Human Rights In A Democratic South Africa Education Essay Example
Human Rights In A Democratic South Africa Education Essay Example

Human Rights In A Democratic South Africa Education Essay Example

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  • Pages: 10 (2550 words)
  • Published: July 15, 2017
  • Type: Essay
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My research focuses on evaluating the state of education in South Africa, specifically high school education (grades 8 to 12), to determine if the constitutional right to education is being fulfilled for all citizens. By examining Grade 12 results across different population sectors and utilizing primary and secondary sources, I aim to assess if access to education is being met in South Africa. Based on my findings, it is anticipated that this right is not fully realized for all races and income groups in our country. Various perspectives on Education in South Africa have emerged through reviewing existing literature such as the Bill of Rights, popular media reports like the recent Limpopo textbook crisis, and educational statistics from recent years. These perspectives may highlight corruption and inefficiency, transitional challenges, or successes depending on different audiences' interests such as instructors, pass rate

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s, or governmental direction. To obtain a clearer and unbiased outcome, it is essential to consider the entire situation holistically.The Constitution of South Africa, 4 February 1997, Chapter 2 - Bill of rights Section 29 - Education guarantees the right to education for every child and adult. This includes basic and further education. The state has a responsibility to provide school buildings, qualified teaching staff, textbooks, and other educational materials. Discrimination based on race, gender, or language should not exist in the education system. Education should be available in all official languages whenever possible. Independent institutions that meet standards comparable to public schools should also be accommodated.

An article by Greg Nicolson from the Daily Maverick discusses the political factors surrounding the Limpopo textbook crisis and emphasizes the importance of a reliable education system. The Limpopo

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education department considered multiple potential suppliers but disqualified most due to minor reasons during a stamp process. However, it was later revealed that EduSolutions, the chosen supplier, had misappropriated government funds resulting in a lack of textbooks and learning materials in Limpopo schools. This situation exposes corruption and incompetence within Limpopo's education system. Despite efforts being made to address this issue, many students in Limpopo are without textbooks and unable to continue their education.The text discusses the alarming situation in South Africa's education system, which is concerning due to both fraud and lack of access to educational resources for students. It highlights the significance of education as a human right and the high dropout rates in high schools, along with their negative consequences. It introduces A4, an assessment model for South Africa's education sector that focuses on Availability, Accessibility, Acceptability, and Adaptability. The action plan developed by the South African Department of Education in 2003 to improve the failing education system remains necessary even after nearly a decade since its implementation. A Strategic Plan published on March 9th, 2011 outlines goals for education from 2011 to 2014 but also exposes flaws within the system. While there is a program addressing these issues, effective implementation is crucial rather than solely relying on paperwork and plans. Administrative problems are being tackled; however, there continues to be a lack of proper means for children in South African schools to further their education. An article written by Jon Tullett on July 11th, 2012 discusses various issues related to education in South Africa.The Limpopo textbook crisis and South Africa's low rankings in global education are highlighted in the article. It

emphasizes the urgent need for a reformed education system, pointing out the current lack of fundamental education in the country. Proposed solutions suggest utilizing resources and technology to improve South Africa's educational standing. According to the source, South Africa ranks poorly among 142 countries according to the World Economic Forum's Global Competitiveness report for 2011-2012. Specifically, its quality of education ranks 133rd while math and science instruction rank 138th. These statistics clearly reveal flaws within the educational system. The quotation mark from the article resonates with many South Africans as it highlights their position as lagging behind states like Zimbabwe despite efforts towards improvement. In February 2012, the Department of Basic Education published an article titled "Education statistics 2010" discussing ratios used to assess education effectiveness in South Africa. These ratios include the learner-educator ratio (29.3:1 in 2010, increasing to 32.2:1 in 2011) and learner-school ratio (474:1 in 2010, rising to 484.5:1...). The educator-school ratio decreased from 16.2:1 in 2010 to 16:1 in both Public and Independent schools across South Africa, indicating a change in the educational landscape.
The analysis of Grade 12 National Senior Certificate (NSC) pass rates and relevant statistics from Grade 8 through Grade 12 is crucial for assessing the fulfillment of the right to education. In 2010, the overall national pass rate for the NSC examination was recorded at 67.8%, with males achieving a higher pass rate than females despite there being more female participants. Over the past four years, there has been an increase in the final results for Grade 12 from 62.5% in 2008 to 70.2% in 2011, which is positive but raises concerns about declining education standards and their

potential impact on pass rates. An article by Varsity SA emphasizes the importance of providing students with quality education and equipping them with skills necessary for future studies and their contributions to the country's economy.Currently, there is a requirement for students to achieve a minimum of a 30% pass mark in order to successfully complete the NSC curriculum. However, this has resulted in a significant disparity between Grade 12 and first-year university studies, leading to dissatisfaction among universities. This issue is of national importance as Statistics South Africa reports that there are currently 4.24 million unemployed individuals in South Africa. If basic education continues to decline, it will inevitably result in increased unemployment instead of achieving the government's objective of reducing it.

In order to address the human right of Basic Education at the high school level in South Africa, comprehensive research across all countries and schools is necessary. Relying solely on questionnaires is insufficient for obtaining reliable results regarding the hypothesis of education as a Human Right. Therefore, additional sources of information, especially secondary sources, must be gathered and analyzed. These secondary sources provide diverse ideas and opinions on the education system, as well as factual information and statistics from various sources.

To conduct this secondary research, newspaper articles were collected and internet research was conducted. The crisis in Limpopo's text edition and released statistics have generated interest in South African education, resulting in coverage in newspapers, magazines, and the community.To gather data for research, daily monitoring of news reports, social arguments, and community discussions was conducted. Conversations with various individuals such as teachers, students, parents, and other South African citizens provided many research ideas. Understanding

their perspectives on education is crucial as it impacts every individual in South Africa. Online and newspaper articles related to education were documented, including any new issues that arose. The collected information and articles underwent additional online research to find more sources of information, including statistics from surveys conducted by Statistics South Africa.

Both quantitative data (statistics, ratios) and qualitative data (surveys, articles, opinions, interviews, literature) were used for analysis. An interview with Mrs. Belinda Breytenbach, a senior accounting lecturer at the University of Witwatersrand focused on the significant gap between high school and university education in South Africa. The objective was to conduct primary research on university enrollment levels and discuss flaws in the country's education system. Various inquiries were made about whether high school students' right to education is fulfilled and the reasons behind this belief. Concerns were raised about the cognitive abilities of first-year students who have completed the National Senior Certificate (NSC) and their overall academic level in accounting.Mrs. Breytenbach addressed the academic needs of students and questioned if high university dropout rates are influenced by the quality of high school education. Concerns were expressed about lowered standards leading to higher pass rates for NSC scholars. Mrs. Breytenbach also assessed the English proficiency level of first-year students as their medium of instruction. The interview discussed concerns about the basic education system in South Africa and any challenges faced due to inadequate high school education. It explored how negative perceptions, stereotypes, and limited opportunities impact students not accepted into university, potentially resulting in higher unemployment rates and a negative effect on the economy. The South African Department of Education should take steps to

promote the education system. The analysis primarily relies on secondary sources such as literature, graphs, and ratios to derive conclusions and results. A graph clearly illustrates that most students attend Public Schools in South Africa, emphasizing the importance of fulfilling the right to education stated in the Bill of Rights within the South African Education System.The text below examines and interprets all sources from the Literature Review to evaluate whether the right to education is being met nationwide. The analysis of the Limpopo textbook crisis exposes how corruption and lack of integrity have resulted in significant losses of learning materials for students, causing wasted time. Even in 2014, there is still no clear plan for successfully delivering these materials. Both articles emphasize that government officials prioritize political interests over student education, thereby subjecting students to dishonesty. It is crucial for the Education Department to prioritize student well-being and carefully assess their priorities.

South Africa's education system ranks as the fifth worst compared to other countries, placing it behind Zimbabwe. This current system lacks results and overall development. Extensive academic discussions have addressed this problem, offering potential solutions. However, implementing the Strategic Plan requires monitoring responsible individuals within the system.

Although the South African Education Department has good ideas, they struggle with implementation due to inadequate teacher training procedures. This highlights the need for proper education at secondary and tertiary levels. Unfortunately, too much time is dedicated to administrative work and discussing problems rather than focusing on actual implementation and monitoring of the system.

When evaluating the current state of education, it is essential to consider ratios and statistics.The Learner-Educator ratio has increased between 2009 and 2010, resulting in

larger class sizes and less individual attention from teachers. This has also led to an increase in the Learner-School ratio, indicating the need for more school buildings. However, despite this increase in learners, the Educator-School ratio has actually decreased, showing a decrease in instructors. This trend negatively affects the system as it places excessive stress and workload on teachers.

Although the Grade 12 results of 2009 and 2010 show an apparent improvement in pass rates, this is not due to improved student performance but rather a lowering of the passing requirement. In an interview with Mrs. Belinda Breytenbach, a senior accounting lecturer at the University of Witwatersrand, it was revealed that high school education is inadequate and many students are taught by unqualified teachers. Lecturers struggle with students who lack necessary language and mathematical skills for coursework comprehension.

This highlights the urgent need for improved education standards at higher levels, particularly in English proficiency which is evident through university dropout rates and understanding levels among these students. Dropout rates among first-year students are high while their pass rates are low.Mrs. Breytenbach's questionnaire responses reveal that the South African education system impedes tertiary education due to inadequate learning in secondary schooling. Insufficient education, lack of schools and qualified teachers, and a textbook crisis all contribute to various concerns. A particular concern is the cognitive abilities of first-year students who have completed the National Senior Certificate (NSC), as their pass rates are unsatisfactory and their proficiency in math and English falls below the required level. Overall academic performance at university is significantly lower than expected, with most students performing at a Grade 10 or 11 level. The greatest academic

need for these students lies in English reading and writing skills, as they struggle with writing and face extreme difficulties in comprehension. These issues lead to high university dropout rates in South Africa, estimated at around 30-40%, which are believed to be caused by poor quality education in high schools. The lowered criteria also raise concerns about increased dropout rates among NSC students.The poor English proficiency of average first-year students, many of whom are non-native speakers, demonstrates a decrease in readiness. The primary education system has multiple concerns, including the qualifications and capabilities of teachers themselves and students advancing without necessary knowledge. This creates difficulties for professionals in fields such as accounting, where concepts may be challenging to grasp due to a lack of English proficiency and insufficient mathematical and accounting knowledge. Stereotypes and daily challenges faced at universities negatively influence the perception of education in South Africa regarding the lack of proper education. Concerns arise about opportunities available for those who do not receive university acceptance due to their recurring issue of being ill-prepared and failing to capitalize on these opportunities. The high number of students who do not gain direct admission into university after obtaining the NSC certificate contributes to increased unemployment rates and impacts the South African economy. Many students have successfully completed grade 12 but their grades do not meet university requirements, leaving them ill-equipped for the growing workforce. To enhance the education system, several recommendations have been suggested by the Department of Education in South Africa. One crucial aspect is ensuring that teachers have proper qualifications. It is also important to separate politics from education across all areas.One suggestion for

improving the education system in South Africa is to expand schools and create more opportunities. One effective approach could be participating in initiatives like the Wits Soweto schools project at the University of Witwatersrand, where university lecturers offer support and tutoring to students from rural or underprivileged areas.

In conclusion, the national education system in South Africa falls short of adequately fulfilling the right to basic education. This conclusion was reached after conducting a month-long study using both primary and secondary sources. The current problems facing the system include inadequate school facilities, a shortage of qualified teachers, difficulties in distributing learning materials, and a lack of preparation for tertiary studies.

The presence of unqualified teachers significantly contributes to these issues. To effectively address this problem, it is necessary to adopt a long-term perspective that prioritizes staff development opportunities, improved teacher training, and careful resource and program management. It is crucial that the strategic plan actively focuses on meeting student needs as a top priority.

Additionally, regular reviews and adjustments should be made according to international standards instead of lowering standards to increase pass rates. Providing support and assistance to struggling students is essential rather than compromising educational standards.The complexity of the South African education system is highlighted in this research project, which acknowledges that children who are not enrolled in school or included in statistics are not considered. Additionally, it is noted that certain secondary sources used may contain bias despite including facts and statistics. The text emphasizes the need for a comprehensive approach to address the multiple factors contributing to the education crisis in Limpopo, including strong leadership, significant resources, and determination. The reference list includes newspaper

articles and websites discussing the education crisis in South Africa and the right to free education for all. Various resources and documents related to the Constitutional Rights to Education project and an action program can be found on the South African Department of Education's website, along with a strategic plan and education statistics from 2010. Furthermore, articles and interviews from sources such as IT Web and Varsity SA are provided, including one notable interview with Belinda Breytenbach, a senior lecturer of Accounting at the University of Witwatersrand.

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