The problem at the heart of our education system is not one of ‘quality’ but one of ‘inequality

Law Professor Pierre de Vos comments on the challenges that face South Africa’s education system in the latest Think Big webinar

The South African Constitution – one of the most advanced constitutions in the world – affords everyone the basic right to education. And while several state interventions are making inroads into providing for this fundamental right, we need to reach beyond implementing technical solutions and get to the heart of the problem, which in its essence, is political. Only then can South Africa’s education system provide viable and long-lasting solutions to issues such as record-high youth unemployment.

This is the perspective of Pierre de Vos, the latest guest on the Think Big webinar series sponsored by leading financial services group PSG. The series of webinars puts seminal questions to some of the country’s most prominent figures in business, leadership, economics and social transformation to provide insights into South Africa’s most pressing issues.

Pierre de Vos is the Claude Leon Foundation Chair in Constitutional Governance and an expert on Constitutional Law. He is currently the chairperson of the Board of the Aids Legal network and is a Professor at the University of Cape Town’s Department of Public Law. In the most recent Think Big webinar, De Vos was asked for his opinion on issues relating to education as a human right in South Africa and its ability to turn the tide against rising unemployment among South Africa’s youth.

Inequality the root of the current political instability

Commenting on this pertinent issue, De Vos argued that “The problem that lies at the heart of the South African education system is not one of ‘quality’ but one of ‘inequality”. Illustrating his point, De Vos made reference to the growing chasm that exists between the education system that serves the South African middle-class and the experience of poor communities. He went on to argue that “education is one of the tools that can overcome the divide or perpetuate a system wherein one group of people is set up to succeed in the working world and the other is not.”

As De Vos suggests, the inequality that exists within South Africa’s education system is not only a problem that affects and concerns the poor. It is in fact, a problem that has far-reaching effects for every segment of South African society. Unequal opportunities in education are simply “unsustainable” in his opinion, and is a reality characterized by the fact that 30% to 40% of South Africans do not have access to proper education, and by extension, jobs, while 5% to10% of society pays the majority of income tax. These injustices, as De Vos argues, is “at the centre of our country’s political instability.”

Elitism limits offering and reach of current education system

Elaborating on the nature of the problem with South Africa’s education system, De Vos highlighted the overarching sense of elitism that exists, which favours a certain kind of education over education in technical fields.

On this point, webinar facilitator and journalist, Alishia Seckham put forward education minister Angie Motshekga’s proposal that specialist-subjects such as agriculture and maritime studies should be incorporated into national curriculums. As De Vos explained: “interventions of this nature will go a long way in catering for a broader range of learners with special aptitudes that have historically been overlooked. This ‘second stream’ of education will finally help in producing people with the expertise that the country actually needs.”

For De Vos, the notion of inequality also applies to the hierarchical way of thinking that values academic knowledge over pragmatic application. As he expands, academic proficiency is just one part of what education represents. In the legal system for example, “softer skills” like the ability to reason, independent and critical thinking, and the ability to conduct research are cornerstones of what it takes to be effective as a legal professional.

Furthering the discussion on the need for South Africa’s education system to broaden its appeal and reach, De Vos commented on the need for multi-lingualism at school and university level. “The problem lies in the fact that we see indigenous languages as something we need to shy away from in the professional world. However, in a country with 11 official languages, those who only speak English and Afrikaans are at a deficit. Multi-lingualism should therefore be something we see as a significant advantage at the level of schooling.”

De Vos cautions South Africans against the belief that a “quick fix” like a curriculum change will solve an issue that is notoriously complex. As he concludes: “when implementing new policies, we need to realise that the issues we face cannot be divorced from our unique political history, so context is key. When we accept the politicised nature of education in South Africa, we can begin to unravel some of the long-standing intricacies of the problem.”