Chairperson, hon Minister of Basic Education, chairperson of the Portfolio Committee on Education, stakeholders of the Department of Education, ladies and gentlemen, I feel humbled to take part in today's debate on the Budget Vote of the Department of Basic Education.
I am reminded of how we moved from the apartheid misfortunes and horrible history to where we now have a world-renowned democracy. The introduction of Bantu education or inferior education was a tragedy that our country continues to grapple with to date. It was meant for Africans in particular, and blacks generally, so that they could be subservient to a system that espoused race superiority.
The Freedom Charter is instructive on this matter by declaring that the doors of learning and culture shall be open to all. This was to be realised in an open and inclusive society, based on equality and a common nationhood. The Constitution of the Republic of South Africa and the Bill of Rights declare that everyone has the right to a basic education, including adult basic education, and to further education which the state, through reasonable measures, must make progressively available and accessible.
The ANC-led government has a responsibility to provide that basic education, not Bantu education. It must see to it that proper education, not de-education, takes place and every South African child under the sun has an opportunity to realise his or her full potential.
In a similar vein, the democratic government must see to it that proper structures, which induce proper learning, are constructed. All South Africans agree that schools without libraries and laboratories are not going to assist in the quest for equal and quality education. Therefore, the department has the responsibility to work hard towards the realisation of quality education.
On that score, my speech underlines issues that the department wants to address under Programme 3. This programme speaks of promoting quality teaching and institutional performance. To us this programme is very important, because it addresses the goal of improving the quality of basic education which the department has set itself.
Furthermore, it is a programme that looks at teachers and their performance in the classroom. You will all remember that teachers are an integral part of the qualitytype of education that we want to give to our learners. It therefore stands to reason that programmes that are aimed at promoting quality teaching and institutional performance, as well as development and utilisation of human resources, should be highly regarded.
I therefore premise my speech on the efforts by the department to prepare educators for efficiency in terms of professionalism and development. It is with great sorrow that I note that teaching as a profession has been marred by many issues of ill discipline amongst our teachers. It is often said that professionalism amongst our teachers is at an all-time low. We hear reports of teacher absenteeism, teachers neglecting their teaching time, teachers abusing schoolgirls and many other forms of neglect of duties.
We therefore encourage the department, together with all the stakeholders, particularly the SA Council for Educators, Sace, the Education Labour Relations Council, ELRC, and teacher unions to work together in addressing the lack of professionalism in the system. We are pleased that the department, together with all stakeholders, intends to further intensify the campaign to improve quality of learning and teaching.
Teacher development is crucial and its importance cannot be overemphasised. Teacher development should be all-encompassing, both in process and implementation. It must look at both professionalism and subject content. At present, the department acknowledges that there is considerable fragmentation of in-service teacher development, and we applaud the initiative of both the Department of Basic Education and the Department of Higher Education and Training to lodge the integrated teacher development plan that is of quality and responds well to the needs of educators in the classroom. We eagerly await its full implementation.
President Jacob Zuma, in both the 2010 and 2011 state of the nation addresses, emphasised the importance of teacher education, particularly in terms of increasing the number of qualified mathematics and science educators. He further made a call for paying special attention to the training of principals, particularly those in underperforming schools. We are pleased to note that the Department of Basic Education has indicated, in its strategic plan, initiatives to focus on initial teacher education through the Funza Lushaka bursary scheme.
Educators are the key agency in the provision of a quality education system, and Unesco notes that without teachers education for all by 2015 will be an unobtainable dream.
The President made a further call for investing in teacher training. In order to respond to the call, the department has made a commitment to establish a campaign for making teaching an attractive profession. We note that funding this line item is projected at 90% of this programme. We also keenly note that funding for the bursary scheme will increase the expenditure for this programme over the Medium-Term Expenditure Framework period from R522 million to R973 million.
We hope that the funding injected in this line item will yield the results we want. On that score, we have noted some of the challenges around placement of such educators when they complete their studies, and also the low output levels produced in the teacher training programmes. We therefore urge the department to look closely at this matter and sort out whatever challenges might emanate from it.
We further challenge Sace and ELRC to really come on board and assist the department in realizing its quest of improving the quality of teaching and learning. We need to have teachers in the system who understand the profession and respect the agreements emanating from the Education Labour Relations Council.
Regarding leadership, we also want to challenge schools, both principals and teachers, to help the department realise its objectives. The performance of a school is a function of the leadership by the principal of the school, and those who offer him assistance.
To illustrate this I have this example. Take the situation of a class of 19 students who all failed the exams, and take another class of 90 students who all passed with all the various passes available. Surely, there is something wrong with the leadership of schools where all students fail. The head of the institution is accountable to the school and the community. He or she must ensure that teaching and learning take place in the institution. They must also ensure that institutional values are upheld.
Ayamkelekanga into yokuba abantwana besikolo bafike esikolweni berhabulile. Ingamkelekanga neyokuba bafike ootitshala begxadazela esikolweni. [Kwahlekwa.] [It is not acceptable for learners to go to school under the influence of alcohol. On the other hand, it is also not acceptable for teachers to be staggering because they are drunk at school. [Laughter.]]
The child-teacher relationship should be kept professional. There cannot and should not be an intimate relationship between a teacher and a schoolchild.
Ezethu iititshala zazisithi, "Ndingathetha ntoni nawe ungenalo nebanga leshumi?" Ezanamhlanje zithetha ntoni nabantwana abangenalo nebanga lesibhozo? [Our teachers used to say: "What can I say to you when I have not even attained Grade 12?" What are today's teachers saying to learners when they have not even attained Grade 10?]
Lastly, I want to present the following challenges to the department for further and close attention. We know you can do it and we offer our constant support throughout.
It is a well-known fact that there is a shortage of teachers for early childhood development and the Foundation Phase. Proliferation of institutions that are not registered and offering unaccredited courses and qualifications are taking our people and our children for a ride. The shortage of mathematics and science teachers cannot be overemphasised.
There is also an unmanageable imbalance between rural education and former Model C schools' education. We hope that you are ready to make things happen and we take the assurance the director-general has given us that you will do things differently.
As the ANC, we support the Budget Vote. I thank you. [Applause.]