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A meeting of the Council of Education Ministers was held in Cape Town today, comprising the Ministers of Education, the Deputy Minister, and Education MECs from all provinces. The following decisions were reached at the meeting:

Filling of Head of Department posts

The Minister noted that there are currently three provinces who have not filled the post of Head of Education, despite the post being vacant for over three months, and that this was impacting upon the delivery of services. The Ministers appealed to MECs to expedite the filling of these posts, as well as any others, which may become vacant.

Introduction of single national Grade 12 examination

The Council of Education Ministers today approved the development of single national examination, which will be written by all Grade 12 learners at the end of 2005.

At present, there are a number of private examination authorities, some of which set examinations, which are not based on the South African curriculum. Although standard of these examinations is certified, these programmes do not share the philosophical underpinnings of the national curriculum, and do not support the outcomes of Curriculum 2005. Curriculum 2005 was specifically designed to respond to the South African context, and any curriculum and examination, which does not take these into account, is simply not equipping learners to take their place in society.

Learners who are in Grade 10 in 2003 will prepare for this national examination in 2005, and the examination will be benchmarked against the highest international standards.

Initiation schools

The Council also discussed the matter of initiation schools, which have been the focus of much attention recently.

A document prepared by Deputy Minister Mangena, together with Education MECs Joyce Mashamba (Northern Province) and Stone Sizane (Eastern Cape), raised a number of key questions, including:
* Why initiation schools were seen as uniquely African, when many other (non-African) religions also practised various forms of initiation, including circumcision;
* Why these practices were seen as only affecting males, when many girls also underwent initiation practices, and
* Why initiation schools were seen to be in conflict with public education.

It was agreed that the point of departure must be that traditions and cultural practices cannot be allowed to over-ride human rights, and that any practices which are exploitative, oppressive or sexist are unacceptable under our Constitution. This applies to both traditional and modern forms of initiation, including the degrading and humiliating practices at some of our top schools and universities.

Council accepted that some of these practices are indeed beneficial to the individual and the community, and these must be supported and promoted. In many cases the objectives and goals are not contradictory, and we must ensure the two systems support and reinforce each other. However, it was stressed that participation in initiation schools must be subject to the informed consent of the parents and the learner.

The Council resolved to meet with traditional leaders to try and reconcile the interests of formal education and the traditional needs of initiation schools. In particular, we will be looking to synchronise the respective calendars, so that the two systems are not competing for the time of learners. The meeting will also try to ensure coherence between the two systems to ensure that what is taught at initiation schools will relate to the broader global world and not just to the traditional heritage. A condition for success will be that we are able to stop the commercialisation of these schools, with the consequent commodification of circumcision.

Drug and alcohol policy

A draft approach to the management of drug and alcohol abuse situation in schools has been circulated for consideration by MECs. This document distances itself from the use of punitive approaches adopted by some schools, including "random drug testing", and instead provides for the positive reinforcement of good behaviour.

To quote from the document:
"Because punitive and policing approaches to this complex problem can only be part of the solution, the Ministry of Education is obliged to provide leadership through a framework that will enable a holistic response to substance use, abuse and dependency within its educational institutions. Such a framework would need to be sensitive to international trends and directives from organisation such as the World Health Organisation (the WHO) and the United Nations, which are moving away from an approach to substance abuser that is primarily punitive, to one that is supportive and restorative. This is not only for humanitarian needs, but research in this area shows that for every R1 spent on treatment of substance abuse or dependency, R7 is saved in the justice system."

The document provides startling research evidence of the extent of the problem, which must be the concern of parents and community leaders, as well as the education authorities.

Schools calendars: 2003 and 2004

The Council approved the proposed school calendars for 2003 and 2004 in respect of both coastal and non-coastal provinces. These are the result of extensive research and consultations with role-players, including teacher unions and the hospitality industry.

These calendars will be published a soon as the matter of leave for teachers has been finalised, such that there is a definition of scheduled working time for teachers which will include periods of in-service training, and administration before and after the end of the school term.

Enquiries: Molatwane Likhethe at 082 573 0397

Issued by Ministry of Education

10 September 2001