Opening Address by the Minister of Basic Education, Mrs Angie Motshekga, delivered at ISASA 2023 Conference held at the Sandton Convention Centre, Johannesburg
Programme Director Chair of the ISASA Council
Executive Director of ISASA SAHISA Leadership
SABISA Leadership Fraternal Organisations Speakers and Delegates Distinguished Guests Ladies and Gentlemen
It is with great pleasure that I stand before you, not only as the Minister of Basic Education but as a dedicated advocate for the transformative power of education.
Benjamin Franklin, the esteemed American statesman, once said in the 18th century, “An investment in knowledge always pays the best interest.”
Fast forward to 2023, and this sentiment serves as a poignant reminder that education remains one of the most valuable investments we can undertake.
Such an investment not only yields dividends throughout our lives but also benefits future generations.
Looking back to 2018, when I last addressed this prestigious gathering, it is clear that our journey has been marked by both triumphs and challenges.
Our commitment has been, and will always remain, to prioritise the education of every South African child, irrespective of their circumstances.
In my 2018 address, I spoke of our hopes to cultivate a holistic education system that focuses on academics and produces well- rounded individuals ready to take on the world.
It will be interesting to get a high-level overview of the matters I raised in 2018.
As we stand in 2023, it is vital to address issues that should have been remnants of a time gone by but, regrettably, still find presence in our dual basic education system.
The stark reality we must confront is that some of our schools are at risk of perpetuating the racial and social inequalities of yesteryears.
This isn’t a matter limited to private institutions.
Our public schools, especially former Model C schools, still bear the imprints of a divided South Africa.
A concerning observation has been the makeup of our staff rooms.
Despite diverse student demographics, the staff demographic remains overwhelmingly white.
This observation extends to a perplexing contrast - while teaching and management staff often comprise more than 90 per cent white professionals, the non-teaching roles such as cleaners, security guards, and cooks are predominantly black.
With most of our student population being black, the implications of this demographic skew are profound.
If you thought the public sector didn’t have its own elephant in the room, you’re wrong.
Ladies and gentlemen, let’s face the elephant in the room: the underrepresentation of women in principalship in our sector.
The very essence of progress is the ability to confront our imperfections and seek paths to improvement.
Reflecting on our journey as the Department of Basic Education, it is evident that we have made commendable strides, but there is still a long road ahead.
In 2009, only 20% of our principals in public schools were women.
Today, that figure stands at 36% - an improvement but not yet a representation of our country’s immense talent pool of female educators.
Delving deeper, the disparity becomes more pronounced.
The majority of these women principals, 61% to be exact, are employed in primary schools, while their representation drops to 29% in secondary schools and a mere 18% in special schools.
Our commitment is unwavering: By 2030, we have set an ambitious target to ensure that half of the principalship in our public schools is held by women, an essential step towards achieving gender parity in educational leadership.
Our acknowledgement of these disparities isn’t mere lip service.
We recognise that the ceiling for women in educational leadership isn’t just made of glass; it is often an intricate web of systemic barriers, cultural biases, and logistical challenges.
Hence, our Department is not just setting targets but is actively paving the way for them to be realised.
We have initiated comprehensive measures like specialised training programmes, dedicated mentoring initiatives for budding female leaders, and more flexible work arrangements tailored to the unique challenges women often face.
Moreover, we are investing in robust campaigns to shatter gender stereotypes, making our staff more aware of the unconscious biases that may inadvertently hinder the progress of our female educators.
Addressing our shortcomings is like smelling our own armpits: a daunting task but a responsibility we must embrace.
Programme director, I challenge this conference to reflect on race, gender, and queer representation at all levels of school management.
While some might argue that the focus on numbers is superficial, the essence of the matter goes much deeper.
Our acclaimed Constitution celebrates its 27th anniversary this year and calls upon us to build a non-racial, non-sexist, democratic society based on fundamental human rights.
Our Constitution abhors discrimination of all types, including that based on sexual orientation.
Therefore, we must be deliberate in promoting or employing teachers from the LGBTIQ+ community.
Our pupils require role models who mirror their diverse backgrounds, cultures, and traditions.
An environment where relationships are dictated by race, sex, gender, or sexual orientation and borders on subservience has no place in the South Africa we envision.
Our schools must reflect the beautiful tapestry of myriad colours, cultures, languages, beliefs, and identities.
To truly uphold the principles of our Constitution and become the “Rainbow Nation” we aspire to be, we must ensure our educational institutions (private or public) reflect our diversity as a country.
Our pupils must witness representation at every level within the school structure, from management to educators.
We must also address the nuances of our school culture. Why, in 2023, are we still contending with outdated, racially biased hair policies?
Why has black hair historically been a point of contention for some of our compatriots?
The natural beauty and uniqueness of black hair should be celebrated, yet it often faces scrutiny and misunderstanding.
Across different cultures and eras, it has carried tales of strength, heritage, and identity.
It’s puzzling and disheartening that something as intrinsic as hair texture and style can become a divisive issue, mainly when it should symbolise pride and cultural richness.
Our students’ natural hair is an emblem of their heritage and should be celebrated, not policed.
Moreover, categorising sports as ‘black’ or ‘white’ is divisive and outdated.
As we’ve seen time and again, sport possesses the unique power to unify. It’s high time we leverage this power to foster inclusivity.
While we have made strides in many areas since 2018, much remains to be addressed.
I urge all educational institutions, both private and public, to undertake comprehensive reviews of their policies, ensuring they are in line with the ethos of our Constitution and our shared vision for an inclusive South Africa.
Our society’s fabric is rich and varied. Let’s ensure our educational system reflects that and celebrates and builds upon it.
Today, I can proudly say that our collaborative efforts have borne fruit.
Our curricula have expanded, our teaching methods have evolved, and our learners are more equipped than ever to face the challenges of the 21st century.
However, no one could have predicted the advent of the COVID-19 pandemic and the profound impact it would have on our education sector.
This once-in-a-century occurrence demanded resilience, innovation, and unity from all of us.
I am endlessly grateful to organisations like ISASA for stepping up during that critical time.
Your swift pivot to remote learning, combined with your team’s tireless efforts, ensured that the independent education sector did not just survive but thrived amidst adversity.
Our joint efforts during this period underscored the importance of public-private partnerships.
Your representations and insights were invaluable as we navigated the complexities of the pandemic, from ensuring the safe reopening of schools to meeting the challenges of remote learning.
As a collective, we showcased the spirit of ‘Batho Pele’ – putting our people, especially our children, first.
We literally ensured that no child was left behind. However, our journey does not end here.
We stand on the cusp of a new era.
Technological advancements continue redefining education parameters, and we must remain adaptive, innovative, and forward- looking.
In recognition of the pivotal role of digital literacy in today’s world, I am pleased to announce that the Department of Basic Education has introduced coding and robotics into the school curriculum for Grades R to 3 and Grade 7 starting this year, 2023.
We have mapped out a comprehensive rollout plan: Grades 4 to 6 and Grade 8 will see this implementation in 2024, with Grade 9 joining the fold in 2025.
Our vision is clear, and our commitment is unwavering in ensuring our young minds are aptly equipped for the future.
We must also strive to maintain the standard of inclusivity, ensuring that every child, irrespective of their background, has access to quality education.
In this endeavour, I urge ISASA and its members to continue being pioneers.
Your contribution to the independent education sector is invaluable.
As we move towards a future that promises even more technological integration, I hope we can work together to harness these tools to benefit our learners.
With pride and gratitude, let us reflect on our journey from 2018 to now.
We have faced unprecedented challenges, but we have also witnessed remarkable growth, collaboration, and transformation.
Let us continue this trajectory, fortified by our shared vision and dedication to the South African child.
Thank you, and may we keep striving for excellence in education together.
