At Afrika Tikkun Bambanani, our mission has always been clear: to provide equitable access to quality education for every child in South Africa, regardless of language, location, or socioeconomic background.
It is with this commitment that we observe the recent talk of a settlement involving the Bela Act with both concern and reflection on its implications for children across the country.
The decision not to implement Clause 4 of the Basic Education Laws Amendment (Bela) Act has sparked significant debate. This clause aimed to address the critical issues of language and admission policies at public schools — two pillars that significantly influence access to education.
While the agreement may be viewed as a victory by certain parties, we believe it poses risks to the fundamental rights of those children who are most vulnerable in our education system.
A missed opportunity for inclusivity
Language policies often act as barriers for children from underprivileged communities. Many children are excluded from quality education opportunities due to restrictive language policies or admission requirements that fail to consider their unique circumstances.
Clause 4 of the Bela Act has the potential to foster inclusivity by ensuring that these policies are more equitable and reflective of South Africa’s diverse linguistic and cultural landscape. By choosing not to implement this clause, the door remains closed for many children who need it most.
Rural and township schools, where Afrika Tikkun Bambanani operates extensively, are disproportionately affected. Language barriers often hinder a child’s ability to learn, develop and ultimately thrive. Without deliberate efforts to address this, we risk perpetuating cycles of inequality.
The impact on early childhood development
Early childhood education is the foundation upon which lifelong learning is built. The formative years are when children’s cognitive, social and emotional skills are developed, and language plays a critical role in this process.
At Afrika Tikkun Bambanani, we have seen first-hand how inclusive language policies and diverse teaching approaches empower children to succeed. Restrictive language policies not only alienate children but also limit their potential.
For children in underserved communities, access to education in their home language, combined with gradual exposure to a second language, is key to fostering confidence and competence. Clause 4 could help create environments where children are understood, respected and given the best chance to excel.
Children at the centre of policyd decisions
Education policies should prioritise the best interests of children. The current possible settlement, while addressing concerns of unions and other stakeholders, leaves children out of the equation. Quality education is a constitutional right for every child, and decisions that affect access to this right must place children at the centre.
Theresa Michael, CEO of Afrika Tikkun Bambanani, emphasises this point: “Our focus should always be on the child and their right to quality education. However, this settlement has shifted the focus to adult-centred concerns, leaving the real stakeholders — the children — on the sidelines.
“Teachers are already overburdened, and centralising admission policies could add layers of administrative strain. This approach risks overlooking the specific needs of communities and the best interests of the children within them.”
Admissions policy
By not implementing Clause 4, this shifts control over admission policies from schools and their governing bodies to provincial education departments. While the intention may be to ensure equitable access to education, this change could undermine the democratic rights of schools to make decisions tailored to their specific contexts and communities.
Localised decision-making allows schools to address the unique challenges and opportunities within their environments, fostering a sense of ownership and alignment with community values.
This centralisation of power has raised concerns among unions, schools and community members, who argue that it diminishes the role of stakeholders directly involved in the day-to-day realities of education. Such a move may lead to potential conflict, resistance and delays in implementing effective policies that serve the best interests of students and their families.
Ultimately, empowering schools to collaborate with governing bodies and communities, while providing oversight and support from provincial education departments, is a more balanced approach to ensuring equitable access without eroding local autonomy.
A call for collaboration and action
Afrika Tikkun Bambanani calls on the government, unions and civil society to re-examine how we can collectively address the challenges posed by language and admission policies. The Bela Act, with its inclusive intentions, presented a pathway to bridging divides and creating equitable opportunities for children across South Africa.
While this possible settlement may conclude the current debate, the work is far from over. We must find new ways to ensure that every child — regardless of their language or background — has access to the quality education they deserve.
At Afrika Tikkun Bambanani, we remain steadfast in our commitment to breaking down barriers and building a future where education is a right, not a privilege. We stand ready to collaborate with all stakeholders to champion policies that put children first, recognising their potential as the true wealth of our nation.
Through its ongoing commitment, Afrika Tikkun Bambanani is proving that when women are empowered, families, communities and nations can rise together in strength and unity.
For opinion and analysis consideration, email Opinions@timeslive.co.za
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