Humbulani Nancy Mutshaeni

Improving Participation in Quality Education in South Africa: Who are the Stakeholders?

Abstract Education is of importance in improving the living conditions of citizens all over the world. It is the only tool for individuals and states’ sustainable development. Educated nations contribute towards development of their states. Therefore, it is necessary for the states to offer quality education to its citizenry. The question which arises mostly is who should get involved in education. Community leaders and members, educators, parents and other stakeholders blame governments when education is of poor quality. It is, therefore, government which is ridiculed when education systems collapse. Quality education is the key towards individuals and state development, therefore everyone should be part of or involved in the provision of quality education. This conceptual paper, through involvement of different stakeholders in Singapore and the United States (US), would like to add a voice for South Africa and point out who are these stakeholders, and their roles and functions in the provision of quality education. The present paper also outlines the way in which all stakeholders are involved in the provision of quality education in Singapore and US and lessons for South Africa learn from these two countries.

Teacher Education: The South African Context

Abstract Teacher education in South Africa is a matter of concern. It is a concern because students who chooseteaching as a career are few. The profession is surviving because of students who pass Grade 12 and find out thatthey are not qualifying to pursue their first prioritized, desired or chosen career in the university and hence turn toteaching as an alternative career. It becomes important to keep these teachers in the profession. It should alwaysbe remembered that teaching is a noble profession. It needs a professional individual who is dedicated to his workand who will practice roles of a teacher as per the norms and standards for educators. Teaching needs a professionalindividual who will be a role model to his learners. Students who choose teaching as a second choice and even thosewho choose teaching as their first priority career path need to undergo three components of teacher education inorder for them to remain in the teaching profession for their entire career. In this conceptual paper researcherswould like to emphasize the importance of incorporating three components of teacher education for the careerspan of teachers. The three components, which will lead the discussion, are initial teacher training, induction, andteacher development or continuing professional development.

Diversity in Africa: A Cause for Disunity?

Abstract Forefathers of the African continent preached for unity in Africa for years before 19th century. In the 21st century, some African leaders still preach the unity of Africa. It is the wish of Africans to become one nation, but there are many obstacles to deal with along the way in order to become and realize that one nation, a United States of Africa. Obstacles which cause disunity need Africans themselves to remove them along the way to unity. Currently, Africa has 54 sovereign states with diversity amongst them and their people or citizenry. The identified diversities are ethnicity, culture, race, ethnicity, language, socio-economic or class and religion. This conceptual paper investigates areas of diversity among Africans, and how can Africans minimize diversity in order to forge unity.

Education as an Essential Service: Does South Africa have Sufficient Support Services to Turn Education into an Essential Service?

Abstract The ruling party in South Africa, the African National Congress (ANC)’s sub-committee, after its first meeting in the Mangaung Conference (in 2012) and the ANC Lekgotla resolved that education should become an essential service. There is an outcry from different stakeholders that education cannot become an essential service. Some stakeholders indicate that education is not like any other special service and cannot be given essential service status. The idea of making education an essential service was derived from the Mangaung Conference Resolution, which states that there is general agreement that education has to be protected from disruptions. Disruption of schooling through industrial action and service delivery protests negatively impacts the stability of schools and the quality of education. In this conceptual paper, researchers are arguing that education cannot become an essential service as per the Labor Relations Act, and there are still schools, which are under-resourced throughout the country. The schools are physically, financially and humanly under-resourced. Schools and teachers still need basic support services and competitive salaries.

Constitutional Obligation: Funding Basic Education for Quality Education in South Africa (Constitutional Obligation)

Abstract The Constitution of the Republic of South Africa of 1996 is the supreme law of the country. No any other law is above the Constitution and Education and Ordinary Parliamentary Legislation were promulgated within the confines of the Constitution. Therefore, whoever contravenes the Constitution of the Republic of South Africa and other legislations is liable for punishment. The Minister of (Basic) Education has prerogative power of formulating policy on funding education in the Republic of South Africa according to law. The Constitution of the Republic of South Africa gives direction on how education should be offered, and supplementary legislation gives direction on how education should be funded. It directs on who should receive education and how education should be administered and funded for all citizens of the Republic regardless of race, colour, gender or creed. This paper examines whether South Africa, as a state, particularly the Department of Basic Education, is adhering and playing its role and/or its constitutional obligation or mandate in the funding for quality education.

Learner Discipline: Finding Lawful Alternatives to Corporal Punishment (Learner Discipline)

Abstract In most South African schools, learner discipline is out of control as corporal punishment has been abolished and is unlawful. Many educators still hold the perception that corporal punishment was/is the only alternative to maintain discipline in schools. Educators have become victims of violent learners. They are chased with broomsticks and in extreme cases, even threatened at gunpoint. Sometimes learners form vigilante groups are very dangerous for educators and other learners. This happens due to the rights which learners have, as stipulated in the Bill of Rights, Chapter 2, Section 10 of the Constitution, which states that everyone has inherent dignity and the right to have their dignity respected and protected. These rights are limited in terms of Section 36 (1) (a)-(e) where it is stated that the rights may be limited. Such limitation is only in terms of law of general application to the extent that the limitation is reasonable and justifiable in an open and democratic society based on human dignity, equality and freedom, and taking into account all relevant factors. These factors include the nature of the right, the importance of the purpose of the limitation, the nature and extent of the limitation, the relation between the limitation and its purpose, and less restrictive means to achieve the purpose. In order to emphasize on Section 10 of the Constitution, Section 10 of the South African Schools Act 84 of 1996 prohibits corporal punishment. This conceptual paper explores learner discipline as per Section 10 of the Constitution and Section 10 of South African Schools Act 84 of 1996, and gives recommendations on lawful alternatives to corporal punishment.

Equity, Equality and Fairness: Funding for Quality Education in South Africa

Abstract Before 1994, funding of the education system in South Africa was differentiated along races and ethnic lines. This situation was created as a result of the bigger apartheid ideology, which leaned more towards the philosophy of divide and rule. White Papers in education were promulgated by the parliament from 1995, which culminated in the promulgation of the National Education Policy Act 27 of 1996 and the South African Schools Act 76 of 1996 (Schools Act). This conceptual reflective paper focuses on South Africa’s provision of equality and equitable funding of quality education in her effort to address and redress the ills of the past using the Norms and Standards for School Funding Policy as an instrument.

Traits of Leadership and Management in Teaching and Learning, Research and Innovation and Community Engagement in Universities of South Africa

Abstract Since 1994, there has been a paradigm shift in South African education landscape. The Department of Education was divided into two departments in 2009. This division evolved into the Department of Basic Education and Department of Higher Education. Before 2009, there was a process of merging public institutions of higher education (universities), and this process was completed in 2005 and resulted into South Africa having twenty three public institutions of higher education. The public institutions of higher education have several structures of leadership as per Higher Education Act No. 101 of 1997. Public institutions of higher education in South Africa, like any other country in the world, obviously seem to be involved in teaching and learning, research and innovation, and community engagement. In most cases, teaching and learning becomes the main priority as compared to research and innovation and community engagement by some leaders of universities. However, leadership and management are definitely sought after elements on how to manage and lead the personnel that are involved in teaching and learning, research and innovation, and community engagement as an add-on component to teaching. This conceptual paper aims to explore and discuss gaps on leadership and management traits on teaching and learning, research and innovation, and community engagement as pillars of public institutions of higher education or universities and come out with fruitful significant recommendations.

The Importance of State Funding for Quality Education: South African Perspective

Abstract Before 1994, South Africa had sixteen education departments which were divided according to ethnicity, and the funding of education was also determined by ethnicity. South Africa amalgamated all these departments after the dispensation of democracy in 1994. In order to amalgamate former education departments, the newly elected parliament promulgated National Education Policy Act 24 of 1996 (hereinafter, Education Policy Act 24 of 1996). Parliament went further to promulgate the South African Schools Act 84 of 1996 (hereinafter Schools Act 84 of 1996). In terms of Section 34 (1) of the Schools’ Act 84 of 1996, the state must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of the learners to education and the redress of past inequalities in education provision. Therefore, the minister, in terms of Section 35 Schools Act 84 of 1996, was assigned to determine Norms and Standards for the funding of public schools after consultation with the Council of Education Ministers, the Financial and Fiscal Commission, and the Minister of Finance. The Norms and Standards for the funding policy came into being in 1998. Bearing in mind inequalities of the past, the researchers investigated whether the policy is addressing the funding inequality of the past in the provision of quality education. The research paper used quantitative design to collect data. Data was collected from quintile 1 to 3 school ten principals and ten School Treasures and analysed using SPSS Version 21. The findings of this research informed that unfortunately schools do not plan annual budget according to their needs and imbalance and inequality persists.