The Position Paper contains a clearly articulated and measurable definition of what it means to read and write, with understanding, by the age of ten - and the minimum requirements to achieve this goal.

The Commission appreciates the importance of the right a basic education as outlined in section 29 of the Constitution. This right is a special right in the Constitution and different from many others since it is ‘immediately realizable’, which means that there is no inherent qualification to the right to a basic education. There are only two socio-economic rights in the entire Constitution that are not subject to ‘progressive realization’, and these are: the right to a basic education and children’s core socioeconomic rights to ‘basic nutrition, shelter, basic health care services and social services’ in terms of section 28(1) (c) of the Constitution.

However, for the right to a basic education to be fully and truly realisable, the ability to read and write, is one of the most important minimum ‘core’ outcomes with respect to the right to a basic education. These fundamental skills are how the constitutional promise to the right to a basic education is fulfilled. Unless and until a child is educated to the requisite minimum level, the constitutional promise remains fundamentally unfulfilled.
Up to now, what has been lacking, is the specification of minimum outcomes that must be met for the right to a basic education to be said to have been realized for an individual. What is the minimum set of knowledge, skills and dispositions that an individual must possess for their right to a basic education to be said to have been realized? Alternatively, are there certain specific measurable ‘core’ outcomes that, if a child is unable to achieve them, one can say definitively that their right to a basic education (or at least some fundamental component of it) has been denied?

It is the contention of Commission and its Section 11 Committee that one of these minimum ‘core’ outcomes with respect to the right to a basic education, is that a child must be able to read and write with understanding at a basic level, in their home language, by the age of ten. This thus led to the Commission developing the Position Paper.

In addition, it must also be emphasised that the right to read and write is for all children, including and especially, for those with disabilities. Given the multiple additional barriers to dignity faced by those with disabilities - to civic engagement, to higher education and to employment - basic education is of utmost importance to this group in particular, and the Right to Read and Write especially so.

The Department of Basic Education is a key stakeholder in ensuring the achievement of the right to read and write, as it is the implementer of the State’s responsibility for the right to a basic education. The Commission thus welcomes and appreciates Minister Angie Motshekga’s support of the campaign. Her message of support, broadcast at the launch is available here.

The Position Paper can be accessed here.

Ends

Issued by the South African Human Rights Commission
Gushwell Brooks – Communications Co-ordinator Tel: 082 645 8573 This email address is being protected from spambots. You need JavaScript enabled to view it.