The Plan, as it is commonly known, argues that we need to connect efforts to build our organisation with struggles for quality jobs in order to strengthen the power of the working class. This Ninth National Congress is critical for the future of COSATU because it serves as a key platform to assess our work based on the programme we adopted three years ago. Our central task is to answer crucial questions:
Thank you very much. The point runs a risk of sounding too slick, right, but I am an academic and what we are asking judges to talk about is not accountability to their political masters but accountability to the one thing that they recognise that they are accountable to and that is the law, and when academics were saying to the judges "you are acting in dereliction of your duty," you declared war on law, you declared marshal law yourselves, you betrayed the principles to which you owe your existence, they were saying "you were no longer accountable to the entity that you said, in your oath you would be accountable to" and that is why it would not be a compromise of judicial independence to have judges come here and talk about the issue of what it is they are accountable to, they all recognise they are accountable to the law and we should have been able to talk to them about what it is they are accountable to when they are accountable to the law.
I have a major, well I am very interested in the question of Adv. Potgieter and in your answer because you talk about accountability and you said accountable to the law, but at the same time you expanded and I heard you saying the law as interpreted by academics.
What is the law, who would be, would they be accountable other than on this occasion to this Commission, where is the accountability of judges post-commission, if they are still to be accountable?
Judges are just accountable to the law, the academic point was just that academics who are serious, if engaged in serious commentary of what is happening in the South African legal order, thought that the judges had in fact ceased to be judges; they were no longer accountable to the fundamental principles of law, the judges should be accountable to any legal order whether it is a Constitutionalised legal order or the Westminster system.
You have expressed some disappointment at the non-appearance of judges at this hearing and that some of the submissions that have been presented by some of these judges who are not here and which gives us the feeling - makes you feel that perhaps their views and perceptions have not changed since we have been into this democratic process.
Now what would you suggest would happen to such judges now that we are in this democratic era and we are trying to get through this transformation; would you think there should be some training for those judges or they should be asked to resign or if they remain then they should be trained through this process of democracy and so on?
I think that it would be very difficult in all sorts of ways to have a witch hunt for judges who might not be completely in tune with the new legal order and perhaps all one can do is to be vigilant and I think this is a role that academics can play perhaps more than most people in society as it seems that the judges are critised when they go wrong and I think that the judges in some of the submissions are much too sensitive to media criticism.
But I think the point that one realises is that there were judges who commented but they were in the minority and what you really want to develop is a culture of speaking out, a culture of not being silent in the face of injustice.
At the same time you want to being people closer to people on the ground, but there is no room in the present system for that to actually happen.
How would you foresee that that could take place? I see no reason why a process of legal education in the Human Rights culture, given resources and people willing to work on this would not include judges talking to just ordinary people, especially people who have a history of targetted pressure not that they were part of the vast majority of South Africans who were oppressed in virtue of their skin colour but in finding out what it is to suffer from the Human Rights violation, why should that not be part of the process of legal education?
Just one last follow up in relation to the question that Wynand asked you about the legal education issue in a sense and that is I am reminded of a discussion that I had with the late judge Milne around the issue of legal education and it may surprise people that he was very much in favour of judges having continuing legal education in a very broad sense, the one thing he mentioned and I thought I might raise it with you and sound you out on the issue is that the judges are all part of broad associations for example, the Commonwealth Judges Association and so on and you may be aware that there is a Commonwealth Colleagiate Judge experience in terms of which judges through the Commonwealth are brought together to discuss issues.
That for example is one way in which judges could experience the whole universal Human Rights culture in a much boarder sense, how would you see that kind of approach working? I think that all such approaches are fruitful and it is not just in South Africa that people are now starting to debate on how to educate judges, in Canada this is a very hot issue and there is going acceptance of the need for judges to be involved in on-going legal education that takes place at an International level or in a Continental level all within their own country and I think the fact that judges are more receptive to this kind of education can go hand in hand with having more and more open appointment process.
I think the two have to be tied together. Thank you very much, I feel you have been very generous in your availablity. I just think that when we talk about the whole question of education that we might consider that it is something that ought to be informing our whole eudcational system.
You see the South African system has generally exam orientated, you are told the answers that you have got to give rather than trying to encourage a questioning type of mind, I mean why?
Why this, why that? You were being trained for not rocking the boat, that was the highest sort of virtue and if we can get into our educational system, perhaps we could get the children and everybody saying "no, sorry, I am not going to accept that because you say so," it ought to have an interesting worth for acceptance and I think I mean that if we can get all of that, that kind of critical attitude in our Schools in our Universities then our judges are not going to see themselves as being strange animals.
It is something that will be inbued in them so that they will so "No, no this is nonsense" and they say so and they are not scared of saying so because the whole community is used to that.
I think we should probably break for tea and if it is possible to have tea for 15 minutes and we try and can catch up. Thank you Mr Chairperson, members of the Commission on behalf of the International Association of Democratic Lawyers, I am pleased to have been afforded the opportunity to share with you our contribution to your historic work.
The ideal of organisation was formed about 51 years ago in Paris at an International gathering of lawyers who had fought and survived the wars against fascism and participated in the Nuremberg trials. We are a non-governmental organisation with consultative status at Ecosark, Unesco and Unisaf.
Now, my presentation, Mr Chairman will deal with the gross violations of human rights of the apartheid regime under international law.
I was shocked and dismayed to read his efforts to attempt to debase the cumulative and collective resolve of the vast majority of the nations of the world from every continent meeting at the United Nations determined that "the way in which the South African regime implements the police of apartheid should henceforth be considered the kind of genocide".Empowered employees come to believe that they control their own success through their efforts and hard work, which in turn benefits the success of the entire institution.
This is called empowerment in OD. Put these empowered individuals together into teams and the results will be extraordinary, we are told. Then, as performance falls because of higher demand, this causes a perceived need to invest in the organization's capacity.
Leaders in learning organizations must reverse this trend, and focus their. We won’t repeat that analysis in this report, but will pull out the main issues where appropriate. Part I: Political Report This analysis of economic trends led COSATU and the SACP to argue that in economic terms capital has gained more from democracy than the working class.
these individuals sometimes portray COSATU as being opposed. pa_tools1. Uploaded by Allan. Save. pa_tools1. For Later. save. Related. This helps them to prepare for the reality of change, and acts as a planning tool for working towards good performance and working relationships. PART III: TOOLKIT eg use of traditional birth attendants • analysis of organisational practice and the potential.
Leadership Development as a Catalyst for Social Change: Lessons from a Pan-African Programme of individuals in formal leadership roles – what Day () terms ‘leader development.
Advocacy, Communication and Social Mobilisation (ACSM) Working Group Pre Publication Copy Country-level strategic framework for Advocacy, Communication and Social Mobilisation to support TB.