Homeschooling in South Africa

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Protest against the persecution of homeschooling in South Africa at the Deutsche Schule in Pretoria in 2007 ProtestDS.JPG
Protest against the persecution of homeschooling in South Africa at the Deutsche Schule in Pretoria in 2007

Homeschooling in South Africa (also known as home education there) had been illegal, until it was recognized in 1996 under the South African School Legislation, since then it has grown significantly.

Contents

Notable moments in the history of homeschooling are provided below. Most of the content comes directly from primary sources and has not been documented anywhere yet:

1868-1900

Dr Andrew Murray was the only minister in the Nederduitsch Gereformeerde (NG) church in the Free State and Transvaal, and he was based in Bloemfontein. He was tasked to travel through both republics baptizing people, giving catechism and performing marriage ceremonies. Dr. Murray was surprised that he very seldom found young people that were illiterate, in reading, writing and arithmetic and this despite the fact that there were no schools in the area traveled. Nomad farmers bordering the north east of the Cape Colony in the eighteen hundreds had no schools, teachers or religious ministers, and yet literacy was a universal occurrence. [1]

1900-1991

Government schools increased in implementation and the freedom of home schooling was increasingly limited. By the 1990s only a few families were allowed to homeschool under severe restrictions, if they could have their children exempted from compulsory school attendance. That was only granted up to Grade 3, if the family lived more than 80 km from the nearest school and if the child(ren) were taught by a teacher qualified to teach the junior primary phase. [2]

1992

The Association for Homeschooling is established. [3]

1993 (Homeschoolers jailed)

On 14 December 1993 Andre and Bokkie Meintjies were sentenced to prison because their children did not attend formal school. In a court case that lasted for almost five years, Andre was sentenced to two years and Bokkie one year in separate jails in Johannesburg, and this while their three children were placed in an orphanage in the Eastern Cape to prevent contact between the parents and children. Several other parents were given suspended sentences on condition they put their children in schools. All of those parents still have criminal records. [2] [4]

1994

A group action was launched by the Association for Homeschooling and the Home School Legal Defense Association (HSLDA) from the USA that led to release of both Bokkie and Andre. The Meintjies couple were however released six months later under a blanket amnesty for prisoners with the implementation of the new constitution. [5]

1995

Concept legislation was published to the effect that home schooling was to be illegal in South Africa. This led to a campaign being launched by home school leaders like Leendert van Oostrum, Graham Shortridge and Kate Durham with the HSLDA. [6] Thousands of home schoolers in the USA wrote letters to the South African embassy in the US in support of this campaign. In that time, SA was still expecting to receive large grants from America, and American public opinion was taken seriously. [6]

1996 (SA Schools Act acknowledges home education)

In November of this year the SA Schools Act was promulgated wherein home schooling was recognized. In December of the same year, the new constitution of South Africa was accepted, in which the legal status of home schooling was entrenched more securely. The act requires that every home learner be registered with the relevant provincial education department – unless there is good reason not to. [5]

1998

The Pestalozzi Trust is established in accordance with a brief from the general meeting of the Association for Homeschooling to serve as a legal fund to ensure the continued freedom and to promote such freedom. [7]

1999

Mr. Kader Asmal publishes the national policy concerning the registration of home schoolers, wherein the input from both the home schooling contingent and the provincial education departments is totally ignored. The Pestalozzi Trust advises home schoolers that the policy is in direct conflict with the SA Schools Act, and therefore not enforceable. [7]

2001 - 2002 (Persecution of Doddie Kleynhans and Promulgation of NCS)

The National Curriculum statement claims that it is based on the Manifesto, although the final publication of the Manifesto was only released after the National Curriculum Statement (NCS). It is put this way in the policy document in the NCS (pg.7). "The Manifesto on Values, Education and Democracy (Department of Education, 2001) identifies ten fundamental values of the Constitution…The Manifesto further identifies sixteen strategies to acquaint young South Africans with the values of the Constitution. This strategy is articulated in the Revised National Curriculum Statement and includes the following:…" This time delay indicates that the values upon which the NCS is based, were established long beforehand, and that the process used to compose the manifesto is deceptive. Many groups have objections against this Curriculum statement. The most important points of criticism against the National curriculum are the following:

a) It attempts to transfer the values of the Inter-faith religion to pupils. For those who wish to find out more about this aspect of the curriculum, the video “Die Intergeloofs – en New Age infiltrasie in die onderwys” by Sarel van der Merwe is strongly recommended. In Gr. 1 the following is expected: “Matches symbols associated with a range of religions in South Africa” From Gr. 4 pupils the following is expected: “demonstrate planning and skillful use of design elements in creating masks based on various nature gods of different cultures;” Gr. 6 pupils must “Finds out about, tries out and explains a song-dance ritual (e.g. snake dance, rain dance, wedding dance circle dance, reed dance, stick dance), referring to its purpose and structure - patterns, repetition and sequence.”

b) Sex education from a secular perspective forms an integral part of the NCS. In Gr. 1 a pupil is expected to do the following: “Recognises situations that may be, or may lead to, sexual abuse,...” In Gr. 6 the following is expected: “Explains causes of communicable diseases (including HIV/AIDS) and available cures, and evaluates prevention strategies, in relation to community norms and personal values.”

c) ) It attempts to break down cultural diversity and to transfer the culture of the regime’s fabricated ‘Rainbow Nation’. In the learning area of Social Science, the French Huguenots, the British settlers and the Great Trek are not addressed. Western History is overwhelmingly portrayed in a negative light. Instead of his own history, for example the Afrikaans child is instructed in African civilizations in South Africa prior to 1600; inequality in existence, slavery etc. For instance, in Gr. 7 the following is expected of pupils: : “Composes music, songs or jingles about human rights issues or to accompany a performance or presentation about human rights.”The summary of the NCS puts it this way: “The promotion of values is important not only for personal development, but also to ensure that a national South African identity is built on values that differ from those which undergirded apartheid education

The following facts indicate that the aim of the department of education was to get this document approved without parents, teachers and school governing bodies noticing it and having enough time to react meaningfully.

a) The document consists of 1 400 pages, available only in English, and makes liberal use of terms with which the average parent is not familiar. An example is the sentence, “An outcomes-based framework uses assessment methods that are able to accommodate divergent contextual factors.” It would be quite justifiable to ask whether it is fair to expect average parents to be able to react meaningfully to such a document while they are busy at the same time with their normal daily routine.

b) Although there are 29 000 schools in South Africa, excluding University Departments and Teacher training colleges, only 11 000 copies of the NCS were printed. Seeing as it is unlikely that the education department does not know how many schools there are in the country, this indicates that the intention of the education department was that the document would not be distributed to all schools, let alone to all teachers and parents. Some regional offices only notified schools on 4 October that they could view the NCS at the offices of specific officials. Given that it is an almost impossible task to adequately study and evaluate a document of 1 400 pages in somebody else’s office within a period of 8 days, it indicates that it was not the intention of the education department to give teachers time to study the document and react meaningfully to it.

d) In general, the education department reacted badly to requests from the public for the NCS to be posted to them.

e) On the web page of the education department there was a hyperlink to the NCS from the main page. The hyperlink was removed two weeks before the closing date for comment.

f) The education department did not take the trouble to make schools aware of the release of the NCS. In a survey of 100 schools in Gauteng in the last week of September, only 3 schools were aware of the NCS and only 2 had seen copies of it.

Notwithstanding these obstacles, there was overwhelming reaction from the public against the NCS. The reaction consisted of thousands of letters to the press, letters to the education department and calls to parliamentarians. All of the large denominations in South Africa strongly criticised the curriculum.

After the closing date, on 13 November 2001, public hearings were held, during which organisations could give oral input on the NCS. Although everybody could apply to make representation, the minister was able to choose whom he would allow to make representation. Although the minister said on radio the previous day that everybody would be heard, he only asked 19 organisations for input. The larger Afrikaans churches and Christian private schools were among those not permitted an opportunity to give input. During the public hearing there were demonstrations against the NCS in Cape Town and Pretoria.

In spite of the public reaction, the final NCS was promulgated on 31 May 2002, with no important changes. Some of the most repulsive sections were take out of the learning area Life Skills and hidden away in the learning area Art and Culture.

Anyone who did not go through the whole curriculum diligently would not have noticed this subtle shift. Click here to view submissions, presentations and media releases from that period.

2004 (Gauteng meetings)

The Gauteng department of education arranges a series of meetings to try and intimidate parents to register and to demand compliance to a range of irregular demands. Representatives of the Pestalozzi Trust and the Association for Homeschooling attended all the meetings. The officials only wanted to discuss the registration process, and interactive discussion with homeschooling parents was strongly discouraged. [9]

2005 (Department performs internal research)

In 2005 the Department of Basic Education (DBE) advertised for tenders for research on home education in South Africa. The budget was small and the terms of reference very restrictive. A tender by Wits Education Policy Unit was accepted, and they submitted their report in 2008. [2] The research report recommends that The only option for parents who do not want their children to be taught the national curriculum is to leave the country or send their children for education abroad. [10]

2007 (Home education banned in Germany)

In opposition of the prosecution of home schoolers in Germany, the Association for Homeschooling holds a protest at the Deutsche Schule in Pretoria to bring this to the attention of the German community. [11]

2008 (New regulations for NSC)

New regulations on the administration of matric were promulgated. These regulations require that learners must complete Gr. 10 and Gr. 11 in order to be admitted to write the Gr. 12 exam. Whereas it was possible for homelearners to obtain a matric in less than a year at a cost of about R1000, it will now take 3 years at a cost of about R30 000. Due to this increase in duration and cost of the National Senior Certificate, international matric qualifications such as Cambridge (UK) and General Educational Development (USA) became increasingly popular under homeschoolers. [12]

2009 (Policy revision process starts)

In 2009 the Department of Education started the process of revising to Home Education Policy, when Ms. Mapaseka Letho from Department of Education requested Mr. Leendert van Oostrum to provide comments on the current policy and recommendations for revision. This initiative picked up momentum when the 2011 census reported that there were 56 000 home learners.

2010 (Western Cape intimidates homeschoolers & CAPS introduced)

The Association for Homeschooling launches an initiative for an independent website on home education. The website SAHomeschoolers.Org has since grown to the most comprehensive independent website concerning home schooling in South Africa. Home Schooling Expos become more commonplace. Since this year there are annual expos in Johannesburg, Cape Town, Durban and George. [13]

2011 (Home education in census)

2012 (Home education discussed in parliament)

2013 (Home education discussed in parliament)

According to the results of the 2012 census, there are approximately 57000 home schooling students in South Africa. If all these learners were to be accommodated in schools, 130 schools would be required as well as 2000 teachers. Currently the government is saving approximately R700 million per year because the government is not paying for the education of these children.

2014 (Western Cape issues draft policy)

At the start of the year Pestalozzi Trust publishes an article "Homeschooling running into heavy weather". [20]

2015 (KZN court case)

After the meetings in October, it was the intention to have follow-up meetings in January 2015. As the date of the follow-up meeting approached, the meeting was postponed to February 2015, in order to provide more time to the DBE to prepare for the meeting. Two weeks before this meeting, representatives requested that the agenda and working documents be sent to them as a matter of common courtesy. Soon after this representatives were informed that the meeting was postponed indefinitely.

Middle June, representatives received another invite for a meeting on 2 and 3 July, with a proposed agenda and an updated Discussion Document by dr. Trevor Coombe. The representatives were surprised by the updated discussion document. This document confirmed that the DBE was indeed willing to attempt to understand home education, because a number of significant paradigms shifts have been made since the previous Discussion Document that was presented in October 2014. In the preparation for the meeting, the agenda was changed a few times. The Association for Homeschooling managed to reserve more than 90 minutes of the agenda for a screening of the "Class Dismissed" movie.

2016 (Home Education goes Global)

2017 (BELA Bill and draft policy on home education)

To ensure that statements on the negative consequences of the proposed bill can be proven empirically, homeschooling parents were requested to complete a survey. A total of 2750 parents completed the survey.

Homeschoolers at briefing on BELA Bill BELA Bill Briefing.jpg
Homeschoolers at briefing on BELA Bill

2018 (Home Education Policy published)

2019 (African Home Education Indaba)

2020 (Roundtable and Parliament)

Related Research Articles

<span class="mw-page-title-main">Homeschooling</span> Education of children outside of a school

Homeschooling or home schooling, also known as home education or elective home education (EHE), is the education of school-aged children at home or a variety of places other than a school. Usually conducted by a parent, tutor, or online teacher, many homeschool families use less formal, more personalized and individualized methods of learning that are not always found in schools. The actual practice of homeschooling varies considerably. The spectrum ranges from highly structured forms based on traditional school lessons to more open, free forms such as unschooling, which is a lesson- and curriculum-free implementation of homeschooling. Some families who initially attended a school go through a deschool phase to break away from school habits and prepare for homeschooling. While "homeschooling" is the term commonly used in North America, "home education" is primarily used in Europe and many Commonwealth countries. Homeschooling should not be confused with distance education, which generally refers to the arrangement where the student is educated by and conforms to the requirements of an online school, rather than being educated independently and unrestrictedly by their parents or by themselves.

Home education in the United Kingdom of Great Britain and Northern Ireland is often termed "elective home education" ("EHE") to signify the independent nature of practice from state provisions such as education for children with ill-health provided by the local authority in the family home. EHE is a collective term used in the UK to describe education provided other than through the schooling system. Parents have a duty to ensure their children are educated but the education legislation in England and Wales does not differentiate between school attendance or education otherwise than at school. Scots education legislation on the other hand differentiates between public (state) school provision and education "by other means", which includes both private schooling and home education. The numbers of families retaining direct responsibility for the education of their children has steadily increased since the late 1970s. This increase has coincided with the formation of support groups such as Education Otherwise. Home education may involve an informal style of education described as unschooling, informal learning, natural or autonomous learning. Others prefer to retain a structured school at home approach sometimes referred to as homeschooling although the terms are often interchanged.

Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.

Deschooling is a term invented by Austrian philosopher Ivan Illich. Today, the word is mainly used by homeschoolers, especially unschoolers, to refer to the transition process that children and parents go through when they leave the school system in order to start homeschooling. The process is a crucial basis for homeschooling to work. It involves children gradually transitioning away from their schoolday routine and institutional mentality, redeveloping the ability to learn via self-determination, and discovering what they want to learn in their first homeschool days.

<span class="mw-page-title-main">Home School Legal Defense Association</span> United States organization

The Home School Legal Defense Association (HSLDA) is a United States-based organization that seeks to aid homeschooling families through legal representation. HSLDA describes itself as a "Christian organization."

The Washington Homeschool Organization (WHO) is a homeschool group located in the state of Washington, USA. WHO is a non-profit organization with a bimonthly newsletter detailing local homeschooling news. Its mission is to serve the diverse interests of home-based education in Washington State. WHO is nonpartisan, nonsectarian, and nondiscriminating in its views of homeschooling and participation in its activities. WHO hosts an annual homeschool convention at the Washington State Fairgrounds in Puyallup, Washington, featuring the largest curriculum exhibit in the Pacific Northwest. WHO also hosts an annual high school graduation ceremony for homeschoolers.

<span class="mw-page-title-main">Education in South Africa</span> Overview of education in South Africa

Education in South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. Prior to 2009, both departments were represented in a single Department of Education. Among sub-Saharan African countries, South Africa has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2019, 95% of the population age 15 and over can read and write in South Africa were respectively literate.

<span class="mw-page-title-main">Homeschooling in the United States</span> Overview of the situation of homeschooling in the United States of America

Homeschooling constitutes the education of about 3.4% of U.S. students as of 2012. The number of homeschoolers in the United States has increased significantly over the past few decades since the end of the 20th century. In the United States, the Supreme Court has ruled that parents have a fundamental right to direct the education of their children. The right to homeschool is not frequently questioned in court, but the amount of state regulation and help that can or should be expected continues to be subject to legal debate.

Education in Missouri is provided by both public and private schools, colleges, and universities, and a variety of public library systems. All public education in the state is governed by the Missouri State Board of Education, which is made up of eight citizens appointed by the Governor of Missouri and confirmed by the Missouri Senate.

Single-parent homeschooling is the practice of conducting homeschool by a parent who may be the sole breadwinner for the family. According to the peer-review journal Education Policy Analysis, based on the findings of the National Household Education Survey, of the National Center of Educational Statistics, between 1994 and 1999 the number of single-parent homeschools almost doubled. No further statistics are currently available. It is the general perception, by most homeschooling advocates, that most single-parent homeschools are led by a self-employed single parent, one that is receiving public assistance, or someone that has received a life insurance settlement. In some single-parent homeschool circles it is thought that most-single parent homeschools are run by parents who work full-time jobs outside the home. No statistics have been compiled to confirm or invalidate either supposition.

<i>Secular Homeschooling</i> American magazine

Secular Homeschooling was an American magazine for people who homeschool for reasons other than religion. It began as a quarterly, but became a bimonthly in July 2009. The magazine is no longer published and the final issue was released in 2011.

The Western Cape Education Department is the department of the Government of the Western Cape responsible for primary and secondary education within the Western Cape province of South Africa. The political leader of the department is the Provincial Minister of Education; as of 2009 this is Donald Grant.

The legality of homeschooling in India and a plethora of alternative education schools spread over different states has been debated by educators, lawmakers, and parents since the passing of the Right of Children to Free and Compulsory Education Act (RTE) which makes formal education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms for schools. While the legality of homeschooling still remains a grey area, there have been petitions by parents and alternate schools in the past for granting relief. As per the Universal Declaration of Human Rights to which India is a signatory, quote: "Parents have a prior right to choose the kind of education that shall be given to their children."

<span class="mw-page-title-main">Homeschooling international status and statistics</span> Overview of the legal situation and prevalence of homeschooling around the world

Homeschooling is legal in many countries. Countries with the most prevalent homeschooling movements include Australia, Canada, New Zealand, the United Kingdom, and the United States. Some countries have highly regulated homeschooling programs as an extension of the compulsory school system; few others, such as Germany, have outlawed it entirely. In some other countries, while not restricted by law, homeschooling is not socially acceptable, or is considered undesirable, and is virtually non-existent.

Homeschooling in New Zealand is legal. The Ministry of Education reports annually on the population, age, ethnicity, and turnover of students being educated at home.

In Canada, homeschooling has increased in popularity since the advent of the 21st century. It is legal in every province, with each province having its own regulations around the practice. In some provinces, funding is available. In 2016, the number of homeschooled children in Canada was approximately 60,000 ; this corresponds to approximately one in every 127 school-aged children. In 2020, the average growth rate of the practice amounted to more than 5 per cent per year. Canada has a large proportion of non-religiously motivated homeschoolers compared to some other countries. It is also one of three countries worldwide, along with the United States and South Africa, that hosts an organization with lawyers on staff which serves the legal needs of home educators.

In Australia, homeschooling is becoming increasingly popular. It is legal in all Australian states and territories, with each having its own regulations around the practice. Distance education is also prevalent for Australians who live in remote, rural areas. There are more than a dozen universities in Australia that support distance education for tertiary studies. Some Australians switch between distance education and classroom teaching. The number of homeschooled children and students who take distance education in Australia is approximately 30,000. The number of registered homeschoolers alone was 21,437 in 2019; this corresponds to 0.5 per cent of the total school population of Australia. In the 2010s, the average growth rate of the practice amounted to 9.4 per cent per year. The largest Christian school of distance education in Australia is the Australian Christian College, which has over 1,700 families with 4,000 students enrolled. Homeschooling generally enjoys a very good reputation in the Australian media and is widely seen as a flexible alternative form of education with good socialization opportunities in the community.

Education in British Columbia comprises public and private primary and secondary schools throughout the province. Like most other provinces in Canada, education is compulsory from ages 6–16, although the vast majority of students remain in school until they graduate from high school at the age of 18. In 2020, 86% of students in British Columbia graduated from high school within six years of entering grade 8. It is also common for children to attend kindergarten at the age of 5, it is increasingly common for even younger children to attend pre-school or early learning programs before their formal school age years.

Time4Learning is an American homeschooling curriculum provider. It is based in Dallas, Texas. Cheryl Dodge is the incumbent president of the organization.

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