BACK
WHO/HOW and WHEN:
This should be led by Provincial NC representatives who should provide updates to members during every engagement. The Provincial NC representative should report back after every NC meeting.
This has not been happening as advised. NC members are not executing this resolution as they should. Members have shared that they are not getting feedback on the status of provinces, and key resolutions arising from NC meetings. Members have also shared that NC members are not present during provincial activities such as the recently held provincial civic education teach-in sessions.
As noted and hoped for by the NC Chairperson, finalisation of the roles and responsibilities of NC members will guide the full and efficient actioning of the resolution.
4. EE should run annual reflections, with all members, on resolutions adopted at Congress, and progress in achieving them.
WHO/HOW and WHEN:
This should be done by the DGS by initiating annual engagements every three months.
This has not been done as per the resolution. However, feedback is and has been given during the NC roadshow in all provinces. There is a need to propose a different timeframe given the financial status of the movement. There is a need to also structure organising activities aimed specifically on reflections and progress made in achieving Congress resolutions. Moreover, NC members need to participate and lead this process actively.
5. Before going to another campaign we should check the budget first and not divert all attention from the previous campaign.
WHO/HOW and WHEN:
This should be done all the time by the Treasurer and the General Secretary (GS).
This is happening, given EE’s dwindling funding. The movement is paying particular attention to how funds are used. This is shown by how KwaZulu-Natal’s (KZN) exploration of a new campaign was preceded by a presentation to NC members to endorse and source funders to come aboard.
6. All EE members should be put in touch with adequate counselling services should they need — including, but not limited to, ICAS.
WHO/HOW and WHEN:
This should be done by NC Deputy Chairpersons who should present it to members at each EE engagement.
This is being done provincially with Heads of provinces (HOPs) leading the process of providing information on counselling services available to EE members, staff members and family of staff members. The suggestion by the Chairperson and DGS is to add HOPs to this resolution, as they are already carrying out the work. This will also possibly be added to their provincial report backs.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
7. EE must provide clarity between EE’s operations duties and the duties of NC members, to members every year.
WHO/HOW and WHEN:
This should be done by the Office of the General Secretary (OGS) or Equaliser representatives through engagements with members.
This is happening slowly with members, in different branches and structures. This could be seen at the NC roadshow where the roles and responsibilities of the different sub-committees were shared as well as what is expected of NC members in every province. However, more needs to be done to ensure that members can define and distinguish between EE’s operations duties and NC duties.
8. Membership cards should be received six months after becoming a member and a renewal of R10 must be paid.
WHO/HOW and WHEN:
This should be done by the Operations Manager whenever a member has been a member for six months.
This has currently been put on hold, with budget cuts and the organisational review process having taken place. Operations together with the OGS department are working on how best to remedy (restrategise) the situation and work towards achieving this resolution.
9. The NC should make time and find time to be visible on the ground in their respective provinces by attending Youth groups, In-school meetings, and other organising spaces.
WHO/HOW and WHEN:
This should be done by Parent representatives and Deputy Chairpersons during every engagement.
This has/ is happening, However, not all NC members are attending and participating in organising activities and events. This needs to be addressed to ensure that the NC members are visibly active and engaged in all activities.
10. EE must improve systems by which members report the behaviour, work performance and non-fulfillment of duties by individuals and membership structures by providing anonymous reporting systems.
WHO/HOW and WHEN:
This should be done by the GS and DGS through constant review. They should also ensure the reporting structures are always accessible to the membership.
This is a work in progress at all levels. At the Governance level a reporting template has been designed for NC members to membership. At the Operations level there is the work performance assessment (KPA) done every quarter. The whistleblowing platform (email) is also in existence to ensure anonymous reporting by members. The finalisation of roles and responsibilities for NC members will guide the formulation of performance assessment mechanisms for NC members.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
11. EE must prepare and train NC members before they take over with assistance from previous NC members, Internal Education and Training Unit (IETU), and partner organisations. A handover document must be provided to the incoming NC.
WHO/HOW and WHEN:
This should be done by the OGS by making sure hand over documents are ready beforehand in every NC period run.
This is a work in progress. Much work has been done towards training NC members to fully take up their duties and power. The OGS has spent the first year creating mechanisms and putting systems in place aimed at capacitating the NC body. This can be seen through the designing of a reporting template for the Secretariat and NC as well as the finalisation of the NC roles and responsibilities document.
12. EE must provide clear and transparent election statistics of every Congress as a way of promoting transparency and democracy.
WHO/HOW and WHEN:
This should be done by the Chairperson with honesty and integrity whenever there is a need.
The elections were fair and not contested. No statistics were provided. However, information can be shared as per the resolution. It is critical to note that it has been a difficult and challenging transition from the previous NC, with a lot of gaps having to be filled and the creation of systems to enhance governance. Numerous Governance and Operations deadlines have been missed.The hope is that after the NC meeting in December, things will run smoother.
INTERNAL DEMOCRACY RESOLUTIONS FROM THE PREVIOUS NATIONAL COUNCIL
1. Exploring an independent governance structure to support the NC’s oversight and leadership of the movement.
WHO/HOW and WHEN:
This should be done by the GS by visiting the ground to scout for possible candidates.
The Advisory Committee is now in existence, with the GS having engaged persons to form this committee. The committee comprises of :
Prof Denise Zin
Previous Vice Chancellor of Nelson Mandela University, previous Dean of Education at Nelson Mandela University and Fort Hare.
Director: Education Change of education programme PILO, former MEC of Education in Gauteng, Deputy Speaker of the Gauteng Legislature.
Jitu Brown Mary Metcalfe
National Director of the Journey for Justice Alliance, a network of 30 grassroots organisations fighting against privatisation in the United States.
Hugh McLean
Director of the Open Society Foundation’s Education Support Programme from 2006 until recently.
Noncedo Madubedube
EE’s General Secretary
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
2. Determine the division of powers and functions between the NC and the independent structure that maintains the political oversight and leadership of the NC.
WHO/HOW and WHEN:
This should be done by NC members during NC meetings.
The onboarding process has begun with the Chairperson working with the GS engaging persons with different expertise. Finalisation of their powers and functions are to be finalised pending the finalisation of the NC roles and responsibilities which will guide the full execution of this resolution.
3. Determine the appropriate size and membership of the independent structure that is reflective of EE’s stakeholders/ members.
WHO/HOW and WHEN:
This should be done by the GS through lessons from other like-minded movements and many engagements with NC between now and the next national Congress. This resolution has not yet been achieved.
This will be tabled in the next NC in-person meeting having finalised the roles and responsibilities of the NC. This will inform the actioning of the resolution, the suggestion currently being to have six members with different expertise that feed into the mandate and objectives of the movement.
4. Consider the appropriate legal form of the independent structure, whether that be as a trust or a board of directors.
WHO/HOW and WHEN:
This should be done by the GS and the Chairperson on a regular basis.
This is a work in progress, with conversations having begun to get guidance and information on how like-minded organisations are doing it. This will also be tabled to the NC.
5. Review EE’s Constitution to consider whether amendments are required to formalise the role of the independent structure.
WHO/HOW and WHEN:
This should be done by the GS and Chairperson regularly.
Actioning of this resolution will be informed by the completion of the 2nd, 3rd, and 4th resolutions. This will be done in consultation with the Equal Education Law Centre to ensure effectiveness and efficient actioning of this resolution.
6. Conduct consultations/conversations with EE’s members on the above; ensure that Equalisers are represented on both structures.
WHO/HOW and WHEN:
This should be done by Equaliser representatives during every Youth group.
This will be done when the Advisory committee members and their roles and duties have been finalised.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
7. The Congress to adopt the 2028 vision document as a document that will guide the movement for the next six years.
WHO/HOW and WHEN:
This should be done by the Chairperson through NC meetings.
This is being done at every political education session but not adequately. It has been broken down during conversations however, it is not being fully incorporated during report backs. NC members will need to revisit this and determine how to use the document aligning it with the different campaigns being implemented.
EE AND ORGANISING
1. EE’s Constitution must be translated into EE’s five prominent languages: IsiXhosa, IsiZulu, Sepedi, Setswana, and English and the NC should explore the need and viability of translating the Constitution in braille as well.
WHO/HOW and WHEN:
This will be done by EE (consulting members) and legal institutions (EELC) as an on-going process.
This needs money which EE currently does not have. The suggestion is to take it back to provinces for consultation and to notify members that it will not be happening as the actual costs are beyond anticipation. A possible suggestion is to translate the Constitution into one language during the lead up to our 5th national Congress.
SAWUBONA
2. Along with the campaigns that run over long periods, to achieve big systemic change, EE should also run shorter campaigns with clear realistic goals that can deliver short-term victories.
For example: Membership should take ownership of launching school-based campaigns. Smaller milestones in bigger campaigns should be identified and be celebrated when achieved.
WHO/HOW and WHEN:
This will be done by Provincial representatives and Facilitators (Postschool youth) in consultation with HOPs as an on-going resolution.
This resolution is being actioned, with members having been trained on building schoolbased campaigns that feed into provincial campaigns. This has also been incorporated into provincial campaigns. JB Matabane is the first school in Gauteng to pave the way for school-based campaigns. We have had a victory in Gauteng where three struggle sites in our school overcrowding campaign—Amos Maphanga Secondary, Tholulwazi Secondary, and Tembisa West Secondary schools—finally received a total of 440 desks and 400 chairs as part of a short term goal for our Overcrowding campaign (school infrastructure). There is a need to ensure the Deputy Chair for Equalisers and Equaliser representatives continue with school-based campaigns with the support of staff for constant advising.
3. EE Provincial solidarity: More information needs to be shared between provinces so that we are all aware of what is happening in each province. This can assist with school-based campaigns and this will assist in building our movement.
WHO/HOW and WHEN:
This should be done by Provincial representatives. The newsletter is a more accessible means than social media as well as the reporting template. This will ensure that members on the ground are updated about our campaigns. It will also create a platform to give feedback/report backs to members before the next NC meeting
This resolution is being implemented partially as NC Provincial representatives are not keen to lead the process and ensure the sharing of information. This is proven by how NC members are not present during organising activities despite this forming part of their duties.
4. We should draw on the Education Charter to improve existing campaigns and to develop new campaigns to make our Charter a living and known document.
WHO/HOW and WHEN:
This should be led by the OGS, in ensuring that campaigns align with our Education Charter and EE Vision 2028 document.
This has been done in the Eastern Cape and Gauteng. This resolution has and continues to be met during organising activities by ensuring that members first understand the preamble of the Charter, building up to the full realisation of the resolution. This was seen in 2023 when we kickstarted the civic education teach-ins which will continue until 2024, as part of EE politics.
5. To strengthen parent organising in relevant provinces, encourage parents to join school governing bodies, and community education forums, visit EE schools often, and spend time learning with other movement structures.
WHO/HOW and WHEN:
There is a need to first understand how Parents’ chapters function so we can understand how to strengthen and provide proper support to them. We should possibly have a calendar of events. To be resolved before the next meeting.
This is being actioned. Western Cape parents are involved in school admissions and supporting Equaliser campaigns. They also had parents from other provinces attending the Western Cape mass meeting for the sharing of ideas and learning from each other. However, there is a need to push the NC Parent representatives to take the lead to ensure other provinces have this resolution being actioned as well.
1. EE’s intersectional politics and inclusivity must be more explicitly part of our organising spaces and campaigns.
The DGS must engage and communicate with the Heads of Provinces to ensure Organisers practise this as a principle and communicate with IETU to create content that is informed by intersectional politics for the purpose of guiding our campaigns. The Heads of Provinces and Organisers allow members to constantly reflect on our politics to ensure that they are intersectional and inclusive. This resolution must be realised immediately and there should be a quarterly check in.
This is being actioned, with Heads of Provinces and the OGS working on ensuring members understand what this means as the IETU department is no longer in existence. With intersectional politics and inclusivity being a broad concept the movement is seeking to broaden their knowledge and implementation through understanding how this is done in different organisations.
2. EE should acknowledge, creating spaces to understand and capacitate members on African spirituality and be sensitive to different religions. WHO/HOW and WHEN:
This should be done by the NC as well as the Parent representatives through engaging members who are informed about African spirituality. Advice should be sought quarterly.
This is practised in different provinces with assistance from staff members such as Nontsikelelo Dlulani and Noncedo Madubedube in the Western Cape. However, there is a need to acknowledge and bring on board the Parent branches which is vital in realising the fulfilment of this resolution.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
3. EE should partner with public schools that have a mix of races/former model C schools.
WHO/HOW and WHEN:
This should be done by the Post-school youth representatives and Equaliser representatives by identifying the relevant schools.
This has not been done. However, the collaboration schools case in the Western Cape will ensure a head start to actioning this resolution.
4. EE’s organising should be in solidarity with and grounded in the school communities that we organise.
WHO/HOW and WHEN:
Every year, on a quarterly basis, the GS, Post-school youth, Equalisers and Provincial representatives must consult SGB’s and the representative council of learners (RCL) and constantly try to understand their needs.
This resolution is being actioned. The movement had community activities in 2022, not focusing only on schools. However, there is a need to put life into this and have everyone know this as exemplified by the civic education teach-in sessions conducted provincially.
5. EE should raise awareness on gender and sexuality, and host events that lend solidarity to the LGBTQIA+ community.
WHO/HOW and WHEN:
This should be done by NC members through having IETU build a curriculum and also look outside for movements that specialise in this work (not contract but partner). These movements can work with Heads of Provinces on a quarterly basis.
This is taking place at EE organising events, despite the non-existence of the IETU department, where members have been delving into issues of gender and sexuality. This could be seen at the Eastern Cape Facilitator political education session held where members engaged with the work of Bell Hooks. EE has also been attending activities and meetings in solidarity with the LGBTQIA+ community such as the PRIDE event in Soweto, Gauteng.
6. Equalisers should be given space once a year to identify personal development needs and develop a programme to address these.
This should be done by the Deputy Chair Equaliser and Equaliser representatives through holding a meeting with Equalisers once a year.
This is yet to be actioned with assistance from HOPs.
WHO/HOW and WHEN: WHO/HOW and WHEN:
This should be done by the NC and Secretariat who should draft the reports yearly by engaging with departments, as soon as delegates are chosen, for reports in preparation for the Pre-Congress seminars.
This is happening. We are looking towards compiling these as we head towards the 2025 national Congress.
8. EE should improve relationships with school governing bodies and representative councils of learners (RCLs).
7. The NC, Secretariat, and EE Treasurer should produce and furnish delegates with relevant reports for consideration at Pre-Congress seminars. WHO/HOW and WHEN:
This should be done by Provincial representatives by engaging SGBs and RCLS to establish this relationship on a quarterly basis.
This is yet to be actioned.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
EE’S POST-SCHOOL YOUTH
Reiterate the need for Post-school youth to draw on strong research and understanding of theory and legislation along with their lived experiences.
WHO/HOW and WHEN:
This should be done by IETU and Heads of Provinces during the recruitment processes of Facilitators as well as during the midyear review of Facilitators to understand what is needed and how EE can assist. This should however not be limited to Facilitators only but also with the PECs and tertiary societies.
This still needs to be actioned. The reason is that this resolution was centered on the work of the IETU department which EE no longer has. This needs to be taken back to the Postschool youth after the selection of the NC Deputy Chairperson for provinces to revisit this resolution.
1. EE must grow the Post-school youth by unlocking skills within the structure through a skills audit (members should also inform the movement of their skills and talents and how they can build campaigns).
WHO/HOW and WHEN:
IETU was to create content that would allow Facilitators to showcase their skills. They were also supposed to conduct consultations to explore stakeholders that focus on this work and were able to offer their services for free. Hence, the need for research on who and when these services can be offered.
Actions towards the realisation of this resolution have started, with the training and development funds, despite the non-existence of the IETU department. However, no one applied. Nonetheless, this is ongoing as demonstrated when we prepared for the national teach-in. Post-school youth were asked to assist with picture taking, and poster making. On the other hand, some skills are outside of EE’s jurisdiction which makes it hard to fully achieve the resolution.
2. EE should provide political education to Post-school youth through camps, schools etc.
WHO/HOW and WHEN:
This should be led by Facilitators, tertiary institutions, PECs and Heads of Provinces who should communicate with one another regarding the political classes they would like to embark on. This is because political schools tend to be longer sessions and there is a need to have partnerships where the Post-school youth can learn through resources given by education centres in South Africa.
This is being done. This is demonstrated by the activities taking place in all provinces such as the Eastern Cape. There are weekly political classes as well as two-day political classes held in provinces. Currently, the organisation has a funder, Norwegian Students and Academics International Assistance fund, which caters to political education for Post-school youth. One of the pending tasks is the Post-school youth skills audit by the NC.
3. When deciding on a campaign, the Post-school youth executive committee should consult members of their communities and find ways for their struggles to find expression in the Post-school youth campaign.
WHO/HOW and WHEN:
This should be done by the Provincial Executive Committee (PEC) monthly with the assistance of IETU who should assist with content needed, through provincial and national meetings. When the Post-school youth are having a meeting they should be given space to give feedback provincially.
This has not yet been actioned as the Post-school youth does not have a campaign as yet. Currently, the PEC structure is not actively working in all provinces, which is also a setback.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
4. Raise funds for the Post-school youth structure by using existing skills and talents of members within the body (e.g. creative arts evening, raffles, etc.).
WHO/HOW and WHEN:
This should be done by the PEC, Facilitators and IETU assisting with content. This will be done through events such as talent shows and soccer tournaments which will allow Post-school youth to raise funds, guided by provincial budgets.
This has not yet been actioned.
5. There needs to be more transparency on how the budget for the Post-school youth is spent.
WHO/HOW and WHEN:
This should be done quarterly by the NC reflecting back to PECs and Heads of Provinces through presentations by Heads of Provinces during report backs. The NC after the meetings should reflect back to PECs who then in turn should review the budget to ensure that things are going as planned.
This is being done, with the Heads of Provinces and the organising team running through the budget with Post-school youth. However, this needs to be reiterated to members.
6. More clarity needs to be provided on the role, responsibilities, and powers of the Post-school youth executive committee.
WHO/HOW and WHEN:
This should be done twice a year by creating content through consultation with members. The PEC will deliver the content to ensure that everyone understands their purpose as a structure and this should be done through meetings and workshops.
This is slowly being actioned. The PEC has met once or twice this year.
7. EE should still source additional institutional funding to support the Post-school youth. One donor is insuffcient.
WHO/HOW and WHEN:
This should be done by the Fundraising Committee and PEC who need to sit with the committee in order to strategise about what the money is needed for. This will guide the departments and committee when drafting proposals and concepts when they approach possible funders.
There is progress, with the fundraising team doing the research on potential donors and engaging them to possibly secure funding.
8. Increase the gratuity given every six months or pay Facilitators monthly as they have needs that can’t be met by the transport and food voucher money.
WHO/HOW and WHEN:
This should be done by the NC and Senior Management team annually. This has not yet been actioned. The organisational review, brought about by a shift in funding towards education, has left the movement with limited funding. This has therefore been put on hold. However, it is still a vital resolution that needs to be executed.
9. Have a binding contract that aims to serve Facilitators and the Post-school youth e.g. if the movement has to bring in people to help with skills development there should be a binding agreement.
WHO/HOW and WHEN:
This should be done by the Human Resources department and the Heads of Provinces. Facilitators belonging to membership, and the NC can build up contacts through the Human Resources department and Heads of Provinces. This process will be guided by the SMT in terms of budget as well as the movement review structures and development.
Actions are being taken in this regard. This can be seen when a memorandum of agreement was drafted with a particular institution to assist with the training of Post-school youth in National Organising. This however did not materialise due to a lack of funds. This is ongoing, and without IETU there is a need to outsource (consultation basis) as this is not within our capacity.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
10. Post-school youth is what drives EE on the ground and as such should be well trained for the duty at hand. EE needs to have training for Post-school youth at least twice a year or at the start of every quarter.
WHO/HOW and WHEN:
This should be done by Heads of Provinces and guided by IETU in terms of content.
This is being actioned. This can be exemplified by the National Provincial Executive Committee meeting held in Gauteng to ensure strengthened ways of working for the Post-school youth.
11. EE should offer free psychological support to Post-school youth, it can be mentally exhausting working on the ground, plus as individuals, they also go through a lot.
WHO/HOW and WHEN:
This should be done by IETU with external experts, Heads of Provinces and ICAS regularly.
This is happening, with Heads of Provinces and the organising team leading this process as well as making referrals to service providers at their disposal such as ICAS.
Most of the resolutions made were not made for all members, with the focus being specifically on Post-school youth. This in turn makes these resolutions hard to implement as they are not collectively affecting and impacting all members.
EE AND SOLIDARITY
1. EE must be more discerning about the coalitions we are a part of. Taking into consideration the movement’s capacity internally, as well as our ability to make sure that the movement’s members are also familiar with the work of these collectives/coalitions.
WHO/HOW and WHEN:
EE (responsibility of the Organisers and Community Leaders) can raise issues that members are facing and bring them together on a common issue.
The movement is sensitive about alignment and joining of coalitions, ensuring that the ones we do join and align with are in line with our mandate. The Secretariat members form part of different coalitions, with the Deputy Chairperson being part of the Youth Coalition, amongst others.
2. EE must show solidarity with local, national, and international social movements and/or organisations that align with the values and principles of EE.
WHO/HOW and WHEN:
Before EE agrees to be in solidarity with any organisation we have to see if the movement’s values align. When EE wants to be in solidarity with any organisation they need to research the values of the organisation. This process should be led by the Research team.
This resolution is being actioned. EE does not blindly partner with organisations. Under the guidance and leadership of the Communications department, EE portrays the right public image which makes it easy to collaborate with and support like-minded organisations.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
3. EE should work with organisations/communities that are involved in struggles of schools with disabilities, LGBTQIA+ rights, the fight against gender-based violence, land struggles, housing, etc, and ensure that these organisations are available to hold conversations/discussions with EE membership.
WHO/HOW and WHEN:
EE led by the national organising team should invite people that have ideas about movements in their specific fields everytime the movement organises an event.
This is being actioned. EE works with and holds conversations with like-minded organisations. This can be seen through the recent civic education teach-in panellists who were invited in different provinces (Shepi Mati, Yandisa Jubase, and Mazibuko Jasa in the Eastern Cape) as well as the different lectures that our membership is invited to and attends.
4. In deciding to show solidarity with other movements, EE MUST consult the membership to ensure that the decision does not solely lie with the NC.
WHO/HOW and WHEN:
NC members must have interactive discussions with the membership (consulting with members in Youth groups).
The action of this resolution is ongoing. Consultations are done for events being attended to show solidarity, as exemplified by the National Youth Coalition held in Pretoria, the Soweto PRIDE which the University of the Western Cape and the Central University of Technology PSY attended, and all other events. Consultation with members is done before attending and showing solidarity.
NB:
The Resolutions Committee notes that members did not table a resolution on the Charter for Equal Education (“the Charter”) at the 4th national Congress. We advise that the NC make the Charter a living document for members over the next three years and beyond to ensure that members are aware of it, and are enabled to take ownership of it. The Charter is a critical foundational document that sets out EE’s vision for a progressive and decolonised education system — one that affords all children the same opportunities and that makes our society more just and equal.
5. The DGS through engagements are to meet with members specifically for the Charter.
WHO/HOW
and WHEN:
This resolution is being actioned. This has been done in the Eastern Cape and Gauteng. This has and will also be featured in activities to ensure that members have an understanding of the preamble of the Charter. Members should also be consulted on how to take the Charter conversation to the branches. This can be seen by how the civic education project has brought life to EE’s politics.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
CO-OPTED MEMBERS TO EQUAL EDUCATION’S NATIONAL COUNCIL
The National Council (NC) held a special meeting on 4 November 2023. We concluded the long-standing co-option of members to the NC. The newly co-opted members are:
Makanatsa Ziyambi | Deputy Chairperson Post-school youth
Makanatsa believes that being part of the NC will give her a better platform to further help and serve the movement. She looks forward to being the tool and voice of those who put her in power while ensuring that everything she does is in line with the mandate and values of EE.
#ReadyToServe
Mbekezeli Benjamin Martin | National Council
Mbekezeli is a Legal Researcher and public advocacy expert with a background in movement lawyering and human rights law.
Zamashaba Lushaba | KwaZulu-Natal Provincial representative
Zamashaba is from Nquthu in KwaZulu-Natal. She is passionate about being the voice for change. Given the history of the previous members who were in this position she would like to serve excellence and passion. She says this is what drives her.
Thanduxolo Mncube| Post-school youth representative
Thanduxolo always aspires to see the best in every individual. He describes himself as an open-minded individual who is outspoken about challenges he comes across. He hopes to be of great service to the NC and wants to be the voice of every individual within the movement. “I pray to own the space and do justice to the major role I have been handed,” he says.
Lisakhanya Mahlomi | Equaliser representative
Lisakhanya is a high-achieving high school learner who consistently excels in academics, goes above and beyond in extracurricular activities, and demonstrates exceptional leadership skills.
Nika Soon-Shiong | National Council
Nika Soon-Shiong is the founder and Executive Director of the Fund for Public Charity that builds community-designed technologies to implant cash transfer programmes in 12 American cities-including the first guaranteed income programme for currently incarcerated people. Nika is a Doctoral candidate at Oxford University, where her research focuses on universal digital infrastructure and citizenship in India. While pursuing her PhD, Nika served as Public Safety Commissioner of West Hollywood, where she advocated for reallocating dollars away from the sheriff’s department towards social services.
Ayabonga Cawe | National Council
Ayabonga is the Chief Commissioner of the International Trade Administration Commission (ITAC). Trained as a development economist, Ayabonga has published widely in the areas of industrial policy, inequality, labour market policy, local government, and black economic empowerment. He is the author of The Economy on Your Doorstep: The political economy that explains why the South African economy ‘misfires’ and what we can do about it
ROLES AND RESPONSIBILITIES OF THE NATIONAL COUNCIL
The roles and responsibilities of the elected National Council members that lead the movement as the highest decision making body of Equal Education
All elected and appointed members of the National Council (NC) are expected to offer leadership and direction to members of EE through various branches and structures.
With schedules and calendars provided by provinces, NC members will be able to offer support to all structures by engaging them on how they feel about the work they are doing on the ground.
Connect with Leadership Committees, so you know how the branches are feeling
Connect with Provincial Executive Committees so you know how their activities are moving
Connect with Liaison Officers, so you know how the branches are doing
OFFERING SUPPORT TO EE’S STRUCTURES
Engage these structures on whether their work is being done well. How can the NC support Organisers, Facilitators, staff (Research, Communications, Office of the General Secretary, Human Resources, Finance, Operations etc)?
Act as a guardian with a duty to care for our members, particularly Equalisers.
Give directions and represent branches and structures through and in the NC and the Secretariat. When a person is in a province, as representative,theymustmake connections and represent the NC in that role.
NC members are responsible for growth on the ground, this includes the quality of content engaged by and with members.
NC members are tasked with politically informing campaigns and collaborating with all members to raise awareness, politicise, and conscientise.
Provide oversight on collective resolve for reporting for the Heads of Department (HoDs), Office of the General Secretary (OGS), and the NC. NC representatives must join HoDs with presentations for NC meetings.
Relations to Equalisers:
Encourage and teach Equalisers about EE’s work (building the learner movement) and its importance by bridging knowledge gaps and increasing understanding across structures. The representative is embedded in the province’s Equaliser body as an NC member.
Support Equaliser campaigns and act as a leader for learners.
Report back to Equaliser membership from NC meetings, and any dialogue related to Equaliser membership between staff (HOPs, department heads etc), Post-school youth, and parents.
Relations to Post-school youth:
The representative connected with the province’s Post-school youth (PSY) branches and membership as an NC member must have knowledge of the PSY campaigns, political education, and any other activities.
The representative is in dialogue with PSY members at EE, learning from their campaigns, political education, and other activities. In this way, the representative is responsible for taking information to EE’s overall membership, including Equalisers, and informing our work.
Relations to Parent members:
Encourage and teach Equalisers about the Parent sector and its importance - bridge gaps and increase understanding across EE’s various structures.
The PSY representative is encouraged to collaborate with Parent branches, especially by asking for guidance, information, and advice from Parent members on campaigns (considering parents’ role in school governing bodies)
Relations to staff:
Work hand in hand with staff on campaigns. This relationship to staff can be achieved by ensuring that EE staff effectively communicate scheduled activities to NC representatives.
Oversees the budget via NC meetings and discussions.
Build relationships with staff and provide support to staff on the ground by facilitating content during branch activities.
Support the membership audit and make the necessary submissions.
Representatives support the tracking of the resolutions from Congress and NC meetings.
Visit different sites provincially.
If this representative is a learner, then we must make sure that all NC members in the province are present to support the learner Provincial representative.
Provincial representatives, supported by the NC in the respective province, are to keep connected to all branches, as best as possible.
1. General Secretary
The General Secretary (GS) holds a crucial position as an elected member of the NC and the Secretariat. Their primary responsibility is to provide official oversight and strategic guidance for the political and campaign organising efforts within EE’s provincial and national initiatives through the Office of the General Secretary (OGS). This includes collaborating with Equalisers, Post-school youth, parents, staff, and various stakeholders in their province and nationally to advance EE’s Constitution, Education Charter, and other objectives effectively.
The GS plays a vital role in shaping content and political aims and enhancing membership engagement within the province. As a key member of the NC and the Secretariat, their primary responsibility is to advocate for the prioritisation of members’ voices and ensure effective communication by facilitating feedback and reporting back on important matters.
The GS holds governance and operational responsibility as part of EE’s elected leadership.
2. Deputy General Secretary
The Deputy General Secretary (DGS) holds a crucial position as an elected member of the NC and the Secretariat. Similar to the GS, their primary responsibility is to provide official oversight and strategic guidance for the political and campaign organising efforts within EE’s provincial and national initiatives.
This includes collaborating with Equalisers, Post-school youth, parents, staff, and various stakeholders in their province and nationally to advance EE’s Constitution, Education Charter, and objectives effectively.
COMMUNICATION
FEEDBACK REPORTING
The DGS plays a vital role in shaping content and political aims and enhancing membership engagement within the province. As a key member of the NC and the Secretariat, their primary responsibility is to advocate for the prioritisation of members’ voices and ensure effective communication by facilitating feedback and reporting back on important matters.
Like the GS, the DGS holds governance and operational responsibility as part of EE’s elected leadership.
3. Deputy Chair Post-school youth representative
The Deputy Chair Post-school youth representative plays a pivotal role as an elected member of the NC and Secretariat, holding responsibilities that are central to the movement’s success in governance and operations. Their primary duty is to provide official oversight, offer strategic insights, and contribute politically as a member of the NC and Secretariat to our campaigns, organising, and movement building strategies. Moreover, they are entrusted with the critical task of representing the voices and interests of the Post-school youth within both the NC and the broader movement on a national level. This entails close collaboration with all EE members, including Equalisers, Post-school youth, parents, staff, and other stakeholders within all provinces. Their overarching goal is to advance EE’s Constitution, Education Charter, and objectives effectively, ensuring that the aspirations of Post-school youth are at the forefront of the organisation’s work.
The Deputy Chair Post-school youth representative is supported by provincial staff, enabling them to actively engage in various branch activities. Their pivotal role extends to shaping content and bolstering membership engagement within the province. As a vital member of the NC and the Secretariat, their chief responsibility lies in championing the prioritisation of members’ voices and fostering effective communication. This involves facilitating feedback mechanisms and providing comprehensive reporting on significant matters to ensure the organisation’s continued growth and responsiveness to its constituents.
4. Equaliser representative
The Equaliser representative holds a crucial position as an elected member of the NC. Their primary responsibility is to provide official oversight and strategic guidance for the political and campaign organising efforts within EE’s provincial initiatives. This includes collaborating with Equalisers, Postschool youth, parents, staff, and various stakeholders in their province to advance EE’s Constitution, Education Charter, and objectives effectively.
The Equaliser provincial representative receives support from the provincial staff to actively participate in a range of branch activities. They play a vital role in shaping content aims and enhancing membership engagement within the province. As a key member of the NC, their primary responsibility is to advocate for the prioritisation of members’ voices and ensure effective communication by facilitating feedback and reporting back on important matters.
SHAPING CONTENT AIMS
5. Post-school youth representative
The Post-school youth representative plays a pivotal role as an elected member of the NC, holding responsibilities that are central to the movement’s success. They are entrusted with the critical task of representing the voices and interests of the Post-school youth within both the NC and the broader movement.
This entails close collaboration with all EE members, including Equalisers, Postschool youth, parents, staff, and other stakeholders within the province. Their overarching goal is to advance EE’s Constitution, Education Charter, and objectives effectively, ensuring that the aspirations of Post-school youth are at the forefront of the organisation’s work.
6. Parent representative
The Parent representative holds a crucial position as an elected member of the NC. Their primary responsibility is to provide official oversight and strategic guidance for the political and campaign organising efforts within EE’s provincial initiatives. This includes collaborating with Equalisers, Post-school youth, parents, staff, and various stakeholders in their province to advance EE’s Constitution, Education Charter, and objectives effectively.
The Parent representative receives support from the provincial staff to actively participate in a range of branch activities. They play a vital role in shaping content aims and enhancing membership engagement within the province. As a key member of the NC, their primary responsibility is to advocate for the prioritisation of members’ voices and ensure effective communication by facilitating feedback and reporting back on important matters.
7. Deputy Chair representative
The Deputy Chair representative holds a crucial position as an elected member of the NC. Their primary responsibility is to provide official oversight and strategic guidance for the political and campaign organising efforts within EE’s provincial and national initiatives. This includes collaborating with Equalisers, Postschool youth, parents, staff, and various stakeholders in their province and nationally to advance EE’s Constitution, Education Charter, and objectives effectively.
The Deputy Chair receives support from the provincial and national staff to actively participate in a range of branch activities. They play a vital role in shaping content and political aims and enhancing membership engagement within the province. As a key member of the NC, their primary responsibility is to advocate for the prioritisation of members’ voices and ensure effective communication by facilitating feedback and reporting back on important matters.
9. Treasurer
The EE Treasurer is a key member of EE’s Secretariat governance structure. It has several constitutionally prescribed duties specified in Chapter 14 of the Equal Education Constitution that include but are not limited to:
Participating in Secretariat meetings and matters, as a full member of the Secretariat.
Implementing the resolutions of the NC and ensuring that the movement’s goals are clearly established, and strategies are in place for achieving them.
Engaging with national and provincial programming and campaign work.
Ensuring the financial sustainability of the movement by participating in fundraising efforts, approving the annual budget, and receiving reports on income and expenditure.
Determining EE’s legal strategy on campaigns or any matters relevant to EE.
Ensuring the movement adheres to high standards of ethics.
Along with these duties, the Treasurer - as a member of EE’s Secretariat - also assists with more regular tasks within EE. These include, but are not limited to:
Supporting and coordinating financial audits.
Presenting EE’s financial position twice annually to the NC with the support of the Chief Financial Officer (CFO) at EE’s NC meetings.
Assisting the CFO with the preparation of the movement’s annual budget.
Providing official oversight and supporting fundraising work.
SUBCOMMITTEE - HUMAN RESOURCES (HR)
The Human Resources subcommittee (HR) provides governance oversight and support to the Secretariat, the Senior Management Team (SMT) and the HR Officer concerning human resources related matters at EE. The HR subcommittee played a significant role in formalising EE’s policies and procedures, particularly during EE’s early growth and expansion to various provinces.
Here are the members that make up this subcommittee:
A National Council representative
A legal representative specialising in labour law
A representative from a partner organisation working in HR related matters
A staff representative
The Human Resources Officer.
MEMBERS OF THE HUMAN RESOURCES SUBCOMMITTEE:
The Deputy General Secretary, Tebogo Tsesane based in Gauteng
Director of Ayesha Fakie
Consulting and former EE Operations Manager, Ayesha Fakie
Junior Organiser
Lungelo Jonas based in the Western Cape
Attorney, Menzi Vilakazi
SUBCOMMITTEE - AUDIT RISK COMMITTEE (ARC)
The Audit Risk subcommittee is responsible for assisting the NC to fulfil their duties and responsibilities in monitoring the movement’s financial statements. This is to make sure that there is integrity in the way that EE is spending its money and resources - how we spend money must match up to the commitments we have made both to donors and to EE’s membership.
HERE ARE THE MEMBERS THAT MAKE UP THIS SUBCOMMITTEE:
EE Treasurer, Zamaswazi Madonsela
Chartered Accountant, Fundiswa Nkhuta
MD, Luyanda Gidini
Observer, Peter Mwewa
Chartered Accountant, Ayanda Vabaza
Management, Noncedo Madubedube
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
SUBCOMMITTEE - ADVISORY COMMITTEE
The Advisory Committee is not an elected structure of EE and will not take over the duties given by EE’s Constitution to any current structure within EE. This committee offers an opportunity to connect with individuals who are willing to lend their time and expertise to the movement, act as advisors, and take an active interest in EE’s work, sustainability and success.
HERE ARE THE MEMBERS THAT MAKE UP THIS SUBCOMMITTEE:
Previous Vice Chancellor of Nelson Mandela University, previous Dean of Education at Nelson Mandela University and Fort Hare, Prof Denise Zin
National Director of the Journey for Justice Alliance, a network of 30 grassroots organisations fighting against privatisation in the United States, Jitu Brown
Equal Education General Secretary, Noncedo Madubedube
Director: Education Change of education programme PILO, former MEC of Education in Gauteng, Deputy Speaker of the Gauteng Legislature, Mary Metcalfe
Director of the Open Society Foundation’s Education Support Programme from 2006 until recently, Hugh McLean
EE’S PROVINCIAL AND NATIONAL CAMPAIGNS
The movement is carrying out different campaigns in five provinces - Western Cape, Eastern Cape, Limpopo, KwaZulu-Natal and Gauteng. These campaigns are based on the experiences of our members, gaps in government policy, and research carried out by EE. Our campaigns are aimed at ensuring that all schools, especially those of the black working class and those in rural areas have access to equal and quality education.
The different provincial campaigns speak directly to the movement’s national campaign which is focused on school infrastructure. Our school infrastructure campaign is informed by the NormsandStandardsforPublicSchoolInfrastructure that sets out to ensure all schools have basic services like water, electricity, toilets, are built of the correct building materials, that classroom sizes are correct, and that schools have facilities like libraries, laboratories and internet connectivity. Safe and proper school infrastructure is a critical part of ensuring quality education, along with other important factors such as teacher training and support, curriculum, textbooks, school safety and learner transport.
1. School Infrastructure
Eastern Cape:
EE has and continues to work to shine a light on the forgotten schools of the rural areas. As such, much of our school infrastructure work has and is being carried out in the Eastern Cape. The Eastern Cape is home to many of the so-called ‘mud schools’, schools made of inappropriate materials, as well as schools which lack access to water, decent toilets and electricity.
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
Gauteng:
Teachers and learners in Gauteng struggle with overcrowded classrooms. Strides have been made in this campaign with the launch of our Overcrowding campaign and report in 2021. The province continues its fight to ensure that learners are able to have a place in schools in Gauteng.
Limpopo:
Equalisers raised the issue that the lack of access to water and toilets at schools is an obstacle to effective learning. This has a gendered impact. Making matters worse, the Limpopo Department of Education struggles with low capacity, lacks accurate and up-to-date data on infrastructure at its schools, and often underspends its school infrastructure budget.
KwaZulu-Natal:
This campaign is still at its early stage, with school visits having been done to conduct a survey on the issue of water and sanitation. Of the 13 schools visited, the team found that in most schools the situation mirrors where we started in Limpopo on the condition of toilets and water. The information gathered informed the development of a pamphlet which will be used when EE meets with the school governing bodies of the three schools identified as sites of struggles. The purpose of these meetings will be to hear their views on the water and sanitation issues in the Nquthu community and what role they have played in ensuring that the KwaZulu-Natal Department of Education is aware of these issues and acts on them.
Equal Education is bringing attention to the dire situation of school infrastructure, overcrowding in schools, and is calling on the Department of Education to address these problems. We are referring to this situation as an education blackout, akin to the loadshedding situation leaving our country in the dark. By not addressing these issues the DBE are choosing to leave our learners in the dark.
The Medium Term Budget Policy Statement plays a critical role in the overall budget process, as it sets out the policy framework for the budget that is presented every February. It also provides the country with an update on National Treasury’s economic forecasts, adjusts the budgets of government departments and makes emergency changes to spending. The focus for the movement is the budget allocation for education which will inform advocacy plans and efforts of the movement fighting for equal and quality education in South Africa.
EE’s work around school safety began in 2015. Schools mirror communities, and the schools identified in our 2023 school safety report are vulnerable to high rates of violence and crime. The school safety report was released in 2023, with more engagements with duty bearers being planned and anticipated to ensure safety in schools.
Being able to read is essential for individuals to actively participate and stay informed as citizens. Almost all cultural and social activities require reading as a fundamental skill. Equal Education is building a national reading campaign aimed at getting our members to read together, and building a reading culture that reaches young people and a growing youth movement.
2. Education Blackout
4. School safety in the Western Cape
5. Right to read
3. Medium Term Budget Policy Statement
National Council report back on the resolutions adopted at Equal Education’s 4th national Congress
EQUAL EDUCATION COURT CASES
The Western Cape Provincial Schools Education Amendment Act (Collaboration schools)
EE, represented by the Equal Education Law Centre (EELC), litigated the regulation of private actors in collaboration schools, donor-funded schools, and intervention facilities introduced in the Western Cape Provincial Schools Education Amendment Act 4 of 2018 (the Amendment Act).
The EELC took the matter to court on behalf of EE in 2019 because the introduction of collaboration and donor-funded schools—while they may be innovative education models—gives donors and private entities significant control of public schools in a way that undermines the principles of democratic governance and accountability.
We were also concerned that the Amendment Act provided for the establishment of intervention facilities for learners found guilty of serious misconduct. This provision seeks to remove a learner from the formal education system and potentially separate those learners from their families and communities for up to a year.
EE has consistently advocated for regulatory frameworks that protect the best interests of learners. This formed the basis of our court challenge, which was specifically about the provisions in the Amendment Act around collaboration schools, donor-funded schools, and intervention facilities that were vague, inconsistent with the Constitution and in conflict with the South African Schools Act (SASA).
On Monday, 17 July 2023, the Western Cape High Court did not find the case in EE’s favour. EE and the EELC have decided to take the matter on appeal. Our court date will be in 2024.
SAOU case
EE, represented by the Equal Education Law Centre (EELC), sought to intervene as amicus curiae (friend of the court) in a court case brought by the Suid Afrikaanse Onderwysers Unie (“SAOU’) against the Department of Basic Education and various other senior officials. In this matter SAOU challenged the lawfulness, rationality, and enforceability of Regulation 9(1) and 9(2) of the Minimum Uniform Norms and Standards of Public School Infrastructure (‘’Norms and Standards”).
SAOU sought to have Regulation 9 (1) and 9(2) of the Norms and Standards completely removed or suspended without a replacement mechanism.
EE’s interest in this matter stemmed from its integral involvement in the litigation that led to the Minister promulgating the Norms and Standards. To date, EE remains invested in tracking the implementation of the Norms and Standards. Having read the papers and recognised the importance of the matter and its implications, EE thought it important to intervene in the matter.
EE’s main concern, which was shared with both parties, was that setting aside Regulation 9, in particular the 40 learners to 1 teacher ratio, would widen the gap in the legislative scheme which is caused by a lack of Norms and Standards for School Capacity that is yet to be promulgated by the Minister of Basic Education. EE’s position was that the gap would further worsen the existing challenges with learner admissions and overcrowding in classrooms, as under-resourced and overcrowded schools would have no means of preventing the admission of additional learners that they are unable to cater for.
The matter however did not proceed to the court as the parties decided to enter into negotiations and subsequently reached a settlement. Although EE was never formally admitted as a party or amicus curiae, EE was fortunate to be offered an opportunity to make contributions during the settlement negotiations. EE’s position throughout the process was the call and need for Norms and Standards for School Capacity which have become inherently urgent over the years, particularly, when considering the national overcrowding crises and the yearly crises of admission of learners into schools.
EE’s request was that the proposed Draft Order include a legal time bound duty for the Minister to promulgate Norms and Standards for School Capacity as required by section 5A (1)(b) of the Schools Act.
On 10 October 2023, the settlement agreement between the parties was made an Order of Court. Through EE’s efforts, in terms of Clause 5 of the Order, the Minister of Basic Education is mandated to promulgate Norms and Standards for School Capacity within a period of three years from the date of the court order.
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