Public schools allowed to teach foreign languages in Mzansi

Accusations and Counterarguments

The PA accused the Gauteng Department of Education (GDE) of collaborating with the School Governing Board (SGB) chairperson, reportedly of Zimbabwean origin, to implement Shona lessons.

However, the department refuted claims of receiving any formal application for the incorporation of Shona into the school’s curriculum.

Kenny Kunene, the party’s deputy president, strongly opposed what he deemed as the prioritization of Zimbabwean pupils over South African students.

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PA spokesperson Steve Motale shared insights from disgruntled Esikhisini teachers, highlighting concerns regarding the proposed introduction of the Shona language and various other issues within the school, notably the reported high percentage of Zimbabwean pupils, acknowledged by the Department of Education at 20%.In response to the allegations, the principal dismissed the rumoured figure, contending that foreign pupils comprised only 20% of the total student body, during an interview with the SABC.

Department’s Position and Guidelines

Nevertheless, the Department of Education clarified to The Citizen that school principals have the authority to request the inclusion of foreign languages in their curriculum.

According to department spokesperson Mabona, schools must submit formal applications, supported by minutes from parent and SGB meetings, indicating a collective resolution to introduce the desired language.

Considerations include the number of students opting for the language, the availability of qualified educators, and the provision of learning materials.

Mabona emphasized that nationality and immigration status are immaterial in the application process, underlining the commitment to equitable education for all learners, regardless of documentation requirements outlined in the policy.

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Commitment to Fairness

In light of these guidelines, Mabona reassured that no preferential treatment is afforded to non-South African students at the expense of South African learners, reaffirming the department’s dedication to fairness and inclusivity in the education system.