Policies and Advocacy

Advocacy forms a vital part of CIE's work. It takes place at a variety of levels with a wide audience.  CIE aims to develop advocacy skills and use these to engage and facilitate change at different levels in the education system. The publication Shout Out was developed to help schools to advocate for their rights.

To download the "Speak out! Advocacy mini-guide," please click here.

Education policy

Education policy is the means by which the State improves its education system and ensures that the learners of the land are protected and receive quality schooling. The transformation of South African society has necessitated a great deal of legislation to redress the imbalances of the past. Schools are faced with a myriad of policy and legislative change. To assist both schools and owners to cope with the changes and to develop sound policies for Catholic schools, the CIE established the Policy Unit in 2000. In the development of new legislation and policy, the State has consulted widely, and the Catholic Institute of Education in addition to other stakeholders has participated actively in this process.

Relationships with decision makers are developed in order to engage them positively not only for Catholic schools but also for the ‘Common Good.’ The Policy Unit monitors and comments on education change, disseminating to schools information that will assist them to continue to offer quality education and to comply with statutory requirements.

How we do our work:

As new education policies are developed or changed they are analysed and submissions on behalf of the network to the relevant department are made.
Catholic polices are developed and disseminated on behalf of the owners of the schools Catholic Schools Proprietors’ Association (CaSPA).

• Policy Briefs on key issues keeps schools and the owners informed and assist in the development of School Policies.
• Schools are assisted in understanding the legal implications of new policies.
• Liaison with key educational decision makers is undertaken in order to advocate on important issues.
• Schools, department officials and teachers unions are assisted in their understanding of the rights and responsibilities of Public Schools on Private Property.
• Research and comment on education issues on behalf of the Catholic education network is delivered. These two objectives are the main focus of the education, advocacy researcher.

The unit also serves as the secretariat for CaSPA.

Ethos of Catholic schools

When you walk into a school you immediately get a ‘feel’ about the place. There are a variety of elements that give you this feeling. It could be the way the school looks, the way you are welcomed or the friendliness of the learners. This is largely an intangible presence called the ethos of the school.

Ethos defines and displays the core beliefs of the school and is closely linked to its value system. This ethos should be reflected in the school’s mission statement, which is the beacon for all school activities. It is the school’s way of ‘being in the world.’ It is about what they do and how they do it.

The school’s ethos should be a lived experience for the whole school community and is realised by the daily interactions in the school. However, this needs to be actively understood and promoted in practical ways.

Some key characteristics of a Catholic school are:

• Everyone is welcome. No-one is excluded. This positive anthropology means that all members of the school community are created in God’s image. There is no discrimination because all human beings are created in the image of God and are therefore good.
• It has a strong value system based on Gospel values with Christ as the centre of the school. It is a faith community that fosters positive. relationships among learners, teachers and parents.
• The religious atmosphere fosters formation of the whole child. Worship and prayer are integral and central to school life. Everyone has the right to be treated with dignity and must treat others the same.
• The Catholic school resists individualism. It is concerned about justice and the well being of the whole community – we are our sisters and brothers keepers.
• The best is expected from learners because teachers believe in them.
• Clear standards of behaviour from all members of the school community are defined and expected.
• A sense of social responsibility based on Gospel values is fostered. This helps learners to become worthwhile citizens who will hopefully make a difference to society. These values should permeate all the school’s endeavours.
• The school should provide a broad curriculum which is meaningful to students and relevant to their community.
• School leadership should develop positive student and staff morale and give priority to people.
• Collaborative decision-making is encouraged and the gifts of each individual recognised.
• Parental involvement and collaboration is vital for a true community to develop – a community that has the development and well-being of every member as its vision.

The students can come to a more mature understanding of all this is implied in the concept of person: intellect and will, freedom and feelings, the capacity to be an active and creative agent, a being endowed with rights and duties, capable of interpersonal relationships, called to a specific mission in the world.