Dysfunctional schools must be debated urgently in Parliament
The statement by the CEO of the Federation of Governing Bodies of South African Schools that close to 90% of schools are dysfunctional confirms the need for an urgent parliamentary debate on the state of our education system.
A solution-driven parliamentary debate can provide a platform for an honest and open discussion on education where representatives from all political parties can exchange ideas on pragmatic solutions to important challenges in education.
Core challenges that must be debated include the following:
i) Plans to stem teacher attrition and fill teacher vacancies
The Department of Basic Education (DBE) revealed the lack of a holistic recruitment and retention strategy in a Portfolio Committee briefing last month.
Add to this the ANC-led government's continual deference to its alliance partners with unions blocking the reallocation of excess teachers to schools where they are needed it is no wonder the DBE is currently facing court action to compel the filling of 64 752 teacher vacancies in the Eastern Cape.
ii) Addressing basic infrastructure and sanitation backlogs
The DBE is facing court action over the lack of infrastructure and sanitation services at schools.
According to the National Education Infrastructure Management System report, 2 401 of South Africa's 24 739 public schools do not have water, 3 544 do not have electricity and 11 450 are still using pit latrines.
Learners are without basic education facilities: 22 938 schools do not having stocked libraries, 21 021 do not have any laboratory facilities and 19 037 do not have computer centres.
To hold government to account for the provision of basic services and infrastructure to schools, there must be further clarity on norms and standards for schools.
iii) Textbook and workbook delivery
The Limpopo textbook crisis and further reports on book dumping and burning and books delivered in incorrect languages has led to a public outcry. The Public Protector is currently investigating three provincial education departments and the politically connected service provider EduSolutions.
iv) Educator accountability and performance
Educator accountability and performance goes to the heart of the systemic issues in education. It is intrinsically linked to time spent in classrooms, teacher absenteeism and curriculum coverage.
In replies to oral questions on 29 August 2012, the DBE committed to introducing performance agreements for teachers. Recent postponements to address the Education Portfolio Committee on performance management systems raises questions about the political will to hold teachers to account.
The DA will be writing to the Speaker to request a Debate of Public Importance in the National Assembly on the state of our education system.
Education is a constitutional right, a basic human right, a strategic priority and the best possible opportunity to develop our nation. If Parliament, as the public representative of the people, is serious about the welfare and future of our nation, it will debate this critical issue.
Statement issued by Annette Lovemore MP, DA Shadow Minister of Basic Education, September 26 2012
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