National Education Policy Act of South Africa

National Education Policy Act (NEPA)

• Preamble: Adopt legislation to facilitate democratic transformation of national education system, serving the needs and interests of all South Africans and upholding their fundamental rights.

Objectives (Section 2)

• Gives the Minister of Basic Education the power to:
  • Determine national education policy
  • Consult with stakeholder bodies prior to determining policy
  • Ensure publication and implementation of national education policy
  • Ensure evaluation and monitoring of education policy

Minister's Powers (Subsection 3(4))

• The Minister may determine national policies for:
  • Education management information systems
  • Organisation, management, and governance of national education system
  • Facilities, finance, and development plans for education
  • Innovation, research, and development
  • Ratio between educators and students
  • Professional education and accreditation of educators
  • Organisation, management, governance, funding, establishment, and registration of education institutions
  • Compulsory school education
  • Admission of students to education institutions
  • Dates of school terms
  • Hours per day and days per year in which education shall be provided
  • Curriculum frameworks, core syllabuses, education programs, learning standards, exams, and certification of qualifications
  • Language in education
  • Control and discipline of learners at education institutions
  • Education support services
  • Co-operation between the DBE and other stakeholders
  • International relations and executive functions required to implement national education policy

Directive Principles of National Education Policy (Section 4)

• National policies must be directed towards:
  • Advancement and protection of fundamental rights guaranteed in the Bill of Rights and international conventions
  • Protection against unfair discrimination within or by an education department or institution
  • Right to basic education and equal access to education institutions
  • Right of a parent or guardian in respect of the education of their child or ward
  • Right of every child in respect of their education
  • Right to be instructed in the language of their choice where reasonably practicable
  • Freedom of conscience, religion, thought, belief, opinion, expression, and association within education institutions
  • Establishment of education institutions based on a common language, culture, or religion
  • Use of language and participation in cultural life within an education institution

Further Directives

• Policy must enable the education system to contribute to the full personal development of each learner and the moral, social, cultural, political, and economic development of the nation at large
• Advance democracy, human rights, and the peaceful resolution of disputes

Examples of National Policies

• National Policy on an Equitable Provision of an Enabling School Physical Teaching and Learning Environment
• Policy on Learner Attendance
• Policy for Determining the School Calendar
• Policy on the Organisation, Roles, and Responsibilities of Education Districts

National Policy on Religion in Education

• Minister's foreword: Ensuring unity of purpose and spirit that recognises and celebrates diversity in public schools
• Policy considers four possible models of structuring the relationship between religion and the state:
  • Theocratic model
  • Repressionist model
  • Separationist Model
  • Cooperative Model

Religion Education

• A curricular programme with clear and age-appropriate educational aims and objectives for teaching and learning about religion, religions, and religious diversity
• Study of religion must serve recognisable educational goals consistent with the aims and outcomes of other learning areas
• Schools are responsible for Religion Education, and should not promote one single religion but pursue a balanced approach to learning about religion
• Teachers should be appropriately trained professional educators registered with the South African Council of Educators (SACE)

Religious Instruction

• Information on a particular faith or belief, with the purpose of deepening an understanding and adherence to that faith or belief
• Responsibility of the home, family, and religious community

Religious Observance

• A period of time set aside for learners to engage in religious activities or reflections
• Should accommodate and reflect the multi-religious nature of the country in an appropriate manner

National Policy on Religion and Education

• The policy aims to support unity without uniformity and diversity without divisiveness in public schools.

Religion Education

• A curricular programme with clear and age-appropriate educational aims and objectives, focusing on teaching and learning about religion, religions, and religious diversity.
• The study of religion must serve recognizable educational goals, consistent with the aims and outcomes of other learning areas.
• Schools are responsible for Religion Education, promoting a balanced approach to learning about religion, without promoting one single religion.

Who Should Teach Religion Education?

• An appropriately trained professional educator registered with the South African Council of Educators (SACE).
• Representatives of religious organisations registered with SACE.
• Occasional guest facilitators from various religions, used on an equitable basis, under the authority of the teacher.

Religious Instruction

• Information on a particular faith or belief, aiming to deepen understanding and adherence to that faith or belief.
• The responsibility of the home, family, and the religious community.

Religious Observance

• An event held at a time determined by the school, accommodating and reflecting the multi-religious nature of the country.
• Examples of equitable arrangements include:
  • Separation of learners according to religion, with equitably supported opportunities for observance by all faiths.
  • Rotation of opportunities for observance, proportionate to the representation of different religions in the school.
  • Selected readings from various religious texts.
  • A universal prayer or period of silence.

Policy Approach

• The policy is designed to promote unity, diversity, and respect for all religions, without establishing the uniformity of religious education in a single faith.
• The policy does not discriminate against anyone, respecting the importance of the study of religion and religious observances.

Models of Structuring the Relationship between Religion and the State

• Theocratic model: the state identifies with one particular religion or religious grouping.
• Repressionist model: the state acts to suppress religion.
• Separationist model: the secular state attempts to completely divorce the religious and secular spheres.
• Cooperative model: combines constitutional separation and mutual recognition, establishing separate spheres for religion and the state, with scope for interaction.

DBE's Approach

• The cooperative model provides a framework that is best for religion and best for education in a democratic South Africa.

Values Underpinning the Policy

• Constitutional values of citizenship, human rights, equality, freedom from discrimination, and freedom for conscience, religion, thought, belief, and opinion.

This quiz covers the National Education Policy Act (NEPA) of South Africa, focusing on its objectives and the role of the Minister of Basic Education. It aims to facilitate democratic transformation of the national education system, serving the needs of all South Africans.