By Andrew North article School is where children grow up, but the world of schools is a dark place.
The first time a child is sent to school can have a profound impact on their life and the lives of their families.
But it is not a place they feel safe in.
It is a place where they learn that the things they think are the best things for them are not necessarily the best thing for their future.
In South Africa, a school is where people come together to learn.
The world has a different idea of what school is.
The term school is an oxymoron.
It implies that a place that is not run by children, but rather by adults, is not really a place for children to learn and thrive.
There are many examples of schools in the world that are failing in their mission.
Many of them, especially in developing countries, are not equipped to do the work they are supposed to do.
What is happening to South Africa’s schools?
In the past two decades, the number of schools has risen, and it is the number that is growing fastest.
Today, the average age of a schoolteacher is 42.
South Africa is one of the poorest countries in the developed world.
The median annual income in South Africa is $3,300.
This is a country that has a population of just 6.3 million people.
It has a school population of about 8,000 children.
Schools are a vital part of South Africa.
They provide a safe place for kids to learn, and they provide a good example of what it means to be a citizen.
When it comes to South African schools, there are two important things to remember.
Firstly, they must be run by adults who care about children and their wellbeing.
Secondly, they have to be run properly, with the right resources in place.
While South Africa has more than 50,000 schools, the quality of their teaching is not always high.
For example, in the most affluent districts, there is an abundance of teaching that can be applied to any subject.
However, in many low-income communities, teachers are not trained to be teachers.
As a result, children who do not have the right training are often left to their own devices.
Education is a fundamental human right.
But when schools are failing, the consequences are not only for the children who are the victims of their failures, but for the wider community.
“We have a very good idea of where our children are at, but when it comes down to it, we don’t know what the real world looks like,” says South African Education Minister Himbert Nel.
“We don’t have good statistics on where our young people are in terms of their life chances.”
The school system in South African South is the largest in the continent, with over 7,000 public and private schools.
It is a national system, with each district responsible for ensuring that all children are enrolled in a school.
Students in the poorest schools are likely to have the lowest academic and life chances.
And, as children are not enrolled in primary school, they are not able to access education in secondary schools.
According to the National School Accounts, more than 70 per cent of all students in the country attend primary school.
This means that they are likely never to have access to an education in primary or secondary schools, until they reach their late teens.
On top of this, many children are also forced to leave school early.
If they are unable to complete their education, they may be forced to find work in other sectors, including as housekeepers, or at home.
Parents often feel frustrated and even angry when they learn their children are in poor schools, but it is because they have not taken sufficient care of them.
Children from low-performing schools often do not feel safe at home and are often bullied, which can cause physical and psychological harm.
A large number of South Africans are unable or unwilling to leave their homes.
An analysis of the most recent data on South African school attendance, by the South African Education Institute (SAEI), found that in 2013, only 7.3 per cent were able to attend school for a full day.
Of the total number of students in South Australia, only 5.3 percent attended school on a full daily basis.
That figure is down from a peak of 18.7 per cent in 2001.
At the same time, the SAEI says that only 2.5 per cent were able to go to a school for five days in 2013.
What can be done to fix the problem?
While many people in South East Asia and South Africa believe that it is better to have children in a good school environment, this does not mean that there should not be better support available.
We are now seeing a lot of improvements in