Freedom Day’s birth on 27 April 1994 marked the end of over 300 years of colonialism, segregation and white minority rule in South Africa.
A new democratic government elected by the people, for the people, was established.
In attempts to overcome an unjust past, our nation has embraced the meritocratic beliefs of equal opportunity and human rights. This is evident in our laws, policies and actions.
However, 28 years later, our country is still being eroded by inequality. The catastrophic KwaZulu-Natal floods again brought this to light.
Over 600 resource-constrained schools serving marginalised communities have been damaged, while an existing basic housing crisis has been exposed.
At this point it makes sense to take us back well over a century and reference the contribution of John Dewey, philosopher, psychologist and educational thinker. Published in 1916, Democracy and Education: An Introduction to the Philosophy of Education highlights the link between democracy and education.
Essentially, Dewey asserts that democracy requires citizens to make intelligent, informed choices that will lead to the public good. Quality education has both a practical and moral purpose in fostering healthy, democratic societies.
Over a century later, this assertion could not be more relevant to South Africans. We have seen organisations dedicated to the support and defence of democracy emphasise that democratic stability and development in countries are tied to sustainable economic growth. For economic growth to occur, quality education is indispensable.
In South Africa, education experts have identified six critical areas we need to focus on to improve the quality of education. Among these are infrastructure development, teacher development and the oft-overlooked leadership development of principals.
Historically, South Africa devotes significant resources to education infrastructure. But this alone is not enough to create lasting change.
There is consensus among education experts that principal leadership, after teacher quality, is pivotal to the provision of quality education in schools. Yet principals serving marginalised communities face overwhelming leadership challenges, including inadequate infrastructure, under-qualified teachers, and learners who are often hungry and ill, do not have proper clothing and lack parental support.
If we are to achieve true democracy, principals must be equipped with the tools and skills needed to succeed in such a way that enables the next generation to succeed.
- Zah’Rah Khan is head of the editorial team at Symphonia for South Africa.
