Girls  &  Boys  Town  South Africa

 

11 Lemon Street    Sunnyside    Auckland  Park    2092   

PO Box 91661    Auckland  Park    2006   

Executive Director:   Joe Araujo   011 482 6057

Website: www.girlsandboystown.org.za

 

6 September 2007

 

3

Ms Phumza Mpoyiya

The Committee Secretary

The Portfolio Committee: Education

CAPE TOWN

 

SUBMISSION: EDUCATION LAWS AMENDMENT BILL (B33-2007)

Dear Sir

 

Relative to proposed amendments to the above Bill, we wish to comment as follows:

 

PREAMBLE

 

Girls & Boys Town South Africa’s focus is on youth and families ‘at-risk’ and in trouble.

 

Girls & Boys Town South Africa has worked successfully with thousands of youth and families since 1958.

Youth coming into Girls & Boys Town residential programmes have invariably experienced difficulties at school. Some critics even maintain that they are ‘victims of a failed school system’ – because educators do not have the necessary skills and strategies to manage them.

 

Today, the organisation offers a continuum of programmes ranging from residential care (most restrictive) to community-based services (least restrictive) – including the Girls & boys Town Education Model which is impacting on hundreds of educators and thousands of learners.

 

The success of its programmes is well documented and the organisation is respected and recognised by the State, professionals and the public alike as the leader in its work with youth where others have given up hope.

 

SECTION 5A

 

Daily reports in the media bear witness to the crises being experienced in education in public schools in South Africa.   These reports point to the drop in standards in education, the lack of effective teaching, discipline and order in schools.   Educators and parents are becoming concerned that the State is doing little to address these and other issues plaguing schools.

 

State authorities and educators have consistently identified discipline as one of the biggest problems facing South African Schools.   When educators must focus on controlling learner behaviours - rather than on teaching - learning suffers.   Similarly, it can be safely assumed that learners who tend to occupy the attention of educators in these periods, also pose difficulties for their parents in the home.   In fact, parents constantly seek answers from educators for the management of their children.

 

Since the abolition of corporal punishment and the increase in class size, educators find themselves helpless in the face of the onslaught presented by learner behaviours - as they themselves have lim­ited skills, tools or structures to effectively maintain discipline in the class or advise parents.

 

While Section 5A makes provision for norms and standards for basic infrastructure and capacity, it makes no provision or reference to the above conditions faced by educators in the classroom in terms of equipping the Principal and educators to meet the challenges and management of behaviours posed by learners. There is no reference made or concern expressed regarding the absence of training, support and development of educators. This Section merely makes provision for (material) infrastructure which will not ensure satisfactory learner results and outcomes. There is a need to significantly improve learning environments for learners as well as empowering educators with the necessary skills to bring about a culture of learning.

 

 SECTION 8

 

This Section makes no reference to the responsibility or onus on the parents regarding the learner’s conduct. There should be some responsibility placed on the parents to seek professional help regarding the learner’s behaviour – e.g. a diversion programme, rehabilitation and ongoing counselling for the learner and a parenting programme for the parents.

 

We do not understand the reasoning behind the provision under Sub-paragraph 14 if the above remedies do not accompany the process and the outcome of the search and seizure procedure.

 

Moreover, we wish to point out that some action must follow if a learner refuses to cooperate with regard to the provision of a urine sample for testing. Parents should again be part of the process - be present at the time the sample is taken and facilitate it.

 

SECTIONS 58B & 58C

 

These Sections relative to the actions against under-performing schools appear punitive and will not necessarily bring about the desired results unless there is a developmental plan and ongoing management support for both the Principal and educators. It is our contention that appointing “an academic mentor” will not necessarily resolve the issues facing the school, which are very often not academic in nature. Remedial help and support for the Principal is not spelt out and places no obligation on the Head of Department to address the Principal’s shortcomings when they become evident.

 

Also, to expect a governing body (often made up of volunteers) to identify and address the underperformance when they are not professionally trained to do so, is beyond their capacity and not realistically or practically feasible.

 

We trust the above will stimulate further consideration for the role development of educators and the need for parents to play a role in their children’s behaviours.

 

Yours faithfully

 

J ARAUJO

EXECUTIVE DIRECTOR