Protecting the rights to basic education of immigrant learners in South African public schools

Abstract

The influx of immigrants into countries around the world is rising steadily (Palmary, 2009). Reviewed literature asserts that the most vulnerable immigrants are accompanied and unaccompanied children (Tshilenge, 2013). Although most countries grant these learners the right to basic education, South African public schools allow only those with study permits to be accepted (Spreen & Vally, 2012). Obtaining study permits is a challenge that limits their access to quality education. The study examined how public schools in the Ekurhuleni East region of Gauteng in South Africa protect the right to basic education of immigrant learners. Through qualitative research, factors that affect access to quality education were examined. These included admission into public schools, teaching and learning in the classroom, social and cultural integration, and safety and security school. The research most schools did not review their language policies to accommodate the needs of immigrant learners. Violence and intimidation are still rife in public schools, creating an environment that is not conducive for learning. As a result, some of these learners have adopted the culture and traditions of the dominant group in order to feel accepted. The study concluded that although there is a commitment by the public school system to protect the right to basic educations of all learners, immigrant learners are still facing challenges that limit their access to quality education.