The National Education Collaboration Trust (NECT) has launched a policy dialogue series, as part of its Macro-indicator System for Post-2024 Education Reform and Improvement, dedicated to exploring the foundational values crucial for nurturing a successful Basic Education Ecosystem in South Africa.
Following the launch of the Think Tanks series, the NECT recently held a dialogue in Centurion involving Prof. John Volmink, Mr. Andre Croucamp, Dr. Patrcia Watson, and Dr. Mzamani Mdaka who presented a paper on Values in Education. The lead researcher Prof. Volmink, from MIET, emphasised the significance of values as South Africa steers toward a more inclusive and democratic society, reflecting on the historical challenges of apartheid education. He highlighted the need for a contemporary emphasis on values due to the legacy of a low-quality, authoritarian, compliance-driven, and oppressive education system.
Prof. Volmink noted that learners were expected to display docility, following predetermined behavioural objectives. Furthermore, they were expected to engage in rote learning, preparing for lives in servitude. Additionally, violence was considered a legitimate means to enforce discipline.
“Within the system, teachers were expected to give uncritical allegiance to bankrupt ideas and policies. Neither learners nor teachers were encouraged to be participants in the choices that affected their lives, and governance was rule-based rather than values-based; hence the need to engage in this crucial discussion on Values in Education,” said Prof. Volmink.
The paper presented by the researchers underscored the view that our values, fundamental assumptions shaping our worldview, are intricately woven by both biological and cultural influences. Interestingly, these values often operate in the realm of the unconscious, guided by emotions and non-rational processes, only to be identified and named retrospectively as we seek to rationalise our choices or actions. The challenge lies in consciously choosing values before taking action, a task more demanding than retrospection. Conscious awareness of values becomes more pronounced when moral intuitions face challenges, necessitating deliberate engagement with the often-automatic mental processes at the thresholds of change or conflict.
The research highlights that no value holds an absolute status of being inherently good, right, or true. Values don’t neatly align into clusters of ‘good’ or ‘bad,’ as each serve functions that can be either beneficial or harmful. Moreover, values are not static; they evolve based on lived experiences and can transform from rules imposed in a top-down manner to intrinsic motivators over time. Neglected values can be revitalised through the reinforcement of rules.
A pivotal insight from the research emphasises the significance of bringing values into conscious awareness, treating them as critical and creative choices rather than rigid obligations to unchanging absolutes. This shift in perspective holds the potential to enhance the quality of life for both educators and learners, fostering an environment where values are consciously chosen and contribute positively to the educational experience.
Contributing to the dialogue, the Minister of Basic Education, Angie Motshekga, stressed the importance of values in education for shaping the kind of human beings emerging from the system.
“As educators, we need to be conscious and deliberate in the way in which we influence how children turn out and what they aspire to be. We must be acutely aware and intentional about shaping the identity of the child, into the adult they evolve into; and positively contribute to shaping adults capable of navigating conflicts, kind human beings who understand human rights issues among other values,” added Minister Motshekga.
Expanding the focus to grassroots involvement, the report underscores the pivotal role of School Governing Bodies (SGBs) and Representative Councils of Learners (RCLs) as champions of South Africa’s democracy, entrusted with the power and responsibility to shape education and uphold human rights and constitutional values, to achieve social cohesion and nation-building objectives.
Delving into the foundations of guiding values, the report highlights the 2001 Manifesto on Values, Education, and Democracy as a fundamental expression within the Department of Basic Education. The identified values include Democracy; Social Justice and Equity; Equality; Non-Racism and Non-Sexism; Ubuntu (Human Dignity); An Open Society; Accountability (Responsibility); The Rule of Law; Respect; and Reconciliation. However, the challenge lies in the fact that these ideals have not consistently found deliberate reflection and expression in everyday leadership, teaching practices, and school culture.
As South Africa continues to evolve, the focus on values must transcend the transitional phase. Beyond the democratic values expressed in the 2001 Manifesto, there is a call to prioritise values for thriving. Self-awareness, well-being, innovative design, empathy, and sustainability are among the suggested values that could contribute to a thriving South Africa.
Dr. Godwin Khosa, CEO of the NECT, highlighted that at its core, the NECT functions as a Think Tank, harmonising the diverse perspectives of stakeholders, including government officials, international experts, academics, teacher unions, and other education specialists.
“Through this collaborative endeavour, the NECT aspires to shape the trajectory of South Africa’s education system, to ensure alignment with the nation’s evolving needs and aspirations. The platform focuses on ten pivotal areas, ranging from assessing democratic-era education reforms to examining the influence of interest movements on education policy development, utilising comprehensive research and expert insights to formulate strategic policy papers that will guide the future of education in South Africa,” said Dr. Khosa.
