Two weeks ago five young and talented debaters — Khumo Molefakgotla, Lesego Serobatse, Neesa Ajoodha, Osiame Radebe and Khumo Kumalo — departed for Belgrade, Serbia, to represent South Africa at the prestigious World School Debating Championship (WSDC). While it’s disappointing that their participation went largely unnoticed, it allows us to reflect on how South Africa can revive and popularise this art of reasoned discourse.
Studies have shown debating is a vital co-curricular activity with many social and personal benefits. For pupils , it has the potential to cultivate crucial skills such as strategic thinking, leadership, problem-solving, persistence, curiosity, general knowledge and persuasive communication.
In addition to science, technology, engineering and mathematics, these life-changing skills have been identified as essential for the 21st century. Initially recognised by the National Academy of Sciences in the US, they have now been adopted globally, including by the World Economic Forum and the UN. Closer to home, the AU is urging member countries to focus on education and has adopted "Educate an African fit for the 21st century" as its theme for 2024.
Though waning in popularity, many private and some former model C schools still offer debating as an extracurricular activity. The same, regrettably, cannot be said about most rural and township schools. Ironically, this is where not much is being done to cultivate the 21st century skills they need to thrive and succeed academically and beyond. Much more needs to be done so that these children stand a better chance of breaking the cycle of multigenerational poverty.
RIAH PHIYEGA | Reviving the art of debate: A path to empowering South Africa's youth
Studies have shown debating is a vital co-curricular activity with many social and personal benefits
Image: 123RF
Two weeks ago five young and talented debaters — Khumo Molefakgotla, Lesego Serobatse, Neesa Ajoodha, Osiame Radebe and Khumo Kumalo — departed for Belgrade, Serbia, to represent South Africa at the prestigious World School Debating Championship (WSDC). While it’s disappointing that their participation went largely unnoticed, it allows us to reflect on how South Africa can revive and popularise this art of reasoned discourse.
Studies have shown debating is a vital co-curricular activity with many social and personal benefits. For pupils , it has the potential to cultivate crucial skills such as strategic thinking, leadership, problem-solving, persistence, curiosity, general knowledge and persuasive communication.
In addition to science, technology, engineering and mathematics, these life-changing skills have been identified as essential for the 21st century. Initially recognised by the National Academy of Sciences in the US, they have now been adopted globally, including by the World Economic Forum and the UN. Closer to home, the AU is urging member countries to focus on education and has adopted "Educate an African fit for the 21st century" as its theme for 2024.
Though waning in popularity, many private and some former model C schools still offer debating as an extracurricular activity. The same, regrettably, cannot be said about most rural and township schools. Ironically, this is where not much is being done to cultivate the 21st century skills they need to thrive and succeed academically and beyond. Much more needs to be done so that these children stand a better chance of breaking the cycle of multigenerational poverty.
Some may argue it is easier said than done. For example, it is well-known that the inability to master the English language is a barrier for most pupils who take it as a second language. These debates, they might say, are conducted in English so the pupils won’t cope and it may destroy whatever little confidence and self-belief they may have had. But it is not impossible. Here is why.
In 2020, the Safer South Africa Foundation introduced debating as an extension to its experiential learning crime prevention, leadership and financial literacy initiative among grade 8–11 pupils. The schools these pupils attend are in areas struggling with poverty, unemployment and crime, including gang activities, drugs and alcohol abuse. These communities include Khayelitsha (Cape Town), the Buffalo Flats and Amalinda in East London, Jouberton in Klerksdorp, Diepkloof in Soweto and Welkom in the Free State.
So far, more than 600 pupils have gone through the programme — with fascinating results. Pupils who were battling to introduce themselves emerged more confident in voicing their opinions, tackling challenging tasks and ended up doing well academically because they applied themselves. Armed with these new tools, they emerge at the end of a nearly three-month exercise motivated, feeling not much can impede their progress.
Though not on the same scale, their achievements bring to mind the inspiring 2007 film The Great Debaters starring Denzel Washington and Forest Whitaker. This Oprah Winfrey production depicts the true-life story of Melvin B Tolson, an African-American poet and a professor at Wiley College in Texas, US. In 1935, Tolson achieved what was once deemed impossible. He coached Wiley, a traditionally black college, to challenge and triumph over debating teams from white colleges. The winning streak included the national champions from the incumbent University of Southern California.
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Similar to Tolson’s team, which became known as "The Little Debate Team That Could", pupils from poor schools can rise above their challenges. They can become the best academically and professionally due to the transformative effect debate has. As we learn from Tolson’s story, debating encourages pupils to think critically about the world around them, question assumptions and engage constructively with differing viewpoints.
The success stories from across the country illustrate the potential of debating in changing lives. Pupils participating in debating programmes often speak of newfound confidence, improved academic performance and a greater sense of empowerment. These benefits extend beyond the individual to the wider community as these young people become role models and agents of change.
There is a need for a concerted effort from the government, civil society and the private sector to implement debating programmes in rural and township schools. Funding and resources are crucial, but so is the training of teachers and volunteers who can coach and mentor pupils.
More than 200 high school pupils from 24 schools in eight provinces have started their intensive seven-week training. They are gearing up for the 2024 #Youth4SaferSouthAfricaDebate Championship. Please join us as we rally behind these bright minds and cheer them on while they prepare to shine on the national stage.
By prioritising debating as an integral part of the education system, we can contribute to levelling the playing field and giving all pupils the tools they need to succeed. It is time to recognise the profound impact debating can have and to take action to ensure that every pupil has the opportunity to benefit from this invaluable experience.
• Phiyega is CEO of the Safer South Africa Foundation and a retired former national commissioner of the SAPS.
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