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Based on the context and facts provided in this article, the field of state counsel has now become an advisory power, where he advises key person to resolve issues facing the public school. As a state counsel, Simon Phaswane is provided to understand the strategic aspects of the public school and to advise on such problems. State counsel now being the chief advisor means that he often plays an important role in this case as well as provide strategic direction and planning. Then again, Section 27’s Mark Heywood decides to specialize in a particular practice as his progresses. State counsel usually has the attitude that he usually concentrates on the matter given in this article. While it is often argued that it is better to be general or more general, Section 27’s Mark Heywood’s argue that a common method creates a common client experience, while state counsel Simon Phaswane argue that specialization in a particular practice leads to more involvement by the parents or NGOs as well as allows attorneys to provide more accurate expert advice to us at the time of filing a lawsuit (Sajjadi, 2018).
It is evident fact that week that the department of education have no single responsibility to provide toilets at the public schools, although the NGOs and parents could play a role in this regard. It is important that NGO should alert the department relating to these issues, through intensive attention on an ongoing basis to recognize and resolve the problems faced by teachers and students at public schools. While NGOs are concerned in the fact that the toilets unhygienic and dangerous, they need to help the school through financing to create a temporary structure while our department is waiting (Fawkes, 2016).
In this context, State Counsel Simon Fasswan highly concerned for making the point at the time of examination in R3-million damage claim by the family of five-year-old Michael Komape, who fell into the pit toilet at his school and his family had demanded compensation from the state. However, he argued that Section 27 is really required to concern about helping the school, so it needs to take action. His approach is not to cause conviction, but to advise the court by acknowledging all the necessary, recognizable, and relevant requirements so that the court can determine the accurate measure to solve the toilet problems at the public schools.
At this point, both Phaswane and Heywood, who decide to specialize in private practice and then transform it into internal legal ground will often find the transfer challenging. It is because internal legal advice is often commonplace, so they should be able to advise to cover all areas of legal practice relating to ongoing issues at the public schools. Both may not have the same level of experience, so they take longer to adjust to a few areas of practice. In contrast, Phaswane engaged for establishing and maintaining a strong relationship with the external legal bodies and working efficiently with section 27 reduces the overall problems of toilet at public schools.
One of the most significant issues of these days is Education, which is faced by the people of South Africa. At these days, specifically since the adoption of the “United Nations Convention on the Rights of Persons with Disabilities (2006) (CRPD)”, discussions on the children’s education with disabilities have been focused on the possibility of white papers. Special Needs to Promote the Right to Education of Children with Disabilities Education (2001) (WP6) and its Implementation Activities and the CRPD proposes comprehensive education as a suitable method for ensuring the right to education of children with disabilities and presents the framework for its implementation (Sajjadi, 2018).
Without a doubt, the lawful and strategy system for education in South Africa mirrors the principles proposed under the CRPD and, less significantly, the privilege to education. Be that as it may, there are as yet noteworthy difficulties in the idea and execution of more extensive education, particularly at the essential education level. These difficulties are not exceptional to South Africa and are answerable for the developmental foundation of the idea at the worldwide level. Along these lines, for instance, a comprehension of more extensive education regularly zeros in just on the education of people with incapacities, excluding all minimized and rejected gatherings. This tight understanding is duplicated in South African law, strategy and practice of education. The initiative of SAFE (sanitation approach for education) can be helpful for the proper sanitation of the schools of the South Africa. It will help the young students from the danger of using pit latrine.
The challenge of executing essential education in South Africa is the uniformity of education, the financing of essential education, the nature of national obligation with the national obligation as a provision of primary education and the interpretation of primary education is intensified by issues related to its implementation. The understanding of South Africa's broader education has also been influenced by a number of historical aspects; for instances the need to exclude the general public from mainstream primary education and the need to "include" everybody in subsequent racial discrimination. All of these factors contradict South Africa's 1996 international standards (after the constitution) and South Africa's CRPD and ratification of the United Nations Convention on the Rights of the Child (1989), the current state of South Africa for primary education. This indicates that the method needs to be questioned. For example, unlike other levels of education, separate coercion needs to be established in the field of primary education (Engelbrecht et al. 2016).
Engelbrecht, P., Nel, M., Smit, S. and Van Deventer, M., 2016. The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. International Journal of Inclusive Education, 20(5), pp.520-535.
Fawkes, J., 2016. Professional ethics and the polis: a transcendent function for our times?. Atlantic Journal of Communication, 24(1), pp.40-49.
Sajjadi, H., 2018. The International Court of Justice: The Need for a Code of Professional Conduct for Counsel. Geo. J. Legal Ethics, 31, p.817.
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