This weeks’ KwaZulu-Natal (KZN) Legislature school functionality oversights commenced with a focus on special needs schools and schools supporting learners with additional needs. Regrettably, inspections across all 12 education districts revealed persistent shortcomings that continue to undermine inclusive education in our province.
At Zaminhlanhla Primary School in Hammarsdale, oversight identified classrooms with broken ceilings, missing windows, poor sanitation facilities with asbestos roofing (view here, here and here) and a lack of electricity in learning spaces. While these conditions are unacceptable in any school, they are particularly alarming where learners require stability and specialised support.
Similar concerns were recorded at Sthandiwe Special School in Nkandla. The delegation found deteriorating infrastructure, inadequate ablution facilities lacking privacy, and specialist classrooms rendered unusable during inclement weather – severely limiting effective teaching and compromising learner dignity. (view here and here)
A major cross-cutting and ongoing concern is learner transport, particularly for children with disabilities. The current arrangement with a service provider has proven unreliable, with delays and inconsistencies disrupting access to schooling. There is a strong case for the Learner Transport Programme (LTP) to be returned to the Department of Education (DoE), to ensure accountability, stability and alignment with learner needs.
Oversight also highlighted staff shortages within special needs schools, as well as serious concerns regarding hostel conditions, raising questions about learner welfare beyond the classroom.
While the dedication of educators and school management is evident, commitment cannot substitute for systemic support. Inclusive education requires urgent, targeted intervention, proper resourcing and decisive action.
The DA, as a committed partner within KZN’s Government of Provincial Unity (GPU), will continue with rigorous oversight over the coming days to ensure these issues are addressed without delay, and that immediate resolutions are implemented to effect real change for learners with special needs.