On 29 November 2013 Equal Education (EE), a grassroots community based movement for quality and equality in South African education, through analysis and activism achieved the publication of legally binding norms and standards for public school infrastructure after three years of struggle.
For all these years, hundreds of EE’s school-going members, supported by parents, teachers and members of the public: marched, picketed, wrote letters, held vigils and slept outside parliament. This was all in an effort to put pressure on the Minister of Basic Education to give effect to the South African Schools Act 84 of 1996 by authorising the publication of legally binding norms and standards for public school infrastructure. Despite these efforts, the Minister of Basic Education refused to adopt these norms, compelling EE to take its battle to the courts. Finally, in November 2012, the Minister agreed to a settlement which led to the promulgation of The Regulations Relating to Minimum Uniform Norms and Standards for Public School Infrastructure (Regulations).
Gauteng Equalisers march to the Department of Education in Pretoria to demand norms and standards.
The Regulations set clear goals and timelines for the eradication of the infrastructure backlog in public schools, requiring that within three years all schools built from mud, asbestos, metal and wood will be up graded; and provide that schools without water, sanitation and electricity will be provided with these essential resources and services within the same period. Within seven years, the Regulations require that classrooms, electronic connectivity, fencing and other similar resources are provided. And, within ten years, resources such as libraries and laboratories will be provided to schools that need them. Provincial Education Ministers must provide the Minister, within 12 months, of the plans relating to the manner in which the Regulations will be implemented.
The promulgation of the regulations represents a major victory for community activism. It is a legal tool in the hands of learners, school governance structures and communities to know what schools can expect and a mechanism through which to hold government to the minimum standard for school infrastructure established by the Regulations.
EE is looking forward to working with the Department of Basic Education, school communities and learners in ensuring the proper implementation of the Regulations.
Yoliswa Dwane and Brad Brockman are Equal Education members.
Tags: Activism, Civil society, Policy
