The blueprint to instil a strong sense of patriotism in the educators and learners of today, in order for them to become better citizens of tomorrow, was released late last month.
Entitled Manifesto on Values, Education and Democracy, the document encourages all South Africans to embrace the spirit of a democratic, non-racial and non-sexist South Africa.
Minister of Education Kader Asmal said the document aims to distil the good from our past, and give it definition, for the education of future generations. “South Africans are busy making a new life for themselves. The new life has its own challenges, different from the past. These include crime, HIV/Aids, unemployment, globalisation and the maintenance of national unity. We believe that education is an essential part of meeting these challenges,” Asmal said.
He asked academic Wilmot James to put together a group to prepare a document on values in education. The group was made up of Frans Auerbach, Zubeida
Desai, Hermann Giliomee, Pallo Jordan, Antjie Krog, Tembile Kulati, Khetsi Lehoko, Brenda Leibowitz and Pansy Tlakula.
The initial document produced by the group had as its core six qualities that the education system should actively promote: equity, tolerance, multilingualism, openness, accountability and social honour.
The document was drawn up after extensive public debate, including a national conference on values in education.
James, who chaired the working group on values in education, said the document takes the initial proposals further and explores the ideals and concepts of democracy, social justice, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation.
The proposals were drawn up in a way that suggests how the Constitution can be taught as part of the curriculum, as well as applied practically in programmes and policy-making by educators, administrators, governing bodies and officials.
The manifesto outlines 16 strategies for instilling democratic values in young South Africans in the learning environment.
James said that the intention is not to impose values, but rather to generate discussion and debate, and to acknowledge that discussion and debate are values in themselves.
“The approach of the manifesto is founded on the idea that the Constitution expresses South Africans’ shared aspirations, and the moral and ethical direction they have set for the future. As a vision of society based on equity, justice and freedom for all, it is less a description of South Africa as it exists than a document that compels transformation,” he added.
The strategies to implement values, James insists, cannot be legislated, but the proposals offer ways to promote the values of the Constitution through the educational system. “They are applicable to all within education, from department officials, politicians and parents to educators, community members, private sector business people and learners.”
– The Teacher/M&G Media, Johannesburg, September 2001.