By Anika Stobart and Jordana Hunter

If you step into a newly built school these days, chances are you will see classrooms that look very different to the classrooms most of us spent our school years in as children.

On a recent visit to a new primary school in Melbourne, Grattan Institute’s education team entered a large room that contained two classes, separated not by a wall but a wide pillar that left room for teachers and students to move between the two “classroom” spaces.

In the first space, students were leaning forward at their desks, concentrating on their teacher. The room was very noisy. The teacher was only metres from her students, but her voice was all but drowned out by the second “classroom” on the other side.

This appears to be the trend in new classroom buildings around Australia.

For example, in 2017 the New South Wales government committed to building open-plan classrooms, each for up to 120 students, at more than 100 new schools. The Victorian government is building “new flexible learning communities”.

What does the research say about open-plan classrooms?

Arguments in favour of open-plan classrooms use phrases such as “21st century teaching” and “innovative design”. The idea is to have flexible classroom spaces that can cater for large groups of students, while also allowing students to break into smaller groups, directing their own learning while receiving support from a team of teachers working collaboratively.

But there is limited evidence open-plan classrooms help learning. In 2018 the University of Melbourne published a systematic review that only found 21 relevant studies since the 1960s that evaluated the impact of educational spaces on student learning outcomes. Of these, the studies showed open-plan environments had mixed effects on academic performance.

We do know too much noise is bad for learning. A 2015 Australian study compared speech perception in traditional and open-plan kindergarten classrooms and found noise coming from other classes in the open-plan setting made it more likely for students to misunderstand their teacher. The study found traditional classrooms were the only classroom type to be within or close to recommended noise levels.

Many open-plan learning spaces don’t align with internationally recognised evidence-based strategies for high-impact teaching.

For example, explicit teaching – where the teacher explains key concepts and procedures clearly and models how to solve problems to the whole class – is difficult to do well in a noisy environment. Imagine trying to teach division of fractions to your Year 5 class while the Year 4 class on the other side of the pillar practices their Mandarin oral language presentations.

Too much noise is bad for all students

Of course, traditional classrooms can also be noisy, but a 2013 United Kingdom survey of 2,500 high school students across six schools suggested students at schools with traditional classrooms were more positive about their school acoustics than students at schools with open-plan classrooms.

Too much noise is bad news for all students. But it is particularly worrying for students who have issues with hearing, auditory processing, and other additional learning needs, such as ADHD.

This is also inconsistent with state governments’ stated priorities of ensuring schools are inclusive spaces that cater for students with additional learning needs.

New classrooms should be built using evidence

State governments need to review the existing research – and seek more if needed – and ensure all new classrooms can support the learning of all students. This includes those with additional learning needs and those unlucky enough to be seated at the back of an open-plan classroom.

This is consistent with a 2022 NSW parliamentary inquiry into school infrastructure, which recommended school design should follow evidence, not fads.

Where necessary, state governments should also provide schools with funding to fix existing open-plan classrooms so teachers can reduce noisy distractions. Teachers should not have to build their own classroom walls “with whiteboards and shelving”.

Some state governments are spending significant funds building new schools and upgrading others in coming years. For example, the NSW government is spending A$8.6 billion on school infrastructure over the next four years. Queensland is spending A$2 billion on education infrastructure this year alone.

While investments in school infrastructure are of course welcome, the danger is many classrooms may be built in ways that undermine effective teaching. Classrooms designs should not create more work for teachers, just to make sure their students can hear them – and each other – speak.

Anika Stobart is a Senior Associate, Grattan Institute and Jordana Hunter is the School Education Program Director, Grattan Institute.

The Conversation

By Simon Nare

President Cyril Ramaphosa has welcomed efforts by the Basic Education Department to strengthen technical and vocational pathways to high school pupils.

Writing in his weekly newsletter, Ramaphosa acknowledged that the technical and vocational pathways were a solid path to employment and entrepreneurship.

The president said much needed to be done in improving the education system and for the past 30 years since the dawn of democracy, the government has been grappling with this matter.

He said one of the damaging effects of Bantu education during the apartheid regime was the deliberate neglect of black children and this was revealed in a study published in 1992 that found that only 6% of black children had access to early child development compared to one third of all white children.

“We have spent the last 30 years trying to correct this. This effort has now received greater impetus with the passage of the Basic Education Laws Amendment Act. This Act makes Grade R, the reception year before Grade 1, compulsory.

”Children who attend quality pre-primary programmes tend to have larger vocabularies, better number awareness, stronger perceptual skills, improved social skills and greater curiosity,” he said.

The president said quality early childhood development (ECD) promoted social equality and children from poor families benefited the most from access to ECD.

“As the learning journey progresses, quality ECD is also linked to better transitions into high school, lower repetition and dropout rates, and better academic performance overall,” he wrote.

The president said these were some of the issues that were discussed during the Basic Education Sector Lekgotla. which also touched on how best to realign the existing education curriculum to strengthen foundational learning.

Ramaphosa said it was widely recognised that investing in science, technology, engineering and mathematics education was key to economic growth, job creation, productivity and economic competitiveness.

“Such education prepares young people for a diverse range of occupations that are most needed by a growing economy,” he said.

He pointed out that last year, the Class of 2024 recorded an 87% pass rate, which was a welcome sign that efforts to transform the education system were bearing fruit.

However, he wrote that too many learners dropped out of school before writing matric and others struggled to get good marks, in part because they did not get the foundation they needed in early learning years.

INSIDE EDUCATION

By Johnathan Paoli

Gauteng education MEC Matome Chiloane has reaffirmed his commitment to implementing urgent measures to combat crime in schools across the province.

Speaking at the School Safety Imbizo in Sedibeng over the weekend, Chiloane welcomed the conclusion of a series of engagements held across Gauteng to tackle pressing school safety challenges. The meetings were attended by various education stakeholders, law enforcement agencies, community leaders, parents and learners.

“We do not have high-risk schools, we have schools that are at risk. And risk demands action,” he said.

The event was the last in a series of imbizos held in Tshwane, Ekurhuleni, Johannesburg and the West Rand.

The department pledged to compile a document of all concerns and suggested interventions from the community, integrating them into a broader strategy to enhance school safety across Sedibeng.

Chiloane emphasised that safety was not solely the responsibility of the police, but a collective effort that began at home.

He urged parents to actively engage in their children’s discipline, education and moral development, stating that a secure learning environment was built on strong families.

Chiloane assured attendees that the department would work closely with law enforcement agencies to increase police patrols in high-risk areas and introduce anti-drug programmes in schools.

In light of many schools struggling with electricity shortages, a situation exacerbated by unpaid municipal bills, Chiloane urged municipalities to refrain from cutting power supplies to schools, saying it had a detrimental impact on learning.

He confirmed that the department had made arrangements with all mayors and urged for greater understanding considering the importance of education.

The MEC stressed that a one-size-fits-all approach would not be effective, reiterating that meaningful change started at the grassroots level, with community members playing a pivotal role in creating safe learning environments.

Some concerns raised during the imbizo were the increasing presence of armed gangs and initiation school-related gangsterism, recurring burglaries, vandalism and theft, particularly of essential school resources.

Attendees were also unhappy about infrastructure challenges and power shortages due to cable theft. Reports of collapsing buildings and stolen fencing further underscored the vulnerability of schools to criminal activities.

Other concerns included the presence of dangerous weapons in schools, rising cases of bullying and cyberbullying and insufficient emergency preparedness measures.

Stakeholders also pointed out the dangers faced by learners outside school premises, such as frequent muggings, unhygienic water supply and poor sanitation facilities.

Department spokesperson Steve Mabona praised the event as an important platform for consolidating inputs on finding solutions to the challenges the province was grappling with.

“There is a commitment from the police to work with us, to make sure there is police visibility, which will assist. That is why we want them to work with us and make sure we are prioritised as a sector,” Mabona said.

INSIDE EDUCATION

By Thapelo Molefe

The Basic Education Department has called on stakeholders to work together to ensure that all South African learners have access to quality education.

Following the three-day 10th Basic Education Sector Lekgotla, which ended on Saturday, Deputy Minister Reginah Mhaule told government officials, educators, unions and industry leaders that the various discussions had helped lay the groundwork for long-lasting improvements in the education system.

“Together, we have embarked on a vital dialogue, interrogating the complex fabric of our basic education system. I believe that we have done the groundwork for transformative change that will undoubtedly transcend generations,” she stated.

The lekgotla provided a platform to address key challenges, review policy priorities and explore opportunities for collaboration.

Six commissions tackled crucial aspects of the education system.

They were foundational literacy and numeracy, early childhood development (ECD), care and support for teaching and learning, educational professional development for a changing world, education using ICT, and mother tongue-based bilingual education.

Participants engaged in detailed discussions to refine strategies and policies.

Recommendations emphasised workforce development, community engagement, inclusivity and the integration of digital solutions into teaching and learning.

A recurring theme throughout the lekgotla was the role of artificial intelligence in education, as well as equipping teachers with modern skills to navigate an evolving learning environment. 

The importance of ECD was also underscored, with a renewed commitment to multisectoral collaboration, evidence-based interventions and innovative teacher training approaches.

“The task ahead requires sustained effort, collaboration and innovation from all stakeholders involved. It is through our united efforts that we will ensure every learner in South Africa has access to quality education delivered by well-prepared, supported and motivated teachers,” the deputy minister emphasised.

Acknowledging the scale of the task ahead, she reaffirmed that education reform required patience, perseverance and collective efforts from all stakeholders.

“The task before us is huge, but together, there is no mountain we cannot climb or river we cannot cross. Let us carry forward the spirit of collaboration, innovation and unwavering commitment to our children’s future that has characterised this lekgotla,” Mhaule said in her closing address.

“The assignment of transforming the education system is not the sole mandate of DBE, but an-all stakeholder effort. Let us continue to work hand in hand to ensure that our education system is not just a mirror of our society but a beacon of hope, a catalyst for change and a bridge to a brighter, more inclusive future.”

As South Africa moves forward, the resolutions and commitments made at the 2025 Basic Education Sector Lekgotla will play a crucial role in shaping the future of learning, ensuring that education drives empowerment and national development.

INSIDE EDUCATION

By Thapelo Molefe

The rise of artificial intelligence (AI) in education is sparking both excitement and concern in South Africa, as experts debate whether it will improve learning or deepen inequalities. 

Speaking at the Basic Education Sector Lekgotla. Unesco’s Prof. Shafika Isaacs warned that while AI offered new opportunities, it must be implemented responsibly.

“AI is not a magic solution for education’s challenges. If we are not careful, it could reinforce inequalities rather than solve them,” Isaacs said.

The conference brought together policymakers, educators and researchers to explore AI’s role in teaching, student support and administration. 

While AI-driven tools are helping automate lesson planning, grading and even tutoring, Isaacs cautioned against an overreliance on technology.

“We must ensure that AI in education serves public interest, not just commercial priorities,” she added, highlighting concerns about AI bias, data privacy and ethical use.

One of the biggest challenges raised at the lekgotla was AI’s lack of support for African languages. 

Prof. Vusi Marivate from the University of Pretoria emphasised the urgent need to develop AI tools that recognised and processed local languages.

“If AI is only trained in English and dominant global languages, it will exclude millions of African learners,” Marivate warned.

He explained that most AI models were developed using Western data, leaving South African students at a disadvantage. Without investment in African language AI, he said the country risked creating an education system where only English-speaking students benefited from AI-driven learning.

Another major issue discussed was the growing gap between well-resourced and underprivileged schools. While some private institutions have begun experimenting with AI-powered classrooms, many public schools struggle with basic digital access.

“AI could either be a tool for empowerment or a driver of exclusion, depending on how we implement it,” said a panellist during one of the discussions.

Experts agreed that without government investment in digital infrastructure, AI adoption could widen educational inequalities instead of addressing them.

Despite AI’s ability to assist in the classroom, panellists were clear that it should not replace human educators. Some schools globally have experimented with AI-led teaching, raising concerns about the dehumanisation of education.

They said students needed mentorship, emotional support and ethical guidance, which AI could not provide.

As South Africa navigates AI’s role in education, experts called for stronger regulations, ethical oversight and AI literacy training for teachers and students.

“We must approach AI critically, ensuring it aligns with our values of inclusivity, fairness, and accessibility,” Isaacs said.

The lekgotla was clear that AI would play a role in the future of education, but how it was implemented would determine whether it helped or harmed South Africa’s learners.

INSIDE EDUCATION