity.

He stated: 'It is not a generation problem. It is a localized network protection measure.' Govu's parliamentary response reflects similar issues at the school level: provincial education departments report that power interruptions were caused by electrical infrastructure failures, transformer damage, power supply interruptions, vandalism, theft, billing disputes, and schools using shared transformers with neighboring communities.

The Minister also noted that not all recorded cases are due to the absence of electrical infrastructure in schools. Govu explained: 'Not all recorded cases arise from the absence of electrical infrastructure in the school. In many cases, the school had an established connection to the grid but experienced interruptions caused by failures or disputes in the external power supply system.'

According to regulations concerning minimum uniform standards for public school infrastructure, every public school must have adequate power supply compliant with applicable laws and sufficient for the school's needs. Acceptable supply types include grid electricity, generators, solar, and wind energy.

Provincial education departments reported several response measures, including installing solar panels where possible, providing temporary generators until permanent solutions are developed. They also engaged with municipalities, Eskom, and other power suppliers to restore supply, repair damaged infrastructure, and ensure dedicated transformers in schools affected by shared infrastructure use.

Reliable electricity is critical for learning in schools, operating computer labs, internet connectivity, administrative systems, safety infrastructure, and other daily operations. Govu stressed that provincial education departments remain responsible for planning, implementing, and maintaining school infrastructure, while the Department of Basic Education sets national norms and standards and monitors their compliance.