MEDIA STATEMENT
SADTU Solidarity Message of Support to Civil Rights Organisations Fighting Against the Discriminatory Copyright Act
20 May 2025
On Wednesday 21 May 2025, the South African Democratic Teachers’ Union (SADTU) will join hands with civil rights organisations Blind SA, Recreate SA, SECTION27, and the South African Guild of Actors (SAGA) outside the Constitutional Court in support of the Copyright Amendment Bill (CAB). The signing of CAB into law has the power to advance a number of rights including the right to free, quality, inclusive & decolonised education.
Debrah Ruh, a global inclusivity strategist, noted that “accessibility allows us to tap into everyone’s potential.” UNESCO’s Framework for Action recognizes knowledge as part of the right to education for a reason: it is crucial for teachers to have access to teaching and learning materials specifically designed for educational purposes. Fair copyright legislation is essential to enable teachers to adapt and use materials, enrich them, make them context-specific, decolonise our knowledge production and consumption in education, and address an increasingly diverse student body.
In speaking of the decolonisation of knowledge production and consumption in education, we must add that this implores us to embark on a journey of decolonisation, peeling back the layers of oppression that have been ingrained in our consciousness. This is not merely an act of dismantling the physical symbols of colonialism, but a profound transformation of our mental landscapes. As we lift the veils of ignorance and prejudice, we must replace them with the light of wisdom and understanding. Decolonisation is a reawakening, a reclamation of our heritage and identity.
We also recognize that education is the bridge that connects our past struggles to our future triumphs. The right to education is a fundamental human right. Teachers should not be criminalised for striving to provide quality education for our children. Unfortunately, copyright laws for education are often overly restrictive, creating barriers for teachers and limiting the right to education. Global research by Education International shows that teachers in many Latin American and African countries are particularly disadvantaged by
copyright legislation, forcing them to work in legal grey zones or stop using important teaching materials. The use of digital materials and adaptations for children with disabilities poses a particular challenge for the teaching profession.
Access to appropriate learning materials is a key strategy for achieving the first means of implementation of (4a) under SDG4. The supporting Framework for Action Education 2030 highlights access to learning materials as one of the core strategic approaches for implementing the goal: “Education institutions and programs should be adequately and equitably resourced, with safe, environment-friendly, and easily accessible facilities; sufficient numbers of quality teachers and educators using learner-centered, active, and collaborative pedagogical approaches; and books, other learning materials, open educational resources, and technology that are non-discriminatory, learning conducive, learner-friendly, context-specific, cost-effective, and available to all learners – children, youth, and adults.”
At the heart of Education International’s Go Public, Fund Education campaign is the principle of putting people before profit. The message is clear: we want creators and authors of material to be compensated fairly, but we do not want intermediaries in the copyright business, such as publishers and streaming executives, to create profit margins that deter access to learning materials and indirectly hinder access to quality public education.
Fair use in education is the key that unlocks the door to a world of knowledge and creativity. By allowing educators to utilize copyrighted materials in their teaching, we empower them to inspire, innovate, and ignite the minds of future generations. Through fair use, we create a bridge that connects students to a wealth of information, fostering critical thinking and lifelong learning. In the classroom, fair use transforms copyrighted content into powerful tools for teaching and learning, ensuring that education remains a dynamic and inclusive space, where every student has the opportunity to thrive.
For South Africa and other nations, global collaboration through WIPO is crucial in addressing the complexities of copyright in the digital era. The digital revolution has transformed the way we create, share, and consume content. While this has opened up new opportunities, it has also presented significant challenges that require collaborative efforts by all stakeholders. By working together, countries can develop and implement fairer copyright practices that balance the interests of creators and consumers.
The Copyright Amendment Bill in South Africa does not permit the piracy of learner-teacher support material for profit; it allows a fair use policy that enables reproduction so that any child can learn content in their own language and excel based on their abilities. For the teacher of that learner, it ensures they do not struggle to find support materials due to budget constraints in rural schools, which would further disadvantage the previously marginalised and exacerbate inequalities that prevent quality public education for all children.
As we conclude let us remembers the words of Amílcar Cabral: “A people’s culture is both a product of their history and a determinant of their future.” Education, deeply tied to culture, is both a tool for resistance and a beacon for equity.
Therefore, in solidarity we stand and unite.
EDUCATION IS PUBLIC GOOD
ISSUED BY: SADTU Secretariat