60% of children who begin Grade 1 do not complete matric 12 years later
May 30th, 2016
Children in Vuwani may have to repeat the academic year after 24 schools were burned and a total of 102 schools affected by protests in the area. Children in Manenberg are unable to attend school because of gang violence. Children in Ennerdale are unable to attend school due to service delivery protests. These are legitimate news headlines in the first half of 2016. Are these the only factors undermining education in South Africa?
Every day the right to education of thousands of children is violated.
60% of learners who enter Grade 1 do not matriculate 12 years later. They drop out of school without any qualification. The Department of Basic Education admits that this is an indication of ‘systemic inefficiencies’. Clearly there are other factors that are undermining the right to education for many South African children.
A recent study on binding constraints in education concludes that only 40% of children are able to read for understanding by the end of Grade 3. It suggests that among others, teacher’s content knowledge and pedagogical skills are at the root of the problem.
Do we have policies and guidelines that address these barriers to learning? Yes. Many! All under the umbrella of Inclusive Education: An education system that supports and addresses diversity related to learning styles, ability and social and economic circumstances. In addition, it calls for the early identification of all barriers to learning including those that are systemic (the responsibility of the state system) and pedagogical (what and how a teacher teaches).
Minister Motshekga repeatedly articulates her department’s commitment to UN Sustainable Development Goal 4, ‘quality, equitable, inclusive education’. Her department even lists inclusive education as a ‘non-negotiable priority’ in its Sector Plan.
What does our inclusive education system offer?
- The early identification of barriers to learning through the SIAS policy (Screening, Identification, Assessment and Support)
- Support for all learners so that they are able to develop to their full potential (SIAS)
- Coordination of support for learners by School Based Support Teams (SBST) and District Based Support Teams (DBST)
- Coordination of all support for learners by state departments (Education, Social Development, Health, Safety, Transport) through the Care and Support for Teaching and Learning (CSTL) Framework
- Differentiated teaching, learning, assessment and reporting (SIAS, CAPS Guidelines for Addressing Learner Diversity)
- Schools that welcome, respect and involve parents, learners and the community
Why have these policies have not been implemented effectively across all provinces? DBE cites ‘concurrent functions’: the national department is responsible for the development of policies and guidelines and the Provincial Education Department is responsible for implementation.
Inclusive education promotes the right of all children to education and support so that children can develop to their full potential.It offers hope to the thousands of learners who drop out, are unable to find meaningful employment and are drawn to gangs and criminal activity, or become a burden to the state and economy. As a parent, learner, union member or district official, add your voice to the call for DBE to provide:
- Effective training and continuous support for teachers and district officials in
- Inclusive education
- Curriculum Differentiation
- SIAS
- Care and Support for Teaching and Learning (CSTL)
- SBST roles and responsibilities
- DBST roles and responsibilities
- Funding
- The Norms and Standards for the Resourcing of Inclusive Education should be gazetted for public comment
- Funding for inclusive education should be ring-fenced
- Monitoring and evaluation
- DBE should provide specific and measurable indicators with specific timeframes for monitoring and evaluating the implementation of inclusive education policies and guidelines
- DBE should monitor, evaluate and report on the implementation of these policies and guidelines by provinces
Inclusive education is the means through which education transformation can occur.