Professor Pitika Ntuli has urged the South African government to formally introduce heritage studies into the school curriculum, emphasising the inclusion of older community members in teaching this subject. Ntuli made these remarks in a statement published by eNCA on 24 September 2026.
He highlighted the need for heritage education to extend beyond conventional methods, saying, “I would advise the government that the issue of heritage studies to be introduced in schools and introduced in a manner that it is going to be taught not only by the regular teachers, but the curriculum should include the older members of the communities who would be invited to carry this forward.” He criticised the current system as not reflective of South Africa’s unique cultural identity, adding, “We don’t have our own education system. We are a photocopy of the Oxbridge thing.”
South Africa’s Curriculum and Assessment Policy Statement (CAPS) defines heritage as the “cultural, historical, and natural legacy that is passed down from previous generations and chosen to be preserved for future generations”, also recognising its educational value. CAPS encourages teachers to incorporate local examples when developing classroom activities, including projects and field trips, to strengthen learners’ connection to their communities and history.
The Department of Basic Education’s history curriculum adopts an African-centred approach, aiming to deepen learners’ understanding and appreciation of the continent and its global relationship. Since 2010, CAPS has included heritage-related content, such as heritage investigations in Grade 10, reflecting ongoing efforts to embed heritage into education.
Academic research supports Ntuli’s call. A 2023 paper published in the International Journal of Science and Research argued that heritage studies in secondary schools could enhance students’ historical understanding, intellectual growth, social cohesion, and tolerance. Another article reviewing heritage in South African schools noted heritage’s introduction as a topic in earlier curriculum frameworks, with later CAPS documents including structured heritage investigations.
Ntuli’s call fits within this broader educational context and ongoing debates on reforming history teaching to better reflect African identity and promote social unity. However, there is no official confirmation yet that the government has adopted his proposal or plans immediate implementation.
As South African schools continue to evaluate their curricula, the integration of heritage studies taught by community elders could offer a more rooted and inclusive education, fostering pride and deeper awareness among learners about their history and culture.
CapeFlats.co.za will monitor developments on this story and report on any formal policy changes or pilot programmes once confirmed by the Department of Basic Education.