SAOU STANDPUNT OOR SKOOLUNIFORMS
NN 13/2024
Die huidige bevinding van die Suid-Afrikaanse Menseregtekommissie (SAMRK) rakende geslaggebaseerde skooluniforms, het die debat oor diversiteit opnuut in skole laat opvlam. Dit beklemtooon die moeilike taak wat op skoolbeheerliggame rus om individue van verskillende rasse, nasionaliteite, godsdienste en seksuele oriëntasie in ag te neem wanneer skoolbeleide opgestel word.
Die gebruik van skooluniforms is oor die algemeen die norm in die Suid-Afrikaanse Basiese Onderwyssektor en soos met enige voorskriftelike norms is daar praktiese en rasionele redes vir die gebruik daarvan. Dit sluit in die afbreek van sosio-ekonomiese klasverskille tussen leerders, die skep van 'n gevoel van eenheid, skooltrots, die bevordering van dissipline, asook om ongemagtigde persone op die skoolterrein maklik te identifiseer.
Een kwessie wat ook deur die SAMRK in hul mediaverklaring, gedateer 12 Januarie 2024, geïdentifiseer is, is die hoë koste verbonde aan skooluniforms. Dit is juis hier waar ’n skoolbeheerliggaam (SBL) die probleem kan hokslaan deur met verskeie leweransiers te onderhandel en sodoende ‘n monopolie, wat uitbuiting tot gevolg kan hê, af te weer.
‘n Skool se skooluniform word van tyd tot tyd aangepas en indien ‘n SBL die skooluniform verander gaan dit gewoonlik gepaard met konsultasie, koste-ontleding en die in- en uitfassering van die skooluniform oor ‘n tydperk. Die oorweging van geslagsneutrale skooluniform kan op dieselfde basis hanteer word.
Ander uitdagings kan die onredelike oorregulering van skooluniform wees, skooluniformbeleide wat onregverdig kan diskrimineer en skooluniformbeleide wat nie by die skoolgemeenskap aanpas nie. Dit is in hierdie laaste aspek waar die SAOU se standpunt gevestig is.
Die SAOU glo in die volgende beginsels wanneer beleide in hierdie verband opgestel word:
- Dat Artikel 20 van die SA Skolewet gevolg word, wat onder andere aandui dat die SBL altyd in die beste belang van die skool en sy gemeenskap sal optree;
- Dat die beginsel van gelykheid in die Grondwet gehandhaaf word en dat nie-diskriminasie op enige gronde, met spesifieke verwysing na ras, godsdiens, kultuur, seksuele oriëntasie of ander bepaalde voorkeure gevolg sal word; en
- Dat die riglyn beginsel van redelike akkommodasie gevolg word en dat ‘n leerder met meriete op redelike gronde geakkommodeer word.
Die SAOU se advies aan Skoolbestuurspanne is soos volg:
- Dat die basis vir afwyking van ‘n beleid as ‘n beleidaangeleentheid hanteer word en nie op ‘n ad hoc-basis nie;
- Dat die beleid spesifiek voorsiening moet maak vir die beginsel van redelike akkommodasie soos vervat in die Pillay-saak, wat voor die Konstitusionele Hof gedien het;
- Alvorens daar beleid opgestel word, daar wyd gekonsulteer moet word met leerders, ouers en opvoeders; en
- Dat hierdie ‘n SBL-aangeleentheid is wat hanteer moet word in ooreenstemming met die behoeftes en wense van die gemeenskap wat hy dien.
Die SAOU is van mening dat bogenoemde die beste benadering is wat die oop en demokratiese aard van die vennootskap tussen skoolgemeenskappe en die staat ondersteun, soos in die Grondwet beoog.
SAOU STANCE ON SCHOOL UNIFORMS
The current finding by the South African Human Rights Commission (SAHRC) regarding gender-based school uniforms has reignited the debate on diversity in schools. It highlights the difficult task that rests on School Governing Bodies to consider individuals from different races, nationalities, religions and sexual orientations when drafting school policies.
The wearing of school uniforms is generally the norm in the South African Basic Education sector and as with any prescriptive norm there are practical and rational reasons for their use. This includes breaking down socio-economic class barriers between learners, creating a sense of unity, school pride, and promoting discipline. This also enables easy identification of unauthorised persons on the school grounds.
One issue also identified by the SAHRC in their press release, dated 12 January 2024, is the high cost associated with school uniforms. The School Governing Body (SGB) can play a crucial role here in negotiating affordable school uniform prices with different suppliers so as to prevent a monopoly which can lead to exploitation.
The uniform of a school is changed from time to time. When this happens, the SGB usually goes through a process of consultation, cost analysis and phasing the old uniform out and phasing the new uniform in over a period. The consideration of gender-neutral school uniforms could be done on the same basis.
Other challenges may be the unreasonable over-regulation of school uniforms, school uniform policies that can unfairly discriminate and school uniform policies that do not adapt to the schools’ community. The SAOU's position is rooted in the latter aspect.
The SAOU believes in the following principles when policies in this regard are formulated:
- That Article 20 of the SA Schools Act is followed, where the SGB will always act in the best interest of the school and its school community;
- That the principle of equality in the Constitution will be upheld and that non-discrimination on any grounds, with specific reference to race, religion, culture, sexual orientation and other specific preferences must be upheld; and
- That the guiding principle of reasonable accommodation be followed and that a learner with merit must be accommodated on reasonable grounds.
The SAOU’s advice to School Management Teams is as follows:
- That the basis for deviation from a policy should be incorporated into the policy and not be handled on an ad hoc basis;
- That the policy must specifically make provision for the principle of reasonable accommodation as set forth in the Pillay case which served before the Constitutional Court;
- Before changing policy, that wide consultation with learners, parents and educators be conducted; and
- That this is an SGB matter that must be handled in accordance with the needs and wishes of the school community it serves.
The SAOU believes that the above is the best approach which will support the open and democratic nature of the partnership between school communities and the State, as envisaged in the Constitution.
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