Guidelines to achieve social justice through cooperatively governed education

Abstract

Een van die hoofdoelwitte van ons grondwetlike staat is om ’n gemeenskap te vestig wat gegrond is op sosiale geregtigheid soos wat dit in die 1996 Grondwet van Suid-Afrika voorgehou word1. Sosiale geregtigheid is inderdaad ook een van die sentrale visies en ideale van die Suid-Afrikaanse onderwysstelsel2. Die basiese openbare onderwysstelsel slaag egter nie daarin om gelyke toegang te bied tot geleenthede en regte wat sosiale geregtigheid sal bevorder nie. Alhoewel skole toeganklik is, is leerders se bywoning nie ʼn maatstaf van kwaliteit onderrig nie3. Historiese geografiese patrone van benadeling beïnvloed steeds die vermoëns van instansies om kwaliteit onderrig te voorsien en om gelykheid in terme van geleenthede en uitkomste te bereik. Die historiese invloed wat ras speel in terme van billike toegang tot geleenthede en uitkomste word verder bemoeilik deur geografie en sosiale klas4. In sy bespreking van onderwysmarkte argumenteer Ball dat in ’n ideale wêreld elke ouer die vryheid sou hê om enige skool te kies waar hulle wil hê hul kinders onderrig moet word5. In die Suid-Afrikaanse realiteit is dit egter nie die geval nie. Trouens, ouers van plattelandse gebiede het gewoonlik net toegang tot een of twee skole wat swak toegerus is met swak opgeleide onderwysers, wat hulle nie veel van ʼn keuse bied vir hulle kinders se onderrig nie6. Hierdie kinders sal moontlik nooit die gelyke en gehalte-onderrig geniet wat hulle veronderstel is om te kry nie7. In wese beperk sosio-ekonomiese werklikhede dus vir sommiges die grondwetlik verskanste reg op onderwys.8 Die implementering van die raamwerk van grondwetlike regte, wat gelyke toegang tot gehalte basiese onderwys verskans, is deur ’n aantal tekortkominge en mislukkings belemmer. Dit sluit in ’n tekort aan bekwame opvoeders en personeel,9 ’n onderwaardering van die pedagogiese belangrikheid van die onderrigtaal,1o onvoldoende infrastruktuur (klaskamers en fisiese ruimte),11 finansiële beperkings en skoolkwintiele,12 en onvoldoende vroeë kinderonderwys.13 Terwyl die Departement van Basiese Onderwys voortgaan om sy komplekse raamwerk van onderwysbeleidstellings uit te brei bestaan die risiko dat dit meer as ’n voertuig vir politiek kan funksioneer in plaas van ’n bona fide-poging om ware sosiale geregtigheid in die onderwys te bereik en saam te werk om hierdie doel te bereik.14 Gedetailleerde beleidstellings word dikwels uitgereik en sterk politieke standpunte word oor spesifieke maatskaplike aangeleenthede ingeneem, maar word nie vergesel van die vereiste wil of befondsing om die probleem in die praktyk aan te spreek nie. Een voorbeeld is die Departement se vordering met die versoek dat graad R-onderwys verpligtend gemaak moet word, maar sonder om voldoende fondse toe te ken om dit by die formele skoolstelsel te inkorporeer. Op hierdie manier is beleidstellings bloot simbolies en bly sosiale geregtigheid ’n droom.15 Die versuim om voldoende skoolinfrastruktuur en fasiliteite te verskaf16 dra ook by tot ongelykhede in toegang tot kwaliteit onderwys. Dit veroorsaak gereelde dispute tussen die beheerliggame van goed funksionerende skole en provinsiale onderwysdepartemente oor skole se vermoë om bykomende leerders toe te laat.17 Boonop het talle dispute voortgespruit uit provinsiale departemente se onvermoë om vakante onderwysposte te vul of hul magsmisbruik en vergrype. 18 Waar die verskillende regeringsfere19 en staatsorgane2o nie kan saamwerk of tot ’n vergelyk kan kom oor die teorie en praktiese realisering van sosiale geregtigheid in onderwys nie, word die reg op onderwys van gelyke standaard, en by implikasie sosiale geregtigheid, in gedrang gebring. Die Wet op die Raamwerk vir Interregeringsverhoudinge (IRFA)21 sluit ’n aantal meganismes en prosedures in om die verhouding te reguleer en interregeringsgeskille tussen die nasionale departement van basiese onderwys en provinsiale onderwysdepartemente te besleg.2 IRFA en die onderwyswette swyg egter oor alternatiewe prosesse wat gevolg moet word indien skoolbeheerliggame en onderwysdepartemente, veral in die provinsiale konteks, in ’n dispuut vasgevang is en die bereiking van sosiale geregtigheid voorkom. Die vraag wat dus gevra kan word, is ​​hoe die verhouding tussen skoolbeheerliggame en onderwysdepartemente gelei en bestuur kan word om te verseker dat dit vreedsaam en produktief is. Die hoofdoel van hierdie proefskrif is dus om vas te stel wat die verhouding tussen die nasionale Departement van Basiese Onderwys, provinsiale onderwysdepartemente en skoolbeheerliggame behoort te wees om te voldoen aan die imperatief vervat in hoofstuk 3 van die Grondwet om sodoende sosiale geregtigheid te bewerkstellig. Tweedens poog die proefskrif om riglyne te ontwikkel om onderwysdepartemente en skoolbeheerliggame te help om aan die beginsels van ʼn samewerkende regering te voldoen en enige potensiële geskille tussen hulle te besleg. Die uiteindelike doelwit is om verhoudings voort te sit as ’n voorvereiste om ’n demokratiese onderwysstelsel wat op sosiale geregtigheid gebaseer is, te beveilig en te bevorder. Die vennootskapsmodel vir openbare skoolbestuur, soos wat dit beskryf word in die Suid Afrikaanse Skolewet23, word ondersteun deur die beginsel van ’n samewerkende regering24 soos uiteengesit in die Grondwet25. Dit noop die vennote om in goeder trou saam te werk. In MEC for Education, Gauteng Province v Governing Body, Rivonia Primary School,26 het die Grondwethof bevind dat samewerking tussen skoolbeheerliggame en die nasionale of provinsiale regering “gegrond is in die gedeelde doelwit om te verseker dat die beste belange van leerders bevorder word en die reg op basiese onderwys verwesenlik word”. Verder het die hof in Head of Department, Department of Education, Free State Province v Welkom High School27 gesê dat die bepalings in die Skolewet: ... noukeurig opgestel is om ʼn balans te vind tussen die pligte van hierdie verskillende vennote [beheerliggame, skoolhoofde, departementshoofde, Lede van die Uitvoerende Raad en die minister van onderwys] om ʼn doeltreffende onderwysstelsel te verseker. Die interaksie tussen die vennote – wigte, teengewigte en aanspreeklikheidsmeganismes – word noukeurig deur die Wet gereguleer. Die Grondwethof28 het verder beslis: Die belangrikheid van ʼn samewerkende regering kan nie onderskat word nie. Dit is ’n fundamentele belangrike beginsel van ons demokratiese bedeling, wat die grondwetlike raamwerk in die algemeen onderskryf en in die Skolewet vervat is as ’n beginsel wat toegang tot onderwys voorsien. Gegewe die aard van die vennootskap wat die Skolewet daargestel het, moet openbare skoolbeheerliggame en die staat in ’n noue samewerkende verhouding wees terwyl alle vennote se onderskeie maar onderling-verwante funksies erken word. Hierdie verhouding moet gekenmerk word deur raadpleging en samewerking in goeder trou en wedersydse vertroue. Die doelwitte om kwaliteit onderwys aan alle leerders te verskaf en hul talente en vermoëns te ontwikkel, hang daarvan af. In die praktyk moet hierdie soort samewerking in die onderwyssektor egter nog tot stand gebring word. Van die uitdagings wat tans die verwesenliking van die grondwetlike imperatief van samewerkende regering verhoed, is vergrype en misbruik van administratiewe mag,29 spanning met betrekking tot mag en gesag,3o versuim om te konsulteer en sinvol betrokke te raak,31 ondoeltreffende interregeringstrukture en geskilbeslegting,32 asook onetiese leierskap.

One of the main objectives of our constitutional state is to establish a society based on social justice as contemplated in the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 𝘰𝘧 𝘵𝘩𝘦 𝘙𝘦𝘱𝘶𝘣𝘭𝘪𝘤 𝘰𝘧 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢 1996.¹ Indeed, social justice is also one of the central visions and ideals of the South African education system.² However, the public basic education system fails to provide equal access to the opportunities and rights required to achieve social justice. While schools may be accessible, learner attendance does not necessarily equate to quality education.³

Historical geographic patterns of (dis)advantage continue to affect institutions’ capacity to provide quality education and achieve equality of opportunity and outcomes. The historical influence of race on equitable opportunities and outcomes is compounded by geography and social class.⁴ In his discussion of the education markets, Ball states that in an ideal world, every parent would have the freedom to pick any school where they want their children to be educated.⁵ In the South African reality, however, this is not the case. In fact, parents from rural areas often have access to only one or two poorly resourced schools with poorly trained teachers, leaving them with not much choice for their children’s education.⁶ These children might never enjoy the equal and quality education they should be receiving.⁷ In essence, therefore, for some, socioeconomic realities limit the constitutionally entrenched right to education.⁸

The implementation of the constitutional rights framework that enshrines equal access to quality basic education has been hindered by a number of deficiencies and failures. These include a a shortage of proficient educators and staff,⁹ an undervaluing of the pedagogical importance of the language of instruction,¹º inadequate infrastructure (classrooms and physical space),¹¹ financial constraints and school quintiles,¹² and insufficient early childhood education.¹³

While the Department of Basic Education continues to add to its complex framework of education policies, the risk is that these may function more as a vehicle for politics than being a bona fide attempt to achieve true social justice in education and work together to achieve this goal.¹⁴ Detailed policies are often issued and strong political stances taken on specific social matters, but are not accompanied by the required will or funding to address the concern in practice. One example is the Department’s promotion of Grade R education to be made compulsory, though without allocating sufficient funds to incorporate it into the formal schooling system. In this way, policies are merely symbolic and social justice remains a pipe dream.¹⁵

The failure to provide adequate school infrastructure and facilities¹⁶ also contributes to disparities in access to quality education. This causes regular disputes between the governing bodies of well-functioning schools and provincial education departments over schools’ capacity to admit additional learners.¹⁷ Additionally, numerous disputes have resulted from provincial departments’ failure to fill educator positions or their abuse of power and overreach.¹⁸

Where the different spheres of government¹⁹ and organs of state²º do not cooperate and see eye to eye on the theory and practical realisation of social justice in education, the right to education of an equal standard, and by implication, to social justice is jeopardised.

The Intergovernmental Relations Framework Act (IRFA)²¹ includes a number of mechanisms and procedures to regulate the relationship and settle intergovernmental disputes between the national Department of Basic Education and provincial education departments.²² However, IRFA and the education laws are silent on alternative processes to be followed if school governing bodies and education departments, particularly in the provincial context, are locked in dispute, thus preventing the achievement of social justice.

This raises the question of how the relationship between school governing bodies and education departments could be guided and governed to ensure that it is peaceful and productive. The main aim of this dissertation, therefore, is to establish what the relationship between the national Department of Basic Education, provincial education departments and school governing bodies ought to be to comply with the imperative captured in chapter 3 of the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 and realise social justice in education. Secondly, the dissertation seeks to develop guidelines to assist education departments and school governing bodies to achieve the principles of cooperative governance and settle any potential disputes between them. The ultimate goal is for relationships to remain intact as a prerequisite for safeguarding and promoting a democratic education system that is based on social justice. The partnership model for public school governance envisaged by the 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵²³ is underpinned by the principle of cooperative governance²⁴ set out in the Constitution.²⁵ This compels the partners to cooperate in good faith.

In 𝘔𝘌𝘊 𝘧𝘰𝘳 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯, 𝘎𝘢𝘶𝘵𝘦𝘯𝘨 𝘗𝘳𝘰𝘷𝘪𝘯𝘤𝘦 𝘷 𝘎𝘰𝘷𝘦𝘳𝘯𝘪𝘯𝘨 𝘉𝘰𝘥𝘺, 𝘙𝘪𝘷𝘰𝘯𝘪𝘢 𝘗𝘳𝘪𝘮𝘢𝘳𝘺 𝘚𝘤𝘩𝘰𝘰𝘭,²⁶ the Constitutional Court held that cooperation between school governing bodies and national or provincial government was “rooted in the shared goal of ensuring that the best interests of learners are furthered and the right to basic education is realised”. Moreover, the court in 𝘏𝘦𝘢𝘥 𝘰𝘧 𝘋𝘦𝘱𝘢𝘳𝘵𝘮𝘦𝘯𝘵, 𝘋𝘦𝘱𝘢𝘳𝘵𝘮𝘦𝘯𝘵 𝘰𝘧 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯, 𝘍𝘳𝘦𝘦 𝘚𝘵𝘢𝘵𝘦 𝘗𝘳𝘰𝘷𝘪𝘯𝘤𝘦 𝘷 𝘞𝘦𝘭𝘬𝘰𝘮 𝘏𝘪𝘨𝘩 𝘚𝘤𝘩𝘰𝘰𝘭²⁷ stated that the provisions in the Schools Act were:

… carefully crafted to strike a balance between the duties of these various partners [governing bodies, principals, heads of department, Members of Executive Council and the education minister] in ensuring an effective education system. … [T]he interactions between the partners – the checks, balances and accountability mechanisms – are closely regulated by the Act.

The Constitutional Court²⁸ went on to state: The importance of cooperative governance cannot be underestimated. It is a fundamentally important norm of our democratic dispensation, one that underlies the constitutional framework generally and that has been concretised in the Schools Act as an organising principle for the provision of access to education.

Given the nature of the partnership that the 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵 has created, public school governing bodies and the state should be in a close cooperative relationship, recognising the partners’ distinct yet interrelated functions. This relationship should be characterised by consultation and cooperation in mutual trust and good faith. The goals of providing quality education to all learners and developing their talents and capabilities depend on it.

In practice, however, this kind of cooperation in the education sector is yet to be established. Among the challenges that currently prevent the realisation of the constitutional imperative of cooperative governance are overreach and abuse of administrative power,²⁹ tension relating to power and authority,³º failure to consult and meaningfully engage,³¹ ineffective intergovernmental structures and dispute resolution,³² and unethical leadership.³³

Enye yezinhlosongqangi yezwe lethu elinomthethosisekelo kungukwakha umphakathi owencike kubulungiswa njengoba kuzindlwe ngakho kuMthethosisekelo waseNingizimu Afrikha we-1996. Nangempela, ubulungiswa bungomunye wemibono enqala kanye nokufisa kwenqubo yezemfundo yaseNingizimu Afrikha. Yize noma kunjalo, inqubo yezemfundo yokwandulela yomphakathi ayikhoni ukunikeza amalungelo alinganayo emathubeni kanye namalungelo okudingekayo ukufinyelelela ebulungisweni. Yize izikole kukwazeka ukungena kuzona, ukuba khona komfundi akukwazi kahle hle ukulingana nezingabunjalo lemfundo. Izindlela zezindawo zokuhlala zakudala zabangenanhlanhla ziyaqhubeka ziba nomthelela esimweni sezikhungo ukunikezela ngemfundo enezingabunjalo kanye nokufinyelela ethubeni elinezingabunjalo kanye nemiphumela. Umthelela wesikhathi sakudala wobuhlanga emathubeni alinganayo kanye nemiphumela kwesekelwe ezendawo kanye nezinga lomnotho. Engcoxweni yakhe ngezimakethe zemfundo, uBall uthi emhlabeni olindelekile, wonke umzali angaba nenkululeko yokukhetha noma isiphi isikole lapho befuna abantwana babo bafundiswe khona. Ebunjalweni baseNingizimu Afrikha, yize noma kunjalo, lokho akusikhona. Eqinisweni, abazali abaphuma ezindaweni zasemakhaya bahlala benelungelo lokufinyelela esikoleni esisodwa noma ezimbili futhi ezingenanhlanhla nezinothisha abangaqeqeshiwe ngokwanele, okubashiya bengenakho ukuzikhethela ngemfundo yabantwana babo. Laba bantwana kungenzeka bangakwazi ukujabulela imfundo elingana neyabanye noma esezingeni okufanele ngabe bayayithola. Eqinisweni, ngakho-ke, kwabanye, ubunjalo bomnotho womphakathi buyabanqinda elungelweni lemfundo ekumthethosisekelo. Ukusetshenziswa kohlaka lwamalungelo omthethosisekelo oluqinisekisa ilungelo elilinganayo emfundweni eyisisekelo sekunqindwe ukungasebenzi kahle kokuningi kanye nokungaphumeleli ukufezekisa izinhloso. Lokhu kubalwa kukho ukungabibikho kahle kothisha abaqeqeshiwe kanye nabasebenzi, kanye nokungabalulekiswa kobumqoka wokufunda nokufundisa ulimi, ukungabibikho kahle kwezingqalasizinda (amaklasi kanye nendawo yokusebenzela), ukungabibikho kahle kwezimali, kanye namazinga ezikole ngokwezingqalasizinda, kanye nokungabibikho kwemfundo eyandulela eyisisekelo. Ngesikhathi uMnyango weseMfundo eyisiSekelo uqhubeka wengeza ohlakeni lwawo oluyinkimbinkimbi lwezinqubomigomo zezemfundo, ubungozi ukuthi lokhu kungasebenza kakhulu njengomgudu wezepolitiki kunalowo oqondiwe wokuzama ukufinyelela ebulungisweni emfundweni kanye nokusebenza ndawonye ukufinyelela kule nhloso. Izinqumomigomo ezenabili zijwayele ukuthi zinikezwe futhi isimo sezepolitiki esiqinile siyathathwa kwezinye izindaba zomphakathi, kodwa akuhambisani nesifiso esidingekayo noma ukufakwa kwezimali ukubhekana nesimo sokusebenza. Isibonelo esisodwa ukuqgugquzelwa nguMyango kwemfundo yeBanga R ukwenziwa ibe impoqo, yize kungekho ukwabelwa okwenele kwezimali ukuyifaka enqubeni yezemfundo esemthethweni, ngaleyo ndlela, izinqubomigomo zifana neziyizimpawu nje futhi ubulungiswa busafana nephupho. Ukwehluleka ukunikezela ingqalasizinda edingakalayo kanye nezinto zokusebenza kunawo umthelela ekwehlukaniseni ukufinyelela emfundweni esezingeni. Lokhu kuholela ekungazwanini okuvamile phakathi kwezinhlaka zabazali zokuphatha izikole ezisebenza kahle kanye naseminyangweni yezemfundo yezifundazwe endabeni yezikhala zokufunda ukwemukela abafundi. Okunye futhi, ukungaboni ngaso linye okuningi sekube nemiphumela yokwehluleka kweminyango yezifundazwe ukugcwalisa izikhala zothisha noma ukusebenzisa kwabo amandla ngokungeyikho kanye nokwenza ngokwedlulele. Lapho izinhlaka ezahlukene zikahulumeni kanye nezinhlaka zokusebenza sikahulumeni zingavumelani futhi zingaboni ngaso linye enjulalwazini kanye nokusebenza kwangempela kobulungiswa kwezemfundo, ilungelo kwezemfundo lezinga elilinganayo, futhi nencazelo, ebulungisweni kusengcupheni. I-Intergovernmental Relations Framework Act (IRFA) ifaka kuyo amasu amaningana kanye nezinqubo ukubhekelela ubudlelwane kanye nokulungisa ukungaboni ngaso linye kwangaphakathi kuhulumeni phakathi koMnyango weseMfundo eyisiSekelo kazwelonke kanye neminyango yezemfundo yezifundazwe. Yize noma kunjalo, i-IRFA kanye nemithetho yezemfundo kuthulile kwezinye izinqubo ezingalandelwa uma izinhlaka zabazali zokwengamela izikoleni kanye neminyango yezemfundo, kakhulukazi esimweni sesifundazwe, kuvaleleke ekungabonini ngaso linye, nokwenza ukuvikela ekufinyeleleni ebulungisweni. Lokhu kuqubula umbuzo wokuthi ngabe ubudlelwane phakathi kwezinhlaka zabazali zokuphatha ezikoleni kanye neminyango yezemfundo kunganganyelwa futhi kuphathwe kanjani ukuqiniseka ukuthi kunokuthula futhi kumovuzo. Ngakho-ke, inhloso enkulu yalo mqulu ukuthola ukuthi buyini ubudlelwane phakathi koMnyango wezeMfundo eyisiSekelo, iminyango yezemfundo yezifundazwe kanye nezinhlaka zabazali zokwengamela ezikoleni okumele bube khona nezimfuno ezibalulwe esahlukweni 3 soMthethosisekelo futhi ukuthola ubulungiswa emfundweni. Okwesibili, umqulu uhlose ukuqamba izindlela zokusiza iminyango yezemfundo kanye nezinhlaka zabazali zokwengamela izikole ukufinyelela emigomweni yokubusa ngokubambisana kanye nokufinyelela esinqumweni zokuxazulula ukungaboni ngaso linye phakathi kwabo. Inhloso enkulu ukwenza ubudlelwane bube into enganyakazi njengesendlalelo sokuqikelela kanye nokuthuthukisa inqubo yezemfundo yentando yeningi eyencike ebulungisweni. Imodeli yobudlelwane yokwengamela izikole zomphakathi ewumbono we-South African Schools Act iyesekelwe isimiso sokubusa ngokubambisana esibekwe nguMthethosisekelo. Lokho kuholela ekutheni ababambiqhaza babambisane ngokwethembeka. Kwi-MEC for Education, iGauteng Province v Governing Body, iRivonia Primary School, iNkantolo yoMthethosisekelo kukhona ukuthi ukubambisana phakathi kwezinhlaka zabazali zokwengamela izikole kanye nohulumeni kazwelonke noma wesifundazwe kwaku “qiniswe injongo okwabelwene ngayo yokuqinisekisa ukuthi izidingo zabafundi zibekwa phambili kanye nelungelo lemfundo eyisisekelo iyatholakala”. Ngaphezu kwalokho, inkantolo kwi-Head of Department, iDepartment of Education, iFree State Province v Welkom High School yabalula ukuthi izimiso kuMthetho weSikole Kwaku-: ... ukwakhiwa ngokucophelela ukuqinisekisa ukuhambisana phakathi kwemisebenzi yalaba bambiqhaza abehlukene [izinhlaka zabazali zokwengamela izikole, othishanhloko, izinhloko zeminyango, amaLunga eKhansela eliKhulu kanye nongqongqoshe wezemfundo] ukuqinisekisa inqubo yezemfundo enempumelelo. ... [U]kuxhumana phakathi kwababambiqhaza – amasheke, ukuhambisana kanye nezindlela zokusebenza – kuyabhekwa ngeso lokhozi nguMthetho. INkantolo yoMthethosisekelo yaqhubeka futhi yabalula: Ukubaluleka kokubusa ngokubambisana akukwazi ukubukelwa phansi. Kuyinto ebaluleke kakhulu embusweni wethu wentando yeningi, obuka uhlaka lomthethosisekelo ngokuvamile futhi oqinisiwe kuMthetho weSikole njengenqubo yokusebensa ukunikezela ukungena emfundweni. Uma kubukwa isimo sokubambisana uMthetho weSikole osidalile, izinhlaka zabazali zokwengamela izikoleni zomphakathi kanye nohulumeni kumele kube sebudlelwaneni bokusebenzisana obusondelene, ngokubuka ukwehluka kwababambiqhaza kube benemisebenzi ephakelanayo. Lobu budlelwane kumele bubonakale ngokuxhumana kanye nokusebenzisana ngokwethembeka okumukezelanayo kanye nokwethembeka. Izinhloso zokunikezela ngemfundo esezingeni kubo bonke abafundi kanye nokuthuthukisa amathalente kanye nolwazi lwabo kuncike kukhona. Ngokwangempela, yize noma kunjalo, lokhu kusebenzisana emkhakheni wezemfundo usazoba khona. Phakathi kwezinye izingqinamba okwamanje ezivimbela ukwenzeka kwezimfuno zomthethosisekelo zokusebenzisana ngokubambisana ziyadediswa futhi kunokusebenzisa amandla okusebenza ngokungemthetho, ukuqinelana okumayelana namandla kanye nokubusa, ukwehluleka ukuthintana kanye nokuxoxisana, izinhlaka esingaphakathi kuhulumeni ezingasebenzi kahle, kanye nobuholi obungathembekile.

E nngwe ya dipheho tsa puso e tlasa molao wa motheo wa 1996 ke ho bopa setjhaba. Ebile ka nnnete hodima toka ya setjhaba jwaloka ha e le ho Molao wa motheo wa Rephaboliki ya Afrika Borwa. Efela ho le jwalo, toka setjhabeng ke e nngwe ya ditshiya tsa ponelopele le mehopolo ya tsamaiso ya thuto mona Afrika Borwa. Leha ho le jwalo, tsamaiso ya thuto ya motheo ya setjhaba e hloleha ho fana ka menyetla le ditokelo tse tla theha toka. Leha dikolo di fumaneha, palo ya barutwana ba yang sekolong ha e tsamaelane le thuto e nang le boleng. Dibaka tsa ho dula tse bileng teng ho tloha kgale (ba nang le menyetla le ba se nang yona) di ama dibaka tsa ho ruta ho hloka bokgoni ba ho nehelana ka thuto e nang le boleng le phumano ya menyetla le sephetho ka tekano. Tshusumetso ya histori e itshetlehileng merabeng bakeng sa menyetla ka ho lekana, e atiswa ke bodulo le boemo ba batho setjhabeng. Puong ya hae ya ho hlalosa mebaraka ya thuto, Ball o bolela hore lefatsheng le lokileng, motswadi e mong le e mong a ka ba le toka ya ho ikgethela sekolo seo a batlang ngwana hae a rutwe teng. Afrika Borwa mona, seo e leng nnete ke hore seo ha se etsahale. Nnete ke hore batswadi ba hlahang mahaeng ba fuwa kgetho ya sekolo se le seng kapa tse pedi tse se nang letho bakeng sa ho ruta, le matitjhere a sa rupellwang hantle, a hlokang tsebo, mme ba se na boikgethelo bo bong bakeng sa thuto ya bana ba bona. Bana bana ba ka nna ba se hlole ba fumana monyetla wa thuto e lekanang, ya boleng, eo ba tshwanetseng ho e fumana. Kahoo he, ka lebaka la maemo a tsa bodulo le moruo, ditokelo tsa bana tsa ho ithuta tsa molao wa motheo di kgaotswe. Tshebediso ya ditokelo tsa molao wa motheo, tse bolelang tokelo ya ho fumana thuto ya boleng ka ho lekana, e sitiswa ke bofokodi bo itseng mmoho le ho se etse se tshwanetseng. Tsona di kenyelletsa ho hlokeha ha matitjhere a hlwahlwa mmoho le basebetsi, le ho nyatsa bohlokwa ba ho ruta ka leleme la lapeng, diphaposi tse senyehileng, ho hloka thuso ya ditjhelete, mmoho le ho hlokahala ha thuto ya bana ba banyenyane. Ha Lefapha la Thuto ya Motheo le ntse le tswella ho eketsa dintho tse sa utlwisiseheng tshebetsong ya leano la bona, ho ka bonahala ekare seo se mpa se sebedisetswa dipolitiki ho feta toka thutong le ho sebedisana mmoho ho fihlella seo. Maano a malelele a utlwahalang a nehelwana, mmoho le boemo ba dipolotiki bo a tshehetsang mabapi le ditaba tsa baahi. Leha ho le jwalo, ha di tshehetswe ke diketso kapa dithuso tsa tjhelete ho lokisa tse sa lokang. Mohlala o le mong ke ho phahamisa Mophato wa R, ho qobella hore o etswe dikolong tsohle. Ka tsela ena, maano ana a mpa a kgabisitse feela, mme toka setjhabeng e mpa e le toro feela. Ho hloleha ho nehelana ka thepa e lekaneng le disebediswa tsa sekolo, ke se seng se bakang ho se lekane phumantshong ya thuto. Sena se baka ho se utlwane pakeng tsa komiti ya bolaodi ba dikolo tse sebetsang hantle le Mafapha a Thuto a diprovense ka boemo ba sekolo ho amohela baithuti ba bang. Hape pherekano e nngwe e tliswa ke mafapha a diprovense ka ho se tlise matitjhere a mang a hlokehang, kapa hona ho sebedisa matla a bona hampe le ho etsa kamoo ba ratang. Moo boemedi ba mmuso boemong bo fapaneng bo sa utlwaneng mabapi le tsela le mohopolo mabapi le phihlello ya toka ya setjhaba thutong, tokelo ya thuto ya boemo bo lekanang, mme ka mantswe a mang tokelo ya setjhaba, di a senyeha. Molao wa IRFA o nehelana ka tsela le mekgwa ho tsamaisa dikamano le ho lokisa diphapang pakeng tsa Lefapha la Tuto ya Motheo le mafapha a diprovense. Leha ho le jwalo, IRFA le melao ya thuto di thotse mabapi le tsela tse ding tse ka sebediswang ha makgotla a dikolo le mafapha a dikolo, haholo diprovenseng, a sa utlwane kapa a sa dumellane, mme seo se sitisa ho fihlella toka setjhabeng. Sena se hlahisa potso ya hore na dikamano pakeng tsa mekgatlo ya dikolo le mafapha a thuto di ka tataiswa jwang le ho laolwa jwang hore kgotso e be teng mahareng a bona. Sepheo se seholo sa sengolwa sena sa diphuputso ka lebaka leo, ke ho fumana hore dikamano pakeng tsa Lefapha la Thuto ya Motheo, Mafapha a thuto a diprovense le makgotla a taolo ya dikolo a tshwanetse ho ba jwang ho latela seo Molao wa Motheo o se bolelang kgaolong ya 3, ho fihlella toka ya baahi thutong. Ya bobedi, diphuputso tsena di batla ho sibolla mekgwa e tla thusa lefapha la thuto ho fihlella tsela ya ho latela puso ka kutlwano le ho lokisa dikgohlano tse ka bang teng. Se ka sehloohong ke ho fihlella tsela ya hore dikamano di tiye ho hlokomela le ho phahamisa tsela ya demokrasi, e itshetlehileng hodima ditokelo tsa botho. Mokgwa wa tshebedisano wa tsamaiso ya dikolo tsa setjhaba, ho ya ka Molao wa Dikolo tsa Afrika Borwa (South African Schools Act) o itshetlehile ho puso ka kutlwano e fumanwang ho Molao wa motheo. Sena se tlama ba sebetsang mmoho ho sebetsa ka toka. Tsekong ya MEC wa Thuto, Provenseng ya Gauteng le Lekgotla la Sekolo la Rivonia Primary School, Lekgotla la dinyewe le Phahameng la Molao wa Motheo (Constitutional Court) o ile a qeta ka hore tshebedisanommoho pakeng tsa makgotla a dikolo le puso ya provense kapa naha e itshetlehile “ho sepheo se le seng seo kaofela ba se batlang, e leng ho netefatsa hore baithuti ba fumana seo ba se etseng moo sekolong mme ke bona ba ka sehloohong ho eng kapa eng, le tokelo ya bona thutong eo ya motho.” Hodima moo, nyeweng ya Hlooho ya Lefapha,Lefapha la Thuto, Provense ya Freistata le Welkom High School lekgotla la dinyewe le boletse hore molao oo o ralwe ka tsela e lekanyang hantle pakeng tsa mesebetsi ya basebetsimmoho bana (makgotla a dikolo, dihlooho tsa dikolo, boMEC le Letona la Thuto) sepheo e le hore ho be le tsamaiso e ntle ya thuto. Molao wa motheo ke ona o tla sheba le ho hlahloba tsela tsa boikarabelo,ditshebetso tsona di hlokometswe ke Molao. Lekgotla la Molao wa motheo lona le itse: Bohlokwa ba tshebedisanommoho bo ke ke ba nyenyefatswa. Ke karolo ya bohlokwa haholo demokrasing. Ke yona e kgethilweng, mme ya matlafatswa ke molao wa Dikolo (Schools Act). Mme yona ya bopa tshebedisanommoho ka ho rala Molao wa Dikolo (Schools Act). Tshebedisano mmoho ena e tsamaye le tshebedisanommoho le kutlwano, hammoho le ho tshepana. Sepheo sa ho nehelana ka thuto ya boemo bo hodimo ho baithuti bohle le ho hodisa ditalente tsa bona le bokgoni, e itshetlehile ho seo. Leha ho le jwalo, sena ha se so etsahale e le bonnete. E nngwe e bakang sena le ho thibela ho se fihlelle, ke matla ao ba ka sehloohong ba a sebedisang hampe, se etswang ke matla le boemo, ho etsa dintho ba sa bua le ba bang, mekgatlwana ya mmuso e se nang matla, mekgatlwana e hlokang matla mmoho le tharollo ya ho se dumellane le boetapele bo sa hlompheheng ka baka la diketso tsa bona.