An education system that fails its learners
When the African National Congress (ANC) took over government after the historic 1994 elections it was filled with zealousness, motivation, jubilation and excitement, which was understandable. In the mist of all these emotions the government took decisions to improve all aspects of life in respect of black people who were deliberately disadvantaged by the white minority rule under apartheid government. One of the aspects of society which needed urgent attention was the education system. I am of the assertion that in the mist of evaluating the education system the government of the democratic dispensation decided to scrap Bantu education without evaluating it critically. In all systems there are things that you need to scrap but there others that make logical sense and need to be kept. I am not saying that Bantu education was a blessing but it provided certain skills that the current education system does not. However, we all know these skills were given to black people so that they can become skilled workers for white industries.
The current education system is a living crisis. I use the phrase living crisis because it is a crisis that continues to fail the majority of learner’s, year in and year out but it’s alive so not all is dead and lost. Professor Servaas van Berg states that in 2002 about 1.2 million seven year old started Grade 1accross the length and breadth of South Africa and about less than half of that 1.2 million made it to matric 11 years later. Those who don’t make it to matric with their peers either did not make it to matric on time or at all. Whatever the reason, the education system stands at the centre of it all.
Decolonisation of Basic Education
The topic of decolonisation has been greatly brought to public discourse by what has been termed as the ‘Fallist’ movements (#RhodesMustFall, #FeesMustFall, #TransformWits, #Prising etc.) in relations to the transformation of higher education. The time has come to bring the ‘Fallist’ movement to basic education. White privilege still holds firm in basic education as year in and year out the best performing schools remains private schools and former model C schools. The greatest advantage these former model C schools hold against their black peers in township and rural schools is that they write the National Senior Certificate (NSC) in English or Afrikaans which is their home language. On the other hand the black child in a township or rural school has his indigenous African language as his home language subject and English as his First Additional Language. However unlike the white child or black child assimilated in the former model C school, the black child is expected to write his NSC exam in English which is not his home language. Most will argue that English is a universal language and I will say yes I agree but Afrikaans is not but still those kids have opportunity to write the NSC in Afrikaans. In Germany they use German, France they use French, China they use Mandarin- why must it be that a black child must be forced to use another language for the sake of being universal?
In his book Black Skin White Mask Frantz Fanon states that: “
Every colonized people- in other words, every people in whose soul an inferiority complex has been by the death and burial of its local cultural originality- finds itself face to face with the language of the civilizing nation; that is, with the culture of the mother country. The colonized is elevated above his jungle status in proportion to his adoption of the mother’s cultural standards. He becomes whiter as he renounces his blackness, his jungle.” Thus language plays an important aspect of the colonial dispensation that endures till today. The fact that after 23 years of democratic rule only recently the Zulu language has being elevated to academic status shows that African languages have not been taken seriously by the Pan South African Language Board and institutions of higher learning which fight to keep English and/or Afrikaans but say nothing about African languages.
The legacy of apartheid continues to manifest itself as former model C/white schools are still the symbol of excellence while black school predominantly remain symbols of poverty and failure especially in the rural areas. The report on school infrastructure by the Department of Basic Education paints a bleak picture of how township and rural schools look. Education related NGO - Equal Education reported that 2 923 schools do not have electricity supply that is reliable; water supply is not reliable in 5 004 schools and 4 986 still use pit toilets. If township and rural schools are to accurately compete with former model C schools then the basic infrastructure of their schools must be up dated. Inferior infrastructure fuels a feeling of inferiority among black children.
Schools of specialisation
South Africa’s education system does not cater for the different talents that children in South Africa have. Not all children are academically gifted and not all children are good with understanding or memorising content so that they are able to pass. Academic inability does not signify failure of a child but of the education system because it cannot nurture the non-academic talents of the child. As stated before in this living crisis not all is dead and lost as the Gauteng Department of education has understood this fact and is introducing Schools of Specialisation (SOS) to nature the different talents. These schools will specialise in Commerce & Entrepreneurship; Maths Science and ICT focusing on Agriculture and Maritime, Engineering; Sports, Performing and creative arts and multidisciplinary Schools.
SOS marks a new era in South Africa’s education system and a step in the direction of not failing but nurturing the children of South Africa. Other provinces need to follow suit although most provinces already have predominately white Technical and agricultural schools. SOS should not only be geared to nurture talents of learners but like the Gauteng design they must also respond to economic needs of the districts that they find themselves in. Provinces such as the North West are largely rural and need to take advantage of this by introducing agricultural schools in the rural areas as a way of skilling young people in rural areas. This is will in time provide for rural areas in the country to move towards being societies that can produce their own food for consumption and sell the surplus for profit which is he norm on he continent.
The relationship between education and the economy
What the government does not seem to understand is that for economic prosperity there must be a like between education and the economy. Right now the country needs entrepreneurs so that they can create new industries and innovations especially in the knowledge economy of which education is of paramount importance. All industries are moving towards ICT because technology is advancing to such an extent that there will soon be no industry that does not use ICT to better itself. South Africa cannot think that those who go to universities will be the ones that will come up with all of this innovations. What needs to be taken into account is that the government is currently allowing the commodification of higher education which is directly affecting the children of the working class and poor. Those who do not have access to higher education might be the same ones that can come up with education. We must bear in mind that the two most innovative and highly successful ICT innovators/business people of our time: Steve Jobs and Mark Zuckenburg, both of them DID NOT graduate from a university or college. But they DID complete high school.
South Africa suffers from severe poverty where 14 million people go to bed hungry every night. This poverty is directly linked to the high unemployment rate especially among the youth. If the economy was able to create jobs, there would be a steady decline in the poverty of our country. Only entrepreneurs can create the jobs that we need. We need entrepreneurs especially those who are black as a means of curbing the anomaly that is South Africa where a white minority hold most of the country’s wealth. Knowing this need you still however have law students not being educated on how to run successful law firms, future black pharmacists are not taught how to run pharmacies, computer scientists not being taught to run their own companies and the list is endless. The time have come for black people to stop hoping to be BEE partners in big white companies, it’s time to start big black companies and compete with white pharmacies, banks, law firms, accounting firms, consultant companies, construction companies etc. The time to beg to be accommodated in white spaces is over and education is the key.
All Sectors must get involved
The education of our society is the responsibility of everyone. Government must take a lead but the rest of society cannot sit back and watch. Parents must be involved in their children’s education and the running of the schools in their communities. Schools must have a dynamic relationship with the community is operates it. Communities must be able to raise funds for the schools and provide skills that can benefit the school. The school in turn must use its available resources to empower the community for example computer classes for community member who are computer illiterate (if the school has a computer lab), vegetable garden inside the school premises and allow Community Based Organisation/NGO to enrich the extra-curricular learning for the learners. Structures in schools such as Quality Learning & Teaching Committee (QLTC) allows for stakeholder participation to be functional.
The status of teaching as a profession in society must also be elevated. Teaching is the mother of all professions but more importantly teaching is a noble profession. Teachers need to be passionate about the profession and not see the career as a means to a social status or a way to access a salary. A teacher has the ability to nurture a poor child or a misguided the child’s future, so we must jealously guard the profession against vultures. The Department of Basic Education must also ensure that they prioritise solving problems of teachers such as overcrowded classes, lack of infrastructure and teachers being paid their salaries on time. We still have a long way to go before we are out of this crisis so it will better if we hold hands and work.