Taking COSATU Today Forward, 2 July 2025
Norman Mampane
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COSATU TODAY #CosatuCallCentre number is 010 022 2590 #DecentWork #DecentLives #SACTU70 #ClassStruggle “Build Working Class Unity for Economic Liberation towards Socialism” #Back2Basics #JoinCOSATUNow #ClassConsciousness |
Taking COSATU Today Forward
‘Whoever sides with the revolutionary people in deed as well as in word is a revolutionary in the full sense’-Maoo
Our side of the story
2 July 2025
“Build Working Class Unity for Economic Liberation towards Socialism”
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Contents
- Workers Parliament: Back to Basics!
- Statement on SADTU KwaZulu-Natal’s reaction to the appointment of the new CFO
- DITSELA Institute holds a Siyakhuluma Seminar-Is the Challenge on Employment Equity an assault on Transformation?
- South Africa
- Minister Velenkosini Hlabisa extends deadline for submissions on Local Government White Paper Review
- International-Workers’ Solidarity!
- Michael Sommer (1952 – 2025): A pillar of global trade unionism
- Not the exception, but essential: Teachers with disabilities in mainstream classrooms
Workers’ Parliament-Back2Basics
Statement on SADTU KwaZulu-Natal’s reaction to the appointment of the new CFO
Nomarashiya Caluza, SADTU KwaZulu-Natal Provincial Secretary, 01 July 2025
SADTU KwaZulu-Natal has noted with great disappointment, the appointment of Miss Yali Joyi as the Chief Finance Office of the KZN Department of Education.
It is now public knowledge that Ms Joyi is a former senior official of the KZN Department of Cooperative Governance and Traditional Affairs (Cogta), who resigned from the same Department under a cloud of the damning allegations that implicated her on gross financial mismanagement and embezzlement of funds in the Department. SADTU KwaZulu-Natal views her appointment into this crucial senior position in the Department of Education that has serious cashflow challenges as a reckless and negligent if not a deliberate move that is meant which will lead to further drowning of the already collapsing Department of Education in the province.
SADTU is well aware of the principle that a person is innocent until proven guilty. However, in this case we hear that this new CFO decided to resign instead of waiting for the process to prove or disapprove the allegations.
With all this now SADTU is interested to see the investigation report. It will only be that report and declaration by the Department of Education that they have ensured that their CFO is not implicated, or the investigation process did not make any findings against her.
The next steps for SADTU now is to to do the following:
• seek audience with both the MEC and HOD to get their views on the matter.
• seek audience with the Public Service Commission with the intention of requesting the Commission to investigate this appointment.
• seek audience of the Public Protector to investigate this matter.
Until told that the Miss JOYI is cleared of all the allegations, SADTU rejects her appointment and calls on the Department to suspend or put her on special leave. Furthermore, the Department must get the investigation report and act in line with the findings.
The end
ISSUED BY: SADTU KZN Secretariat
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DITSELA Institute holds a Siyakhuluma Seminar-Is the Challenge on Employment Equity an assault on Transformation?
Dear Comrades,
You’re cordially invited to DITSELA’s National Siyakhuluma Seminar.
Topic: Is the Challenge on Employment Equity an assault on Transformation?
Date: 08th July 2025
Time: 11H00AM- 13H00PM
Venue: ZOOM
https://ditsela-org-za.zoom.us/j/94152009081...
Meeting ID: 941 5200 9081
Passcode: 620707
Contact: nele...@ditsela.org.za or ma...@ditsela.org.za for any enquiries.
See you there!
Minister Velenkosini Hlabisa extends deadline for submissions on Local Government White Paper Review
01 Jul 2025
The Minister of Cooperative Governance and Traditional Affairs (COGTA), Honourable Velenkosini Hlabisa, has extended the deadline for submissions on the Discussion Document regarding the Review of the 1998 White Paper on Local Government (WPLG). The new deadline for submissions is now 31 July 2025, extended from the initial deadline of 30 June 2025.
This decision follows heightened interest from stakeholders across the country and numerous requests for additional time to prepare and submit inputs. The Ministry recognises the importance of inclusive participation in shaping a responsive and effective system of local governance, and thus welcomes the active engagement from all sectors of society.
The extension provides an opportunity for broader consultation and deeper reflection, and we encourage all interested individuals and organisations to take full advantage of the additional time to submit their views. Your contributions are essential to strengthening the future of local government in South Africa.
Submissions may be sent via email to:
WPL...@cogta.gov.za
Rich...@cogta.gov.za
Maph...@cogta.gov.za
Submissions may also be delivered by post to:
The
Minister of Cooperative Governance and Traditional Affairs
Attention: Mr Thabiso Richard Plank (Project Manager: WPLG26 Policy Review)
Private Bag X802, Pretoria, 0001
Or delivered by hand to:
The
Minister of Cooperative Governance and Traditional Affairs
Attention: Mr Thabiso Richard Plank (Project Manager: WPLG26 Policy Review)
87 Hamilton Street, Arcadia, Pretoria, 0001
For
further information, please visit the official COGTA website:
https://www.cogta.gov.za/indexphp/wplg-page
For
Media Enquiries:
Ms Pearl Maseko-Binqose
Media Liaison Officer to the Minister of COGTA
Cell: 082 772 1709
Mr
Legadima Leso
Head of Communications, COGTA
Cell: 066 479 9904
Issued by Department of Cooperative Governance
International-Solidarity
Michael Sommer (1952 – 2025): A pillar of global trade unionism
1 July 2025
The ITUC is deeply saddened by the passing of Michael Sommer, former ITUC President and a dedicated trade unionist.
Michael Sommer devoted his life to advancing social justice, solidarity and democracy at work. He was a committed leader of the DGB, which he chaired from 2002 to 2014, but his impact resonated far beyond Germany.
At the ITUC, he was Deputy President from 2006 to 2010, President from 2010 to 2014 and championed the principle of global trade union unity and social dialogue, with a clear and unwavering commitment to democracy.
In 2009, under his leadership the DGB hosted the ITUC General Council in Berlin, during which members met with German Chancellor Angela Merkel. In 2014, the DGB hosted the 3rd ITUC World Congress.
ITUC General Secretary Luc Triangle said: “Michael Sommer embodied the values of the global trade union movement: solidarity, courage and a relentless pursuit of justice. He was a bridge-builder, a unifier and a deeply principled leader. His influence will continue to inspire generations of trade unionists around the world. We mourn his loss and honour his legacy. The ITUC extends its deepest condolences to his family, friends and comrades.”
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Not the exception, but essential: Teachers with disabilities in mainstream classrooms
Equity and inclusionStandards and working conditions, 30 June 2025written by: Nidhi Singal for the Worlds of Education newsletter.
Where are the teachers with disabilities in our classrooms?
A question I often ask my audience is: “How many of you were taught by a teacher who identified as having a disability during your school years?” In a room of 50–60 people, usually only one or two hands go up.
This isn’t surprising. Teachers with disabilities are rarely seen in mainstream schools [1]—and there’s little reliable data about them across countries.
Globally, while there has been significant progress in including children with disabilities in mainstream education, these efforts rarely extend to teachers with disabilities. This is a missed opportunity. Existing research—though mostly from high-income countries—shows that teachers with disabilities, when employed in mainstream schools, can be powerful agents of change. They are often more likely to adapt lessons for diverse learner needs, serve as strong role models for students both with and without disabilities, and actively challenge societal biases.
Yet in low- and middle-income countries (LMICs), we know very little about their experiences.
To address this gap in knowledge, the Learning Generation Initiative (LGI) and the Cambridge Network for Disability and Education Research (CaNDER) – with support from the What Works Hub for Global Education - are launching a new research synthesis that summarizes the existing evidence on teachers with disabilities working in mainstream classrooms. Co-authored with Katie Godwin from LGI, this synthesis also provides insights from low- and middle- income country (LMIC) examples of how teachers with disabilities are included in education policy and planning.
The synthesis draws on data collected under the aegis of CaNDER, through interviews and participatory activities with teachers with disabilities across nine LMICs: India, Rwanda, Nepal, South Africa, Ethiopia, Kenya, Sri Lanka, Brazil, and Jordan. Teachers who participated self-identified as having a disability and had a range of functional limitations, largely in relation to walking, seeing and hearing.
The goal of the synthesis? To amplify teachers’ voices and propose clear, actionable recommendations rooted in both lived experiences and policy analysis. We also want to centre teachers with disabilities as unique experts and to value their perspectives in shaping more equitable educational practices.
Disability is not a homogenous category and the intersections of gender, type of impairment, geographical region and other factors make it a highly complex experience; nonetheless, across all nine countries, teachers with disabilities shared strikingly similar stories. Many felt sidelined—given low-priority subjects, met with resistance from school leadership, and faced limited opportunities for career progression.
Yet their stories were also full of hope. Over time, and with growing familiarity, they built positive relationships with students and colleagues alike. What stood out most was their resilience and deep belief in the value of their work—especially in fostering inclusion and shifting perceptions of disability inside and outside the classroom.
Interestingly, many challenges reported by teachers in LMICs also exist in better-resourced systems, such as in England.
What’s happening at the policy level?
As part of this research, we looked across seven LMICs (India, Kenya, Ghana, Tanzania, Rwanda, Sierra Leone, South Africa) and found that national data on teachers with disabilities is rarely collected or used systematically. While half the countries reference representation of teachers with disabilities in policy, only Kenya sets specific recruitment targets. Four countries address infrastructure and access, and just three include pre-service education or professional development for teachers with disabilities.
Teachers’ recommendations for change
From their lived experiences, teachers identified the following priority areas for change:
1. Accessible school infrastructure
Most participants cited physical barriers: inaccessible buildings, gates, and even unsafe roads. In Ethiopia, teachers spoke of waterlogged roads during the rainy season. Teachers in India, Nepal, Rwanda, and Ethiopia highlighted a lack of accessible and clean toilets, rest areas, and basic sanitation facilities.
2. Accessible teaching resources and assistive devices
Many teachers lacked access to teaching materials in accessible formats. In Sri Lanka, the lack of Braille textbooks meant that teachers had no accessible materials to reference. As a result, they relied on students to help each other by calling out page numbers with the relevant content during lessons. Some teachers depended on friends or family to prepare teaching aids.
3. Improved use of EdTech
Teachers in Sri Lanka, India, Rwanda, and Ethiopia noted a serious lack of educational technology. Rakesh, a teacher in India, observed that while tech supports people with disabilities in other sectors, schools have yet to catch up.
4. Disability awareness among school leaders
Many teachers faced challenges due to lack of understanding from school leaders. Latifa, from Jordan, shared: “When I came to my school, the manager didn’t know how to deal with me, or what kind of work I could do.” Leadership often ignored or failed to address disability-related issues.
5. Professional networks for teachers with disabilities
Several teachers, especially in Ethiopia, expressed the need for peer networks. Serkalem, from Ethiopia, said: “Simply knowing there were other teachers like me would help.”
6. Clear policies and better implementation
While most countries have policies supporting disability rights, few explicitly address teachers with disabilities. Addisu, from Ethiopia, highlighted the policy-practice gap: “What is being talked about and what is actually being done is as different as heaven from earth.”
A call to action
Based on teacher narratives and policy insights, the research synthesis calls for actions in each of the following areas:
Data: Include disability as a category in routine education data collection. This is a low-cost but crucial step for deployment, monitoring, and support.
Research: Invest in robust evidence to fill current knowledge gaps—especially around the impact of teachers with disabilities on student learning and educational outcomes.
Policy and practice: Develop inclusive education policies that support teachers with disabilities throughout their careers. Ensure access to teaching materials, mentorship, and professional development opportunities.
Teachers with disabilities are not exceptions to be accommodated, but vital voices that enrich the fabric of education—reminding us that true inclusion begins not at the margins, but at the heart of our classrooms.
1. ^ A mainstream school refers to a regular educational institution that provides education to all students, including those with special needs. It is characterized by the inclusion of learners with special needs into general educational settings, allowing them to learn alongside their peers without disabilities. Mainstream schools differ from special schools, which cater specifically to students with particular educational requirements.
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Norman Mampane (Shopsteward Editor)
Congress of South African Trade Unions
110 Jorissen Cnr Simmonds Street, Braamfontein, 2017
P.O.Box 1019, Johannesburg, 2000, South Africa
Tel: +27 11 339-4911 Direct line: 010 219-1348