INCA Education around the world
South Africa : Context, principles and reforms of education
Last updated:24-Jan-2012
1.2.1 Aims, objectives, values, principles
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
All policies, laws and programmes introduced by the Ministry of Education since 1994 have aimed at transforming the national system of education and training. The mission statement of the Department of Education declares that:
Our vision is of a South Africa in which all people have equal access to lifelong education and training opportunities, which will contribute towards improving their quality of life and building a peaceful, prosperous, and democratic society. 6
This statement points the way towards a system that is freed from discrimination and inequality. 6
The South African Constitution of 1996 requires that education be transformed and democratised in accordance with the values of human dignity, equality, human rights and freedom, non-racism, and guarantees that:
- Everyone has the right to a basic education, including adult basic education, and to further education which the State, through reasonable measures, must make progressively available and accessible.
- Everyone has the right to receive education in the official language or languages of their choice in public institutions where that education is reasonably practical.
- Everyone has the right to establish and maintain, at their own expense, independent educational institutions that do not discriminate on the basis of race; are registered with the State; and maintain standards that are not inferior to standards at comparable public educational institutions. 9 31
Values
It is intended that learners in South Africa will be imbued with the values of, and act in the interests of, a society that is based on respect for democracy, equality, human dignity and social justice. There is a 'Values Initiative' which focuses on all forms of discrimination in education within a broader framework of human rights. In 2011, the Department of Basic Education (DBE), with the support of the South African Interfaith Council, launched a Bill of Responsibilities. This Bill serves as a guide for active responsible citizenship aimed at learners and schools. It takes the entitlements set out in the Bill of Rights (part of the South African Constitution) and translates them into responsibilities (behaviours and actions) that students are expected to display. There are 12 responsibilities covering areas such as equality, human dignity, family or parental life, citizenship, work, and education.42
1.2.2 Special programmes
Promoting mathematics and science
Seven per cent of schools (around 500) in South Africa participate in the Dinaledi project. The project, which the National Mathematics Science and Technology Strategy is built around, aims to increase participation and performance, especially of girls and formerly disadvantaged learners, in mathematics and science. To achieve these aims, learners in Dinaledi schools are provided with a calculator and text book; teacher support in terms of content knowledge and extra tuition; additional learner resource material; mathematics and science equipment; and their teachers and managers receive extra support and training. 34 42 11
Safety and enrichment
The Department of Basic Education (DBE) is committed to ensuring learner participation in sport, arts, culture and musical activities. In 2009, a school policy was drafted to ensure that each school offers at least two sporting codes. The Department coordinates and strengthens the delivery of extramural/extracurricular school-enrichment programmes not only to promote mass participation in sport by young people, but also to enhance social transformation and cohesion. 42
Foundation for Learning
In response to the poor learning outcomes achieved by South African learners in national and international learner assessment tasks, the Minister of Education launched a three-year 'Foundation for Learning' strategy in March 2008. The strategy aims to ensure quality education in the first period that a child spends at school. It focuses on reception (Grade R) to grade 3 (age 5+) and is consolidated in the intermediate phases in grades 4 to 6. The strategy calls for a commitment by learners, parents and educators to the challenges of learning. It aims to lay a solid foundation in languages and mathematics, and the success of the programme is being judged against learner attainment in these areas via a national evaluation in 2011. 31
The strategy makes it compulsory for schools to include 20 minutes of reading, ten minutes of mental mathematics and 20 minutes of written mathematics each day. Learner achievement in these subjects is being assessed regularly with standardised assessment tasks provided by the Ministry. 31
Further information is available online.
National School Nutrition Programme
In 2004, the Primary School Feeding Programme was transferred to the Department of Education from the Department of Health. With the transfer came a change of name to the National Schools Nutrition Programme (NSNP). The NSNP aims to foster better quality education by:
- Enhancing children's active learning capacity
- Alleviating short-term hunger
- Providing an incentive for children to attend school regularly and punctually
- Addressing dietary deficiencies in children. 31
The scheme is targeted at schools in the poorest areas. Children fed by the NSNP are selected by grade, age or other criteria. Schools benefiting from the scheme are encouraged to supplement school meals with produce from the garden. 31
Promoting social cohesion
The Department of Education has been focusing on strengthening social cohesion and promoting racial integration in schools by organising events to commemorate significant days and producing informative materials. 31
Health in education
The Department of Education recognises the importance of promoting good health among learners and has undertaken a range of activities as part of its health promotion programme. A national framework on health and wellness has been developed and aims to improve the understanding of health-related issues among educators and learners. Peer education programmes have also been used to educate young people about HIV and AIDS prevention, care treatment and abstinence. Guidelines for the management and prevention of drug use/abuse by learners in public schools, further education colleges, and training institutions have also been launched and distributed to schools. 31
Drop-All-And-Read
In January 2007, the Minister of Education, launched Drop-All-And-Read, a national campaign created to promote the importance and value of reading in schools and beyond. The campaign, which is planned over five years, is being used to provide reception grade (Grade R) and Grade 1 learners (age 5+) with books during the first year in school. It also encourages schools to set aside time for learners, educators and school management to read. 31
Tirisano
In January 2000, the 'Tirisano' (working together) plan was launched. The priorities of Tirisano are to:
- Deal urgently and purposefully with HIV and AIDS by using the education and training system.
- Ensure the successful running of the provincial education system through successful co-operative government.
- Reduce illiteracy among adults and young people.
- Develop schools as centres of community life.
- End conditions of physical degradation in South African schools.
- Develop the professional abilities of the teaching workforce.
- Ensure the success of active learning through outcomes based education (OBE).
- Create a vibrant further education and training (FET) system to equip young people and adults to achieve social goals.
- Build a rational and seamless higher education (HE) system to embrace the intellectual and professional challenges facing South Africa in the 21st century. 11
Early childhood development
One of the Department of Education's strategic objectives is to extend quality, integrated early childhood development (ECD) services, including preschool and the reception school year (grade R), age 5+, to the most marginalised communities. ECD refers to a comprehensive approach to policies and programmes for children from birth to 9 years of age, with the active participation of their parents and caregivers. Its purpose is to protect a child's right to develop his or her full cognitive, emotional, social and physical potential.
The reception year (grade R), is being implemented through programmes at public primary schools, community based sites and through independent provision. The Education White Paper set a target of full coverage of grade R by 2010 with 85 per cent of provision located in public primary schools and 15 per cent through community sites.
The early childhood development strategic plan focuses on the delivery of appropriate, inclusive and integrated programmes, with a particular emphasis on the development of a national curriculum statement, practitioner development and career-pathing, health, nutrition, physical development, clean water and sanitation, and a special programme targeting 4-year-old children from poor families, with special needs or those infected with HIV/AIDS. 11 15
Improving access to free and quality basic education
School fees are set at an annual public meeting of school governing bodies (SGBs) where parents vote on the amount to be paid. Parents who cannot afford to pay or who can only afford a lesser amount are granted an exemption or reduction in fees. The Education Laws (Amendment) Act 2005 allowed for the introductin of no fee schools in 2007. By 2010, around 66 per cent of schools were no fee schools. The schools receive a government subsidy for each child on a sliding scale depending on the quintile they have been placed in. 42
E-education
There has been collaboration between the Departments of Education and of Communications to ensure a reduction of 50 per cent in Internet and telephone tariffs for schools. Additional targets set by the E-education White Paper were to:
- Build an education and training system to support ICT integration in teaching in schools.
- Build teachers' and managers' confidence in the use of ICT.
- Build a framework for competencies for teacher development in the integration of ICT in the curriculum.
- Establish an ICT presence in schools.
- Ensure that schools use education content of high quality.
- Ensure that schools are connected, have access to the Internet and communicate electronically.
- Ensure that communities use and support ICT. 11
